Practitioners: Early Years Foundation Stage (EYFS) Essay

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This essay will attempt to clarify why it is significant that early years practitioners retain knowledge of the historical and philosophical influences on early years policies. It will look at many pioneers, their philosophy and how their ideas have developed, it will look at how their work, historical influences and events of the past have shaped the early years foundation stage (EYFS). It will then detail why it is important for practitioners to learn about the contribution of the pioneers and history influences to improve their practice when working in an early years setting the penultimate section will then talk about the term practitioner and then will finish with a conclusion.

There are many early theorists from the Greek
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Practitioners need an understanding of Froebel's theory so that they can provide a positive learning environment both indoors and outdoors where children can initiate their own play led by their own interests. This involves practitioners having an understanding of play and being able to set up age and stage appropriate activities to engage and stimulate children's interests enabling them to drive children to develop holistically.

Rudolf Steiner (1865-1925) believed that play and imagination are important and centered on all aspects of children’s growth and development (Pound, 2006 ). He considered that a vital aim of child education was to Develop the potential of the child (Gray and Macblain , 2012).

The EYFS echoes that babies and children develop in different but individual ways, every area of child development is important , this is seen within the unique child principle (DCSF 2008).
Practitioners need to be aware of Steiner’s theory so that they can help to support children holistic development and not focus on individual areas as this will develop the potential of the child.

Steiner, Frobel, and Maria Montessori believe that the development of the whole child is greatly important (Bruce, 2011), and that children should not be prepared for adulthood but be given

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