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Early Education responds to the launch of the review of the Coalition
Government’s review of the Early Years Foundation Stage.
In response to the launch of the Coalition Government’s Review of the Early
Years Foundation Stage (EYFS), Megan Pacey, Chief Executive of Early
Education said:
“Extensive consultation of our members last year to inform the QCA’s review
of the first year of implementation of the Early Years Foundation Stage
found that the majority of respondents were rising to the challenge of
implementing the EYFS and were delighted by the opportunities that the
framework had provided to be flexible and creative in meeting the needs of
all young children and their parents.
“While many practitioners admitted to having been daunted by the EYFS when
it was first implemented, our evidence showed that after the first year, the
majority were embracing the principles and ways of working that the
framework advocates and are seeing the benefits of being led by the child
and their interests. No practitioner reported finding the Early Years
Foundation Stage overly bureaucratic which subsequently led to spending less
time focused on children’s learning and development.
“Our respondents worked across a range of early childhood education settings
and a year into its implementation the Early Years Foundation Stage was
being embraced as a positive framework with sound principles that enabled
practitioners to provide education with an emphasis on learning through
play, observing the child and planning from and for children’s interests in
partnership with parents and other professionals.
“Early Education hopes that this review will build on the significant
progress that practitioners have made in since its implementation and also
provide the opportunity to fine tune the outstanding issues that require
more thought and discussion including the expectation of the early learning
goals in Communication, Literacy and Language Development to ensure that
they are appropriately pitched at a level where they are likely to be
consistently achievable for all children.
“Early Education also hopes that this review will provide opportunities to
further support practitioners working in early childhood education settings
and in Reception and Year One classes with appropriate support to further
develop and enhance the practice of early childhood educators through the
Early Years Foundation Stage framework for the benefit of all children and
their families.”
##ENDS##
For further information please contact:
Megan Pacey
Chief Executive
Telephone: 0207 539 5400/ 07545 488 004
Email:
megan@early-education.org.uk
NOTES TO EDITORS:
1. This press release relates to the announcement made by the Minister for
Children, Sarah Teather MP with regards to the Coalition Government’s Review
of the Early Years Foundation Stage on Tuesday 6 July 2010.
2.
Click here to view Early Educations response to the Qualifications and
Curriculum Authority (QCA) consultation on the first year of the
implementation of the Early Years Foundation Stage (EYFS) in England that
the QCA were commissioned to undertake on behalf of the Department of
Children, Schools and Families in 2009.
3. The British Association for Early Childhood Education (Early Education)
is the leading independent national charity for early years practitioners
and parents, campaigning for the right of all children to education of the
highest quality. Founded in1923, it has members in England, Northern
Ireland, Scotland and Wales and provides a national voice on matters that
relate to effective early childhood education and care of young children
from birth to eight, advising parents, central and local government and
through the media. The organisation supports the professional development of
practitioners through training, conferences, seminars and access to a
national and regional branch network. For more information on the work of
Early Education visit
www.early-education.org.uk
Early Education is registered as a charity in England and Wales (Registered
Number 313082) and Scotland (Registered Number SC039472).
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