What is Effective Practice?
Effective Practice is about ensuring that all children get optimum benefit from their experiences in the EYFS. This apparently simple outcome can only be achieved when adults work together to get to know the children so that they can support their play, development and learning.
Principles in Practice
In the Revised EYFS Effective Practice is based around putting the themes and principles of the EYFS into practice so that children get the very best experiences while they are being cared for outside of their own homes.
Parents and Professionals
The role of parents is of prime importance because these are the people who know most about their children and have their best interests at heart. Practitioners working in partnership across services can provide professional support and guidance to one another and to parents either by signposting information or by being more directly involved – everybody’s contribution will make a difference to children’s learning and development.
Child, Relationships, Environment, Learning & Development
The four themes of the Revised EYFS are; A Unique Child, Positive Relationships, Enabling Environments and Learning and Development. The themes and principles describe the features of practice on which the EYFS is based. They emphasise that the child is of first importance and that all relationships, experiences and the environment together influence how the child will develop, play and learn.
A Unique Child
Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.
- understand and observe each child’s development and learning, assess progress, plan for next steps
- support babies and children to develop a positive sense of their own identity and culture
- identify any need for additional support
- keep children safe
- value and respect all children and families equally
Children learn to be strong and independent through positive relationships.
Positive Relationships are:
- warm and loving, and foster a sense of belonging
- sensitive and responsive to the child’s needs, feelings and interests
- supportive of the child’s own efforts and independence
- consistent in setting clear boundaries
- built on key person relationships in early years settings
Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers.
- value all people
- value learning
- stimulating resources, relevant to all the children’s cultures and communities
- rich learning opportunities through play and playful teaching
- support for children to take risks and explore
Learning and Development
Children develop and learn in different ways. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.
Practitioners teach children by ensuring challenging, playful opportunities across the prime and specific areas of learning and development.
They foster the characteristics of effective early learning
- Playing and exploring
- Active learning
- Creating and thinking critically
From Development Matters in the EYFS
Further Information about Effective Practice
Including all Children
In the Early Years Foundation Stage the diversity of individuals and communities is valued and respected. No child or family is discriminated against. In practice this means that children should be treated fairly regardless of race, religion or their abilities. It is based on the premise that all children are entitled to enjoy a full life in conditions which will help them take part in society and develop as an individual, with their own cultural and spiritual beliefs. This encourages children to recognise their own unique qualities and the characteristics they share with other children and actively promotes equal opportunities and anti-discriminatory practice, so that all children and families feel included, safe and valued. This includes listening to families and taking part in sensitive two-way exchanges of information. Where appropriate, it is knowing when and how to call in specialist help as early as possible.