�That�s me� : being and belonging in the EYFS by f72ZHz

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									‘That’s me’ :
being and
belonging in the
EYFS
Helen Moylett
Senior Director EYFS
‘A Principled Play Based
Approach’

Theme: A Unique Child                  Theme: Positive
Principle : Every child is a           Relationships
competent learner from birth who       Principle: Children learn to be
can be resilient, capable, confident   strong and independent from
and self-assured                       a base of loving and secure
                                       relationships with parents
Theme: Learning and                    and/or a key person.
Development
Principle: Children develop and        Theme: Enabling
learn in different ways and at         Environments
different rates and all areas of       Principle: The environment
learning and development are           plays a key role in supporting
equally important and inter-           and extending children’s
connected.                             development and learning.
• Theme: A Unique Child

   Photo             Principle :
                     Every child is a
                     competent learner
                     from birth who can
                     be resilient, capable,
                     confident and self-
                     assured
 Beings or becomings ?

                                             Photo




       photo



                                       Citizens now or citizens of
                                       the future?

‘.. young children are understood primarily as dependents of their parents,
in need of ‘childcare’, to enable their parents’ employment, and as
‘becoming’ school children and economically active adults.’ Moss 1999
We appreciate early childhood as a valuable stage of life in its own right
– not as a waiting room for school ……….or KS1,2,3,4 or adulthood.




                                                      photo
                             photo
     photo




                           photo                    photo
Belonging
Connected
and
Connecting
        Early Attachment relationships are
        a crucial consideration in realising
        children’s rights …Babies and
        infants are entirely dependent on
        others, but they are not passive
        recipients of care, direction and
        guidance. They are active social
photo   agents, who seek protection,
        nurturance and understanding
        from parents or other caregivers,
        which they require for their
        survival, growth and well-being

        UN Committee on the Rights of the Child, 2005
All children are citizens and
have rights and entitlements
Children should be treated
fairly regardless of race,
religion or abilities. This
applies no matter what they
think or say; what type of
family they come from; what
languages they speak; what
their parents do; whether
they are girls or boys;
whether they have a disability
or whether they are rich or
poor.
All children have an equal
right to be listened to and
valued in the setting
                                                                                              The gender gap is a significant factor in
                                                                                                   determining likely outcomes
                                                                                                                                                                                                                                                                                                                                         •   The gap in achievement
                                                                                                                                                                                                                                                                                                                                             between boys and girls
                                                                                                                                                                                                                                                                                                                                             remains significant in
                                                                                                                                                                                                                                                                                                                                             most scales (difference
% of boys and girls achieving 6 or more points




                                                 100                                                                                                                                                                                                                                                                                         marked);
                                                          7                                                                                                                                          4                                                                                                 8
                                                 90                                                                                                                                                                                                                                                                                      •   Largest gap between
                                                                          10                                                                                                                                                                              6                    3                                        14                   girls and boys in writing
                                                 80                                            12            9                                                                                                                                                                                                                               and creative
                                                                                                                                                                                                                              5
                                                 70      B       G                                    G                              11                   10 G                                                                                                                                                            G
                                                                                                                                                                                                                                                                                                                                             development scales;
                                                         O       I          G                   B     I           G                                                                                  BG                                                                                                         G
                                                                           BI                                    BI                    G                    I                      G                                                                       G                        G                  B                  I
                                                         Y       R                              O     R                                                                                              O I                                                                                                        I
                                                 60
                                                                 L
                                                                           OR                   Y                OR                    I                  BR                    18 I                 YR
                                                                                                                                                                                                                                                     G    B I                     B I                  O        R
                                                                                                                                                                                                                                                                                                                        B R              •   Boys are closest to girls
                                                         S                                            L                                                                                                                                                                           OR
                                                                 S
                                                                           YL                   S                YL                  BR                   OL                       R
                                                                                                                                                                                                     SL
                                                                                                                                                                                                                              B                      I    OR                                           Y        L       O L                  on maths and
                                                 50                        SS
                                                                                                      S
                                                                                                                 SS                  O L                  YS                                                                  O                      R    YL                      YL                                    Y S                  knowledge and
                                                                                                                                                                                 B L                   S                                                                                               S        S
                                                 40
                                                                                                                                     Y S                  S                      O S                                          Y                      L    SS                      SS                                    S                    understanding of the
                                                                                                                                     S                                           Y                                            S                      S                                                                                       world scales;
                                                 30                                                                                                                              S
                                                                                                                                                                                                                                                                                                                                         •   The gender gap
                                                 20                                                                                                                                                                                                                                                                                          widened slightly (less
                                                 10                                                                                                                                                                                                                                                                                          than 1%) in dispositions
                                                                                                                                                                                                                                                                                                                                             and attitudes, emotional
                                                  0                                                                                                                                                                                                                                                                                          development, writing,
                                                                                                                                                                                                                                                                                                                                             shape space and
                                                                                                                                                                                                                                  MAT AS2 - Calculating




                                                                                                                                                                                                                                                                                                       PHY - Physical




                                                                                                                                                                                                                                                                                                                        CRE - Creative
                                                                                               Development
                                                                          PSED AS2 - Social




                                                                                                                                                            CLL AS3 - Reading
                                                       Dispositions and




                                                                                                             for communication and




                                                                                                                                     sounds and letters




                                                                                                                                                                                                     as labels for counting




                                                                                                                                                                                                                                                          space and measures


                                                                                                                                                                                                                                                                               KUW - Knowledge and
                                                                                                                                                                                 CLL AS4 - Writing
                                                                                                                                     CLL AS2 - Linking




                                                                                                                                                                                                     MAT AS1 - Numbers
                                                                                               PSED AS3 -




                                                                                                              CLL AS1 - Language




                                                                                                                                                                                                                                                                                                        development
                                                                                                                                                                                                                                                           MAT AS3 - Shape,




                                                                                                                                                                                                                                                                                                                         development
                                                                                                                                                                                                                                                                                understanding of the
                                                                                                Emotional
                                                         PSED AS1 -




                                                                            Development




                                                                                                                                                                                                                                                                                                                                             measures, physical
                                                           Attitudes




                                                                                                                                                                                                                                                                                                                                             development and
                                                                                                                    thinking




                                                                                                                                                                                                                                                                                       world
                                                                                                                                                                                                                                                                                                                                             creative development.
photo




 photo
Theme: Positive Relationships



       photo




Principle:
Children learn to be strong and independent from a base
of loving and secure relationships with parents and/or a
key person
                                       Posters, pictures and other
                                       resources on display will show the
                                       setting’s positive attitudes to
                                       disability, and to ethnic, cultural
                                       and social diversity. They will help
                                       children and families to recognise
                                       they are valued.

•All practitioners will benefit from
professional development in
diversity, equality and anti-
discriminatory practice whatever
the ethnic, cultural or social make
up of the setting
photo
                                 A key person meets the
                                 needs of each child in their
                                 care and responds
                                 sensitively to their feelings,
                                 ideas and behaviour.
                                 A key person talks to
                                 parents to make sure that
                                 the child is being cared for
A key person meets the           appropriately for each
needs of each child in their     family.
care and responds
sensitively to their feelings,
ideas and behaviour.
A key person talks to
parents to make sure that
the child is being cared for
appropriately for each
family.
        photo



photo
                photo
• Theme: Enabling environments


                        Principle:

    photo               The environment plays
                        a key role in supporting
                        and extending
                        children’s development
                        and learning.
                                      Outdoor environments offer children
                                      freedom to explore, use their senses
                                      and be physically active and
                                      exuberant.




When children feel confident in the
environment they are willing to try
                          In true partnership parents understand and
things out, knowing that effort is valued.
                          contribute to the policies in the setting
• Theme: Learning and Development

 Principle: Children develop
 and learn in different ways
 and at different rates and all
 areas of learning and
                                  photo
 development are equally
 important and inter-
 connected
Find out how children play at home
and value different cultural
approaches to play
A People’s Place

•   If this is not a place where tears are understood…where do I
    go to cry?

•   If this is not a place where my spirit can take wing…where do I
    go to fly?

•   If this is not a place where my questions can be asked…where
    do I go to seek?

•   If this is not a place where my feelings can be heard…where
    do I go to speak?

•   If this is not a place where you’ll accept me as I am…where do
    I go to be?

•   If this is not a place where I can try to learn and grow…where
    can I just be me?
                                                   W J Croker
              Happy                          Safe
               Loved
                            Confident         Empowered
 Strong
            Protected                    S          Unique
Learning                      Y
                        E          F            Achieving
    Resilient                           Developing
Respected
            Competent Independent Self assured
                                        Valued
              Healthy
                                         Loving
             Belonging
                                        That’s us !

								
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