From September 2008 the Foundation Stage Curriculum will be replaced by the Early Years Foundation Stage (EYFS), framework which covers ages from birth to five years of age. The EYFS is based on principles of inclusion, which means that early-years providers oppose discrimination and prejudice and welcome all families and children. They provide care and education for a wide range of children in environments that enable children to feel safe and supported and which extend their learning and development.

Throughout the EYFS stress is placed upon understanding each child and their family as unique, with different needs and concerns. Children’s development is presented under six overlapping phases. This overlap is intended to emphasise the fact that there can be big differences between the development of children of similar ages. At the same time age can be a cue, when taken with all other factors, to indicate that development may be atypical and that a child may need extra support.

Child-development overview

All children are different and to reflect this, age ranges have been overlapped in the EYFS to create broad developmental phases. This emphasises that each child’s progress is individual to them and that different children develop at different rates. A child does not suddenly move from one phase to another, and they do not make progress in all areas at the same time. However, there are some important ‘steps’ for each child to take along their own developmental pathway.

There are six broad developmental phases: birth to 11 months, 8 to 20 months, 16 to 26 months, 22 to 36 months, 30 to 50 months and 40 to 60+ months. The following summaries highlight the more important aspects of child development in each of these stages. For the purpose of planning and observations for Fox Cubs I will be using the 30 to 50 months and 40 to 60+ months developmental phases.

30-50 months
An increased interest in joint play such as make-believe, construction and games helps children to learn the important social skills of sharing and co-operating. Children also learn more about helping adults in everyday activities and finding a balance between independence and complying with the wishes of others. Children still need the comfort and security of special people. Close, warm relationships with carers form the basis for much learning, such as encouraging children to make healthy choices in food and exercise. At this stage children are becoming more aware of their place in a community. Literacy and numeracy can develop rapidly with the support of a wide range of interesting materials and activities. Children’s language is now much more complex, as many become adept at using longer sentences. Conversations with adults become a more important source of information, guidance and reassurance.

40 to 60+ months
During this period children are now building a stronger sense of their own identity and their place in a wider world. Children are learning the importance of social rules and customs, to show understanding and tolerance of others, and to learn how to be more controlled in their own behaviour. Learning and playing in small groups helps to foster the development of social skills. Children now become better able to plan and undertake more challenging activities with a wider range of materials for making and doing. In this phase children learn effectively in shared activities with more able peers and adults. Literacy and problem solving, reasoning and numeracy skills continue to develop. Children’s developing understanding of cause and effect is encouraged by the introduction of a wider variety of equipment, media and technologies.

Areas of Learning and Development

The EYFS is made up of six areas of Learning and Development. All areas of Learning and Development are connected to one another and are equally important. The six areas of Learning and Development are Creative Development, Personal, Social and Emotional Development, Communication, Language and Literacy, Problem Solving, Reasoning and Numeracy, Knowledge and Understanding of the World and Physical Development.

Observation Files
Welcome to your child’s learning journey! Within your child’s file you will find observations of your child’s learning, which has been achieved through a combination of play-based and adult directed activities. Observations will include photographs, notes and children’s own work. This file will be sent home every term for you to look at and make any comments.  I feel that documentation benefits the children, as looking at photographic evidence and work samples, allows the children to reflect and discuss their own learning. It also gives them a sense of pride and achievement, which heightens their self-esteem.