Revised EYFS: learning and development requirements

Aims The EYFS seeks to provide:
• quality and consistency
• a secure foundation
• partnership working
• equality of opportunity.

Overarching principles
• Every child is a unique child;
• Children learn to be strong and independent through positive relationships;
• Children learn and develop well in enabling environments; and
• Children develop and learn in different ways and at different rates.

Areas of learning and development
The prime areas are:
• communication and language;
• physical development; and
• personal, social and emotional development.
The specific areas are:
• literacy;
• mathematics;
• understanding the world; and
• expressive arts and design.

Planning ‘Practitioners must consider the individual needs, interests, and stage of development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development.’
Focus ‘Practitioners working with the youngest children are expected to focus strongly on the three prime areas, which are the basis for successful learning in the other four specific areas. The three prime areas reflect the key skills and capacities all children need to develop and learn effectively, and become ready for school. It is expected that the balance will shift towards a more equal focus on all areas of learning as children grow in confidence and ability within the three prime areas.’

Home language ‘Providers must take reasonable steps to provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home. Providers must also ensure that children have sufficient opportunities to learn and reach a good standard in English language during the EYFS, ensuring children are ready to benefit from the opportunities available to them when they begin Year 1.’

Play ‘Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity….Children learn by leading their own play, and by taking part in play which is guided by adults. There is an ongoing judgement to be made by practitioners about the balance between activities led by children, and activities led or guided by adults. Practitioners must respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction. As children grow older, and as their development allows, it is expected that the balance will gradually shift towards more activities led by adults, to help children prepare for more formal learning, ready for Year 1.’

Key characteristics In planning and guiding children’s activities, practitioners must reflect on the different ways that children learn and reflect these in their practice. Three characteristics of effective teaching and learning are:
• playing and exploring
• active learning
• creating and thinking critically.

Key person Each child must be assigned a key person.