Module 5 -Curriculum for EYFS Teaching
Curriculum for EYFS Teaching
Summary/What you will learn
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The role of play in learning
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Helping children achieve in each area of learning
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How to conduct a progress check at age two
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Completing the Early Years Foundation Stage Profile
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Reporting, Legal Requirements and Responsibilities
5.1 Module Introduction
Children need a fine balance between strict routine and the freedom to play, making it challenging to develop a curriculum that meets all of these needs. Early years providers must be familiar with the areas of learning, the early learning goals and the signs of the development of the characteristics of effective learning, if the children in their care are to succeed.
We identified and discussed the seven areas of learning, as well as the early learning goals, in prior modules. Be sure you understand that information before moving forward, as it forms the foundation of the development of an effective curriculum.
This module starts by talking about the role of play in learning, as it is one of the best ways in which children acquire knowledge about themselves and the world. We also talk about ways to help the children in your care to succeed in each area of learning. Progress checks and Early Years Foundation Stage Profiles are important assessment tools, used to help identify areas of success and limitations. Finally, we briefly talk about the reporting, legal requirements and responsibilities of EYFS teachers.
5.2 The Role of Play in Learning
In this setting, “play” is considered a spectrum, with structured play at one end, unstructured play at the other and a variety of activities in between.
Unstructured play is what most people imagine when they think of play. It involves a child choosing their own activities and interacting with those activities or objects however they choose. Adults do not get involved in any aspect of this type of play, unless there are safety concerns or the child seems distressed.
If asked to join in on unstructured play, adults should still let the child lead without significant input.
A child-led activity is the next method of play on the spectrum. It is similar to unstructured play, in that the child dictates the action and direction of play. However, adults have a much larger part.
They select the type of activity, the materials and the duration of the activity, but the children are allowed to fill in the rest. If the activity is led by an EYFS teacher or other early years provider, it is considered focused learning.
Structured play is the final method of play. Children engage in structured play when adults select the toys or materials used, guide children in their use and determine the length of time children are allowed to spend on each activity.
Each method of play is important in early years education. Children need to learn how to focus, pay attention to adults for sustained periods and how to amuse themselves in appropriate ways before they enter Year 1.
As an EYFS teacher, you need to develop a variety of activities that fall under each type of play. Children need exposure to each method, to ensure they develop well.
5.3 Forms of Play
Each form can be linked to one of the seven areas of learning, helping EYFS teachers incorporate a wide variety of play in their curriculum. Learning more about each of these 16 forms helps you to develop effective and successful lesson plans for the children in your care. Though these types of play are associated with specific areas of learning, skilled EYFS teachers can find ways to use each form of play to help children build skills in all seven areas of learning.
Rough and tumble play
Rough and tumble play, such as contact sports, pretend fighting and tag, helps children learn more about their own physical limitations and abilities. It also helps them form bonds with other children and can encourage a firm understanding of physical boundaries.
EYFS teachers can use rough and tumble play to help children achieve the learning goals in personal, social and emotional development, as well as physical development.
Social play
Social play encourages children to understand the emotions of others, both positive and negative. It also teaches children the consequences of various social interactions. Group games, sharing time or show and tell and free time where children are encouraged to interact are all forms of social play.
Social play builds skills in the following areas of learning: personal, social and emotional development, communication and language and understanding the world.
Communicative play
This involves interactions between children, adults, animals and toys, through written, verbal, or body language; such as the use of exaggerated facial features to tell a story, singing songs, experimenting with sounds and other forms of non-verbal communication and writing notes or letters.
Communicative play helps children in the areas of personal, social and emotional development, as well as communication and language.
Locomotor play
Any play that deals with movement, including rolling, jumping, running, dancing and skipping is considered locomotor play. Early years providers can encourage this type of play by ensuring the environment gives children ample opportunity to physically jump around.
This type of play helps children with their physical development.
Dramatic play
Children who play by exploring their own characteristics or the world around them in an exaggerated way are engaging in dramatic play. Talent shows, dance routines, acting games and games involving movement are all types of dramatic play. Physical development depends on dramatic play to a large degree.
Object play
Object play happens when children use numerous objects to develop their own play experience, including creative or non-traditional use. This helps them to better understand the object itself, as well as the world around them.
Object play helps children in the areas of physical development and expressive arts and design.
Explorative play
Children begin engaging in explorative play out of a natural curiosity about the environment around them. It helps them make sense of everyday items and gives them the means to test the links they have made between cause and effect.
Puzzles, exploring and playing games that challenge them physically are all ways that children engage in explorative play.
Children use skills gained through this type of play in the areas of physical development, mathematics and understanding the world.
Recapitulative play
This helps children to practise the fundamental skills necessary for day-to-day life, such as cooking, building forts or shelters, chasing each other and learning more about the elements. Physical development and understanding the world are two areas of learning which are dependent on recapitulative play.
Deep play
Children engage in deep play when they begin to judge and assess their own risks.
This type of play may seem scary, but it actually helps them to face and overcome their fears. The goal with this type of play is to encourage confidence, whilst still warning children away from certain risks.
Climbing trees, snowball fights and the use of potentially dangerous tools like hammers and nails are examples of deep play. This play affects a child’s physical development, as well as their ability to understand the world.
Creative play
Creative play happens when children create an idea or item that is somewhat artistic, using their imagination. Arts and crafts, games, using materials in new ways and coming up with stories are all forms of creative play. Physical development and expressive arts and design are both affected by creative play.
Socio-dramatic play
Children who recreate situations from their own experiences, especially those that caused them distress, engage in socio-dramatic play. Imaginary games, role-playing, creation of stories and the use of puppets are all forms of socio-dramatic play. It plays a big role in the development of communication and language and understanding the world.
Symbolic play
Children who play with an object that appears insignificant to you, but seems to hold great meaning to them, are participating in symbolic play.
This item could be a sentimental object, a personal item, or something that speaks to them on a personal level. Things like scribbles that are meant to represent beloved figures in a child’s life represent symbolic play. A child’s ability to develop well in the areas of communication and language, literacy and expressive arts and design relies on their ability to play symbolically.
Masterly play
This is focused on activities related to control and how, either having or not having control, makes a child feel. Things like throwing stones, lighting fires and trying to understand the elements are all types of mastery play. Mathematics and understanding the world are two areas affected by this type of play.
Role-play
Role-play is one of the most familiar forms of play. It involves acting out a scene or acting like other people in a child’s life. Dress-up, playing house and playing with dolls are all forms of role-play. This form of play helps a child understand the world, as well as to develop skills in expressive arts and design.
Fantasy and imaginative play
This is closely related to role-play, though it differs in one key area. Whereas role-play focuses on roles children witness in real life, this particular type of play is based on things a child has imagined and involves acting it out in unique ways.
For example
A child pretending to be a parent is engaging in role-play, but a child pretending to be a dog or a knight is participating in fantasy and imaginative play, which is important for the development of expressive arts and design.
Role of Adults in Play
Whilst play is primarily the domain of children, it is facilitated by adults, who play an important role. As an EYFS teacher, you must support the children in your care in play, by providing activities and materials that help them meet their developmental milestones.
Adults can use play to model crucial skills, such as those acquired in the areas of language, literacy and behaviour. Arranging for peer models to help children with difficulty in a specific area, is another key role of the adult in play. Some children learn best when they see a skill or learning goal modelled by someone their age, as opposed to an adult.
Your role begins by observing the children in your care whilst they are at play, paying attention to their interests, strengths and limitations. The next step is developing both structured and unstructured activities, to help each child overcome their limitations whilst building their strengths. Coming up with games, activities and other lesson plans based off their pre-existing interests is the best way in which to encourage them to remain engaged. Finally, you must observe the child once more, to determine if the activities you created are effective.
Activity 1 – Create a Game
Estimated time: 10 to 15 minutes
Pick two or three forms of play identified above. Next, think about a game or activity you could develop that exemplifies both of these types of play. For example, if you picked dramatic and role-play, you could come up with a game that involves acting out part of a daily event.
Think about the seven areas of learning – does the game you came up with give children a chance to strengthen their skills in any one of those areas? If so, which ones? If not, can you tweak certain details so it becomes educational as well as fun?
5.4 Helping Children Achieve in the Areas of Learning
The framework is based off the idea that play-based learning is the most effective, making it important to include as many opportunities for activities and games as possible.
Communication and Language
Give the children in your care a chance to engage in role-play and fantasy and imaginative play often, ideally once a day. This time should be relatively unstructured, with adults intervening only if there is a safety issue or if a child seems in distress. You could also approach role-play from a focused learning perspective, asking the children in your care to put on a short skit or play themselves.
Encourage children to play guessing games and activities such as “I Spy”, as a way to encourage the acquisition of language. Children between the ages of two and five, in particular, benefit from these types of games, as it helps to build their vocabulary and gives them a chance to practise descriptive terms.
Physical Development
Physical development is one of the easiest areas of learning to incorporate into lesson plans. Simply bringing the children outside for free time gives them a chance to practise numerous types of play, whilst making strides in this prime learning area. Consider taking the children in your care for a small field trip or walk around the neighbourhood, giving them a chance to explore somewhere new.
Make sure you give children an equal chance at free, unstructured play in indoor as well as outdoor settings. Some children do not feel comfortable being active in indoor settings, especially if there are favourite toys nearby. Giving them a chance to run around outside without other distractions encourages development in this key area.
Personal, Social and Emotional Development
There are numerous ways in which you can help children develop in this final prime area of learning. One of the best ones is to simply monitor children when they engage in free or unstructured play. Watch how they treat one another, intervening and offering feedback and redirection where necessary. Reading books about children who struggle with powerful emotions, but who eventually acquire the proper tools, is another great way to engage children in play, whilst also helping them grow.
Another tip is to give children ample opportunity to interact with their peers in unstructured ways, such as at lunch or during snack breaks.
Watch these interactions and use your observations as a basis for future lesson plans. If you perhaps find that there are numerous shy children in your care, you can focus a future lesson on developing self-confidence in group settings.
Mathematics
Maths is about so much more than adding and subtracting numbers, though these are undoubtedly important skills children must acquire. Look for activities that allow the children in your care a chance to play with numbers, long before introducing concepts such as addition. EYFS teachers often introduce the children in their care to beans or other small objects, beginning by focusing on developing counting skills.
Once they are able to count accurately, you can start to introduce addition and subtraction. Be sure to continue to use the beans or other counters whilst you introduce these new maths concepts. Including an element of familiarity can help make a child learn faster.
Literacy
Reading can be a fun activity in itself, so be sure you encourage the children in your care to enjoy books on their own as well as with an adult. Even children who cannot read should be encouraged to look at pictures in books. They can come up with their own story or try to decode the text beneath each image. Make sure you have numerous books representing a variety of topics, to help increase the chance you have something that peaks a child’s interest.
One fun, focused learning activity loved by EYFS teachers across England is the development of a treasure hunt. You can ask children to design it themselves, or you can work with older children to create one for the younger ones. Creating a treasure hunt involves coming up with clues, writing them down on paper and hiding objects around the room. It helps boost reading, comprehension and critical thinking skills.
Understanding of the World
Giving children any chance you can to act out scenes from life or fantasy helps to boost their understanding of the world. EYFS teachers should make sure that children have access to materials, allowing them to draw or engage in arts and crafts and ask them questions about what they create.
As children age, you can introduce nature walks into your routine, where you ask them to pay close attention to items in nature. You can use these walks as a chance to talk about the elements and seasonal changes.
Expressive Arts and Design
Make sure you provide a variety of materials and media for the children in your care to use. Offer some instruction with new items at first, but then give them free rein over the activity. Ask interpretive questions about what they create, helping them to make a link between what they wanted to express and the final project.
Pay attention to the interests of the children in your care, making an effort to tailor the materials available to those preferences.
For example
If there is a particular movie that is very popular, you may want to have themed crayons and other art supplies to encourage use.
5.5 How to Conduct an Age Two Progress Check
They are important tools for EYFS educators, helping to identify areas of concern so that appropriate referrals and accommodations can be made as early as possible. Whilst there is no set format, there is key information all progress checks must include.
Written Summary
A written summary must be provided to the parents or carers of each child who attain the age of two whilst in your care. This summary must contain information about the child’s strengths and limitations in each of the prime areas of learning, along with the educator’s recommendations for improvement if necessary.
EYFS teachers must give a copy of the report to parents, as well as keeping one in the child’s file.
If referrals to community agencies are required, you may need to send a copy of the report with your request.
What If There Are Concerns?
The EYFS framework is built on the philosophy that each child is unique and develops in their own way. However, there are developmental milestones that children are generally expected to meet by the time they reach certain ages. Showing signs of delay in one or two areas is not usually cause for concern, as children often catch up fast.
Some children appear delayed across several categories, which may give providers reason for concern. It is important to remember that delay does not always mean there is a developmental disorder. Early years providers should keep an eye on these areas, observing the child as much as possible.
If you do identify concerns, you need to schedule a meeting with parents or carers as soon as possible. Gather the information you have together and be prepared to discuss the next steps you believe you and the family should take.
Be clear that you cannot diagnose a special educational need, only identify children at risk. Qualified professionals should be consulted and meetings with the family arranged.
Drafting the Report
As mentioned, there is no set method or template that educators must follow. Most find it helpful to divide the report into categories, each named after one of the three prime areas of learning. You can break these sections down even further, using the language goals as subheadings. Jot down your observations using this framework, including both negative and positive ones.
When it comes time to draft the report, having the information divided in this way makes it much easier. Make sure you include a final section in which you identify your suggestions or recommendations for next steps.
5.6 Completing the Early Years Foundation Stage Profile
This profile contains information about the child’s strengths, weaknesses, interests, abilities and readiness for Year 1. Any supports in place, as well as any recommendations for future educational supports, are also included.
This document helps all involved with the child’s care, including other EYFS providers, parents, carers, health care providers and future primary school teachers, become familiar with the child’s learning profile. This gives children governed by the EYFS framework the best chance to start off Year 1 with success.
Contents of the EYFSP
The EYFSP must contain information about the child across the 17 early learning goals, divided into sections according to the associated area of learning.
Early years providers should familiarise themselves with the exemplification materials relating to the following learning goals:
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Managing feelings and behaviour
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Listening and attention
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Being imaginative
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Exploring and using media and materials
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Understanding
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Speaking
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Reading
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Writing
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Making relationships
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Moving and handling
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Health and self-care
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Self-confidence and self-awareness
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Numbers
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Technology
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The World
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Shapes, space and measures
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People and communities
Fact
65.6% of children were at the expected level across all early learning goals in 2022/23
Source: Department for Education
5.7 Reporting, Legal Requirements and Responsibilities
Many early years providers are uncertain of their reporting obligations, which can cause excessive delays when the time comes to draft and distribute the assessment.
Who Must Complete a Report?
All providers registered with a childminding agency, on the early years register and those employed with maintained schools, non-maintained schools and private schools must complete both the Progress Check at age two and the EYFSP.
Some children in your care may divide their time between multiple early years providers. If this is the case, the facility that has the child the majority of the time between 8am and 6pm has the reporting obligation. You must share a copy of this report with the other facility, as well as with the parents or carers, to ensure congruency of care.
Who Receives a Copy?
Copies of formative assessments and Progress Checks at age two go to the child’s parents or carers, with another copy in the file. The EYFSP goes to the parents and carers, anyone in the community involved in the child’s care and the Local Authority, as well as putting a copy in the child’s file at the facility. If multiple early years providers are involved, each one has a right to that documentation.
Activity 2 – Make a Precedent
Estimated time: 10 to 15 Minutes
Take a few minutes and start drafting a template or precedent letter to parents and the Local Authority, as well as a covering note to the file.
This letter should let the recipient know that there is a report enclosed, as well as briefly touching upon the results without going into too much detail. Drafting these letters can take time and having a template now can help save you time in the future.
Assignment
Curriculum for EYFS Teaching
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 fifth module in the EYFS teaching course, discussing the curriculum for EYFS teaching.
We began by talking about the role of play in learning and how important it is to the acquisition of numerous skills.
We also gave you a few tips on how to help the children in your care succeed in the seven areas of learning.
Progress checks and the EYFS profile were also discussed.
Finally, we covered the legal requirements and responsibilities governing reports.
The next module discusses the methods of EYFS teaching, focusing on the techniques proven to help children succeed.
WELL DONE!
YOU HAVE MADE IT THROUGH MODULE 5!
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