Early year foundation school power point presentation.pptx

all that is needed to be known about early year foundation school.

1. What can you say about these pictures?

2. Provide a wide range of professional development opportunities to enable education providers to meet the requirements that are set out in the Statutory Framework for the Early Years Foundation Stage. Learn how to set performance objectives for Early Years Foundation Stage (EYFS), and see example objectives with suggested success criteria for meeting them. At the end of this training we should be able to:

3. The Early Years Foundation Stage (E.Y.F.S.) is the stage of education for children from birth to the end of the Reception year . EYFS sets standards for the learning, development and care of children from birth to 5 years old. It is based on the recognition that children learn best through play and active learning . What is the Early Years Foundation Stage?

4. All schools and FME (Federal Ministry of Education) registered early years providers must follow the EYFS standards, including child minders, preschools, nurseries and school reception classes. It was introduced as part of the 2006 childcare act and must be followed by all FME registered settings and child minders.

5.  The ways in which the child engages with other people and their environment underpin learning and development across all areas and support the child to remain an effective and motivated learner . Learning and development are the two key areas in EYFS.

6. Playing and exploring - finding out and exploring- playing with what they know Active learning being involved and concentrating- enjoying achieving what they set out to do- Creating and thinking - having their own ideas critically - making links- choosing ways to do things.

7. Every child has a unique set of barriers and strengths when it comes to learning and development. Any good EYFS teacher will know how to adapt to each strong and weak area of a child’s learning curve and be prepared for any eventuality and challenge. EYFS teachers must set up experiences and exercises that allow children to become aware of themselves in a positive way.

8. 7 significant areas in EYFS

9. The EYFS outlined 7 key areas of learning which are divided into the prime areas and specific areas

10. THE PRIME AREAS These are factors that concentrate on the personal, social, and physical development of a child

11. This area of learning helps children to develop a positive sense of themselves, create respect for others and develop social skills to create positive relationship. Personal, Social and Emotional Development (PSED)

12. Children at the expected level of development will: Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly; Work and play cooperatively and take turns with others; Form positive attachments to adults and friendships with peers; Be confident to try new activities and show independence, resilience and perseverance in the face of challenge; PSED early learning goals

13. It involves allowing each child the opportunity to explore each language while developing their confidence and communication skills Communication and Language (listening, attention and understanding)

14. Children at the expected level of development will: Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions Make comments about what they have heard and ask questions to clarify their understanding; Communication and language development early learning goals

15. Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate

16. This area provides children with the chance to be active and interactive, developing their movement, coordination and control Physical Development (gross and fine motor skills)

17. Children at the expected level of development will: Negotiate space and obstacles safely, with consideration for themselves and others; Demonstrate strength, balance and coordination when playing; Move energetically, such as running, jumping, dancing, hopping, skipping and climbing. Use a range of small tools, including scissors, paintbrushes and cutlery; Begin to show accuracy and care when drawing. Physical Development early learning goals

18. How can 8 + 8 = 4? BRAIN TEASER 1

19. Answer

20. What is special about these words: job, polish, herb? BRAIN TEASER 2

21. Answer

22. These are the primary methods that enable children to learn and develop. THE SPECIFIC AREAS

23. This area of learning encourages children to link sounds and letters to be able to read and write. LITERACY

24. Children at the expected level of development will: Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary; Anticipate – where appropriate – key events in stories; Say a sound for each letter in the alphabet and at least 10 digraphs; Read words consistent with their phonic knowledge by sound-blending; Literacy early learning goals (comprehension)

25. It provides children with the opportunity to improve their skills using numbers, counting, calculating simple sums and describing shapes. MATHEMATICS

26. Children at the expected level of development will: Have a deep understanding of number to 10, including the composition of each number; Verbally count beyond 20, recognizing the pattern of the counting system; Compare quantities up to 10 in different contexts, recognizing when one quantity is greater than, less than or the same as the other quantity; Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally. Mathematics early learning goals (numbers)

27. This area involves allowing children to make sense of their physical world and explore, observe and discover places, people and cultures. Understanding the World (people, culture and community)

28. Children at the expected level of development will: Explore the natural world around them, asking questions about it; making observations and drawing pictures of animals and plants; know about everyday technology and learn what it is used for; find out about past events in their lives and their families' lives; find out about different communities and traditions. Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class; Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter. Understanding the World early learning goals

29. Enables children to explore and share their thoughts through art, dance, music, role play and technology The children will explore: colours, shapes, design, texture; how to make things; materials, tools and techniques; role play; making music. Expressive Arts and Design (Being Imaginative and Expressive)

30. Children at the expected level of development will: Safely use and explore a variety of materials, tools and techniques, experimenting with colour , design, texture, form and function; Share their creations, explaining the process they have used; Make use of props and materials when role playing characters in narratives and stories. Invent, adapt and recount narratives and stories with peers and their teacher; Sing a range of well-known nursery rhymes and songs; Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music. Expressive Arts and Design early learning goals

31. Brain teaser 3

32. Answer

33. THE FOUR GUIDING PRINCIPLES Every child is unique Every child can learn to be strong and independent through positive relationships Children learn and develop best in enabling environments Children develop and learn in different ways and at different rates.

34. An appropriate environment, indoors or outdoors, is key to both the safety and effective learning and development of a child. Below are a few areas to retain suitable premises and environment; Suitable premises, environment and equipment

35. 1. Furniture, equipment and toys must be safe, secure and appropriate for children.

36. 2. Equipment and toys must be well organized to support a child’s development and learning.

37. 3. Both the premises and equipment must be suitable for children with disabilities and reflect the ethic, cultural and social diversity that we have in the society.

38. Assessment in the Foundation Stage, assessment is carried out through spontaneous and focused observations and adult led activities. Photographs are also taken as a record of the children completing various activities. Assessing the child

39. What is the Early Years Foundation Stage Profile? The EYFS Profile  is a  government handbook  that is produced to help  EYFS practitioners  make accurate judgments about a child's progress. Built around examining children's development based on the  7 Areas of Learning  and the developmental outcomes of the  EYFS Statutory Framework,  the assessment provides a clear evaluation of development, strengths and areas of improvement for each child. The EYFS framework requires the EYFS profile assessment to be carried out in the final term of the year when a child turns five. Profiling the child

40. The EYFS profile is a statutory assessment of children's development at the end of the early years foundation stage (known as a summative assessment) and is made up of an assessment of the child's outcomes in relation to the 17 early learning goals (ELGs). What does the EYFS profile contain?

41. Choose a topic and link the teaching to any 3 areas of development. Plan an indoor or outdoor activity for the topic. GROUP WORK

42. Selected activities for various developmental areas

43. Feely palm Treasure basket Cross the hurdles Baby climbers Pick-pick foods Physical development

44. pom-pom avalanche (group activity) Story tablets Let’s talk I spy I can remember Reach for me Communication and language

45. Feeling games Resolving our differences (solution centres) Train ride Heart puzzle games Personal, social and emotional development

46. Spinning cups How many letters in your name Egg cracking Board game Shape and colour sorting NUMERACY

47. Animal and their young ones Hard and soft Fire needs air UNDERSTANDING THE WORLD

48. 1. Making animal track EXPRESSIVE ART AND DESIGN

49. 2. Paint work

50. Letter scavenger hunt Kick the Alphabet Cup LITERACY DEVELOPMENT

51. IN CONCLUSION