Working with the revised Early Years Foundation Stage: Principles into practice

Grenier, Julian

ISBN 13: 9798684085093

Editore: Independently published, 2020

Riguardo questo articolo

Most items will be dispatched the same or the next working day. A copy that has been read but remains in clean condition. All of the pages are intact and the cover is intact and the spine may show signs of wear. The book may have minor markings which are not specifically mentioned.

Codice articolo rev9359907472

Dati bibliografici

• Titolo: Working with the revised Early Years Foundation Stage: Principles into practice
• Editore: Independently published
• Data di pubblicazione: 2020
• Lingua: Inglese
• ISBN 13: 9798684085093
• Rilegatura: Brossura
• Condizione: Good
• Peso: 550 grammi

Descrizione articolo

Riassunto

Working with the revised Early Years Foundation Stage: Principles into Practice is a practical and accessible guide to the 2021 EYFS. It will help leaders to plan and implement professional development for their staff teams. It will also help practitioners to reflect on and develop their practice. The book has been updated in line with the minor changes to Development Matters in July 2021. It's a finalist for the 2021 Nursery World Awards.

The first 70 pages of the book explain the research and evidence behind the 'Seven key features of effective practice'. This section is followed by the updated Development Matters.

The author, Julian Grenier, led the revision of Development Matters for the Department for Education.

‘This guidance is strong, evidence-based and most importantly prioritises disadvantaged children. The equalities and SEND sections are particularly important. I know that teachers and early years practitioners will welcome it.‘

Iram Siraj, Professor of Child Development and Education, University of Oxford.

‘I think this document is invaluable for practitioners and will certainly be using it with the team at Busy Bees.‘

Deena Billings, Quality Director, Busy Bees Nurseries.

‘As an EYFS Leader, I have found this document invaluable in supporting the EYFS team focus on key ideas within the revised framework. The focus on research and evidence based strategies supports the staff to know and feel confident that they are focusing on what matters most – the children and their learning.’

Kim Cooper, Assistant Headteacher and EYFS lead, Langford Primary School.

'I found this a really useful document which explains in detail the principles and intentions behind the revised framework. It also provides a useful insight into the most effective early years pedagogy, assessment and curriculum development. I believe that both experienced early years practitioners and leaders, as well as those with little EYFS experience, will find it helpful and informative.’

Local authority primary adviser with an early years specialism.

‘Relevant for those new to EYFS as well as experienced practitioners. Love the ‘Find Out More’ links.‘

EYFS Lead in a Primary School.

‘As a leader in a large special school, this document is very helpful for us. Our learners (aged 11-19) are on their own journey that we have the privilege of being a part of and our assessments are based on the principles of child development. As your new document states, progress is certainly not linear for us. Much more like a fragile web, so as professionals in our school we need to navigate this knowledge carefully to ensure we provide the best guidance and opportunity for all our young people. The scope of this research is huge and we are using it in our amazing sector too.’

Joanna McDonagh, Vice Principal, Abbey Hill Academy.

'This book explores the rationale and context behind the changes and elaborates the guidance to fully inform everyone involved in EYFS provision. It details the thinking behind these developments and plots the course of how we create, support and sustain a responsible and informed approach to delivering the EYFS.‘

Jan Dubiel, International Early Years Consultant.

'I love the presentation of the book. The illustrations add BRILLIANTLY to the clarity and ‘user friendliness’ of the ‘enjoyable to read’ script. Vygotsky’s 1978 terminology of Zone of proximal development is beautifully depicted and links seamlessly to support scaffolding techniques and sustained shared thinking (Siraj- Blatchford et al 2002). This guidance document affords the opportunity for discussion and help at every level, with the ‘child’s experience’ central to the thinking of all involved in the joy, privilege and responsibilities of the EYFS.'

Early Years Teacher.