Early childhood education

Table of Contents

Introduction3

Research Study5

Aims of Research Study5

Methodology5

Structure5

CHAPTER II7

Literature review7

Introduction7

Early History of Early Childhood Education9

Recent History of Early Childhood Education11

Perspectives of childhood15

Literary perspectives18

Other perspectives23

Carrying out the research26

Early childhood education

Introduction

The focus of this small-scale research is to look at the views from those involved in using the Early Years Foundation Stage Framework? specifically analysing those views with regards to the framework supporting effective practice and early year's education.  Furthermore? to distinguish and examine any challenges? issues? strengths and areas for development.  Working in the Early Years sector for over the last decade? having seen the introduction of several new early years' initiatives? and experiencing some of the changes and challenges along side the policies and practices has developed an interest to explore this field further. After a visit to Reggio Emilia's preschools? I was impressed by the vibrancy of the settings and the advanced work produced by very young children. From exploring the basic principles and values of the education of young children in Reggio Emilia my attention was drawn furthermore to the early childhood education in England and its values and practices. I also have three young children who are still all at the early stages of their education which complements my interest in Earl Years Education. Whilst I continually work with a team of staff to develop our practice within the Early Years Framework and appreciate the concept and values of the EYFS curriculum in supporting children learning and development? my attention has often been drawn to the time staff spend focusing on observation and planning rather than spending more time interacting with children. I have begun to reflect as to whether all this paper work really makes any difference to children's long-term outcomes.

The field of Early Childhood Education and Care has been transformed over the past decade. From September 2008 The Early Years Foundation Stage became the statutory framework for all schools and Early Years providers for all children of ages 0-5 years in England. The Framework sets the standards for learning? development and cares of children and brought together previous statutory guidance which gave separate advice for children aged from 0 to 3? those aged from 3 to 5. Play is central to the new requirements of the EYFS and can provide evidence for all six areas of learning. The framework is underlined by four key themes; a unique child? Positive relations? Enabling Environments? Learning and development. Each theme is related to one key principle? which in turn is supported by four Commitments.  It is recognised 'that a child's experience in the Early Years has a major impact on their future life chance' (DCSF? 2008; Statutory Framework pg 7.) Whilst the field of Early Years welcome these developments as the recognition of the significance of the care and education? the subject has been a controversial topic? there is a growing multi-disciplinary team of experts who have a shared concern about Early Childhood in the UK. Some International researchers? authors and early childhood experts would argue that ...