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The key objective of Early Years Foundation Stage Prime Areas is to encourage young people to develop and begin their journey.
We can offer a range of equipment for activities for EYFS prime areas in Hanbury and surrounding areas. A child starting nursery of going to stay with a childminder for the first time is both a massive and emotional milestone.
The Early Years Foundation Stage (EYFS) outlines and sets the standards for the learning, development and care of kids from birth to 5 years old. All schools and Ofsted-registered early years providers must ensure that they follow the EYFS so that youngsters are receiving the correct curriculum entitlement.
In a nutshell, the EYFS is an essential curriculum that childminders, preschools, nurseries and school reception classes must offer to all youngsters in their care.
If you would like more information on the EYFS prime areas, please complete the enquiry form provided and we will get back to you at the earliest opportunity.
The Early Years Areas of Learning are divided into two main stems: Prime and Specific Areas.
The Prime Areas, consisting of three key aspects, are the main focus for babies and children under the age of 3. They're considered a starting point for all children and focus on 3 key aspects:
These three parts underpin all planning and activities delivered to babies and children under the age of three.
The Specific Areas, whilst relevant to younger kids, are then introduced to children from ages 3 and upwards. The four parts which build on the early-years Prime-Areas are:
As with the EYFS Prime Areas in Hanbury, any activities run by a nursery or childminder are carefully planned to incorporate these Specific Areas as well as the Prime Areas.
The key objective of Early Years Foundation Stage Prime Areas is to encourage young people to develop and begin their journey. These skills are what we might consider being the absolute basics of becoming a functional, growing and developing human.
Ultimately, the early-years Prime-Areas and Specific Areas arm young children with the functional skills which allow them to interact with others and also helps them to develop the skills and mindset for the deeper learning that takes place at primary school.
The term 'learning outcomes' are statements that describe significant and essential learning that learners have achieved. The achievement of whatever outcomes have been set can be clearly demonstrated by the learner by the end of the course of the programme they have been following.
As local children are guided through the EYFS Prime Areas, they will be regularly assessed on how well they are working towards the outcomes of this part of the curriculum. Activities they participate in will also offer clear evidence of young people meeting or working towards the outcomes they have been set.
For the Personal, Social and Emotional Development aspect of EYFS, the expected outcomes for children is that they should try new activities and express preferences about why they like certain activities more than others.
Youngsters meeting the necessary outcomes for this area will also be able to speak within the context of a familiar group and state whether or not they need help with a task or activity.
The children should also talk about their feelings and behaviour, understanding the consequences that certain behaviour can have on themselves and others.
They're expected to play cooperatively, taking turns with others and taking into account the ideas and feeling of others around them as they play.
The key learning outcomes for the Physical Development Prime Area is that children should demonstrate good control of coordination and be able to move with confidence, making suitable judgements regarding space.
Youngsters nearby and closest to you also need to demonstrate that they can handle equipment and tools, including pencils for writing, effectively and in a controlled way. When it comes to health and self-care, the learning outcome for children here is that they are able to know the importance of exercise and a healthy diet.
They should also be able to dress and manage their own basic hygiene appropriately to demonstrate they have met this outcome.
The outcomes for the Communication and Language in Hanbury stem of EYFS expects children to be able to listen attentively in a range of different situations, such as during the telling of a story.
Nursery workers will be looking to see if the children react appropriately to what is being said and if they can offer relevant comments or ask questions in response to what they have heard. Within the EYFS Prime area, other learning outcomes include kids being able to express themselves clearly when interacting with a listener.
When it comes to life in a school or nursery, OFSTED wants clear evidence that demonstrates to them that the children they're observing are learning and acquiring new knowledge that allows them to work towards specific outcomes.
This is where the EYFS Characteristics of Learning in Hanbury are crucial. During activities, the Characteristics of Learning are given the following terms: 'playing and exploring’ which emphasises how the child is engaging, ‘Actively learning’ which shows the motivation behind the child’s learning, and finally ‘creating and thinking critically’ this shows the thought processes behind learning and achieving something.
These characteristics of learning do sound quite challenging and perhaps unachievable by a child so young.
Whether you are looking to improve literacy skills or mathematics, we can be of assistance.
When looking at each of these areas it can at first appear that children under the age of 2 are unable to achieve the complex aspect of 'creating and thinking critically' elements to the characteristics of effective learning because, as of yet, they are unable to verbally discuss their thinking behind the choices they're making.
However, the trained eyes of nursery staff can pick up on evidence to demonstrate that the characteristics of learning are there. If, for example, a child decides to transport a large toy from one side of the room to the other, they may test an idea first by trying to pick up the toy.
If this fails because the toy is too large, they may attempt 'Plan B' and perhaps try to drag the toy as opposed to carrying it. Either way, this shows aspects of 'thinking critically' because the child has formulated a plan, tested it, discovered it hasn't worked and adapted it in order to try moving the large toy again.
What is crucial then, when thinking about the EYFS Characteristics of Effective Learning, is to ensure that the children's setting helps to support and promote them in practising and demonstrating these characteristics.
The environment and activities need to ensure they enable all the characteristics to be explored and developed.
It would be fair to say that the Early Years Primary Areas not only arm our youngsters with the foundations they need to become effective learners, but they also allow them to develop and learn the functional skills to survive in the world as well.
Practitioners who provide EYFS need to ensure that their environment, equipment and activities provide children with the opportunities they need to demonstrate they have met the specific outcomes of the Early Years Primary Areas.
To find out more information on EYFS prime areas in Hanbury B60 4 please make certain to contact our team. All you need to do is fill in the enquiry form provided and we will get back to your right away.