TEACHING EYFS

METHODOLOGIES/CURRICULUM
Mariam Mohamed
H00328114
 1. An introduction to each of the curricula

▪ The curriculum is based upon research in how children naturally develop and learn.

▪ A child-focused approach.

▪ They have aged appropriate targets they used to measure the child’s progress and identify how
well each child is embracing different approaches to learning for themselves (Characteristics of
Effective Learning) in chronological stages.

▪ They have seven areas of learning three prime areas; Communication and Language, Personal,
Social and Emotional Development and Physical Development and the four specific areas;
Literacy, Math’s, Understanding the World and Expressive Arts and Design.

▪ There is extra support might be needed and describe how learners improve their levels.

(Introduction to the EYFS and our Curriculum for International Interest, 2018)
 2. Identification of key principles of each curriculum

▪ A unique child, every class they had assistant to monitor the children’s learning and identifying
the children’s needs and requirement for additional support and safety.

▪ Positive Relationships, the staff understand the children’s feelings because they are sensitive,
and the teachers build the relationship with children, they get to know about them such as their
value, expectations and the factors that shape their lives at home and in the community.

▪ Enabling Environments, the environment plays a key role in supporting and extending children’s
development and learning.

▪ Learning and Developing, the teachers in that school they always provide challenges for the
children, give them opportunity to learn and develop their knowledge in different learning areas.
Like they have levels for the activities from 1-4. (Programme, n.d.)
 3. The historical context of each curriculum

▪ Anything that the children learns or encounters during the phase tends to impact their development into
an adult. Early years of childhood influences a child’s intelligence, behavior, and personality as they
grows up.

▪ EYFS implemented the developmental standards of a child. The framework of Early Years Foundation
Stage was first implemented in England in September 2008, then it came into effect in September 2012.

▪ The purpose is to reduce the load of providers in terms of extra paper works and regulations and to save
enough time to support in their development and providing opportunities to all children to bring out their
full potential.

▪ EYFS did not get a warm reception in first implemented. It failed to grab much attention But, With the
passage of time the care centers and nurseries came up, Which increased the convenience of working
parents. They adopted the EYFS framework for better management and development of children.
(History Of EYFS, 2014)
 4. The educational theorists who have influenced each
curriculum

The Philosophies that Influence the Early Years Foundation Stage (EYFS) is Friedrich Froebel
according to him the Key Points of Froebel's Approach:
1. Learning through play
2. The importance of tools and toys that provide children with the opportunity to learn real life
skills
3. That outside play was as important and should be an extension of the indoor learning
environment.

The children will take their learning both indoors and outdoors and in that school, they kept
one activity outside.

(Greenaway, 2018)
 5. Comparisons of the following with reference to academic
sources and personal experience:
▪ The specific roles of the teacher, the child and the community
▪ Teacher:

▪ It includes their interactions with children during planned and child-initiated play and activities: communicating
and modeling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling,
providing a narrative for what they are doing, facilitating and setting challenges. It takes account of the
equipment they provide and the attention to the physical environment as well as the structure and routines of the
day that establish expectations. It takes account of their interests and dispositions to learn (characteristics of
effective learning), and use this information to plan children’s next steps in learning and monitor their progress.
(Role of the Adult, 2015)
▪ Children:

▪ When the children play they can extend certain areas of their learning, they enjoy finding out about stethoscopes,
and role-playing different jobs. they build their interests and responds to others idea and sharing them for the
play.
The structure and organization of the curriculum including key areas
of learning (this can be a table or a diagram)

The Structure of EYFS: Key Areas of learning: Recourses:

• A unique Child • Reading Area

They always change the
• Positive Relationship • Writing Area
resources according to
• Enabling Environment • Math's Area
their theme of the weeks
• Learning Development • Creative Area
and it's safely for the
• Role play Area
children.
• Investigation Area
THE TYPE AND FUNCTION OF ASSESSMENTS FOR
EACH CURRICULUM
• Formative assessment: it covers all of the evidence that has been collated
through sessions. This is to gain an understanding of a child’s learning,
development, and progress. Evidence includes observations, photographs,
samples of children’s work, and comments from parents. teachers can keep
the observations on these forms over time to build up knowledge of the child.

• Summative assessment is a ‘summing up’ of an individual child’s achievement

at certain points in the year. This could be a baseline, termly or end of year
assessment in which a decision is made about which age and stage best fits
the child. Formative evidence that has been collated will be used to support
and inform these.

(EYFS Observation Assessment and Planning, n.d.)

 6. A discussion of the advantages and disadvantages of each
curriculum and the implications of these for teaching and learning
▪ Advantages:
▪ Every class they had the assistant to help the teacher and organize the activities during the
circle time.
▪ Children learn through playing, exploring and being active and creative, both indoors and
outside and they always gives opportunity for the children.
▪ In every class, they care about the self-assessment. And the teacher has a focused activity
to assess the child individually.
▪ They had a bathroom in every class.
▪ Disadvantages:
▪ They don’t have area for science.
▪ They had a big amount of children in one class.
 7. A SUMMARY OF POSITIVE ASPECTS OF EACH
CURRICULUM THAT COULD BE APPLIED IN LOCAL UAE
PRESCHOOL SETTINGS

In UAE preschool they could be applied to the assistants for each class in the school to help the
teachers and organize the class, she also monitors the children during the circle time and during
the activities, she helps them in doing the activity and encourages them to learn while playing so
teacher can take a group for focus center outside, she can take the children to the playground.
 Reference:

1. Greenaway, L. (2018, September 28). The Pioneers and Theorists who Influenced the Early Years Fo. Retrieved November 25, 2018, from
https://prezi.com/nwcv-lvdedal/the-pioneers-and-theorists-who-influenced-the-early-years-fo/

2. Introduction to the EYFS and our Curriculum for International Interest. (2018, May 14). Retrieved November 25, 2018, from
https://www.sparkearlyyears.co.uk/introducing-early-learning-stage-eyfs-english-national-curriculum/

3. Programme. (n.d.). Retrieved November 25, 2018, from http://www.jinspire.com/Programme/EYFS-Curriculum-Principles-Framework#4731389-

learning-and-development

4. History of EYFS. (2014, August 22). Retrieved November 25, 2018, from https://www.edsys.in/historyeyfs/

5. Revised EYFS Observation Assessment and Planning. (n.d.). Retrieved November 26, 2018, from http://www.yor-
ok.org.uk/workforce2014/Childcare Strategy/EYFS/revised-eyfs-observation-assessment-and-planning.htm#Form

6. A teaching and learning continuum: The role of the adult. (2015, July). Retrieved November 26, 2018, from
https://webcache.googleusercontent.com/search?q=cache:4rMd2p8c5sIJ:https://assets.publishing.service.gov.uk/government/uploads/system
/uploads/attachment_data/file/444144/Teaching-and-play-in-the-early-years-a-balancing-act.doc &cd=1&hl=en&ct=clnk&gl=ae