The Early Years Curriculum has developed over time from 1944. The background of the progress of legislation and reports through the years will be shown in a timeline. The developments of provision within the UK will demonstrate the changes through the years and the adoptions made to enhance provision.
The Early Years Curriculum since 1944 has been culminated through legislation and reports. From the start of 1944, The Education Act supported the concept of nursery education which leads to the growth of provision in the 1950’s and 1960’s. Although there was progress being made, economic difficulties took place in England during the Second World War, resulting in the provision being compromised (Wall, 2011). Following on from the Education Act …show more content…
The provision that it enabled was for children’s learning, development and care for children from birth to the age of five (Statutory framework for the early years foundation stage, 2008). However, with the arrival of The EYFS 2008 created arguments against planning as they stated plans for young children could give the wrong idea of the guidance and therefore less suitable provision for children (Wall, 2011). Although, some practitioners were keen on how they could change the planning and provision to meet the requirements of the EYFS. Within England the Educational provision available for younger children under five is offered in a diverse range of settings. Early Years provision has gone through changes in policy and practice and these changes have been experienced by staff, children and families. Still there are concerns about the way that the framework is understood and put into practice by various staff and settings. Undoubtedly, the way provision is carried out in each setting can have an impact on children’s development and learning (Brooker et al., …show more content…
The EYFS 2012 is a non-statutory framework that sets the principles for learning, development and care for children (DfE, 2012). This framework is used as part of daily observations, assessment and planning. The age and stages partly cover each other due to the fact that there are no set age limits. However, they do propose an archetypal range of development. Nevertheless, it is vital to consider that babies and young children develop at their own time and in their own ways (Early Education, 2012). A few years later in 2014 the new EYFS document became statutory (Earlyyearsmatters.co.uk, 2016). The new 2014 statutory framework aims to provide a partnership between parents and practitioners. This framework also provides planned opportunities for children with needs and interests. The EYFS 2014 is currently being used in a diverse range of settings from schools, providers on the Early Years Register as well as Early Years childminders (DfE, 2014). This provides the same provision for all children in all
The Early Years Curriculum since 1944 has been culminated through legislation and reports. From the start of 1944, The Education Act supported the concept of nursery education which leads to the growth of provision in the 1950’s and 1960’s. Although there was progress being made, economic difficulties took place in England during the Second World War, resulting in the provision being compromised (Wall, 2011). Following on from the Education Act …show more content…
The provision that it enabled was for children’s learning, development and care for children from birth to the age of five (Statutory framework for the early years foundation stage, 2008). However, with the arrival of The EYFS 2008 created arguments against planning as they stated plans for young children could give the wrong idea of the guidance and therefore less suitable provision for children (Wall, 2011). Although, some practitioners were keen on how they could change the planning and provision to meet the requirements of the EYFS. Within England the Educational provision available for younger children under five is offered in a diverse range of settings. Early Years provision has gone through changes in policy and practice and these changes have been experienced by staff, children and families. Still there are concerns about the way that the framework is understood and put into practice by various staff and settings. Undoubtedly, the way provision is carried out in each setting can have an impact on children’s development and learning (Brooker et al., …show more content…
The EYFS 2012 is a non-statutory framework that sets the principles for learning, development and care for children (DfE, 2012). This framework is used as part of daily observations, assessment and planning. The age and stages partly cover each other due to the fact that there are no set age limits. However, they do propose an archetypal range of development. Nevertheless, it is vital to consider that babies and young children develop at their own time and in their own ways (Early Education, 2012). A few years later in 2014 the new EYFS document became statutory (Earlyyearsmatters.co.uk, 2016). The new 2014 statutory framework aims to provide a partnership between parents and practitioners. This framework also provides planned opportunities for children with needs and interests. The EYFS 2014 is currently being used in a diverse range of settings from schools, providers on the Early Years Register as well as Early Years childminders (DfE, 2014). This provides the same provision for all children in all