The findings are from a survey to inform the association's response to the Qualifications and Curriculum Development Authority consultation on curriculum and assessment in the first year of the implementation of the EYFS.
Early Education heard from around 300 people from a range of early childhood settings, including practitioners, advisers, academics, consultants and trainers.
Megan Pacey, chief executive of Early Education, said, 'While many practitioners admit to having been daunted by the EYFS a year ago, our evidence shows the majority are now embracing the principles and ways of working that the framework advocates and are seeing the benefits of being led by a child and their interests.'
However, many felt the Early Learning Goals for communication, language and literacy were set too high and should be amended.
Practitioners identified problem solving, reasoning and numeracy and knowledge and understanding of the world as the most 'difficult' areas of learning to deliver, with physical development and creative development seen as the 'easiest'.
Key areas identified for more guidance were 'demonstrating progress', child-initiated activities and planning.
Other comments made by Early Education respondents included:
'I have met and worked with many advisers and practitioners who are pleased the EYFS affirms their principles and approaches.'
'It has been reassuring to hear messages from local authority advisers and on training, that this is good EYFS practice.'
'Some comments in the press about the inappropriateness of the framework frustrate me. If you have a good understanding of child development and good practice, the EYFS only enhances our work.'
An EYFS programme manager at the QCDA said more than 700 different organisations and individuals had contributed to the survey from a range of providers and local authority areas including childminders, nursery schools, and maintained and PVI providers.
He said, 'There is a lot of mythology about what is expected in the EYFS and we hope to clarify this for practitioners. It's important that they know only 12 pages are statutory. The rest is guidance.'
The responses will be analysed with work from focus groups earlier in the year to inform the report, which will be submitted to the DCSF in September, ahead of the Government's planned review of the EYFS in 2010.
The QCDA is also working on the transition from EYFS to Key Stage 1 in response to issues raised in the Rose review of the primary curriculum.
