By Gill Budgell, Early Years Consultant
Early years education aims to provide children with high-quality experiences before the age of five and typically includes:
- Communication and language activities;
- Play-based learning;
- Interactive story-book reading;
- Physical and creative activities;
- Collaboration with parents to encourage learning at home.
Recent studies from the EEF (Education Endowment Foundation) have provided seven recommendations to support and improve early language and literacy. The EEF’s research also found evidence highlighting the importance of high-quality early years education in promoting a range of outcomes, especially for children from low-income families. Check out this link to find out more about programmes with promising data being monitored over time.
At DK, we have reflected on these recommendations and developed our new Early Years Collection to tackle the need for high-quality early years resources. Designed to support three- to five-year-olds on every step of their early learning journey, the Collection is built upon the key principles set out in the revised Early Years Foundation Stage (EYFS) Statutory Framework 21.
Let’s see how in five simple steps!
Prioritising the development of communication and language
In the EYFS Statutory Framework 21, Communication and Language remains one of the three prime areas of learning, which includes Early Learning Goals (ELGs) in Listening, Attention and Understanding, and in Speaking.
Children in Reception/Kindergarten will be learning to re-tell stories, use new vocabulary, listen to and learn rhymes and songs, as well as engaging with non-fiction. They will be learning to listen carefully, ask questions and express their thoughts in sentences. Sharing books in print or online is a wonderful way to ensure that children develop their language, engage with and enjoy their learning.
Developing children’s early reading and writing skills
The EYFS Statutory Framework 21 has retained Literacy as one of the specific areas of learning, with ELGs included for Comprehension, Word-Reading, and Writing. At ages three and four, children will be learning about print concepts as well as working on their phonological awareness through rhyme, clapping and alliteration.
Phonics skills are introduced and developed in Reception/Kindergarten. These include understanding the relationship between letters and sounds, blending sounds into words, and reading digraphs (such as th, ch, sh). The children will also learn how to read words and phrases containing words with the letters and sounds they know using a Systematic Synthetic Phonic Programme.
In writing, the focus is on writing letters accurately, and developing a knowledge of letters through play. At this age, children will begin to recognise lower-case and capital letters, spell words that contain letters and sounds they know, and write short sentences.
Phonics skills are introduced and developed in Reception/Kindergarten. These include understanding the relationship between letters and sounds, blending sounds into words, and reading digraphs (such as th, ch, sh). The children will also learn how to read words and phrases containing words with the letters and sounds they know using a Systematic Synthetic Phonic Programme.
In writing, the focus is on writing letters accurately, and developing a knowledge of letters through play. At this age, children will begin to recognise lower-case and capital letters, spell words that contain letters and sounds they know, and write short sentences.
Embedding opportunities for developing self-regulation
Another prime area of learning in the EYFS Statutory Framework 21 is Personal, Social and Emotional Development. This includes ELGs for Self-Regulation, Managing Self and Building Relationships. Children will be learning how to plan, focus, remember and juggle many tasks successfully, using language to develop these skills.
Real experiences, such as pretend play, have been shown to be a very powerful context in developing the self-regulation of emotions, behaviours, and social norms and rules; and engaging with all types of books alongside that is a great way to support these aims. In particular, non-fiction can be a great help to children in processing new experiences, relationships and feelings that may seem confusing to them at first, as well as in looking after their bodies and managing their personal needs.
Real experiences, such as pretend play, have been shown to be a very powerful context in developing the self-regulation of emotions, behaviours, and social norms and rules; and engaging with all types of books alongside that is a great way to support these aims. In particular, non-fiction can be a great help to children in processing new experiences, relationships and feelings that may seem confusing to them at first, as well as in looking after their bodies and managing their personal needs.
Supporting parents in understanding how to help their children learn
In the revised EYFS Statutory Framework 21, there is a strengthened emphasis on children, families and community. The help that parents give their children at home can significantly impact their learning, and effective parental collaboration in a child’s education sets the child up to excel in their early years and beyond.
Families are complex structures, however, and we know children can experience wildly different levels of support at home. It is essential, then, that we can understand the children in our care, and work with their families’ dynamics. Encouraging parents to talk, chat, play and read with their children is crucial, even though it is not always easy. Sharing key information as well as guidance in using books and activities can help to support these symbiotic relationships.
It is worth noting that, in the EYFS Statutory Framework 21, there is no longer an ELG for technology, as it is assumed (rightly or wrongly) that technology, including digital reading experiences, is already well integrated into our lives. There is a useful UK Government-supported website here, which suggests age-appropriate programmes and activities particularly for parents and children to try at home
Families are complex structures, however, and we know children can experience wildly different levels of support at home. It is essential, then, that we can understand the children in our care, and work with their families’ dynamics. Encouraging parents to talk, chat, play and read with their children is crucial, even though it is not always easy. Sharing key information as well as guidance in using books and activities can help to support these symbiotic relationships.
It is worth noting that, in the EYFS Statutory Framework 21, there is no longer an ELG for technology, as it is assumed (rightly or wrongly) that technology, including digital reading experiences, is already well integrated into our lives. There is a useful UK Government-supported website here, which suggests age-appropriate programmes and activities particularly for parents and children to try at home
Using high-quality support and assessment methods
In the EYFS Statutory Framework 21, there are statutory requirements to report on children’s progress to parents:
- Throughout the phase any time there is concern about a child’s progress;
- In the Progress Check, conducted when the child is two years old;
- In the EYFS Profile, which is completed in the final term of Reception/Kindergarten for each child against the Early Learning Goals, and serves as a quick check on the child’s learning at the end of the EYFS phase.
The emphasis here is on ensuring that all children are making good progress, including those who struggle or are disadvantaged in some way.
In recent times, there has been a move away from the need for excessive data evidence in the UK. Your country or school may have different statutory requirements, but what will be the same is the need to notice and record what children can do and what they know, so that tailored support can be offered in their learning. This is particularly important for those who are disadvantaged in some way, as early intervention is key in ensuring these children do not fall behind.
To end where we began: the EEF have reported that gaps in learning double by the end of primary education, and double again by the end of secondary; and so it will be no surprise to note that early intervention, particularly for those who are disadvantaged, is also an increased focus in the revised EYFS Statutory Framework 21.
To end where we began: the EEF have reported that gaps in learning double by the end of primary education, and double again by the end of secondary; and so it will be no surprise to note that early intervention, particularly for those who are disadvantaged, is also an increased focus in the revised EYFS Statutory Framework 21.
Gill Budgell is an education consultant publisher, trainer and author in English, language and literacy with special interest and expertise in early years and primary early language development, phonics, handwriting and bilingualism. Her breadth of experience over three decades in education as teacher, adviser, publisher, researcher and author both in the UK and internationally, ensures that resources are world class, accessible and inclusive. Gill creates creative resources that engage children and teachers, and positively impact outcomes for all. Follow Gill on Twitter @gillbudgell