The document outlines the statutory framework for the Early Years Foundation Stage (EYFS), which governs education for children from birth to age five. It highlights the importance of play and active learning in children's development, emphasizing the need for tailored teaching approaches to support individual strengths and challenges. The EYFS profile serves as a summative assessment to evaluate children's progress across seven areas of learning, with specific developmental goals to be achieved as they grow.

5.  Provide a wide range of professional
development opportunities to enable
education providers to meet the requirements
that are set out in the Statutory Framework
for the Early Years Foundation Stage.
 Learn how to set performance objectives for
Early Years Foundation Stage (EYFS), and see
example objectives with suggested success
criteria for meeting them.

6. 
The Early Years Foundation Stage (E.Y.F.S.) is
the stage of education for children from birth
to the end of the Reception year.
 EYFS sets standards for the learning,
development and care of children from birth
to 5 years old.
 It is based on the recognition that children
learn best through play and active learning.

7.  All schools and FME (Federal Ministry of
Education) registered early years providers
must follow the EYFS standards, including
child minders, preschools, nurseries and
school reception classes. It was introduced as
part of the 2006 childcare act and must be
followed by all FME registered settings and
child minders.

8.  The ways in which the child engages with
other people and their environment underpin
learning and development across all areas
and support the child to remain an effective
and motivated learner.
 Learning and development are the two key
areas in EYFS.

9.  Playing and exploring - finding out and
exploring- playing with what they know
 Active learning being involved and
concentrating- enjoying achieving what they
set out to do- Creating and thinking - having
their own ideas critically - making links-
choosing ways to do things.

12.  Every child has a unique set of barriers and
strengths when it comes to learning and
development. Any good EYFS teacher will
know how to adapt to each strong and weak
area of a child’s learning curve and be
prepared for any eventuality and challenge.
 EYFS teachers must set up experiences and
exercises that allow children to become aware
of themselves in a positive way.

16. This area of learning helps children to
develop a positive sense of themselves,
create respect for others and develop social
skills to create positive relationship.

18. Children at the expected level of development
will:
 Show an understanding of their own feelings
and those of others, and begin to regulate
their behaviour accordingly;
 Work and play cooperatively and take turns
with others; Form positive attachments to
adults and friendships with peers;
 Be confident to try new activities and show
independence, resilience and perseverance in
the face of challenge;

20.  It involves allowing each child the opportunity
to explore each language while developing
their confidence and communication skills

22. Children at the expected level of development
will:
 Listen attentively and respond to what they
hear with relevant questions, comments and
actions when being read to and during whole
class discussions and small group
interactions
 Make comments about what they have heard
and ask questions to clarify their
understanding;

23.  Offer explanations for why things might
happen, making use of recently introduced
vocabulary from stories, non-fiction, rhymes
and poems when appropriate

26.  This area provides children with the chance to
be active and interactive, developing their
movement, coordination and control

27. Children at the expected level of development
will:
 Negotiate space and obstacles safely, with
consideration for themselves and others;
 Demonstrate strength, balance and
coordination when playing;
 Move energetically, such as running, jumping,
dancing, hopping, skipping and climbing.
 Use a range of small tools, including scissors,
paintbrushes and cutlery; Begin to show
accuracy and care when drawing.

32. How can 8 + 8 = 4?

34. What is special about these
words:
job, polish, herb?

36. These are the primary methods that enable
children to learn and develop.

37.  This area of learning encourages children to
link sounds and letters to be able to read and
write.

38.  Children at the expected level of development
will:
 Demonstrate understanding of what has been
read to them by retelling stories and narratives
using their own words and recently introduced
vocabulary;
 Anticipate – where appropriate – key events in
stories;
 Say a sound for each letter in the alphabet and at
least 10 digraphs;
 Read words consistent with their phonic
knowledge by sound-blending;

42.  It provides children with the opportunity to
improve their skills using numbers, counting,
calculating simple sums and describing
shapes.

43. Children at the expected level of development will:
 Have a deep understanding of number to 10,
including the composition of each number;
 Verbally count beyond 20, recognizing the
pattern of the counting system;
 Compare quantities up to 10 in different
contexts, recognizing when one quantity is
greater than, less than or the same as the other
quantity;
 Explore and represent patterns within numbers
up to 10, including evens and odds, double facts
and how quantities can be distributed equally.

46.  This area involves allowing children to make
sense of their physical world and explore,
observe and discover places, people and
cultures.

47. Children at the expected level of development will:
 Explore the natural world around them, asking
questions about it; making observations and drawing
pictures of animals and plants; know about everyday
technology and learn what it is used for; find out
about past events in their lives and their families'
lives; find out about different communities and
traditions.
 Know some similarities and differences between the
natural world around them and contrasting
environments, drawing on their experiences and what
has been read in class;
 Understand some important processes and changes
in the natural world around them, including the
seasons and changing states of matter.

51.  Enables children to explore and share their
thoughts through art, dance, music, role play
and technology
 The children will explore: colours, shapes,
design, texture; how to make things;
materials, tools and techniques; role play;
making music.

52. Children at the expected level of development will:
 Safely use and explore a variety of materials, tools and
techniques, experimenting with colour, design, texture,
form and function;
 Share their creations, explaining the process they have
used;
 Make use of props and materials when role playing
characters in narratives and stories.
 Invent, adapt and recount narratives and stories with peers
and their teacher;
 Sing a range of well-known nursery rhymes and songs;
 Perform songs, rhymes, poems and stories with others,
and – when appropriate – try to move in time with music.

58.  Every child is unique
 Every child can learn
to be strong and
independent through
positive relationships
 Children learn and
develop best in
enabling
environments
 Children develop and
learn in different
ways and at different
rates.

59. An appropriate environment,
indoors or outdoors, is key to
both the safety and effective
learning and development of a
child. Below are a few areas to
retain suitable premises and
environment;

63. 3. Both the premises and
equipment must be suitable
for children with disabilities
and reflect the ethic, cultural
and social diversity that we
have in the society.

64.  Assessment in the Foundation Stage,
assessment is carried out through
spontaneous and focused observations and
adult led activities. Photographs are also
taken as a record of the children completing
various activities.

65. What is the Early Years Foundation Stage Profile?
The EYFS Profile is a government handbook that is
produced to help EYFS practitioners make accurate
judgments about a child's progress. Built around
examining children's development based on the 7
Areas of Learning and the developmental outcomes
of the EYFS Statutory Framework, the assessment
provides a clear evaluation of development, strengths
and areas of improvement for each child.
The EYFS framework requires the EYFS
profile assessment to be carried out in the final term
of the year when a child turns five.

66.  The EYFS profile is a statutory assessment of
children's development at the end of the early
years foundation stage (known as a
summative assessment) and is made up of an
assessment of the child's outcomes in
relation to the 17 early learning goals (ELGs).

68.  Choose a topic and link the
teaching to any 3 areas of
development.
 Plan an indoor or outdoor activity
for the topic.

70. 1. Feely palm
2. Treasure basket
3. Cross the hurdles
4. Baby climbers
5. Pick-pick foods

72. 1. pom-pom avalanche (group activity)
2. Story tablets
3. Let’s talk
4. I spy
5. I can remember
6. Reach for me

75. 1. Feeling games
2. Resolving our differences (solution centres)
3. Train ride
4. Heart puzzle games

78. 1. Spinning cups
2. How many letters in your name
3. Egg cracking
4. Board game
5. Shape and colour sorting

82. 1. Animal and their young ones
2. Hard and soft
3. Fire needs air

85. 1. Making animal track

87. 1. Letter scavenger hunt
2. Kick the Alphabet Cup