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The Childcare Act 2006 provides the underpinning legislation for a single quality framework for children from birth to five (the EYFS). The EYFS and the renewed literacy and mathematics Framework provide integrated advice to practitioners about supporting children's care, learning and development from birth to five. The EYFS will be statutory from 2008. Until then, practitioners and teachers should continue to plan and assess on the basis of the Curriculum guidance for the Foundation Stage (QCA/00/587) and undertake observational assessment at the end of the stage in line with the Foundation Stage Profile with an awareness of how to move towards implementing the EYFS in September 2008.
In order to support practitioners in developing continuity for children, particularly between the Foundation Stage and Year 1, the relevant sections of the EYFS and literacy and mathematics Framework mirror each other. Practitioners will also continue to find useful support for children's continuity in learning in the approaches outlined in Continuing the learning journey (QCA 2005).
It is important to note that all six areas of learning in the Foundation Stage are interrelated and approaches to learning and teaching in the Foundation Stage must match the development and age of the learner. The curriculum planned for the child will be shaped by the principles in the Curriculum guidance for the Foundation Stage and the particular needs of individuals and different groups of children, considering each child as an individual.
The six areas of learning represent an integrated structure for supporting the developing curiosity, enjoyment of learning and achievement of young children.
Personal, social and emotional development concerns children's emotional well-being, developing respect for others, and building social skills and a positive disposition to learn. Communication, language and literacy depend on learning and being competent in a number of key skills, together with having the confidence, opportunity, encouragement, support and disposition to use them.
Problem solving, reasoning and numeracy is one of the EYFS areas of learning and development. This area of learning is embedded in the mathematics section of the Framework to maintain continuity once the EYFS is implemented. It involves children building an understanding of problem solving, reasoning and numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding. Mathematical development depends on becoming confident and competent in learning and using key skills. This area of learning includes seeking patterns, making connections, recognising relationships, working with numbers, shapes, space and measures, counting, sorting and matching. The development of mathematical understanding should include the use of stories, songs, games and imaginative play.
In developing a knowledge and understanding of the world, children are developing the crucial knowledge, skills and understanding that help them to make sense of the world in which they live. This forms the foundation for later work in science, design and technology, history, geography, and information and communication technology (ICT). The physical development of babies and young children is inseparable from all other aspects of development because they learn through being active and interactive. They use all their senses to learn about the world around them and make connections between new information and what they already know. Physical development is about improving skills of coordination, control, manipulation and movement. Creativity is fundamental to successful learning. Being creative enables babies and young children to make connections between one area of learning and another. They need opportunities to explore and share their thoughts, ideas and feelings through a variety of art, mathematics, design and technology, music, movement, dance and imaginative and role-play activities.
It is important that the learning experiences provided for young children in the Foundation Stage provide sufficient opportunity for exploration and a good balance between practitioner-led and child initiated activity. As practitioners plan learning experiences for young children, it is essential that full account is taken of the links that can be created across the areas of learning to ensure that such experiences contribute to the broad and holistic learning and development.
The Primary Framework for literacy and mathematics provides guidance for children all the way through schools and settings from Foundation Stage to Year 6, and shows progression into Year 7. Practitioners in schools and settings will be working with both the EYFS and this Framework - in order to plan for transition and continuity it is important that Year 1 teachers are familiar with the EYFS.
The EYFS and the literacy and mathematics Framework have been developed alongside each other, with relevant sections mirroring each other. Schools and settings will find that the guidance provided in the literacy and mathematics Framework for the Foundation Stage matches the sections in the EYFS on communication, language and literacy and problem solving, reasoning and numeracy.
One of the key principles underpinning the development of the renewed Primary Framework for literacy and mathematics has been to ensure that the messages and guidance for Foundation Stage practitioners are consistent between the EYFS and the Framework in order that practitioners are not given mixed messages or forced to make choices between available guidance that may appear inconsistent. The integration of advice on early reading following significant developments taking place and incorporated into the Primary Framework will be reflected in the EYFS, building upon the principles outlined in the Rose Report.
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