What was the curriculum for eyfs

Children were encouraged to talk about their processes of coming to know, thereby developing their metacognitive capabilities thinking and talking about their learning, creating and solving problems, self-regulating , and sharing their knowledge and interests.

For instance, it is often claimed that sand and water play enable children to learn important scientific concepts — volume, capacity, density, measurement, properties of materials. While processes of discovery and exploration are important, children need to know what they have discovered. Young children encounter knowledge and ways of coming to know through experience in their homes and communities, in different social and cultural contexts.

And herein lie further problems when thinking and talking about curriculum in creative and critical ways. In fact, child development theories have not kept up with contemporary social and cultural developments because children are doing so much more than has been thought possible, and are learning in many different ways in super-diverse communities. Knowledge is power in the sense that children revel in their new skills, capabilities and understanding, and enjoy putting them to work with creativity, invention and playfulness.

Facts and information can be imbued with surprise and wonder, and new skills open up new possibilities. At the same time, children are constantly learning about themselves, their place in their social and material worlds, and the impact of their actions with and on other people and things. In the context of our super-diverse and fast-changing technological world, this understanding does not undervalue literacy, mathematics, sciences, technology, the humanities and the arts.

I am not presenting an outdated argument for a focus on processes rather than the structures and content of curriculum in ECE. Rather by looking creatively at the idea of in-between spaces and possibilities, we can understand curriculum as incorporating the dynamic, lived experiences of children, families and communities. As shown by the bi-directional arrows in the diagram, curriculum decision-making is dynamic and incorporates the principles shown in the text box.

The key concept here is that curriculum planning can be intentional, responsive and anticipatory and moves flexibly to and fro across the continuum of adult-led and child-initiated activities. If we accept that the EYFS provides a basic entitlement then we can use this model to be more creative in looking at multiple sources of curriculum content, including digital resources, and the social, material and affective qualities of learning.

Elizabeth Wood is professor of education at the University of Sheffield, and head of the School of Education. Her research interests include play and pedagogy and curriculum and assessment in early childhood education.

With thanks to practitioners and children at N London Fields, www. Bold Beginnings In the Ofsted report Bold Beginnings: The Reception curriculum in a sample of good and outstanding primary schools , there is much confusion and some contradictions. A narrow understanding of curriculum Based on these policy trends, I argue that alongside the EYFS, the direct intervention of Ofsted in matters of learning and teaching, play, assessment and school readiness constructs a narrow understanding of curriculum.

Little space for flexible planning When compared with frameworks in countries such as New Zealand, Norway, Denmark and Ireland, the EYFS is instrumental and arguably leaves little space for flexible, responsive planning, especially for children in the Reception year ages four to five.

Some children, such as those with SEND, may need additional support. They should only be used as an assessment during the summer term of the reception year. Cookies on Help for early years providers We use some essential cookies to make this service work.

View cookies. Communication and language. Physical development. Personal, social and emotional development. Understanding the world. Expressive arts and design. Get help to improve your practice. Safeguarding and welfare. Home Get help to improve your practice Curriculum planning. Communication and language Interactions Exploring language Listening and understanding Physical development Core strength and co-ordination Gross motor skills Fine motor skills Personal, social and emotional development Emotions Sense of self Relationships Literacy Reading comprehension Exploring words Writing Mathematics Numbers Patterns and connections Spatial reasoning Understanding the world Personal experiences Diverse world Widening vocabulary Expressive arts and design Imagination and creativity Self-expression Communicating through arts Get help to improve your practice Curriculum planning Reducing paperwork Working in partnership with parents and carers English as an additional language EAL Meeting the needs of all children Safeguarding and welfare Oral health Food safety.

Get help to improve your practice Curriculum planning Find out more about how curriculum planning helps give the children a better experience, covering all early years foundation stage EYFS areas of learning.

They explore 12 characteristics of everyday objects and shapes and use mathematical language to describe them. People and communities: children talk about past and present events in their own lives and in the lives of family members. They know about similarities and differences between themselves and others, and among families, communities and traditions. The world: children know about similarities and differences in relation to places, objects, materials and living things.

They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Technology: children recognise that a range of technology is used in places such as homes and schools.

They select and use technology for particular purposes. Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes.

They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories. Early Years Curriculum. Seven Areas of Learning and Development. The Early Years Curriculum is based on seven key areas of learning. In the Nursery Class we focus strongly on the three Prime Areas which are the basis for successful learning in the other four specific areas: Personal, social and emotional development; Physical development Communication and language Personal, social, and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

As children grow in confidence and ability within the three prime areas, the balance will slowly shift towards a more equal focus on all seven areas of learning, including: Literacy Mathematics Understanding the world Expressive arts and design Literacy development involves encouraging children to read and write, both through listening to others reading, and being encouraged to begin to read and write themselves.

Communication and language Listening and attention : children listen attentively in a range of situations. Physical development Moving and handling : children show good control and co-ordination in large and small movements. Personal, social and emotional development Self-confidence and self-awareness : children are confident to try new activities, and say why they like some activities more than others.

Literacy By the end of Reception our key aims for children are: Reading: children read and understand simple sentences. Mathematics By the end of Reception our key aims for children are: Numbers : children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Understanding the world By the end of Reception our key aims for children are: People and communities: children talk about past and present events in their own lives and in the lives of family members.