A short blurb on best principles and practice for EYFS
On this page you will find key documents in support of EYFS teaching principles, and details of approaches to EYFS learning including Froebel and Montessori, Reggio Emilia and the Leuven Institute.
A FROEBELIAN APPROACH to play requires:
Exciting experiences out and about, which extend children’s interests and open up new possibilities.
Play takes time to get going. It does not thrive if it is squeezed into short time slots or constantly interrupted.
Simple but good quality resources can be transformed into many different scenarios.
to have ownership of their play.
who offer freedom with guidance to enrich the potential of play as a learning context.
The 5 Principles of the MONTESSORI METHOD are based on:
Respect is shown for children by not interrupting their concentration. Respect is also shown by giving pupils the freedom to make choices, to do things for themselves, and to learn for themselves.
Through their senses children constantly absorb information from their world. They then make sense of it because they are thinking beings.
There are certain periods during which children are more ready to learn certain skills, and last only as long as is necessary for the child to acquire the skills. The order in which sensitive periods occur (i.e. a sensitive period for writing) as well as the timing of the period varies for each child.
Children learn best in an environment that has been prepared to enable them to do things for themselves. Always child-centred, the learning environment should promote freedom to explore materials of their choice.
Children are capable of educating themselves. Teachers provide the environment, the inspiration, the guidance and the encouragement for children to educate themselves.
Reggio Emilia philosophy, in Italy, is underpinned by the following set of principles:
•The curriculum is totally based on the child and is implemented according to their interests.
• Children are given lots of control over the direction of their learning.
• Children are taught through the experiences of seeing, touching, moving, listening and hearing.
•Children are given opportunities to make strong relationships with other children and to work collaboratively.
•Children are given endless creative ways of expressing themselves.
•The learning environment acts as the third teacher
For more details about Reggio practice, see our further links.
Professor Ferre Laevers, Leuven Institute
Well Being / Involvement Scales
•According to Laevers children in a high state of well being are like “fish in water”. They are comfortable in their environment, confident and eager to experiment and explore.
•Similarly a child showing high levels of involvement, characterised by curiosity, fascination and a genuine interest in what they are doing, indicates that deep level, meaningful learning is taking place.
•Involvement and well being have a strong, connected relationship. It is hard to have high involvement levels if a child’s well being is low.
•Children with low levels of well being appear anxious and dependent. This makes it hard for them to become highly involved and thus to learn and progress in a sustained way and to reach their full potential.
•A happy, involved child is one who can experience the world at its fullest, a key aim in EYFS.
For more details about Involvement scales and Well-being, see below.
Please find below a document detailing Professor Ferre Laevers' 8 Characteristics of Well Being and examples of how these can be applied. This document also explores Leavers' Child Involvement Signals and a Child Involvement Scale.
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