‘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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