The Early Years Foundation Stage

Aims of session Find out more about the Foundation Stage Curriculum. Find out more about the Early Years Foundation Stage Profile. Find out how you can help at home. 2

What is the Early Years Foundation Stage ( E.Y.F.S)? The E.Y.F.S. is the stage of education for children from birth to the end of the Reception year. It is based on the recognition that children learn best through play and active learning.

The importance of play Play engages children’s bodies, minds and emotions. In playing children can learn to interact with others and be part of a community, to experience and manage feelings, and to be in control and confident about themselves and their abilities. Play can help children to develop these positive dispositions for learning: • finding an interest • being willing to explore, experiment and try things out • knowing how and where to seek help • being inventive – creating problems, and finding solutions • being flexible – testing and refining solutions • being engaged and involved – concentrating, sustaining interest, persevering with a task, even when it is challenging • making choices and decisions • making plans and knowing how to carry them out • playing and working collaboratively with peers and adults • managing self, managing others • developing ‘can-do’ orientations to learning • being resilient – finding alternative strategies if things don’t always go as planned • understanding the perspectives and emotions of other people.

Areas of learning… The New Foundation Stage Curriculum for 2012 PRIME AREAS Personal, Social and Emotional Development Communication and Language Physical Development These are crucial for developing children's curiosity and enthusiasm for learning. Then there are 4 SPECIFIC AREAS 4. Literacy; 5. Mathematics; 6. Understanding the world; 7. Expressive arts and design

How? Child initiated Independent adult initiated learning Individually and in groups Guided group work Whole class activities

Characterisitcs of learning Playing and exploring – engagement Finding out and exploring Playing with what they know Being willing to ‘have a go’ Active learning – motivation Being involved and concentrating Keeping trying Enjoying achieving what they set out to do Creating and thinking critically – thinking Having their own ideas Making links Choosing ways to do things

Learning Line Time

Engagement The Learning Line Characteristics of Effective Learning Initiating activities Trying something new Having a go Taking a risk Acting with other people Looking for a challenge Using my senses Being curious about objects, events and people Having another go Engagement Take a risk Taking on a role Trying another way

Motivation The Learning Line Characteristics of Effective Learning Making a plan Persevering Having another go Keeping going Concentrating Making decisions Working carefully Trying a new way Feeling proud Motivation

Thinking The Learning Line Characteristics of Effective Learning Making plans Finding ways to solve problems Testing out ideas Checking how well an activity is going Making predictions Thinking of ideas Finding new ways to do things Talking about how successful an activity has been Reviewing my learning Thinking Take a risk Making links Changing my plans when I need to

I Can Problem Solve! Is – not Or- and Some – all If – then Same – different Might – maybe Why-because Fair – not fair Before – after No - later

What can you do to help your child’s learning when they begin school? Sharing books, talking about the pictures Reading Book, make comments in their reading diary Read/share books at least 3 times a week Ongoing-encourage mark making, shopping lists etc. Encourage children to talk. Practise counting at any time-climbing the stairs, shopping etc Play simple board games Sing number rhymes, nursery rhymes and songs together Support any homework that comes home, sounds and number work

Home Learning Reading (scheme books, home books, school and public library and other) ‘WOW’ books. Letters and Sounds weekly. High frequency words to learn. Half Term Home learning Challenge. Name writing (cursive formation) Letter Join Class Toy.

• Completed final term of the year in which the child reaches age 5 EYFSP • Completed final term of the year in which the child reaches age 5 • Levels of development assessed against the ELGs • Exceeding, expected and not yet reached expected level (emerging) • Passed to Year 1 • Share with parents and/or carers Statutory Framework page 11 & 12

Communicating with Parents Parent Consultations once a term. A full school report once a year. Marvellous Me! Targets shared once termly. WOW books. Home Link books. Molly. Open door policy.

Questions ?

Stay and Learn!