1. ‘That’s me’ : being and belonging in the EYFS
Helen Moylett
Senior Director EYFS

3. ‘A Principled Play Based Approach’
Theme: A Unique Child
Principle : Every child is a competent learner from birth who can be resilient, capable, confident and self-assured
Theme: Positive Relationships
Principle: Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.
Theme: Learning and Development
Principle: Children develop and learn in different ways and at different rates and all areas of learning and development are equally important and inter-connected.
Theme: Enabling Environments
Principle: The environment plays a key role in supporting and extending children’s development and learning.

4. Theme: A Unique Child Principle :
Every child is a competent learner from birth who can be resilient, capable, confident and self-assured
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5. Citizens now or citizens of the future?
Beings or becomings ?
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Citizens now or citizens of the future?
Moss 1999 ‘Renewed hopes and lost opportunities :early childhood in the early years of the Labour govt ‘in Cambridge Journal of Ed
‘.. young children are understood primarily as dependents of their parents, in need of ‘childcare’, to enable their parents’ employment, and as ‘becoming’ school children and economically active adults.’ Moss 1999

6. We appreciate early childhood as a valuable stage of life in its own right – not as a waiting room for school ……….or KS1,2,3,4 or adulthood.
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7. Belonging

8. Connected and Connecting

9. Early Attachment relationships are a crucial consideration in realising children’s rights …Babies and infants are entirely dependent on others, but they are not passive recipients of care, direction and guidance. They are active social agents, who seek protection, nurturance and understanding from parents or other caregivers, which they require for their survival, growth and well-being
UN Committee on the Rights of the Child, 2005
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Experiences that encourage active social agency

10. All children are citizens and have rights and entitlements
Children should be treated fairly regardless of race, religion or abilities. This applies no matter what they think or say; what type of family they come from; what languages they speak; what their parents do; whether they are girls or boys; whether they have a disability or whether they are rich or poor.
All children have an equal right to be listened to and valued in the setting
FSP results tell us that this does not always happen

11. The gender gap is a significant factor in determining likely outcomes
The gap in achievement between boys and girls remains significant in most scales (difference marked);
Largest gap between girls and boys in writing and creative development scales;
Boys are closest to girls on maths and knowledge and understanding of the world scales;
The gender gap widened slightly (less than 1%) in dispositions and attitudes, emotional development, writing, shape space and measures, physical development and creative development.

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Workshop

13. Theme: Positive Relationships
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Principle:
Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person

14. Posters, pictures and other resources on display will show the setting’s positive attitudes to disability, and to ethnic, cultural and social diversity. They will help children and families to recognise they are valued.
All practitioners will benefit from professional development in diversity, equality and anti-discriminatory practice whatever the ethnic, cultural or social make up of the setting

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16. A key person meets the needs of each child in their care and responds sensitively to their feelings, ideas and behaviour.
A key person talks to parents to make sure that the child is being cared for appropriately for each family.
A key person meets the needs of each child in their care and responds sensitively to their feelings, ideas and behaviour.
A key person talks to parents to make sure that the child is being cared for appropriately for each family.

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Another group at risk of under achievement and where practitioner subject knowledge often insecure
Booklet / workshop

18. Theme: Enabling environments
Principle:
The environment plays a key role in supporting and extending children’s development and learning.
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19. Outdoor environments offer children freedom to explore, use their senses and be physically active and exuberant.
Notes:
Can see same format as previous card from A Unique Child.
When children feel confident in the environment they are willing to try things out, knowing that effort is valued.
In true partnership parents understand and contribute to the policies in the setting

21. Strarting with what children can do – they play

22. Theme: Learning and Development
Principle: Children develop and learn in different ways and at different rates and all areas of learning and development are equally important and inter-connected
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24. Find out how children play at home and value different cultural approaches to play

25. W J Croker

26. E Strong S Y F Independent Safe Loved Confident Unique Protected
Happy
Loved
Confident
Strong
Empowered
Unique
Protected S Y
Learning
Achieving E F
Resilient
Developing
Self assured
Respected
Independent
Here
Competent
Valued
Healthy
Loving
Belonging
That’s us !