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

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

‘That’s me’ : being and belonging in the EYFS  

Helen Moylett

Senior Director EYFS

‘A Principled Play Based Approach’

Theme: Learning and DevelopmentPrinciple: 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: A Unique ChildPrinciple : 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: Enabling Environments Principle: The environment plays a key role in supporting and extending children’s development and learning.

• 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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‘.. 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

Beings or becomings ?

Citizens now or citizens of the future?

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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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Belonging

Connected and Connecting

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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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

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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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

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•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

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.

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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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• Theme: Enabling environments

Principle:

The environment plays a key role in supporting and extending children’s development and learning.

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In true partnership parents understand and contribute to the policies in the setting

When children feel confident in the environment they are willing to try things out, knowing that effort is valued.

Outdoor environments offer children freedom to explore, use their senses and be physically active and exuberant.

• 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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Find out how children play at home and value different cultural approaches to play

A People’s Place

• If this is not a place where tears are understood…where do I go to cry?

• If this is not a place where my spirit can take wing…where do I go to fly?

• If this is not a place where my questions can be asked…where do I go to seek?

• If this is not a place where my feelings can be heard…where do I go to speak?

• If this is not a place where you’ll accept me as I am…where do I go to be?

• If this is not a place where I can try to learn and grow…where can I just be me?

W J Croker

Strong

Resilient

Independent

Loving

Happy

Confident

Competent

Learning

Developing

Valued

Respected

Loved

Protected Unique

Self assured

Achieving

Safe

Healthy

Belonging

Empowered

That’s us !

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