This report evaluates the differences and similarities between EYFS (Early Years Foundation Stage) and KS1 (Key Stage One). It analyses the need to support children through the transition from one stage to another. The main source used is the government

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Assessment Description

Assessment brief:   

Write an evaluative report which demonstrates your understanding of the principles underpinning EYFS and KS1.

Analyse how this influences practice when supporting children in the transition from EYFS to KS1.

Re-assessment brief: 

Write an evaluative report which compares the differences and similarities between EYFS and KS1 and analyse the need to support children through transition.

Learning outcomes

By the end of the module you will be able to demonstrate the ability to:

  1. Demonstrate knowledge and understanding of theory underpinning the development of Key Stage 1.
  2. Analyse the impact of recent research on Key stage 1 practice.
  3. Compare and contrast EYFS and KS1 principles and practice
  4. Analyse the challenges for practitioners in supporting children and their parents/carers during phases of transition.

 

This report evaluates the differences and similarities between EYFS (Early Years Foundation Stage)  and KS1 (Key Stage One).  It analyses the need to support children through the transition from one stage to another. The main source used is the government website:

 

The principles of Early Years Foundation Stage (EYFS) are contained in a government document published on 13 March 2007 and have been administered in practice since  September 2008. It is a ‘regulatory framework’ for children from birth to the school starting age of 5,  and  ensures  a recognised standard for all  educational providers to fulfil. It incorporates  three influential government  agendas: ‘Curriculum Guidance for the Foundation Stage (2000)’, the ‘Birth to Three Matters (2002)’  and the ‘National Standards for Under 8s Daycare and Childminding (2003)’.

The EYFS is based around four themes and accompanying principles:  (1) ‘A Unique Child’ – every child has the capacity to be a confident learner;

(2) ‘Positive Relationships’ – children gain strength from ‘loving and secure’ relationships;

(3)‘Enabling Environments’ - a supportive environment increases the possibility to develop;

(4)‘Learning and  Development’ – children all learn in different ways and all areas of the EYFS curriculum are interconnected.

The main purpose of EYFS is for the child to be ‘equipped’ with founding skills and  abilities  to enter Key Stage 1 (Primary Education Year  1) where  teachers will be notified of  support needed for  each child’s achievements. During EYFS   learning development is recorded ‘reliably’ and  ‘accurately’ for both teachers and parents.  

 The EYFS is founded on ‘principles of inclusion’ which protect against discrimination and prejudice, to enable  all types of  families to gain trust in the early years’ system, which has been designed  to support  children through a ‘quality experience’ of learning.  EYFS  perceives  that  children’s development  takes place within six  phases, as listed below. However, flexibility is given to each phase to emphasise  the difference between children of the same age, intending that  compensatory support often needs to be given.

Birth-11 months:  rapid physical  development  is accompanied with  learning from surrounding  carers and information. Children are interested in attention given to them about themselves, and respond to ‘sensitive caregiving’ and  flexible routines where events and experiences can be foreseen.

8-20 months:  an energetic phase of physical growth where children need time for exercise and calmer activities. They enjoy play with toys, pretend situations, and interaction with others. Adults need to be there for security and comfort as learning about  boundaries and overcoming frustrations starts to feature more.

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22-36 months:  a child’s motor skills begin to manifest. Adults can assist self-help and independence in eating, dressing and toileting. Self-esteem becomes important for individual achievements, with a sense of self, engagement and encouragement with others forming the basis of rapid language development. Children have more notions about past, present and future, as well as dangers and limits.

30-50 months:  interactive play with others forms the skills of sharing  and co-operating,  being independent, and being aware of  others’ preferences. When children come into contact with ‘warm and close’ carers, they feel encouraged to make healthy food and  exercise choices. They ...

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