Practitioners working with the youngest children are expected to focus strongly on the three prime areas, which are the basis for successful learning in the other four specific areas. Throughout the early years, if a in any prime area child’s progress gives cause for concern, practitioners must discuss this with the carers and agree how to support the child. child’s parents and/or Practitioners must consider whether a child may have a special educational need or disability which requires specialist support. They should link with, and help families to access, relevant services from other agencies as appropriate. 1.7 For children whose home language is not English, providers must take reasonable steps to provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home. Providers must also ensure that children have sufficient opportunities to learn and reach a good standard in English language during the EYFS. When assessing communication, language and literacy skills, practitioners must assess skills in English. children’s If a child does not have a strong grasp of English language, practitioners must explore the skills in the home language with child’s parents and/or carers, to establish whether there is cause for concern about language delay. 1.8 Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Practitioners must respond to each emerging needs and child’s interests, guiding their development through warm, positive interaction. 1.9 In planning and guiding activities, practitioners must reflect children’s on the different ways that children learn and reflect these in their practice. Three characteristics of effective teaching and learning are:
Practitioners working with the youngest children are expected to focus strongly on the three prime areas, which are the basis for successful learning in the other four specific areas. Throughout the early years, if a child’s progress in any prime area gives cause for concern, practitioners must discuss this with the child’s parents and/or carers and agree how to support the child. Practitioners must consider whether a child may have a special educational need or disability which requires specialist support. They should link with, and help families to access, relevant services from other agencies as appropriate. 1.7 For children whose home language is not English, providers must take reasonable steps to provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home. Providers must also ensure that children have sufficient opportunities to learn and reach a good standard in English language during the EYFS. When assessing communication, language and literacy skills, practitioners must assess children’s skills in English. If a child does not have a strong grasp of English language, practitioners must explore the child’s skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay. 1.8 Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Practitioners must respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction. 1.9 In planning and guiding children’s activities, practitioners must reflect on the different ways that children learn and reflect these in their practice. Three characteristics of effective teaching and learning are:
EYFS_MUSTs.docx