2021 EYFS Seven 7 Areas of learning wall display posters

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Literacy: This is designated into three main strands: ‘Comprehension’, ‘Word Reading’ and ‘Writing’. take part in simple pretend play, for example, they might use an object like a brush to pretend to brush their hair, or ‘drink’ from a pretend cup Pretend play gives many opportunities for children to focus their thinking, persist and plan ahead. 7. Partnership with parents This CoETL or CoEL display inlcudes posters to remind you of the Characteristics of Effective Teaching and Learning as described by the EYFS. They are:

Practitioners carefully organise enabling environments for high-quality play. Sometimes, they make time and space available for children to invent their own play. Sometimes, they join in to sensitively support and extend children’s learning. Help young children to develop by accepting the pace of their learning. Give them plenty of time to make connections and repeat activities. Active Learning - Children can motivate themselves, taking the initiative to investigate and ask questions. They take an active role in activities and learning. Adding this requirement does not mean that you must carry out supervised toothbrushing. You will not be required to assess children’s oral health. Feel free to read our Early Years Foundation Stage Teaching Wiki. What are the characteristics of effective learning in EYFS?

Resources to support the EYFS Prime Areas of Learning:

Development Matters is for all early years practitioners, for childminders and staff in nurseries, nursery schools, and nursery and reception classes in school. It offers a top-level view of how children develop and learn. It can help you to design an effective early years curriculum, building on the strengths and meeting the needs of the children you work with. It guides but does not replace, professional judgement. Through conversation, storytelling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures. English as an additional language Underpinning their personal development are all kinds of important attachments. The attachments and relationships children form now can shape their social world. begin to predict sequences because they know routines, for example, they may anticipate lunch when they see the table is set, or get their coat when the door to the outdoor area opens Is the child using pronouns (‘me’, ‘him’, ‘she’), and using plurals and prepositions (‘in’, ‘on’, ‘under’) – these may not always be used correctly to start with.

Encourage babies’ exploration of the world around them. Suggestions: investigating the feel of their key person’s hair or reaching for a blanket in their cot. Understanding the World: This is divided into three main areas of learning which include, ‘Past and Present’, ‘People, Culture and Communities’, and understanding the ‘Natural World’, too. The EYFS Development Matters Framework describes the Specific Areas of Learning as the ' essential skills and knowledge which children will need to function successfully as part of society'. In addition, listening to a broad selection of stories, non-fiction, rhymes, and poems will foster their understanding of our culturally, socially, technologically, and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension. When we give every child the best start in their early years, we give them what they need today. We also set them up with every chance of success tomorrow. Seven key features of effective practice 1. The best for every child

Understanding the World:

Similarly to the Prime Areas of Learning, there are three sections within each learning area which relate to: High-quality early years education, with a strong focus on communication, is good for every child. It is especially positive for disadvantaged children. By reducing workload expectations, this guidance can free up time. You can use that time to help children who are struggling with their learning. This can stop gaps in learning from opening and widening. Gaps by the end of the early years will, on average, double by the end of primary schooling. The early years are the crucial years for making a difference. Make time to connect with babies, toddlers and young children. Tune in and listen to them and join in with their play, indoors and outside. We also have an array of resources and activities which seek to support children's understanding of key festivals, cultural events, and religious celebrations around the world.

By around 3 years old, can the child shift from one task to another if you get their attention? Using the child’s name can help: “Jason, please can you stop now? We’re tidying up”. Opportunities to play and explore freely, indoors and outside, are fun. They also help babies, toddlers and young children to develop their self-regulation as they enjoy hands-on learning and sometimes talk about what they are doing. We have resources for each of the three sections of Understanding the World, which use different methods of learning to support development within each EYFS learning outcome. Through conversation, story-telling and role-play, children can share their ideas. With support and modelling from their teacher and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.Early years settings must also support children’s learning and development in the specific areas. The four specific areas are intended to also strengthen learning and development within the prime areas, hence why the 7 areas are seen as being interconnected. The four specific areas are: Personal, Social and Emotional Development: This is broken down into the 3 categories of ‘Self-Regulation, ‘Managing Self’ and ‘Building Relationships’. sort materials, for example, at tidy-up time, children know how to put different construction materials in separate baskets In September 2020, some schools elected to use the new early learning goals, which were fully rolled out to all schools in September 2021. While the EYFS Statutory Framework and early learning goals set in place the expectations and levels of attainment for children by the end of their reception year, they do not set a mandatory path to those goals, recognising the individual nature of development, especially in early years children. Find other resources, which we think you’ll find useful, below:

babies may pull themselves up by using the edges of a low table to reach for a toy on top of the tablebring their own interests and fascinations into early years settings - this helps them to develop their learning Talk to your child’s early years provider if you think one or more areas of the EYFS conflict with your religious or philosophical beliefs. They’ll tell you if you need to ask for an ‘exemption’.