Also, the nature of adult relationships is closely linked to self- regulation. If our staff’s main concern is to position themselves behind an I pad then opportunities to support self-regulation through a nurturing, supportive relationship will be missed. As Julian Grenier, the author of the Development Matters document states:

environments which reflect the life of the child and where they can make genuine choices with open-ended materials Chapters cover key topics including, assessment, inclusion of children with SEND, English as an Additional Language, equalities, anti-racism, provision for disadvantaged children, professional development and using research and evidence. There is a huge and growing gap between disadvantaged children and all others at the end of the EYFS. This is a longstanding problem: England is a country where how well you do in education is strongly associated with how well-off your parents are.That's very different from countries likeCanada , where half my family are from. This is a practical, step-by-step guide to implementing the Early Years Foundation Stage (EYFS) in any early years setting. The conference is all about the putting the curriculum into action, with a special focus on equity for every child.Written and edited by leading practitioners and researchers in early childhood, this new edition of Gillian Pugh and Bernadette Duffy's highly regarded book provides a critical examination of key issues in the field. The Fifth Edition of this best-selling book includes fully updated coverage of policy and research, practice, and workforce issues, as well as four brand new chapters on children’s centers, health services in the early years, leading and working in multi-agency teams, and quality in early childhood education. What are the key things that you’ll need to focus on? Well, there are all sorts of things that will need your attention of course- the importance of language and vocabulary, adult interaction and learning conversations, self-regulation and executive function. That’s without even getting to the idea of curriculum ownership and pedagogy.

Within the document it is mentioned that the EYFS is an intrusive attempt to ‘micro-manage’ all 0 – 5 childcare establishments as well as dictating ‘best practice’ including parents. Within the EYFS it does not specify that the parents should do as they are told neither does it specify how practitioners should work with the children. Therefore Pugh.G et al (2010:105), states that “It requires the practitioner to differentiate to understand each child as an individual and personalize the curriculum content to match their needs and interests”. However practitioners should have an in depth knowledge of their key children, so that they can use the EYFS Framework to support and help plan opportunities and activities. These will then enhance children’s learning and encourage the individual children’s development in a way that will interest them. Early years workers, together with families, lay the foundations for young children's futures. Young Children and Racial Justice provides a comprehensive approach to the issues facing all early years workers in exploring with young children what it means to enjoy living in our multicultural society.It offers a framework for good practice for everyone working in the early years sector. Designed for use in professional development, with case studies, references and accessible articles, this book gives practitioners the tools and knowledge to implement race equality policies and action plans. Julian Grenier led on the revision of Development Matters for the Department for Education. He has independently written guidance to support practitioners, teachers and settings in understanding and implementing the updated Development Matters.Child development: why it's important to think carefully about child development and get beyond 'levels' and 'drop-down menus' How confident are your team in identifying significant progress? If not, then the information that we gather, might not be the information that we need.

The EYFS recognises the importance of the wider environment both in working in partnership with parents and the ethos of the EYFS, providing equality of care and education for all. Research has shown that good quality early education and care has wide – ranging benefits for all children. Being provided across nurseries, reception classes, pre – schools, children’s centres and childminders, it enhances social and cognitive skills and is of particular benefit to disadvantaged children (N.A: 2010). However other curriculums have also the quality input that the EYFS has, for example the High Scope Curriculum, Montessori etc. It could be argued that children who have an intellectually and physically stimulating environment will maintain a more complex network of synapses in the brain (Bee: 1997). These biological changes in nature can have implications for practice, the EYFS however has a variety of suitable activities planned for those at different ages and stages of development. This is a prime example of how ‘nurture can influence nature. You can look for evidence of what works in the Early Intervention Foundation’s report, Teaching, pedagogy and practice in early years childcare: An evidence review or on the Education Endowment Foundation’s Early Years Toolkit . The evidence suggests that a successful programme will run over a whole year, or the majority of the year. Each practitioner will engage in at least 20 hours of training in total. Those 20 hours might include a whole-staff session, self-study and online learning, discussion, mentoring or coaching, and peer support. There isn’t any evidence that sending staff to one-off training events and asking them to share their learning with the wider team is effective in improving quality, although it might support an individual’s professional development.Think before shouting at your child: to them, words can be as harmful as physical blows | Peter Fonagy From 1st July 2021, VAT will be applicable to those EU countries where VAT is applied to books - this additional charge will be collected by Fed Ex (or the Royal Mail) at the time of delivery. Shipments to the USA & Canada: I chose Chapter 2 by Professor Eunice Lumsden: A curriculum that promotes equality and challenges racism and sexism, for the education team here to discuss. In your setting, is the recording of progress a barrier to effective adult interaction and the building of positive relationships?

It’s important to start with a clear understanding of your local context: what do children bring to your setting? What do they need you to offer them? What does your assessment information tell you about the progress children make? All of this information can help you to pinpoint priorities for improvement. You might need to focus more on certain areas of the curriculum: for example, if many of your children have limited space to play, Dr Julian Grenier CBE is the headteacher of Sheringham Nursery School and Children's Centre. He was the lead writer of Development Matters (2021). As soon as adults are behind clipboards and iPads and digital cameras, the first thing that they are unable to do is to listen to children. We are undermining our core ability to just be in the moment with young children.” The Department for Education explainsthat ‘Children are defined as having reached a Good Level of Development (GLD) at the end of the EYFS if they have achieved the expected level for the ELGs in the prime areas of learning and the specific areas of mathematics and literacy. This helps teachers and parents to understand broadly what a child can do in relation to national expectations.’ Additionally Bowlby’s (1907 – 1990) research found that babies/children succeed if they receive care from one main caregiver which is usually the mother. They are also more likely to make secure attachments and then initially grow up into being well – balanced adults. (O’Hagan et al: 1993). Therefore modern researchers have disputed the fact that only the mothers can perform this task (Smith et al: 1993), regardless the debate of ‘working mothers’, it still remains that the children’s emotional and cognitive development are best when there is that continuity of care available. When in care children under the age of 5 should each be allocated key workers so that children can form key attachments with this person, this is where secondary attachments are formed. The key person is a key to developing relationships with the children that are assigned to them as swell as sharing and collecting information by working in partnership with parents of the key children allocated. The EYFS reflects this by stating that “Each child with early years care and education should be allocated a key person” (EYFS: 2007). By having a key person allocated to the children it enables them to develop an attachment with the practitioner on a secure basis knowing that they can rely on the key person.In the early years, you are often in a position where you are feeding children. How do you cope when you have a fussy or anxious eater? The EPPE Project (Sylva et al, 2004: Chapter 4) identified the importance of a form of interaction between children and adults, that they call ‘sustained shared thinking’ in promoting children’s learning and development which is now as part of the EYFS. On the other hand working in partnership with parents is essential as it helps all children to achieve their full potential. As stated in The Times (2008), “The EYFS is about responding to the individuality of each child, in the context of loving and secure relationships and creating a stimulating and enabling environment that will promote age – appropriate experiences for learning and development”. Furthermore, Nurse A.D (2007:73) states that “Children can be said to prefer to learn through the enactive mode as their ability to represent images and use symbols is less well developed”. In this Bruner agreed with Piaget that active, first – hand experiences are an appropriate way to present new knowledge to young children.