Sean Fitzgerald
FIT18000750
Unit 11
D1: The is a number of different factors that can affect children’s readiness for school such as emotional
development, independence, social development, behaviour and communication skills. Emotional
development can affect a child’s readiness for school through being able to separate from parents and
carers and be able to say goodbye to them, the ability to deal with new situations and to cope with
changes in routine, being able to manage their feelings and appropriately. Independence covers a wide
range and includes being reliably clean and dry, telling an adult when they need to go to the toilet, being
able to wash their own hands, be able to eat independently and pour a drink and being able to state
their name and age. Social development includes being able to take turns in play, engaging readily with
other children in play and agreeing to share toys and materials with others. Behaviour can include being
able to contain frustration and temper, understanding boundaries and rules and mostly doing as they
are asked and refraining from distracting others and interfering with others. Their communication skills
include speaking clearly so that they are understandable, understanding simple commands, being able
to listen and being able to take part in conversations with others. “It is important to be aware of
children’s developmental needs when considering their readiness for school.” (Meggitt and Bruce,2015,
p.449)
D2: Once in the school setting the children will continue to follow the EYFS in their reception class until
they move into year one. Once in year one they start to follow the national curriculum where they
follow the compulsory subjects which consist of English, Mathematics, Science, computing, design and
technology, history, geography, art and design, music and physical education. At the end of year one all
children will take a statutory phonics screening check and if they don’t pass the expected level they will
retake the test at the end of year 2. The children must pass all of the early learning goals of the EYFS to
move onto the national curriculum, the ELG’s make sure that the children gain the necessary skills and
knowledge to use in the new curriculum to further develop their learning and development. The ELG’s
use all of the milestones of each area in the EYFS and summarise and show practitioners what sort of
tasks and skills and knowledge that the should have and can do so that when the children move onto
the curriculum they have the basics to develop in the curriculum. “The statutory framework for the early
years foundation stage (EYFS 2017), describes school readiness as 'giving children the broad range of
knowledge and skills that provide the right foundation for good future progress through school and
life'.” (Online source)
D3: We can promote each area of learning by following all the requirements of the EYFS and supporting
all the children to meet milestones to develop skills and knowledge that they need to learn and develop.
As well as following the EYFS we should spend time interacting with the children to help them to
develop creative and critical thinking skills as well as early language and communication. We should also
quicky identify any children who may need additional support in their learning and development and
work with other professionals to support them. We should also encourage parents and carers to take
part in their children’s learning and development in and out of the setting so that the children have a
continuous progress of learning and developing within the setting through events and out of the setting
to use new skills and knowledge in everyday life such as when they at home or when they go out.
“Together with the Prime and Specific areas these comprise the knowledge, skills and experiences that
are developmentally appropriate for children from birth to 5 years. Underpinning all areas are the EYFS
Principles.” (Online source)
FIT18000750
Unit 11
D1: The is a number of different factors that can affect children’s readiness for school such as emotional
development, independence, social development, behaviour and communication skills. Emotional
development can affect a child’s readiness for school through being able to separate from parents and
carers and be able to say goodbye to them, the ability to deal with new situations and to cope with
changes in routine, being able to manage their feelings and appropriately. Independence covers a wide
range and includes being reliably clean and dry, telling an adult when they need to go to the toilet, being
able to wash their own hands, be able to eat independently and pour a drink and being able to state
their name and age. Social development includes being able to take turns in play, engaging readily with
other children in play and agreeing to share toys and materials with others. Behaviour can include being
able to contain frustration and temper, understanding boundaries and rules and mostly doing as they
are asked and refraining from distracting others and interfering with others. Their communication skills
include speaking clearly so that they are understandable, understanding simple commands, being able
to listen and being able to take part in conversations with others. “It is important to be aware of
children’s developmental needs when considering their readiness for school.” (Meggitt and Bruce,2015,
p.449)
D2: Once in the school setting the children will continue to follow the EYFS in their reception class until
they move into year one. Once in year one they start to follow the national curriculum where they
follow the compulsory subjects which consist of English, Mathematics, Science, computing, design and
technology, history, geography, art and design, music and physical education. At the end of year one all
children will take a statutory phonics screening check and if they don’t pass the expected level they will
retake the test at the end of year 2. The children must pass all of the early learning goals of the EYFS to
move onto the national curriculum, the ELG’s make sure that the children gain the necessary skills and
knowledge to use in the new curriculum to further develop their learning and development. The ELG’s
use all of the milestones of each area in the EYFS and summarise and show practitioners what sort of
tasks and skills and knowledge that the should have and can do so that when the children move onto
the curriculum they have the basics to develop in the curriculum. “The statutory framework for the early
years foundation stage (EYFS 2017), describes school readiness as 'giving children the broad range of
knowledge and skills that provide the right foundation for good future progress through school and
life'.” (Online source)
D3: We can promote each area of learning by following all the requirements of the EYFS and supporting
all the children to meet milestones to develop skills and knowledge that they need to learn and develop.
As well as following the EYFS we should spend time interacting with the children to help them to
develop creative and critical thinking skills as well as early language and communication. We should also
quicky identify any children who may need additional support in their learning and development and
work with other professionals to support them. We should also encourage parents and carers to take
part in their children’s learning and development in and out of the setting so that the children have a
continuous progress of learning and developing within the setting through events and out of the setting
to use new skills and knowledge in everyday life such as when they at home or when they go out.
“Together with the Prime and Specific areas these comprise the knowledge, skills and experiences that
are developmentally appropriate for children from birth to 5 years. Underpinning all areas are the EYFS
Principles.” (Online source)
