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This is available on Netflix but I don't know how to link Netflix 🤦‍♀🤷. I've watched the first two episodes. May be worth a look. 👍 there are 6 episodes. It is from an international perspective.

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Discoveries in neuroscience can help us understand childhood development. When a person is born, it is more than just a genetic load. We are formed by our relationship with everything ... See full summary "

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Directed by Estela Renner. With Laura Schichvarger. Discoveries in neuroscience can help us understand childhood development. When a person is born, it is more than just a genetic load.

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Found this and thought it was worth a read.

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Roberts-Holmes, G. (January 01, 2012). "It's the Bread and Butter of Our Practice": Experiencing the Early Years Foundation Stage. International Journal of Early Years Education, 20, 1, 30-42

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Roberts-Holmes, G. (January 01, 2012). "It's the Bread and Butter of Our Practice": Experiencing the Early Years Foundation Stage. International Journal of Early Years Education, 20, 1, 30-42

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Abstract:

This article presents the experiences of nursery and primary head teachers (n = 12) on the English Early Years Foundation Stage (EYFS) after its first year of implementation in 2010. Findings are drawn from a subset of data (head teachers of primary and nursery schools) which forms part of a larger Department for Children, Schools and Families funded project entitled Practitioners' Experiences of the EYFS. To reflect a breadth of experience, interviews were conducted in six geographical regions in England. The results suggest that the EYFS served to validate the existing child-led early years approach adopted by most schools. Nonetheless, a pedagogic tension was noted in reception classes between the child-led play based EYFS approach and the knowledge-led National Curriculum. Additionally, a perceived lack of consistency was noted in the quality provided within and between the PVI (private, voluntary and independent) sector and maintained sector staff. Despite these shortcomings, several primary head teachers are extending the principles of the EYFS into Key Stage One. (Contains 1 table.)

Retrieving notes about this item

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"It's the Bread and Butter of Our Practice": Experiencing the Early Years Foundation Stage

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This article presents the experiences of nursery and primary head teachers (n = 12) on the English Early Years Foundation Stage (EYFS) after its first year of implementation in 2010. Findings are drawn from a subset of data (head teachers of primary and nursery schools) which forms part of a larger Department for Children, Schools and Families funded project entitled Practitioners' Experiences of the EYFS.

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Are the kids alright? Wendy Ellyatt (Save Childhood Movement) at Green Party Conference fringe

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On Tuesday 27th February, in Westminster, an important dossier on Baseline Assessment was presented at an event hosted by shadow early years minister Tracy Brabin MP. Put together by a coalition of education academics, teachers and parents, representing a number of organisations, the document challenges present policy to reintroduce (a third attempt) a flawed and unnecessarily costly system of assessing children in their reception year - when many are just four years old. You can read the introduction to the document below - and the full publication is here

"Early years education is at risk. Not just from spending cuts and staff shortages, but from policies which will change how teachers teach and children's opportunities to learn. These policies are not based on research and evidence but on opinion and prejudice. They threaten the quality of education, and the well-being of many children.

At the heart of these risks is the government's decision to resurrect reception baseline assessment - the formal testing of all children in their first six weeks of school.

The government says that a baseline test is required in order to judge the progress children have made at the end of primary school. They want to use the test data to 'hold schools to account'. We say such a test will be damaging to young children. They will be pushed into a world of high-stakes assessment, which is at odds with young children's learning and development.

We are experts in early years education. We are not opposed to the assessment of children's learning. On the contrary, we support it. Assessment is essential to good teaching and to helpful conversations between teachers and parents. But baseline testing is not good assessment. We will show in this dossier that:

· baseline assessment cannot provide a valid account of the learning of four-year-olds

· it cannot therefore provide a trustworthy basis on which to measure progress

· it will damage the early years curriculum and hold back the learning of many children

· it will adversely affect primary education as a whole

· its costs are not justified."

The report concludes:

"Children are more than a score. They will learn successfully when we stop measuring their every step, and develop more rounded ways to ensure they receive the quality of education they deserve."(p 14)

Authors of Baseline Assessment: Why it doesn't add up are:

Alice Bradbury (UCL Institute of Education),

Pam Jarvis (Leeds Trinity University),

Cathy Nutbrown (University of Sheffield),

Guy Roberts-Holmes (UCL Institute of Education),

Nancy Stewart (TACTYC)

David Whitebread (University of Cambridge)

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Back to the baseline: the need to rethink (again) how we assess our four year olds.

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On Tuesday 27th February, in Westminster, an important dossier on Baseline Assessment was presented at an event hosted by shadow early years minister Tracy Brabin MP. Put together by a coalition of education academics, teachers and parents, representing a number of organisations, the document challenges present policy to reintroduce (a third attempt) a flawed and unnecessarily costly system of assessing children in their reception year - when many are just four years old.

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What does "school-ready" mean? As a grandparent, my perspective is that modern society has become increasingly confused about this concept.

There is a set of life skills that creates a more orderly environment within a Reception class if the majority of children possess it. For example, to be able to manage their own toileting in most situations, to be able to dress themselves in easy slip-on clothes and shoes, to be able to wait a reasonable amount of time for a turn in cooperation with other children and a supervising adult, to sit and listen to a story for five to 10 minutes, to be able to understand and enjoy a collective song with actions and to be able to make themselves understood to a non-family adult. This was the type of "common sense" construction of school readiness that permeated UK culture when my own children (now in their early thirties) were under five, and it was generally understood between teachers and parents.

However, as time has gone by, and subsequent governments have instigated formal assessment processes for under-7s, including the phonics check at 5 and the proposed Reception baseline assessment, an uncertainty about the specifics of "school readiness" has begun to grow among parents.

In addition, England's teachers are employed under a system of "performance management", where their professional advancement depends upon a statistical calculation of pupil progress against government expectations. The high-stakes nature of this situation has given rise to some dysfunctional ideas, such as nursery phonics training for young children who are still in the final stages of learning to speak clearly, and the introduction of formal calculation concepts for those who are still learning to count.

If the politicians and civil servants who create education policy were more aware of the intricate, organic human development process in which physical, social, emotional and intellectual factors continually transact, we would not have stumbled into this situation. It would also be logical for initial teacher training to routinely include at least a basic education in the biopsychological process of human development, but at the moment, this is unfortunately not the case. As such, many of the targets nationally set for young children are essentially arbitrary and frequently too advanced. As long as this situation cannot be authoritatively challenged by a critical mass of developmentally informed teachers, circular arguments about the nature and purpose of "school readiness" will continue to proliferate.

Socioeconomic divide

The other important issue that arises around school readiness in the UK is particular to families who live in socioeconomically deprived conditions. Ongoing poverty and its associated insecurity frequently trigger a complex, interrelated and circular set of stressors within a household [1]. Currently, more than half of children in some areas of the UK are estimated to be growing up in poverty.

In socioeconomically deprived households, parents are likely to be dealing with a range of insoluble problems relating to food poverty and insecure housing, which typically lead to frequent arguments about money. Such ongoing difficulties render adults in poor households more vulnerable to depression and anxiety, which, in turn, leads to less prolific linguistic interaction with their young children.

Parents who are chronically depressed and anxious due to immense difficulties with everyday expenses, such as food shopping or paying the rent on time, are less likely to have sufficient emotional reserves to chatter, play and read with their young children. As a result, children who come from deprived households tend on average to have less developed linguistic skills than their more socioeconomically advantaged peers. This has a significant effect on "school readiness" both in the practical and academic sense; a process that Jensen refers to as " cognitive lag ".

Children raised in poverty face daily overwhelming challenges that affluent children never have to confront, and their brains have adapted to suboptimal conditions in ways that undermine good school performance.

Socioeconomically deprived families are, therefore, doubly disadvantaged, given that their children are plunged into a high-stakes, stress-fuelled education environment from a foundation of impoverished experiences that negatively impact upon physical and emotional health and linguistic competence.

Added to this, the stress exerted upon teachers by statistically driven performance management creates a perfect storm, increasing the likelihood that socioeconomically deprived pupils will be seen as an inherent professional hazard when it comes to "ticking the boxes". As such, there are few chances for emotional respite in the school environment for deprived children; conversely, the prevailing culture of contemporary education raises the likelihood that they will meet a wider range of stressors than their more affluent peers.

'Lucky or unlucky?'

Chief Ofsted inspector Amanda Spielman has recently proposed that the reason that "we now have a situation where, aged 4, some children have less than a third of the English vocabulary of their peers" is because children are either "lucky" or "unlucky" in the skills and knowledge to which they are introduced at home.

It will cost £10 million to instigate the proposed baseline test, and many millions more to maintain. Significant public funds are also spent on the administration of the phonics test, and on maintaining a national database of a range of information about children that has recently been deemed questionable under the new General Data Protection Regulation.

It would be far more logical and humane to mobilise public funds to address the ravages that poverty heaps upon a high proportion of the nation's children. Greater alleviation of family poverty and the provision of graduate-led children's centres would enhance poor families' chances of creating a secure environment for their young children. In Ms Spielman's terms, such policy adjustments would create more "lucky" children who arrive at school with more personal independence and the commensurate skills to communicate more effectively with peers and adults. And, beyond a clear moral imperative, surely such policy adjustments would make economic sense when considering the optimum preparation for the future British workforce.
Dr Pam Jarvis is a reader in childhood, youth and education at Leeds Trinity University
[1] Steele, H., Bate, J. Steele Shanta, M., Dube, R., Danskin, K., Knafo, H., Nikitiades, A. Bonuck, K., Meissner, P. and Murphy. A. (2016) Adverse Childhood Experiences, Poverty, and Parenting Stress. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement Vol. 48:1, pp.32-38.

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We must recognise the significant effect that socioeconomic disadvantage has on school readiness, argues Pam Jarvis

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Link to a website about child initiated learning

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Link to a website about child initiated learning

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A share by a student from the class of 2017

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We are the national information service that provides busy school leaders with instant answers to their questions on all aspects of managing a school

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Role playing emotions in early childhood 

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Role playing emotions in early childhood 

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A share by a student from the class of 2017

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Role-Playing Emotions in Early Childhood

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Something fun from a school in my home town :o)

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Something fun from a school in my home town :o)

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Lee Owston on disadvantaged children and the Pupil Premium   

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Lee Owston on disadvantaged children and the Pupil Premium   

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Shared by a student from the class of 2017

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Lee Owston on disadvantaged children and the Pupil Premium

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Lee Owston, Ofsted's National Lead for Early Years, talks about the use of the Pupil Premium and disadvantaged children. To read Ofsted's survey report 'Unknown children destined for disadvantage' visit http://bit.ly/29RUHkX This video is part of a series from Ofsted's national leads, focusing on their specialisms and key issues in these areas.

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EYPP Project: Learning Together About LearningPutting sound early years principles into practice to support effective use of Early Years Pupil Premium

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EYPP Project: Learning Together About LearningPutting sound early years principles into practice to support effective use of Early Years Pupil Premium

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EYPP Project: Learning Together About Learning | Early Education

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We had 15 pilot local networks running in 15 local authority areas in England, under the umbrella of the national project. The local networks were collaborative ventures. The main focus was the effective spending of the EYPP money and how settings might record this.

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The nursery year in action : following children's interests through the year Anna Ephgrave

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The nursery year in action : following children's interests through the year Anna Ephgrave

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Recommended by a student from the class of 2017

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Abstract:

"Child-led learning in the early years allows children to thrive while making accelerated progress. Young children learn and develop best when they are in a stimulating environment which is carefully organised and equipped to meet their needs, interests and stages of development, and where each child's progress is carefully observed, managed and enhanced by adults who engage and interact with them to support them in making outstanding progress. Demonstrating how a child-led approach supports the development of purposeful, calm, confident and independent children, The Nursery Year in Action offers a unique month-by-month overview of the workings of an outstanding Nursery setting. The book covers all aspects of practice from the organisation of the classroom and garden and the rationale behind this to the routines and boundaries that ensure children are safe, happy and therefore able to explore and learn. It tracks the events of each month in the year paying particular attention to the environment, the role of the adult, links with parents, children's individual needs and the key areas of learning and development. Throughout the book Anna Ephgrave gives the reason behind each decision and shows what the outcomes have been for the children, emphasising that a child-led approach, with planning in the moment can meet the requirements of the revised Early Years Foundation Stage and the individual needs of the children."--Publisher's website.

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student participation in curriculum planning

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student participation in curriculum planning.

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The nursery year in action : following children's interests through the year

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Get this from a library! The nursery year in action : following children's interests through the year. [Anna Ephgrave] -- "Child-led learning in the early years allows children to thrive while making accelerated progress. Young children learn and develop best when they are in a stimulating environment which is carefully ...

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Challenges faced by nurseries as a result of increased funded nursery provision

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Challenges faced by nurseries as a result of increased funded nursery provision

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Nurseries in England are struggling to recruit qualified staff putting them at risk of closure, campaigners have said.

Since 2014, the government has said key nursery workers must have at least a grade C in GCSE English and maths.

But campaign group Save our Early Years said there was now evidence that this requirement was blocking staff career paths and deterring new starters.

The Department for Education said it was working with the profession on a future staffing strategy.

Figures from qualifications body Ofqual show about 12,500 students completed the Level 3 Early Years Educator course between July and September 2015, compared with 18,000 in the same period in the previous year - a fall of about 30%.

The course, which takes between one and two years to obtain, enables students to obtain their first jobs in nurseries and work with children aged under five.

'Turn away children'

But industry leaders warn the drop in the number of those completing it is evidence of an impending recruitment crisis, which is already damaging the quality of childcare on offer to parents.

It also puts in jeopardy government plans to introduce 30 hours of free childcare to all three and four-year-olds from 2017, they say.

Under current rules, staff are only allowed to look after a specified number of children:

Aged one and under - One worker to three children

Two-year-olds - One worker to four children

Three and four-year-olds - One worker to eight children or one to 13 if the group is teacher-led.

The government requires that there must always be at least one member of staff qualified to Level 3 on duty, which means these staff are essential to all nurseries.

Julie Hyde, executive director at the childcare qualifications awarding body Cache, said if the government did not reverse its decision, there would be "no nursery staff and therefore parents would have no childcare".

Liz Bayram, chief executive of the charity Professional Association for Childcare and Early Years, said nursery chains were able to move staff around to cover gaps, but sole nurseries would be hardest hit by the crisis, she added.

In the association's survey of 75 Further Education college leaders, almost three quarters (72%) reported that enrolments on Level 3 courses had decreased in the latest academic year (2015-16), compared with the previous year.

A separate survey of 278 private nursery owners and managers across England suggested the main reasons for nursery staff leaving their jobs were low pay and a lack of progression due mainly to the GCSE requirements.

Purnima Tanuku, chief executive of the National Day Nurseries Association, which conducted the poll, said: "The serious staffing problems caused largely by these GCSE requirements can make these businesses unsustainable and force them to turn away children."

'Loved and hugged'

June O'Sullivan provides care for 4,500 children at 38 nurseries across London.

As chief executive of London Early Years Foundation, she is currently grappling with her business's recruitment and retention policy to try to fill 90 vacancies (of her 650 staff) for Level 3 nursery workers.

She fears that unless the government changes the requirements, the industry will end up with more unqualified staff and nurseries will see a high turnover of staff.

"People just don't understand the importance of the harmonious relationship you have to build with the children, their parents and the staff," she says.

If parents can't be sure their children are in safe hands, in a place where they are loved, hugged and taught, this may affect their confidence in going out to work every day, she adds.

Ultimately, there may be fewer nurseries, especially in London, if funds are eaten up paying agency costs. "Nurseries are not great profit makers. There is very little margin," she says.

'Counterproductive policy'

Former childcare minister Liz Truss introduced the GCSE requirement in 2014 in an effort to raise the quality of care.

But campaigners want the new childcare minister, Caroline Dinenage, to accept equivalent or similar qualifications, such as Functional Skills, which also tests numeracy and literacy.

Neil Leitch, chief executive of the Pre-school Learning Alliance, said: "It seems completely counterproductive to persist with a policy that is actively blocking qualified, passionate and able early years practitioners from entering the sector.

"To say that the GCSE requirement is causing a recruitment crisis is not an exaggeration," he added.

Writing in Nursery World earlier this month, Caroline Dinenage hinted at a possible shift in government thinking, saying: "Our Workforce Strategy is in development and I am looking at ways of getting the best individuals into the profession, while recognising that excellence can be measured by qualities other than exam results."

A Department for Education spokeswoman said: "We want to make sure we get the best staff into the early years sector.

"We are working with the profession to look at how we can develop people's talents and keep our most experienced staff. This is backed up by record investment in childcare - £6bn per year by the end of this parliament."

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Nurseries 'at risk as staff crisis hits'

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Nurseries in England are struggling to recruit qualified staff putting them at risk of closure, campaigners have said. Since 2014, the government has said key nursery workers must have at least a grade C in GCSE English and maths.

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Found and shared by a student

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Motor play provides critical opportunities for children to develop both individual gross and fine muscle strength and overall integration of muscles, nerves, and brain functions. Recent research has confirmed the critical link between stimulating activity and brain development. Young children must have ample opportunities to develop physically, and motor play instills this disposition toward physical activity in young children.
Social Play
A variety of opportunities for children to engage in social play are the best mechanisms for progressing through the different social stages. By interacting with others in play settings, children learn social rules such as, give and take, reciprocity, cooperation, and sharing. Through a range of interactions with children at different social stages, children also learn to use moral reasoning to develop a mature sense of values. To be prepared to function effectively in the adult world, children need to participate in lots of social situations.
Constructive Play
Constructive play is when children manipulate their environment to create things. This type of play occurs when children build towers and cities with blocks, play in the sand, construct contraptions on the woodworking bench, and draw murals with chalk on the sidewalk. Constructive play allows children to experiment with objects; find out combinations that work and don't work; and learn basic knowledge about stacking, building, drawing, making music and constructing. It also gives children a sense of accomplishment and empowers them with control of their environment. Children who are comfortable manipulating objects and materials also become good at manipulating words, ideas and concepts.
Fantasy Play
Children learn to abstract, to try out new roles and possible situations, and to experiment with language and emotions with fantasy play. In addition, children develop flexible thinking; learn to create beyond the here and now; stretch their imaginations, use new words and word combinations in a risk-free environment, and use numbers and words to express ideas, concepts, dreams, and histories. In an ever-more technological society, lots of practice with all forms of abstraction - time, place, amount, symbols, words, and ideas - is essential.
Games With Rules
Developmentally, most children progress from an egocentric view of the world to an understanding of the importance of social contracts and rules. Part of this development occurs as they learn that games like Follow the Leader, Red Rover, Simon Says, baseball and soccer cannot function without everyone adhering to the same set of rules. The "games with rules" concept teaches children a critically important concept - the game of life has rules (laws) that we all must follow to function productively.
More On Play and Child Development

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Lets Play! Different Types Of Play Help Children Learn & Grow

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Motor play provides critical opportunities for children to develop both individual gross and fine muscle strength and overall integration of muscles, nerves, and brain functions. Recent research has confirmed the critical link between stimulating activity and brain development. Young children must have ample opportunities to develop physically, and motor play instills this disposition toward physical activity in young children.

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A Tool to Record and Support the Early Development of Children Including Those with Special Educational Needs or Disabilities

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A Tool to Record and Support the Early Development of Children Including Those with Special Educational Needs or Disabilities

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Permalink to Worldcat http://bishopg.worldcat.org/oclc/5830192629
This was provided in response to a student who wanted to try and find an argument that suggested the EYFS is not inclusive:

This particular article found that 68% of children without identified SEND make good levels of progress compared to the 23% of SEND children who make good levels of progress. At level 5 we ask you to synthesis the information that you are reading and presenting, so you could make an argument for the appropriateness of the EYFS.  You might also want to consider the role of standardised assessments in this process.  For example, a report (based on the same search) based on the abandoned baseline, highlighted this very point:
They are children… not robots, not machines” The Introduction of Reception Baseline Assessment
http://discovery.ucl.ac.uk/1476041/1/baseline-assessment--final-10404.pdf

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Abstract:

Early intervention is key for children with special educational needs or disabilities (SEND), and therefore early assessment is crucial. Information from parents about children's current ability and their developmental history can make valid and useful contributions to developmental assessments. Parental input is also important in early education for children with and without SEND. In England, recent changes to statutory guidance for early education highlight partnership working with parents, progress checks and continuous observation. The "Early Years Developmental Journal" ("EYDJ"), an Early Support tool primarily aimed at families, aims to support early identification and assessment for children with SEND and early education for all children. The article describes Early Support to provide a backdrop and then outlines the purpose, structure and rigorous development process of the "EYDJ." Use of the "EYDJ" to support parents, early years education practitioners, health visitors, developmental assessments and the forthcoming English special educational needs (SEN) reforms is also described.

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A Tool to Record and Support the Early Development of Children Including Those with Special Educational Needs or Disabilities

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Get this from a library! A Tool to Record and Support the Early Development of Children Including Those with Special Educational Needs or Disabilities. [Silvana E Mengoni; John Oates] -- Early intervention is key for children with special educational needs or disabilities (SEND), and therefore early assessment is crucial.

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Provided by a student from the class of 2017

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Provided by a student from the class of 2017

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2017 early years foundation stage: assessment and reporting arrangements (ARA)

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2017 early years foundation stage: assessment and reporting arrangements (ARA)

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A document a student from the class of 2017 found useful

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Statutory guidance

Statutory guidance for assessing and reporting the early years foundation stage (EYFS) profile in the 2016 to 2017 academic year.

This publication was withdrawn on

Documents

Details

This guidance is for schools, nurseries, childminders, local authorities and governing bodies responsible for assessing the EYFS profile for children aged 5 and under.

The EYFS profile will remain statutory for the 2016 to 2017 academic year.

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2017 early years foundation stage: assessment and reporting arrangements (ARA)

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Statutory guidance Statutory guidance for assessing and reporting the early years foundation stage (EYFS) profile in the 2016 to 2017 academic year. This publication was withdrawn on This guidance is for schools, nurseries, childminders, local authorities and governing bodies responsible for assessing the EYFS profile for children aged 5 and under.

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A Constructivist Approach to Block Play in Early ChildhoodBy Karyn Wellhousen, Judith E. Kieff

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A Constructivist Approach to Block Play in Early ChildhoodBy Karyn Wellhousen, Judith E. Kieff

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A book a student from the class of 2017 found useful

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A Constructivist Approach to Block Play in Early Childhood

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This new text provides a fresh and holistic look at the continued relevance of block play to today's children. Students of early childhood education will benefit from the current research, theory, strategies and examples of block play and related topics that are the main focus of this text.

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Article provided by a student from the class of 2017

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Youtube clip provided by a student from the class of 2017

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Heartland Community College Early Childhood Program

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Uploaded by Heartland Community College Early Childhood Program on 2013-10-09.

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Provided by a student from 2017 graduating class