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EARLY CHILDHOOD EDUCATORS RISING TO THE CHALLENGE OF IMPLEMENTING THE
EARLY YEARS FOUNDATION STAGE
Thursday 13th August 2009
The British Association of Early Childhood Education (Early Education)
consultation on the first year of the implementation of the Early Years
Foundation Stage (EYFS), has found the majority of respondents are rising to
the challenge of implementing the EYFS and are delighted by the
opportunities that the framework has provided to be flexible and creative in
meeting the needs of young children and their parents.
Undertaken to inform the Association’s response to the Qualifications and
Curriculum Authority (QCA) consultation on the first year of the
implementation of the EYFS in England, respondents worked across a range of
early childhood education settings – with many working across multiple
settings – either as practitioners or consultants, academics, advisors or
trainers supporting the delivery of the EYFS.
Megan Pacey, Chief Executive of Early Education said
“A year on, the Early Years Foundation Stage is being embraced as a positive
framework with sound principles that enables 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.
“While many practitioners admit to having been daunted by the EYFS a year
ago our evidence shows that the majority are now 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.
“There are still however, aspects of the EYFS that require more thought and
discussion. A year ago there was considerable concern about the expectation
of the early learning goals in Communication, Literacy and Language
Development. While the majority of respondents felt that the statements in
‘Development Matters’ are appropriately pitched, the exception was in the
area of communication, language and literacy development where significantly
fewer respondents felt that the early learning goals were appropriately
pitched. Many felt that they were too aspirational and not likely to be
consistently achievable for all children. The time is right to discuss
amendments.
“Respondents also noted aspects of the EYFS where they require additional
guidance and support. These included ‘demonstrating progress’, ‘supporting
child initiated activities’ and ‘planning’. It is a challenge to
organisations like Early Education as well as the QCA, the Department for
Children, Schools and Families and local authorities to develop appropriate
support to further enhance the practice of early childhood educators for the
benefit of children and their families.”
##ENDS##
For further information please contact:
Megan Pacey
Chief Executive
Telephone: 0207 539 540 / 07545 488 004
Email:
megan@early-education.org.uk
NOTES TO EDITORS:
1. This press release relates to the 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.
2. The consultation response is informed by the individual responses of 295
early childhood education and care practitioners across the country who
responded to a survey from Early Education to inform our response to this
consultation. 64 per cent of respondents to the Early Education survey were
members of Early Education while the remaining 34 per cent responded as non
members of Early Education.
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
Megan Pacey
Chief Executive
Click here - 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
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