Learning, Playing and Interacting - Good practice in the Early Years ...
Learning, Playing and Interacting - Good practice in the Early Years ...
Learning, Playing and Interacting - Good practice in the Early Years ...
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The National Strategies | <strong>Early</strong> <strong>Years</strong><br />
<strong>Learn<strong>in</strong>g</strong>, <strong>Play<strong>in</strong>g</strong> <strong>and</strong> <strong>Interact<strong>in</strong>g</strong> – <strong>Good</strong> <strong>practice</strong> <strong>in</strong> <strong>the</strong> <strong>Early</strong> <strong>Years</strong> Foundation Stage<br />
7<br />
Practitioners build conditions for learn<strong>in</strong>g<br />
across <strong>the</strong> EYFS <strong>the</strong>mes<br />
A Unique Child Positive Relationships Enabl<strong>in</strong>g<br />
Environments<br />
<strong>Learn<strong>in</strong>g</strong> <strong>and</strong><br />
Development<br />
Children develop at<br />
different rates, have<br />
different <strong>in</strong>terests, come<br />
from varied cultural<br />
backgrounds <strong>and</strong><br />
unique families<br />
Respectful <strong>and</strong> car<strong>in</strong>g<br />
<strong>in</strong>teractions are <strong>the</strong><br />
basis of emotional<br />
security which supports<br />
learn<strong>in</strong>g<br />
Children need time,<br />
space <strong>and</strong> materials to<br />
play, <strong>in</strong>vestigate <strong>and</strong><br />
explore<br />
Experiences<br />
offer stimulat<strong>in</strong>g<br />
opportunities to<br />
explore, be active, <strong>and</strong><br />
th<strong>in</strong>k creatively<br />
Practitioners<br />
Ensure provision<br />
reflects <strong>and</strong> supports all<br />
children<br />
Practitioners<br />
Give priority to a key<br />
person, <strong>and</strong> respect<br />
feel<strong>in</strong>gs <strong>and</strong> op<strong>in</strong>ions<br />
Practitioners<br />
Observe, <strong>the</strong>n organise<br />
spaces, materials <strong>and</strong><br />
<strong>the</strong> flow of <strong>the</strong> day<br />
Practitioners<br />
Ensure challeng<strong>in</strong>g<br />
opportunities across all<br />
six areas of learn<strong>in</strong>g<br />
F<strong>in</strong>d out more<br />
Social <strong>and</strong> Emotional Aspects of Development (SEAD)<br />
Go to www.st<strong>and</strong>ards.dcsf.gov.uk/nationalstrategies <strong>and</strong> search for ‘Social <strong>and</strong> Emotional Aspects<br />
of Development: Guidance for EYFS practitioners’.<br />
© Crown copyright 2009 00775-2009BKT-EN
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