EYFS Curriculum: Evolution, Assessment, Comparison with TE WHARIKI

This essay provides a comprehensive overview of the Early Years Foundation Stage (EYFS) curriculum, examining its evolution and significance in early childhood education. The assignment begins by defining the EYFS framework and its importance in fostering children's learning and development, highlighting its role in preparing children for future educational success. The essay traces the historical development of the EYFS, detailing key revisions and amendments over time, including the incorporation of the 'Birth to Three Matters' framework and the addition of paediatric first aid requirements. A key element of the essay is a comparative analysis of the EYFS with the TE WHARIKI New Zealand curriculum, contrasting their focuses, underlying principles, and approaches to supporting children's growth. The essay further explores the assessment methods employed within the EYFS, distinguishing between formative and summative assessments and their roles in monitoring children's progress. It also discusses the types of observations conducted and their importance in understanding children's interests and needs, addressing ethical considerations for participants. The essay concludes by emphasizing the significance of the EYFS in shaping early childhood education and preparing children for future learning experiences.

Essay
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TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................3
PART 1............................................................................................................................................3
EYFS has evolved and compare its structure with another curriculum of TE WHARIKI NEW
Zealand curriculum......................................................................................................................3
PART 2............................................................................................................................................5
What form off assessment used in Early Years Foundation Stage (EYFS)................................5
Discuss about Summative and Formative Assessment................................................................6
What sort of observations are done and why...............................................................................6
Ethical concern that participators should be aware of.................................................................7
PART-3............................................................................................................................................7
CONCLUSION................................................................................................................................9
REFERENCES..............................................................................................................................10
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INTRODUCTION
Curriculum can be defined as a kind of course to enhance students experience, enhance
their learning, support their development (Lacey and Lead, 2017). It is important to develop
curriculum for students as it helps in fulfilling basic learning and development needs of children
so that children can be prepared for next level learning and development. This assignment will
lay emphasis upon EYFS curriculum that stands for Early Years Foundation Stage. It is a kind of
framework that has been developed for zero to five years age of students. This assignment will
focus upon importance of EYFS curriculum, ways in which EYFS has evolved, comparison of
EYFS curriculum with TE WHARIKI NEW Zealand curriculum, use of assessment in the EYFS
and the role of observation considering ethical issues, inclusion issues in both EYFS curriculum
and TE WHARIKI NEW Zealand curriculum that may affect the assessment process. In the
comparison of EYFS curriculum with TE WHARIKI NEW Zealand curriculum few things will
be discussed such as, their focus, principles on which it is based, importance and ways in which
it supports children.
PART 1
EYFS has evolved and compare its structure with another curriculum of TE WHARIKI
NEW Zealand curriculum
Importance
EYFS is a kind of a framework for early years curriculum of schools of England which is
maintained at school level. EYFS stands for Early Years Foundation Stage which is a kind of a
standard for learning, care, development of zero to five years of age children. This framework is
followed by all the schools that are registered under Early Years Register. It helps schools in
maintaining quality and standards of provision that every early year providers school should
maintain. EYFS curriculum is important as it plays a vital role in development of child
(Goddard, 2019). This framework is for children up to five years of age and this time period is
extremely important for children as children at this stage are prepared for schools, future learning
and success. This framework helps in growth, development, learning and care of children from
zero to five years of age. It helps in healthy growth and better future learning of children. This
standard is developed for supporting teachers so that they can fulfil development need of
children as per the experts and parents of children. This framework is further important for early
years providers schools as it directly help is adhering section 39(1)(a) of the Childcare Act 2006,
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and section 39(1)(b) of the Childcare Act 2006. It further helps children in making good progress
within their learning and development in such a manner that none of the child is left behind. It
helps in providing a support to children so that they can develop up to their full potential. It
majorly helps in developing readiness’ for school feeling within children so that they can get
ready for school enhance their overall skills and knowledge.
Evolve
This EYFS framework is based on some principles that every child is unique and needs
support for fulfilling their needs and requirements. It further explains that every child learn and
develop in different ways. This framework covers all the aspects of different ways of learning
and development. In this framework various changes from time to time were brought as per the
changing needs or evolving needs of children and their parents. First initiative for a framework
for children was made in 1996. This framework was first of all introduced in 1996 in England for
Nursery education whose main motive was to achieve desirable outcome for learning of children
when they centre into compulsory nursery education (Chan, 2019). Then in year 2000 this
foundation framework changed and development of foundation stage curriculum was developed.
Next year again some changes within it were made like Daycare and Childminding national
standards were included and changes within this curriculum were made in such a manner that all
national standards of Daycare and Childminding can be adhered. Then in year 2003 first
national framework of ‘Birth to three matters’ was introduced in order to support every children
within their earliest years. In year 2006 a new Early Years Foundation Stage (EYFS) framework
was piloted in which Birth to three matters framework was incorporated as a heart of EYFS
framework. In 2008 it became a legal framework for Ofsted registered providers. First major
revision of this framework was done in 2012. After two years again some changes were made in
this for including all kinds of Childminding Agencies within this framework. But still this
framework did not focus upon first aid of children, so in 2017 it was again revised and some
amendments within this Early years foundation stage framework were made that included
paediatric first aid added within it. These amendments were made in 2017 because a 9 months
old child died due to lack of paediatric first aid which was one of the main requirements for that
child. This incident made it important for government to bring some changes within it and it
evolved as a better framework.
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TE WHARIKI was developed by Helen May, Margaret carr, Tamati and Tilly reed in 1996
that aims to regulate diverse education program thus providing opportunities for culture
diversity. It form full is “ Woven mat” and there are five strands of Te WHARIKI such as well-
being, belongingness, contribution, communication and exploration. All this clearly specific that
student or children learn through belongingness, when equal chance is provided to learn and
language used to explain the same.
Comparison of EYFS to TE WHARIKI NEW
The main focus of EYFS curriculum it growth and development of children so that they
become ready for school and future learning within a healthy environment (Chan, 2019).
Whereas main focus of TE WHARIKI NEW curriculum is to make children confident and
competent learners from birth.
EYFS helps in management of special educational needs of learners, develop positive
behaviour. Whereas TE WHARIKI NEW helps children so that they can identify their culture,
language, enhance their communication skills and become aware of their environment.
TE WHARIKI NEW is based on four main principles that are empowerment, holistic
development, family and community, and importance of relationship. Whereas EYFS is based on
four different principles that are: every child is unique, every child has different learning and
development needs, positive learning environment help children to learn in a better manner, and
every child can become strong through positive relationships.
PART 2
What form off assessment used in Early Years Foundation Stage (EYFS)
In Early year foundation stage, the assessment is mainly focused on the decision to abandon on
entry assessment of test of children, when entering reception classes last years. Generally, it has
been consultation with primary assessment in England which invited and identifying opinion of
people. Meanwhile, Government has been reviewed about the approach of early assessment of
young children, focused on the skills, knowledge to handle the learning ability in term of EYFS.
There are different forms of assessment which help them to interact with children at early stage.
Moreover, it is also identifying the preference of individual children on the basis of their
performance. Observation is referred in the different places in which revised early years
foundation stage (Bacquet, 2020). By using formative or summative assessment, it has been
identified the listening ability of children to find out how they can develop, doing and playing
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with different manner. Different form of assessment which plays important role of practitioners,
parents share what they know about different things. As per decide, whether children’s can
develop their ability to handle expected stage.
Assessment in EYFS will be categorised into different ways: ongoing assessment which
help for children on regular basis. in order to make decision what child has learned and can
perform different activities. This will help for improved the learning ability of children at early
stage. Another assessment take place twice revised in EYFS. Initially, when children between 24
months, identifying and recording the activities by assessment. Through this way, parents and
other practitioner use approach to gain more information and consideration of strength or
weakness of children.
Discuss about Summative and Formative Assessment
Formative assessment means identifying the essential information through planning. To
effectively make a plan that needs to be collect or gather all essential information of children
during early stage. In context of EYFs, Formative assessment will help for identifying the
children action through observation in both self-chosen play and then make planned for activities
(Zenouzagh, 2019). Sometimes, formative assessment is consider as most useful approach which
help for identifying early year provisions among children. Sometimes, this type of assessment is
also known as learning.
On the other hand, Summative assessment provide the brief idea about the children’s
learning and development at certain level. This kind of assessment will help for parents and other
practitioner to establish a clear picture of child’s capabilities. The primary purpose of summative
assessment is to record of all kind of achievement and develop a report to handle the different
activities of children. Different people should also use to inform planning, through as the
statement will be representing in more specific manner.
In this way, it has been summarised that formative and summative assessment plays
important role for purpose of observation. These are providing the clear picture of children so
that it can identify strength or weakness. Basically, EYFS can use these two kind of assessment
for skill improvement.
What sort of observations are done and why
The early years foundation stage sad standards for the learning, caring and development
of the child from the yeah between 2- 5. The mostly areas of the learning of the child between
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this age are communication language, physical development, literacy, mathematics,
understanding of the world, art and designs.
The observation of the child progress will be reviewed when they are between the age of
2 to 3 by an earlier years participate nurse are the health visitors , observations will be done by
them an they will find how healthy the child is And what kind of development is required in
them (McEvoy., 2019). In another stage the teachers will be assessed them at the end of the
school year when they will turn into the five. this assessment is based on the class observation-
Where the Teachers observe how effective and ineffective the children is, on the basis of
observation taken by them they decide what kind of learning opportunity's should be given to the
children’s for their development. They identify the areas of learning Ann also set the goals
According to the standards for the learning and development.
It is well known fact that the observation are the crucial part of the planning an
assessment cycle in the early years of the child. The observation by the EY FS provide the
people with all the information they need in order to understand the interest of their children’s
and call care they need to grow damn properly. it has to create the learning environment that
offers them opportunity to drive by the planning the next steps in their development of
children’s.
Ethical concern that participators should be aware of
There are some ethical concern for the participation by the people in the EYFS.. It is
necessary for the participant to have knowledge about the learning and they should know how to
manage the children’s. it is hard for the participant to manage the children’s activity becausr
sometimes they don't listen and some children’s are not ready to go with anyone else. it is
necessary for the participant to be aware of ethical concerns like age of the children’s according
to their learnings, there are some circumstances can we take place if the children’s are not getting
learning and development according to their age group (Crown., 2019). it is necessary for the
participant to be aware of age group of children’s and they should provide learning’s
accordingly. Sometimes children’s face problems in some of the task or learning where they
need support of people who are helping them For the development, participants should make
sure that what difficulties the children is facing and according to their observation they should
provide development learning for the Children’s. Sometimes parents become also concerned for
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the participants so it is necessary for the observation to create good relation with the Childs
parent so they can have equal contribution and the lining of children.
PART-3
Inclusion is a also term as universal human right that clearly specific that individuals
regardless of their abilities, gender and race or health care or medical needs have opportunity to
use several right. In other words, It can be stated that disable person also have same access, right
and choice to use resource of community as other individuals that are living in society (Goddard,
2019). So, several rights to which individuals are eligible are explained below as:
 Firstly they need to be valued, respected and recognised as other member of community.
 Need to have opportunities to work at place which offer competitive wages or need to be
provided career options where they can make best possible use of their skills, knowledge
and capabilities.
 Can easily attend regular general education class.
Thus it can be stated that the term of inclusion focus on recognising that we are “ one”
despite we all are different from each other in different aspects not “ same”.
Early year foundation stage state that every children deserve best possible start in life so
effective support, assistance and guidance helps in making full or optimum utilisation of their
respective potential. The foundation has set standard that all children must be provide equal
opportunities to learn and develop or kept in safe and healthy environment. The foundation has
taken several steps to enhance existing skills and knowledge of children since early stages for
their bright future ahead. The EYFS provide services that contributed in addressing inclusion
such as it has focused on consistency and quality so that no child can be left behind and can get
higher growth and success in future career (Cherrington, 2018). Secure foundation is another
services provided by EYFS that make sure that all learning and development opportunities are
provided to children as per their existing needs, interest and preferences level so that they every
individual easily learn and grow. Ensure equal opportunity to all individuals or followed anti
discriminative practices that helps in providing resource, education even to disable people or
individuals belonging to different caste, medical needs or care. The EYFS has made its decision
to address inclusion in order to ensure that all students in their early age have equal chance to get
educated or learn new things.
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Issue of inclusion may not have been properly addressed such as there are several physical
barriers like school do not have enough facilities to properly accommodate student with special
needs. Such as lack of fund and resources act as barrier in provide better education to all students
in the early ages. Rigid curriculum is another issue of inclusion as teachers are unable to use
different method to teach students so implementing the universe design may lead to stagnant
coursework (Rawstrone, 2018). There may be some teachers that are unwilling to work with
student that are suffering from disability situation also act as barrier in successful inclusion. In
some of the curriculum student are taught in language to which they are unfamiliar that resulted
as barrier to successful learning. Centralised education system or top authority is mainly
responsible for taking all crucial decision then teacher have no idea about daily basis activities
thus it resulted in issue of inclusion. Old attitude and perception are biggest barrier to inclusion
as there are many culture which resist disable individuals to have education thus it lead
discrimination or issue related to inclusion (Gomersall and Gripton, 2020). So out of these all
key issue of inclusion, both the curriculum are mainly facing issue of physical barrier and
centralised education system that has lead in barrier in providing equal opportunities to all
student to learn new things. As in the both framework there are limited number of resources so
there are not so much facilities or accommodation where special care can be given to disable
student.
CONCLUSION
From the above report it can be concluded that two curricular have been compared such
as EYFS curriculum and TE WHARIKI NEW Zealand curriculum. EYFS curriculum stands for
early year foundation stage that provide opportunity to all children to learn new skills,
knowledge in order to gain success in future circumstances. It has provided support for learning
and development and safeguard and welfare requirements so that they can be provided safe and
secure environment to work. On the other hand, TE WHARIKI NEW Zealand curriculum is
based on four main principles such as empowerment, family and community, holistic
development and importance of relationship. Each of them specific that childhood curriculum
helps in empowering child to learn and grow, at the same time family is integrate part of
learning. Children through strong relationship can easily learn new things from place or people
thus all these need to be provide to them so that they can learn. It aim is to make children
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confident since birth so that it can easily learnt new things in minimum time (Kernan, 2018). The
thing those were most interesting in each of the curriculum is it focusing on providing
compulsory education to all the student since birth so that they can have more opportunities in
future career. Principles of both curriculums were more attractive and beneficial such as EYFS
curriculum has stated that every child is unique that is capable of learning several things as other
individuals. It also believes that children mostly learn new thing through strong and positive
relationship or friendly environment. The framework has also emphasis that different children
learn in different way so it has cover all necessary steps in order to meet needs of even special
children. Therefore, at last it can be summarised that both curriculum has helped in providing
equal opportunities to children to learn through different ways.
REFERENCES
Books and journals
Bacquet, J.N., 2020. Implications of Summative and Formative Assessment in Japan–A Review
of the Current Literature. International Journal of Education and Literacy Studies. 8(2).
pp.28-35.
Chan, A., 2019. Te Whāriki: An early childhood curriculum in a superdiverse New Zealand. New
Zealand Journal of Educational Studies. 54(2). pp.245-259.
Cherrington, S., 2018. Early childhood teachers’ thinking and reflection: a model of current
practice in New Zealand. Early Years, 38(3). pp.316-332.
Crown, H., 2019. a guide to changes to the EYFS: EYFS up for consultation. Nursery World.
2019(23). pp.32
Goddard, C., 2019. EYFS training: part 11–EAD: Express it. Nursery World, 2019(23), pp.30-
31.
Goddard, C., 2019. EYFS training: part 4–Birth to 18 months: Baby brain. Nursery
World. 2019(8). pp.34-35.
Gomersall, S. and Gripton, C., 2020. Planning for children’s creativity. In Purposeful Planning
for Learning (pp. 90-97). Routledge.
Kernan, S., 2018. A curriculum to stimulate a sense of engagement. Headteacher
Update, 2018(1). pp.23-23.
Lacey, A. and Lead, E.Y.F.S., 2017. Early Years Foundation Stage Policy.
Lewis, A. and Rees, L., 2017. being in the Early Years. Teaching Early Years: Theory and
Practice, p.65.
McEvoy, J., 2019. 11 Monitoring and evaluating EYFS planning. Child Centred Planning in the
Early Years Foundation Stage. p.151.
Rawstrone, A., 2018. All about… EYFS documents. Nursery World, 2018(9). pp.27-30.
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Zenouzagh, Z.M., 2019. The effect of online summative and formative teacher assessment on
teacher competences. Asia Pacific Education Review. 20(3). pp.343-359.
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