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Bureaucracy and misconceptions led to the decline of 'teaching' in the original EYFS. Early years expert Lena Engel explains why it must be restored to its rightful place under the revised framework.
Encouraging children to explore the outdoors more freely proved to be a culture change in Poole, says Clare Schmieder, Early Learning Advisory Teacher (ELAT) within the Poole Early Years Team.
Under new guidance, how will practitioners devise meaningful systems of assessment and record-keeping that track children's progress from birth to five years? Lena Engel advises.
It is essential to put strong processes in place to ensure quality provision for twos, says Vicky Hutchin.
Apps are becoming the latest must-have in helping practitioners with observation, assessment and planning, says Mary Evans.
With the arrival of the EYFS Profile Handbook, Jan Dubiel highlights some significant changes to the structure and content of the Profile.
The 'Know How' guide will see you through the progress check at two, says Susan Soar, development officer, National Children's Bureau.
Observation is central to assessment for the new Progress Check at Two and the revised EYFS Profile, says Jan Dubiel, national development co-ordinator for Early Excellence.
Under the revised EYFS, planning for children's needs undergoes only subtle changes arising from the differences between prime and specific areas, as Ann Langston, director of Early Years Matters consultancy, explains
The approach to formative and summative assessments is not obviously different under the revised Early Years Foundation Stage. However, practitioners will need to be alert to subtle but significant changes and prepare accordingly, advises Ann Langston.
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