Learning & Development: National Strategies series - part 1

Experts from the National Strategies early years team are writing a series of exclusive articles in Nursery World, starting next month, focusing on aspects of the Early Years Foundation Stage (EYFS) that practitioners find challenging.

They are asking readers to share their observations of the implementation of the EYFS to make the year-long series a two-way communication process. 'The articles will provide food for thought and challenges to improve,' says Ruth Pimentel, National Director of the Early Years. 'We now need to learn from the excellent practice that is going on all over the country and showcase this. Please let us know what a difference EYFS has made to the children and families that you know. We would love to hear from you.

'The National Strategies early years team are all experts in the field. They contributed to writing the EYFS and support and advise local authorities on implementing the EYFS and providing top-quality care and education for young children.

'The articles will draw on real-life case studies, the EYFS itself and relevant research.'

Ms Pimentel hopes that readers will use the 12 articles as a stimulus for the discussion of points raised, and as reference guides.

'We hope that all practitioners will enjoy reading these articles, as well as finding them challenging. All of them should give plenty of food for thought and reflection about the best ways to put the EYFS principles into practice. They include pointers to other resources and research.'

Time to explore

Tweleve topics (see box below) have been chosen, says Ms Pimentel. 'We decided that now that practitioners have been trained in what is in the EYFS pack, it was time to explore some of the issues that we know practitioners find challenging.

'For instance, the EYFS focuses attention on the important role of the key person in securing high-quality care and learning experiences for young children. It is now a specific legal requirement rather than just good practice. So the first article focuses on attachment, which is fundamental for children's well-being and development.

'We know that being able to communicate effectively increases children's life chances, so looking at how settings can encourage children to be confident and capable communicators is vital.

'We know from research that, even in the most effective settings, practitioners tend to ask too many closed questions, shutting down rather than opening young children's communication.

'Creativity and critical thinking and play and exploration are fundamental to the six areas of learning and development. In settings where children are seen as strong, confident communicators and meaning-makers, their creativity and play is nurtured. However, too often creativity is seen as something solely to do with the arts. This article challenges that thinking and looks at how practitioners can foster children's ability to make connections in their learning.

'Movement, mark-making and maths looks at how mathematical thinking is fostered by recognising the power of children's mark-making in making their thinking visible. This article draws on the findings of the Williams review and on the forthcoming National Strategies booklet, Mark Making Matters.

'The EYFS requires settings to keep children safe from harm. As young children develop, they gradually learn about taking responsibility for their own safety. To do this, and to be successful learners, they need to be able to take risks within the safe environment of the setting. Successful learners take risks and are brave about trying things when they know they will be encouraged to learn from mistakes rather than told off. But the dilemma for many practitioners is knowing when to let children have freedom and when to protect them.

'Local authorities and national organisations have worked tremendously hard to ensure that practitioners are ready for the EYFS. It has been very positively received as practitioners recognise that it provides an opportunity to review provision, and provides a lot of support, but it does not ask settings to change already effective practice.

'We know that EYFS will bring about a step change in quality. It articulates a vision for how we want the early years provision in this country to look, and practitioners have welcomed the approach that is so well articulated through the themes and commitments.'

THE 12 EYFS TOPICS
- Attachment and the role of the key person
- Listening to parents and carers
- Observing development and learning
- Supporting and extending children's learning
- Children communicating
- Creativity and critical thinking
- Play and exploration
- Movement, mark-making and maths
- Understanding time, place and community
- Being outside
- Risk-taking and being brave
- Understanding each other - the development of empathy.

Embedded in every article are:

- The four themes

- Inclusion and equalities

- Listening to children

- ICT in the full sense of information and communication technology - so, for example, showing children how to use a pelican crossing

- Leadership and management - a separate box highlights the key role of effective management and leadership have in quality provision.