Since the pack was published, concerns have been expressed thatinexperienced practitioners will struggle to understand, and soimplement, the guidance, while the Government, Ofsted, schools and earlyyears settings are using conflicting definitions of key terms.
The greatest disparity in interpretation has been over 'child-initiated'and 'adult-led'.
In response to a query on the EYFS website, a DCSF official said, 'Wewill be reprinting the EYFS early next year, which will provide us withan opportunity to provide additional clarification where we are aware itis needed.' An explanation of terms may be included, and will go on theEYFS website.
Early years consultant Jennie Lindon said, 'I would be pleased to seesome clear definitions of terms. But the explanation for"child-initiated" must focus on children's genuinely free choice ofmaterials and experiences from their well-resourced learningenvironment.'
A head of early years at one local authority called for simplificationas much as clarification and said that success in implementing thecurriculum lies more with good support than Government guidance.
She said, 'The curriculum should be brought back to basics. The morepeople intellectualise, the harder it is for nursery nurses to see thewood from the trees.
'Practitioners in our area are motivated and the training has beenworking well, but it's how they are going to be supported by early yearsadvisory teachers that is going to be crucial.'
Further information: 'All About ... the language of the EYFS', NurseryWorld, 1 November 2007.
