Module 1 – Introduction to EYFS Teaching and Early Years of Childhood Development
Introduction to EYFS Teaching and Early Years of Childhood Development
Summary/What you will learn
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The importance of education in early childhood
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Areas of learning
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Creating educational programmes
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How to assess children in your care
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The main stages of childhood development, including expected developmental milestones
1.1 Course Introduction
The Early Years Foundation Stage (EYFS) sets educational standards relating to the development of children from birth to age five.
EYFS applies to all schools and Ofsted-registered educators and centres, including all childminders, preschools, nurseries and school reception classes.
A career in early years education is an incredibly rewarding one.
Learning more about how you can excel in your job, assume new roles, or become more involved in lesson plan development can help you to deliver a much higher level of care.
This course guides you through everything you need to excel at EYFS teaching, including how to understand the EYFS framework, methods of teaching and working with children who have specialised educational needs. Our first module gives you an introduction to Early Years Foundation Stage teaching, including the areas of learning and expected learning outcomes. We also discuss the main stages of childhood development, giving you a list of expected developmental milestones you should watch for when embarking on your EYFS teaching career.
1.2 About the EYFS
The Early Years Foundation Stage, or EYFS, was created in 2006 and put into place in 2008.
The reasoning behind the development of the EYFS was to set out an integrated approach to early learning, with the goal of giving all children under the age of five the best possible shot at success.
It also gives parents the peace of mind and comfort of knowing that regardless of the childcare option they choose, their children will receive a standard level of education.
1.3 The Importance of Education in Early Childhood
The role of education in early childhood cannot be overstated. It is crucial for children to develop in healthy ways.
The window for the acquisition of skills such as language, socialisation and empathy is relatively small, but opens in these formative early years. The foundation of cognitive skills necessary for a successful life, such as literacy, mathematics and executive functioning, begins before Year 1. Early learning does not need to be done in a formal setting. It is usually most effective when it is implemented in a play-based atmosphere.
Fact
In reading, 73% of year six pupils met the expected standard in 2023, down from 75% in 2022
Source: Department of Education
1.4 Areas of Learning
The EYFS sets out seven areas of learning and development that must be the focus of all early years education.
Each one of these areas is crucial to healthy childhood development. They are interconnected, with each area building on the skills acquired in another. The statutory framework divides these seven areas of learning into two general categories: prime and specific areas of learning.
Prime Areas of Learning
Prime areas of learning give children the ability to express curiosity and enthusiasm for subjects that interest them.
These skills also help children to connect to others, exchanging information and forming meaningful interpersonal relationships. Children who do not demonstrate strength in these areas have difficulty acquiring literacy, mathematical and expressive communication skills.
The first prime area is communication and language. Everything from literacy to mathematics is covered under this umbrella, making communication skills an important part of any early years programme.
Physical development is the second prime area – and it is equally as important. Gross motor skills, fine motor skills and a child’s ability to connect with the world around them are all aspects of physical development.
The third prime area is personal, social and emotional development. Anyone involved with early years education needs to be sure that they are helping children achieve learning goals in these areas.
Specific Areas of Learning
In addition to the three prime areas of learning, there are four specific ones that build upon and incorporate pre-existing skills.
These specific areas are literacy, mathematics, understanding the world and expressive arts and design.
Children must have strong skills in the prime areas before they can apply them here.
Older Children
You may find employment at a facility that offers before and after school care. If this is the case, you do not need to ensure that you focus on the areas of learning with children older than five. However, it might be easier to continue to incorporate these philosophies into your lesson plans, to help give the children in your care the best possible chance at success.
1.5 Creating Educational Programmes
Whilst this course dives into the details of creating educational programmes in a later module, it is a good idea to have a general understanding of what is expected of you in each area of learning.
Each programme you develop must include activities, games and play as the primary method of instruction.
Communication and Language
All early years educators and childminders must focus on developing an enriched environment for language acquisition. As the children in your care develop communication and language skills, your role is to encourage them to continue expressing themselves with confidence.
Physical Development
Giving children in your care chances to be active helps them to develop skills like coordination and movement control.
When creating an educational programme including a physical component, make sure you focus on this ultimate goal.
You should also stress the importance of being physically active and how to make healthy food choices.
Personal, Social and Emotional Development
Giving children the tools they need to form healthy relationships is another important part of any early years programme. Managing emotions and practicing empathy are challenging tasks for some adults to grasp, so be sure you give the children in your care the ability to regulate themselves as early as possible.
Literacy
Developing literacy skills is obviously a key part of your role as an early years educator. The programme you develop should incorporate a wide range of reading materials on a variety of topics, in order to expose the children in your care to as many ideas as possible.
Mathematics
It is never too early to start exposing children to numbers, even before they can add them up.
The programmes you develop need to provide many opportunities for counting, identifying shapes and completing simple addition.
Understanding the World
Children develop a sense of their community and the world around them before the age of five. As such, it is important to include this as part of your curriculum. You should give the children in your care chances to learn more about the people, places and technology in both their immediate environment and in the world at large.
Expressive Arts and Design
When creating your educational programme do not forget to give children the ability to explore the world around them, play and create. This gives them an outlet – a way to express their ideas and feelings in safe situations.
Studies also show that having a strong expressive arts and design component to an educational plan helps keep children on the spectrum and those with behaviour issues more attentive.
Activity 1 – Thinking About Educational Programmes
Estimated time: 10 to 15 minutes
Think about your favourite games to play with the children in your life, being as specific as possible. For example, you may want to list things like playing peek-a-boo, reading “Goodnight Moon”, sorting shapes and singing songs. Take a look at the seven areas of learning above and identify which area(s) of learning each activity in your list meets.
1.6 Role of Play in Learning
Play is a vital part of early years learning.
The framework upon which the EYFS is based stresses the importance of play in developing an educational programme. In fact, it mandates that each learning area is implemented through purposeful play, child-led play and adult-led play.
Play helps children to explore, problem-solve and develop a sense of confidence as they learn and acquire new skills. Educators often develop plans to allow young children more child-led play, which helps them to identify strengths and areas of improvement with ease. As children age, play activities become more adult-led; to help them become prepared for the more formal learning environment of a Year 1 classroom.
Play and Communication
Focusing on play, especially with young children, helps them to develop strong communication skills.
Running a toy truck along the floor and making a “vroom” noise may not seem like an educational activity, but it helps children form a connection between objects and sounds. It also gives them a chance to practice new sounds or vocabulary words, learning how they feel when uttered at different volumes and in different settings. The older a child gets, the more play helps them to grow in this area. Play helps children make connections between ideas, giving them the chance to act them out alone or with their peers.
Play and Physical Development
Children who play frequently tend to have better hand-eye coordination and develop their fine and gross motor skills quicker than other children. Play gives children a chance to develop their own strength, to learn more about their own bodies and how they work and to learn about concepts like cause and effect.
Play and Creativity
One of the biggest perks to child-led play is seeing the incredible creativity of children.
For example
Most children use trucks as vehicles, rolling them along the floor. A child in your care may choose to use trucks as a stacking tool, or as a stand-in for people in pretend play.
Giving them as much time as possible to explore their own imagination leads to healthier and happier children.
Play and Social/Emotional Development
Developing social and emotional skills in children can be tricky without the use of play. Role playing and other imaginative games help instil a sense of empathy, giving children the ability to relate to others. It also helps them learn to cooperate, to take turns, and to treat other with respect.
Activity 2 – Thinking Critically About Play
Estimated time: 10 to 15 minutes
Obviously, not every game or toy has an educational component. In fact, some, such as toys that make an excessive amount of sound without teaching cause and effect, can even prevent a child from acquiring new skills.
Think of a few toys you have seen that may have this unintended effect. Next, think of ways in which you could alter or amend the toys to make them more educational. For example, removing batteries from a toy that does not teach cause and effect can help to reduce its negative impact on a child.
1.7 Assessing Children
Assessments are a key part of any childhood education program.
The results give parents and educators a chance to track a child’s progress, identifying areas of strength and weakness. It helps to develop a specialised education plan for children in need and assessments give educators and parents a chance to understand the needs of the children in their care and to develop ways to help them meet their goals.
In most professions, assessments are long, drawn out processes, involving lengthy reports, testing and a lot of paperwork.
Assessments completed under the EYFS are significantly different.
To begin with, they should involve as little time away from the child as possible. Lengthy reports are also discouraged. Instead, educators should come up with a clear and concise plan, in order to help the child progress. Educators and childminders often provide parents with a copy of this report, as well as regular updates as the situation changes or the child meets their goals.
When creating your assessments, never be afraid to offer referrals to others in the community. Some children need more than what their parents and childminders can provide. In those situations, look at referring to both government-sponsored and private services, to give parents a wider range of options.
You can complete an assessment of any child at any time, as long as there is some justification.
For example
Educators often conduct assessments of children who fail to meet developmental goals, as a way in which to identify needs and discuss the situation with parents.
There are two specific instances where every child must be assessed: when they turn two years of age and prior to leaving the EYFS for primary school.
Age Two Progress Check
As mentioned, all children must be assessed between the ages of two and three. These assessments need to be completed in writing, with a copy given to parents or carers. Each progress check identifies areas of strength and weakness and sets out specific educational goals based on those results. You can also use this assessment to discuss any developmental concerns you may have about a particular child. If this happens to be the case, your assessment needs to contain a section discussing future learning.
There is no set template or format that this assessment must follow. Some education centres have created their own precedents, whilst others use a different format for each child.
The EYFS requires a discussion of each area of learning, including the prime and specific areas. You need to be clear about the areas of need and the type of additional supports you recommend to help each child reach their goal. Any additional information you include is at your discretion.
After you have completed the report, you must meet with the parents or carers to discuss your results. Make sure you discuss the specific goals you have for the child, as well as ways in which parents can support your educational efforts at home. Consider giving parents multiple copies of the report at the conclusion of your meeting, encouraging them to give a copy to anyone responsible for their child’s care.
For example
If a grandparent often babysits, it may be helpful for them to also have this information.
You should also communicate with the child’s health care team as much as possible, in order to make sure that you all provide cohesive care and developmental support.
Developing an Early Years Foundation Stage Profile (EYFSP)
Educators must complete an EYFSP for each child the year they reach the age of five and no later than 30 June of that particular term.
Copies of this profile are given to the child’s parents or carers, health care professionals and future teachers, to ensure that everyone involved with the child has an accurate picture of their understanding and abilities. As a result, this report should focus on the child’s readiness for Year 1, including any supports that they may need to succeed.
The profile discusses each area of learning and indicates whether or not the child has achieved their learning goals.
Educators need to let parents know whether their children are meeting, exceeding, or not yet reaching learning goals.
Make sure you include a brief commentary on each area, setting out the child’s major strengths as well as their weaknesses. Developmental milestones are also discussed in the report, making it important to know what they are and how to tell if you should have concerns about a child in your care.
Fact
The EYFS only applies to educators in England. Scotland and Wales each have their own standards. Source: Gov.uk
1.8 Main Stages of Childhood Development
Learning more about the main stages of early childhood development gives you a better idea of what you can expect from the children in your care.
These stages also set up developmental milestones. If a child achieves the tasks and skills set out for each age, they are meeting the milestones as expected. Children who do not meet these milestones may have other issues you need to address with their parents or carers. Knowing what you can expect from a child in terms of their skills and abilities also helps you to better prepare an effective and educational curriculum.
Identifying the Stages
There are numerous ways in which to identify these developmental stages, including by age or by skill.
Experts agree that the expectations at each age are the same, regardless of how the stages are discussed – the only inconsistency is the way in which they are divided.
We discuss these expectations by age, as that is how it is commonly done by government services. Your education facility may present this information to parents differently, depending on the message they need to get across.
For example
It might be easier to divide a discussion of a particular child’s development into general categories rather than using precise ages, especially if the child is new to your care.
1.9 Birth to 12 Months
Infants are active explorers, eager to discover the world around them.
Eventually, they are able to sit up on their own, roll over and begin to crawl. “Tummy time”, or spending time on a soft mat on their stomach, is crucial for each child’s development, as it gives them the chance to develop upper body and neck strength. It also helps them to develop the skills they need in order to begin crawling. Ongoing communication is key, as children begin developing the building blocks for language during this stage.
Developmental Milestones
By the time children reach 12 months of age, they should have favourite people and items, show fear in certain situations, repeat sounds and actions, play age-appropriate games such as “peek-a-boo”, use simple gestures and have a vocabulary of about 25 to 50 words.
You may want to meet with parents if a child in your care does not crawl, regresses in terms of development by “losing” skills, or seems unable to say single words.
1.10 One to Two Years Old
Children learn a lot between the ages of one and two, with many reaching multiple milestones within a very short period.
You may still notice a bit of separation anxiety in children at this age, as they are still primarily attached to their parents or carers.
Continue communicating with children at this age in a soft, singsong voice, in order to capture their attention. You may notice that this age group is very active, so be sure to give them plenty of time outside to burn off that energy, before demanding sustained attention.
Developmental Milestones
Before a child reaches the age of two, they should begin to show more social independence. You can expect a child of this age to mimic or copy other people, to show slightly defiant behaviour and to begin including children in their play, whilst still primarily practicing parallel play.
If a child in your care is not saying two to three word phrases, does not copy you or other children and is unable to identify images shown in a book, you should have a discussion with their parents or guardian.
1.11 Two to Three Years Old
Parents and caregivers often describe this age range as the “terrible twos”.
However, an understanding of a child’s limitations, both physical and emotional, can make your job a lot easier.
Children at this age begin to experience a wider range of emotions, but often lack the ability to express exactly how they are feeling, leading to frustration.
Children at this age are also incredibly curious about the world around them and they often try to come up with solutions on their own, before asking parents or care givers.
Developmental Milestones
Prior to turning three, children begin to show affection for their friends without prompting by adults. They also begin to develop better social skills, learning how to take turns in games, showing empathy and exhibiting less separation anxiety when leaving their parents. At this age, children can follow two or three step directions and are able to express their thoughts using two to three word sentences.
Contact parents or carers if you are unable to understand a child’s speech, or if a child does not show any interest in playing with other children.
1.12 Three to Four Years Old
Children around this age have improved hand-eye coordination, longer attention spans and are able to communicate in four to five word sentences.
They enjoy stories, make-believe and playing with their friends. Educators can help children to continue to develop well by engaging them in play-based learning, customising lesson plans to the strengths, weaknesses and interests of the children involved.
Developmental Milestones
At this age, children should engage in creative or make-believe play, with or without other children.
They should communicate with their loved ones frequently about their wants, needs and interests using basic rules of grammar (i.e. correctly identifying pronouns).
Children at this age should also be able to identify some colours, some numbers and the letters of the alphabet.
If you notice a child in your care is having issues with gross or fine motor skills, does not want to socialise with other children, or is incapable of following a three-part instruction, consult with the parents or carers.
1.13 Four to Five Years Old
Children in this age group are able to dress, feed and bathe themselves, primarily on their own.
They also tend to develop a sense of morals, learning what is the truth and what is a lie. Pretend play may become dramatic and complex at this age, as children are starting to learn how to separate fantasy from reality.
Care givers should start to ask children detailed questions about their interests and thoughts, in order to help them understand more about the world and to build important communication skills.
Developmental Milestones
Before children turn five, they begin to display very strong personalities with clear likes and dislikes. They are able to retell a story using full sentences, understand both present and future tense, can count to 10 and are able to identify at least six body parts.
You should consult with a child’s parents if they have difficulty focusing on one task at a time, are non-responsive to their surroundings, or cannot communicate their ideas clearly.
1.14 Older Childhood
Once a child reaches the age of five, they are no longer involved with the EYFS.
Instead, they begin primary school, with their education governed by the national curriculum. You should refer any questions parents have about the development of a child five years of age or older to their family physician.
Assignment
Introduction to EYFS Teaching and Early Years of Childhood Development
Time: 30+ minutes
Hopefully, you took in as much of the information in this module as possible. To find out how well you have done, complete the following worksheet.
Download the worksheet below and complete.
Module Summary
This is the end of the first module in our EYFS Teaching course. Make sure you are familiar with the general concepts behind this type of curriculum, as they play a part in each module moving forward.
We began by giving you a general introduction to the EYFS, including the reasoning behind its implementation.
We followed this with a discussion of the areas of learning identified in the EYFS, providing you with information about including these areas in your educational programmes.
Assessment is an important part of your role as an early years educator and we talked about ways in which to remain compliant with the EYFS whilst conducting complete and useful assessments.
Finally, we talked about the main stages of child development, identifying areas of concern.
The next module covers the job profile of an EYFS teacher, including the responsibilities you can anticipate, the working hours, salary expectations and the type of employment opportunities available to you upon certification.
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