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Old 02-29-2012, 10:00 AM
lauraJ lauraJ is offline
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Confused Eymp 1 1.1 explain the legal status and principles of relevant early years framework

Hi can anyone help me please

explain the legal status and principles of the relevant early years framework and how national and local guidence materials are used in settings.


many thanks

Laura x
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Old 02-29-2012, 12:05 PM
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THIS THREAD WAS ORIGINALLY PUBLISHED IN 2012 please check to see which is the current framework - EYFS 2014


Hi, if you're in England the main framework is the early years foundation stage 2008 which has now been superseded by the 2012 framework.

This is a quote from the 2008 framework where the practice guidance was once national guidance.
This document contains the statutory framework for the EYFS.

It sets out the legal requirements relating to learning and development (the early learning goals; the educational programmes; and the assessment arrangements) in Section 2 and the legal requirements relating to welfare (safeguarding and promoting children’s welfare; suitable people; suitable premises, environment and equipment; organisation; and documentation) in Section 3. The learning and development requirements are given legal force by the Early Years Foundation Stage (Learning and Development Requirements) Order 2007 made under Section 39 (1) (a) of the Childcare Act 2006.

The welfare requirements are given legal force by Regulations made under Section 39 (1) (b) of the Childcare Act 2006.

Together, the Order, the Regulations and the Statutory Framework document make up the legal basis of the EYFS.

The requirements in this document have statutory force by virtue of Section 44 (1) of the Childcare Act 2006.

Source: pg 7 statutory framework document
The search page will find more threads and the sector's principles for working with children and young people are on this thread values - principles

Easier reads for the children's act can be found through the links on this thread.

Level 3 handbook search on amazon if you can request a loan copy you'll find it will also help

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Old 03-03-2013, 08:17 PM
angela brown angela brown is offline
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hi im stuck on unit 24 1.2 and 1.4 please can someone help me im pulling out my hair had enough going to spend some time with my twin
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Old 03-03-2013, 08:21 PM
angela brown angela brown is offline
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sorry its me again can someone help me on unit 1 1.1
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Old 01-20-2014, 09:34 PM
wilmakerr wilmakerr is offline
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Hi I have had this unit marked. I included 1.3 with 1.2 and then covered 1.4 hope this helps.
When assessing children’s or young people’s development we need to look at different areas of development: Physical – this can be done by observing them at play or during physical education. – what level are their motor skills at, what is their pincer grip like, can they run, can they balance on one foot, can they hop, throw a ball, kick a ball more formal assessment can be used such as bleep tests. Communication – this can be assessed by again observing children at play or in class - how they interact with other children and adults, do they understand instructions (verbal, pictorial, written) Communication is also assessed on a daily basis by listening to reading. Intellectual/cognitive – this would require observation in a more formal setting, by looking at their class work, homework and by performing formal assessments such as tests. In my workplace they no longer use INCAS as they feel that these do not provide an accurate assessment of the child’s developmental level. The children have weekly tests in spelling and mental maths; these provide quite an informal assessment of their grasp of these areas. The main form of formal assessment is an annual test based on the curriculum heavily focusing on literacy and numeracy. This forms an integral part of the planning for that child in the next academic year. Where a child is subject to an Individual Education Plan (IEP) their area of weakness is assessed at least three times per year and this must include evidence from throughout the year to back up any findings. Social, emotional, behavioural and moral development are mainly assessed by observing the children at play - how they interact with others, what level of behaviour management they require, how they deal with moral dilemmas. This area of development will also be assessed by their behaviour in class towards each other and adults.
Furthermore we can assess all areas of development by listening to information from parents, the children themselves, their peers, colleagues and any other professionals who have contact with the children (e.g. behaviour specialists, speech therapists etc.).

We must use the information gathered in formal and informal assessments, observations, feedback from colleagues and information from parents when considering planning for the next steps in any child’s development. If we have not observed and assessed the child’s level of development we cannot plan for future development. There are three main types of planning: Long term planning – this provides a structure to ensure that all learning areas in the national curriculum are met throughout the year. It identifies the links between the different learning areas. It helps staff consider the use of the indoor and outdoor activities. It identifies any key areas where support is required for specific children. It also helps you focus on your medium term plans. In my workplace this is completed annually before the commencement of each new academic year and it is revisited on a regular basis. Medium term planning – this outlines, in some detail, the overall programme for each month and term. It includes specific learning areas within each “subject” for example weather in the world around us, or money in numeracy. It also is used for planning for observation and assessment where children are subject to IEP, or have other specific needs, to ensure that their developmental needs are being met. This plan also ensures that resources are available when required (e.g. is the assembly hall available for PE). Above all medium term planning ensures that we are meeting the needs of the children in the group at this point in time. Short term planning - this focuses on the day to day requirements for development, are the resources available, what is the plan for the day, are there any changes that need to be made to meet individual needs. In my workplace we encourage children to take responsibility for their own development by putting the onus on them to complete their work in class and at home and encouraging them to; have a think, have a go, ask friends or ask the teacher/classroom assistant if they are having difficulty with anything.

Last edited by wilmakerr : 01-20-2014 at 09:35 PM. Reason: sorry meant to say this is unit 024
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Old 04-14-2015, 05:57 PM
Kermit1990 Kermit1990 is offline
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Default Help ... Truly stuck hitting head against wall :(

is there anyone who can point me in the right direction with this question as I'm truly stuck and have become extremely emotional over it.
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