ARE.
Published on www.standards.dfes.gov.uk/NationalStrategies
27-Oct-2010
4 Areas of Learning and
Development
THE
NATIONAL STRATEGIES
AREAS OF LEARNING AND DEVELOPMENT
Introduction
The
EYFS is made up of six areas of Learning and Development. All areas of Learning
and Development are
connected
to one another and are equally important. All areas of Learning and Development
are underpinned by theprinciples of the EYFS.The areas of Learning and
Development are:
•
Personal, Social and Emotional Development
•
Communication, Language and Literacy
•
Problem Solving, Reasoning and Numeracy
•
Knowledge and Understanding of the World
•
Physical Development
•
Creative Development.
Learning and Development
•
The six areas of Learning and Development together make up the skills,
knowledge and experiences
appropriate
for babies and children as they grow, learn and develop.
•
Although these are presented as separate areas, it is important to remember
that for children everything links
and
nothing is compartmentalised.
•
The challenge for practitioners is to ensure that children's learning and
development occur as an outcome of
their
individual interests and abilities and that planning for learning and
development takes account of these.
Effective Practice
Each
area of Learning and Development card shows how settings can effectively
implement that particular area by
ensuring
that children have appropriate experiences and are supported by:
•
Positive Relationships
•
Enabling Environments
Requirements
There
are separate requirements for each area of Learning and Development shown in
'Requirements' on each of the
areas
of Learning and Development cards. The requirements set out what practitioners
must provide in order to support
babies'
and children's development and learning in each aspect and area of Learning and
Development of the EYFS.
Personal, Social and Emotional
Development
Published
on www.standards.dfes.gov.uk/NationalStrategies
27-Oct-2010
A) Personal, Social and
Emotional Development
Requirements
Children
must be provided with experiences and support which will help them to develop a
positive sense of
themselves
and of others; respect for others; social skills; and a positive disposition to
learn. Providers must ensure support for children's emotional well-being to
help them to know themselves and what they can do.
Aspects of Personal, Social and Emotional
Development
Personal,
Social and Emotional Development is made up of the following aspects:
Dispositions and Attitudes –
is about how children become interested, excited and motivated about their
learning.
Self-confidence and Self-esteem
– is about children having a sense of their own value and
understanding the need for sensitivity to significant events in their own and
other people's lives.
Making Relationships–
is about the importance of children forming good relationships with others and
working alongside others companionably.
Behaviour and Self-control –
is about how children develop a growing understanding of what is right and
wrong and why, together with learning about the impact of their words and
actions on themselves and others.
Self-care –
is about how children gain a sense of self-respect and concern for their own
personal hygiene and care and how they develop independence.
Sense of Community –
is about how children understand and respect their own needs, views, cultures
and beliefs and those of other people.
What Personal, Social and Emotional Development
means for children
•
For children, being special to someone and well cared-for is vital for their
physical, social and emotional health and well-being.
•
Being acknowledged and affirmed by important people in their lives leads to
children gaining confidence and
inner
strength through secure attachments with these people.
•
Exploration within close relationships leads to the growth of self-assurance,
promoting a sense of belonging
which
allows children to explore the world from a secure base.
•
Children need adults to set a good example and to give them opportunities for
interaction with others so that
they
can develop positive ideas about themselves and others.
•
Children who are encouraged to feel free to express their ideas and their
feelings, such as joy, sadness, frustration and fear, can develop strategies to
cope with new, challenging or stressful situations.
B) Communication, Language
and Literacy
ommunication, Language and Literacy
Requirements
Children's
learning and competence in communicating, speaking and listening, being read to
and beginning to read and write must be supported and extended. They must be
provided with opportunity and encouragement to use their skills in a range of
situations and for a range of purposes, and be supported in developing the
confidence and disposition to do so.
Aspects of Communication, Language and Literacy
Communication,
Language and Literacy is made up of the following aspects:
Language for Communication –
is about how children become communicators. Learning to listen and speak
emerges out of non-verbal communication, which includes facial expression, eye
contact and hand gesture. These skills develop as children interact with
others, listen to and use language, extend their vocabulary and experience
stories, songs, poems and rhymes.
Language for Thinking –
is about how children learn to use language to imagine and recreate roles and
experiences and how they use talk to clarify their thinking and ideas or to
refer to events they have observed or are curious about.
Linking Sounds and Letters –
is about how children develop the ability to distinguish between sounds and
become familiar with rhyme, rhythm and alliteration. They develop understanding
of the correspondence between spoken and written sounds and learn to link
sounds and letters and use their knowledge to read and write simple words by sounding
out and blending.
Reading –
is about children understanding and enjoying stories, books and rhymes,
recognising that print carries meaning, both fiction and fact, and reading a
range of familiar words and simple sentences.
Writing –
is about how children build an understanding of the relationship between the
spoken and written word and how through making marks, drawing and personal
writing children ascribe meaning to text and attempt to write for various
purposes.
Handwriting –
is about the ways in which children's random marks, lines and drawings develop
and form the basis of recognisable letters.
What Communication, Language and Literacy means for
children
•
To become skilful communicators, babies and young children need to be with
people with whom they have
warm
and loving relationships, such as their family or carers and, in a group
situation, a key person whom
they
know and trust.
•
Babies respond differently to different sounds and from an early age are able
to distinguish sound patterns.
They
use their voices to make contact and to let people know what they need and how
they feel. They learn
to
talk by being talked to.
•
All children learn best through activities and experiences that engage all the
senses. Music, dance, rhymes
and
songs support language development.
•
As children develop speaking and listening skills they build the foundations
for literacy, for making sense of
visual
and verbal signs and ultimately for reading and writing. Children need varied
opportunities to interact
with
others and to use a wide variety of resources for expressing their
understanding, including mark-making,
drawing,
modelling, reading and writing.
C) PSRN (Problem Solving, Reasoning and
Numeracy)
roblem solving, reasoning and
numeracy (PSRN)
Requirements
Children
must be supported in developing their understanding of problem solving,
reasoning and numeracy (PSRN) in a broad range of contexts in which they can
explore, enjoy, learn, practise and talk about their developing understanding.
They must be provided with opportunities to practise and extend their skills in
these areas and to gain confidence and competence in their use.
Aspects of PSRN (Problem Solving, Reasoning and
Numeracy)
PSRN
is made up of the following aspects:
Numbers as labels and for
counting – is about how children gradually know and use numbers and
counting in play, and eventually recognise and use numbers reliably, to develop
mathematical ideas and to solve problems.
Calculating –
is about how children develop an awareness of the relationship between numbers
and amounts and know that numbers can be combined to be 'added together' and
can be separated by 'taking away' and that two or more amounts can be compared.
Shape, space and measures –
is about how through talking about shapes and quantities, and developing
appropriate vocabulary, children use their knowledge to develop ideas and to
solve mathematical problems.
What (PSRN) means for children
•
Babies' and children's mathematical development occurs as they seek patterns,
make connections and
recognise
relationships through finding out about and working with numbers and counting,
with sorting and
matching
and with shape, space and measures.
•
Children use their knowledge and skills in these areas to solve problems,
generate new questions and make
connections
across other areas of Learning and Development.
D) Knowledge and
Understanding of the World ding of the World
Requirements
Children
must be supported in developing the knowledge, skills and understanding that
help them to make sense of the world. Their learning must be supported through
offering opportunities for them to use a range of tools safely; encounter
creatures, people, plants and objects in their natural environments and in
real-life situations; undertake practical 'experiments'; and work with a range
of materials.
Aspects of Knowledge and Understanding of the World
Knowledge
and Understanding of the World is made up of the following aspects:
Exploration and Investigation –
is about how children investigate objects and materials and their properties,
learn about change and patterns, similarities and differences, and question how
and why things work.
Designing and Making –
is about the ways in which children learn about the construction process and
the tools and techniques that can be used to assemble materials creatively and
safely.
ICT –
is about how children find out about and learn how to use appropriate
information technology such as computers and programmable toys that support
their learning.
Time –
is about how children find out about past and present events relevant to their
own lives or those of their
families.
Place –
is about how children become aware of and interested in the natural world, and
find out about their local area, knowing what they like and dislike about it.
Communities –
is about how children begin to know about their own and other people's cultures
in order to understand and celebrate the similarities and differences between
them in a diverse society.
What Knowledge and Understanding of the World means
for children
•
Babies and children find out about the world through exploration and from a
variety of sources, including their
families
and friends, the media, and through what they see and hear.
•
Babies and children need regular opportunities to learn about different ways of
life, to be given accurate
information
and to develop positive and caring attitudes towards others.
•
Children should be helped to learn to respect and value all people and learn to
avoid misapprehensions and
negative
attitudes towards others when they develop their Knowledge and Understanding of
the World.
•
Children should be involved in the practical application of their knowledge and
skills which will promote selfesteem through allowing them to make decisions
about what to investigate and how to do it.
E) Physical Development Physical Development
Requirements
The
physical development of babies and young children must be encouraged through
the provision of opportunities for them to be active and interactive and to
improve their skills of coordination, control, manipulation and movement. They must
be supported in using all of their senses to learn about the world around them
and to make connections between new information and what they already know.
They must be supported in developing an understanding of the importance of
physical activity and making healthy choices in relation to food.
Aspects of Physical Development
Physical
Development is made up of the following aspects:
Movement and Space –
is about how children learn to move with confidence, imagination and safety,
with an
awareness
of space, themselves and others.
Health and Bodily Awareness –
is about how children learn the importance of keeping healthy and the factors
that contribute to maintaining their health.
Using Equipment and Materials –
is about the ways in which children use a range of small and large equipment.
What Physical Development means for children
•
Babies and children learn by being active and Physical Development takes place
across all areas of Learning
and
Development.
•
Physical Development helps children gain confidence in what they can do.
•
Physical Development enables children to feel the positive benefits of being
healthy and active.
•
Physical Development helps children to develop a positive sense of well-being.
•
Good health in the early years helps to safeguard health and well-being
throughout life. It is important that
children
develop healthy habits when they first learn about food and activity. Growing
with appropriate weight gain in the first years of life helps to guard against
obesity in later life.
F) Creative Development
Requirements
Children's
creativity must be extended by the provision of support for their curiosity,
exploration and play. They must be provided with opportunities to explore and
share their thoughts, creativity, ideas and feelings, for example, through a variety
of art, music, movement, dance, imaginative and role-play activities,
mathematics, and design and technology.
Aspects of Creative Development
Creative
Development is made up of the following aspects:
Being Creative –
Responding to Experiences,
Expressing and Communicating Ideas – is about
how childrenrespond in a variety of ways to what they see, hear, smell, touch
or feel and how, as a result of these encounters, they express and communicate
their own ideas, thoughts and feelings.
Exploring Media and Materials –
is about children's independent and guided exploration of and engagement with a
widening range of media and materials, finding out about, thinking about and
working with colour, texture, shape, space and form in two and three
dimensions.
Creating Music and Dance –
is about children's independent and guided explorations of sound, movement and
music. Focusing on how sounds can be made and changed and how sounds can be
recognised and repeated from a pattern, it includes ways of exploring movement,
matching movements to music and singing simple songs from memory.
Developing Imagination and
Imaginative Play – is about how children are supported to
develop and build their imaginations through stories, role-plays, imaginative
play, dance, music, design, and art.
What Creative Development means for children
•
Creativity is about taking risks and making connections and is strongly linked
to play.
•
Creativity emerges as children become absorbed in action and explorations of
their own ideas, expressing
them
through movement, making and transforming things using media and materials such
as crayons, paints,
scissors,
words, sounds, movement, props and make-believe.
•
Creativity involves children in initiating their own learning and making
choices and decisions.
•
Children's responses to what they see, hear and experience through their senses
are individual and the way
they
represent their experiences is unique and valuable.
•
Being creative enables babies and children to explore many processes, media and
materials and to make
new
things emerge as a result.
Published
on www.standards.dfes.gov.uk/NationalStrategies
27-Oct-2010
© 1997-2010 Crown Copyright
VOCABULARY
literacy- alfabetización
numeracy- aritmética
although- aunque
compartmentalised- compartimentada
practitioners- profesionales
occur- ocurrir
outcome- resultado
takes account- tiene en cuenta
ensuring- garantizando
enabling- permitiendo
supported- apoyo
set out- establecido
must provide- debe proporcionar
well-being- bienestar
sense- sentido
themselves- ellos mismos
self-esteem- autoestima
own value- propio valor
understanding- comprensión
self-confidence- confianza en si mismo
alongside- junto a
companionably- compañerismo
behaviour- comportamiento
self-control- autocontrol
growing- mayor
right- correcto
wrong- incorrecto
self-care- cuidado personal
gain- adquirir
concern- preocupación
views- puntos de vista
beliefs- creencias
acknowledged- reconocido
leads- lleva
inner- interior
strength- fuerza
through- a través de
attachments- vínculos
self-assurance- seguridad en si mismo
belonging- pertenencia
allows- permite
set-den
so that- a fin de que
encouraged- animado
such- tal
sadness- tristeza
fear- miedo
cope with- hacer frente a/afrontar
challenging- constituyen un reto
stressful- estresantes
range- variedad
stories- cuentos
enjoying- disfrutando
print- letra
meaning- significado
both- ambos
fact- realidad
sentences- frases
ascribe- atribuyen
attempt- intentan
purposes- fines
ways- forma
random- al azar
able- capaces
pattems- patrones
engage- involucran
wide- amplia
labels- final de la etapa
counting- recuento
reliably- forma fiable
solve- resolver
awareness- conciencia
amounts- cantidades
added together- sumados
taking away- restados
shape- forma
seek- buscan
finding- averiguar
sorting- clasificación
matching- juego
across- a través de
knowledge- conocimiento
tools- herramientas
safely- seguridad
creatures- bichos
enviroments-entornos
undertake- emprender/llevar a cabo
making- confección
ICT- informática
relevant- relacionados
aware- conscientes
in order to-con el fin de
sources- fuentes
accurate- exactamente
caring- cuidado
fowards- hacia
avoid- evitar
misapprehensions- malentendidos
involved- involucrado
promote- promover
improve- mejorar
choices- decisiones
keeping- mantener
bodily- corporal
equipment- aparatos/utensilios
takes place across- se lleva a cabo
gain- adquirir
enables- permite
safeguard- proteger
weight gain- aumento de peso
against- contra
art- dibujo/pintura
share- compartir
engagement-contacto
focusing- centránose
props-accesorios
scissors- tijeras
result- consecuencias
