The legal status and principles of the framework

Explain the legal status and principles of the relevant early years framework and why the early years frame work emphasises a personal and individual approach to learning and development The legal status and principles are set out in the EYFS. This is a mandatory framework for all early years providers which is used in all schools and early years child-minders. The Early Years Foundation Stage (EYFS) is a term defined in Section 39(1)(a) and (1)(b) of the British government's Childcare Act 2006.

The EYFS comprises a set of Welfare Requirements and a set of Learning and Development Requirements known as Early Years Outcome. The legislation took effect from September 2008, this was then revised in 2012, from which they then founded the Early Years Outcome which came into place in September 2013. The EYFS was then revised again and the latest version has been applied from September 2014 The EYFS covers four guided principles:

Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured; Children learn to be strong and independent through positive relationships; Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; Children develop and learn in different ways and at different rates.

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The framework covers the education and care of all children in early year’s provision, including children with special educational needs and disabilities. In order to achieve the good learning and development it is very important that we have the first 3 principles in place.

You need the child and every child is unique.

You then need to develop a good positive relationship with the child. They need to feel comfortable with you, be able to trust you have a sense of belonging. You can do this this by giving them praise when needed; if they have tidied up quickly and been the most helpful you may make them the star or the day. Encouraging them, if you can see that are trying to use an pieces of equipment for the first time and they are they do not seem to be confident or are not sure how to use it, show them how it is done and encourage them to try again. They need to have an enabling environment around them. This can be done by giving them the freedom to choose what they would like to play with, if they want to play indoors or outdoors, they need to have age appropriate toys to be able to simulate them. Once the above three are achieved we can then be sure that the child will be able to enter into learning and developing.

The early year’s entire framework is focused on the needs of the individual child. It is important that we understand that all children develop at different rate and that they all come from different backgrounds. We as practitioners need to understand that they all child have different needs and interests and will require a range of different opportunities in order to thrive. Children also start to spend more time away from their parents. This may be upsetting for them. So extra care needs to be provide to support the child when they first come into the setting. This can be done by braking the day, if they are there for half a day then, we would expect them to start coming in for hourly sessions to start with then gradely build up their hours.

By doing this we are support the child’s emotional well-being. The four frameworks in the home nations have many similarities in structure as well as differences. All emphasise play as the medium for young children’s learning. They also all stress the importance of observing children and working with them on the basis of their personal development. The personalisation of learning is interesting and links closely to inclusion and diversity as it is increasingly recognised that a ‘one size fits all’ approach does not work in the care and education of children.

Explain how national and local guidance materials are used in settings There are lots of guidance materials available such as, packs, books, information and forums. National guidelines will be something every setting has to comply with such as being governed by Ofsted and following the EYFS curriculum and the local guidelines. Within my setting personally, we do not have a lot of local and national materital that we use. We always refer to the EYFS paperwork that helps us track the learning and development of each child as they go through their journey; however this paperwork was developed by the senior management of the nursery. When a child starts in our setting we carry out home visits and carry out our own observation within the setting, from this we will gain a starting point. We then carry out regular observations and put this into their learning journals. We meet with the parents every six weeks to give them an update on how their child is in the setting.