The document is a parent's guide to the Early Years Foundation Stage (EYFS), which supports children's learning and development from birth to age 5. It explains that the EYFS framework sets standards for early education providers, identifies the 7 areas of learning, and provides guidance on assessing children's progress. The framework aims to ensure children's safety, quality education, and supports learning through play and exploration both indoors and outdoors.
The document provides information for parents about the Early Years Foundation Stage (EYFS) framework. It explains that the EYFS exists to support child development from birth to age 5 and outlines the seven areas of learning and development it covers. These include both prime areas like communication, physical development, and personal/social skills, as well as specific areas like literacy, math, understanding the world, and arts/design. The framework is used to plan activities and observe children's progress.
Harmony Elementary April 2012 Monthly Parent NewsletterHarmony_Elementary
This document is a newsletter from Harmony Elementary School providing information to parents about upcoming events at the school. It discusses plans for class placements for the next school year, preparing for standardized testing, registering for kindergarten, and highlighting various classroom activities and events happening in April such as Book Fair, Media Festival, and Field Day. The newsletter serves to inform parents about what is happening at the school and how they can be involved.
The document proposes requalifying the green areas of Famagosta, Cyprus to make it a more attractive public space. Currently, Famagosta is an isolated transportation hub with no amenities. The proposal aims to turn it into a multi-purpose space by adding illuminated pathways, areas for games like quoits and hopscotch, a maze garden, children's sandpits, and a botanical garden. Solar powered lights would make the space safe to use at night and encourage people of all ages to spend time there.
Para crear una cuenta en Twitter, primero debes visitar el sitio web de Twitter y elegir la opción de registrarse. Luego, completarás los datos requeridos como tu nombre, correo electrónico y contraseña. Finalmente, verificarás tu cuenta a través de un enlace en el correo electrónico que te envíen, y ya podrás publicar tuits, seguir cuentas, dar me gusta y compartir contenido con otros usuarios de Twitter.
Portfolio Strategies in the Mobile Gaming IndustryApp Annie
If you deal with mobile games, finding the next Clash of Clans (ideally before it becomes Clash of Clans) is a top priority. But without knowing how each mobile gaming company’s app lineup impacts their bottom lines, it can be a big challenge finding that next massive hit.
App Annie is excited to announce its latest report, Portfolio Strategies in the Mobile Gaming Industry, which analyzes over 60 companies’ strategies towards building their app portfolios, including each strategy’s pros and cons. This information is critical for investors and executives looking for the next key investment or partnership. Learn more about our latest report below.
The document provides information for parents about the Early Years Foundation Stage (EYFS) framework. It explains that the EYFS exists to support child development from birth to age 5 and outlines the seven areas of learning and development it covers. These include both prime areas like communication, physical development, and personal/social skills, as well as specific areas like literacy, math, understanding the world, and arts/design. The framework is used to plan activities and observe children's progress.
Harmony Elementary April 2012 Monthly Parent NewsletterHarmony_Elementary
This document is a newsletter from Harmony Elementary School providing information to parents about upcoming events at the school. It discusses plans for class placements for the next school year, preparing for standardized testing, registering for kindergarten, and highlighting various classroom activities and events happening in April such as Book Fair, Media Festival, and Field Day. The newsletter serves to inform parents about what is happening at the school and how they can be involved.
The document proposes requalifying the green areas of Famagosta, Cyprus to make it a more attractive public space. Currently, Famagosta is an isolated transportation hub with no amenities. The proposal aims to turn it into a multi-purpose space by adding illuminated pathways, areas for games like quoits and hopscotch, a maze garden, children's sandpits, and a botanical garden. Solar powered lights would make the space safe to use at night and encourage people of all ages to spend time there.
Para crear una cuenta en Twitter, primero debes visitar el sitio web de Twitter y elegir la opción de registrarse. Luego, completarás los datos requeridos como tu nombre, correo electrónico y contraseña. Finalmente, verificarás tu cuenta a través de un enlace en el correo electrónico que te envíen, y ya podrás publicar tuits, seguir cuentas, dar me gusta y compartir contenido con otros usuarios de Twitter.
Portfolio Strategies in the Mobile Gaming IndustryApp Annie
If you deal with mobile games, finding the next Clash of Clans (ideally before it becomes Clash of Clans) is a top priority. But without knowing how each mobile gaming company’s app lineup impacts their bottom lines, it can be a big challenge finding that next massive hit.
App Annie is excited to announce its latest report, Portfolio Strategies in the Mobile Gaming Industry, which analyzes over 60 companies’ strategies towards building their app portfolios, including each strategy’s pros and cons. This information is critical for investors and executives looking for the next key investment or partnership. Learn more about our latest report below.
El documento describe las principales complicaciones que pueden ocurrir después de un trasplante de precursores hematopoyéticos, incluyendo la enfermedad hepática veno-oclusiva, el síndrome de fuga capilar, el síndrome del injerto, la hemorragia alveolar difusa, la microangiopatía trombótica, el síndrome de neumonía idiopática y la falla orgánica múltiple. También se mencionan la cistitis hemorrágica y la enfermedad de injerto contra huésped como
The client, Oil & Vinegar, produces an annual brochure to showcase their end of year collection for the German, Belgian, and Dutch markets. The brochure is intended to inspire buyers and provide recipes. The goal is to encourage people to pick up the brochure, read it, and visit Oil & Vinegar stores. The target audience is middle to upper class women in major cities. The strategy is to evoke imagery of rich, golden age dining settings to convey how Oil & Vinegar products can add richness to lives. The concept is for the brochure to have a wealth-focused theme by hinting at extravagance through historical references while also including social media integration.
1. O documento descreve a história da Vila Real do Senhor Bom Jesus de Cuiabá no século 18, incluindo a chegada do governador português, o controle político das minas pelos sertanistas e comerciantes locais, e as tentativas da Coroa Portuguesa de estabelecer controle sobre a produção de ouro na região.
Introducing stellar notes to exchange migratorCauvery Varma
Stellar launched a Lotus Notes to Exchange migration tool that allows users to migrate mailboxes and items from Lotus Notes servers to Microsoft Exchange servers. The tool performs quick migrations of multiple mailboxes simultaneously and provides previews of mailbox items. It is compatible with Exchange 2010/2007 and all versions of Lotus Notes. A free demo version is available to test the migration software.
Seth receives an invitation to a party from his friend Fred at an old, disused theater. When Seth arrives, he finds himself trapped in a dark corridor. He meets a girl named Sapphire who warns him about a shape-shifting creature called Nameless that captures children. Seth and Sapphire are thrown in a cage. Nameless prepares them as food, torturing Sapphire while Seth watches in horror. Seth realizes the invitation must have been fake and he has walked into a trap.
A backhoe operator attempted an unusual maneuver by lifting a worker in the backhoe bucket high in the air. The worker was surprised by this unexpected action. It seems the backhoe was being used in a way not intended by the manufacturer, showing creative problem solving by finding an alternative use of equipment.
This chapter introduces operations and supply chain management. It defines OSM as designing, operating, and improving systems that create and deliver products and services. The chapter outlines the learning objectives which are to understand the importance of OSM and define efficient and effective operations. It describes the core processes in OSM like planning, sourcing, making, delivering, and returning. It also contrasts services and goods processes and careers in OSM. Finally, it discusses the historical development and current issues in the field.
Block Marketing Group provides writing and marketing services to meet clients' needs. The principal, Anne Block, has over 25 years of experience in writing, marketing, and brand strategy. She has worked with healthcare organizations to create materials such as annual reports, brochures, websites, and marketing plans. Block Marketing Group aims to help clients build their brand and achieve their marketing goals.
This document discusses literacy development in children from birth to age 8. It defines literacy and language and outlines the stages of reading development from birth through early school years. Key aspects of literacy development include emergent literacy skills like phonological awareness, vocabulary, and comprehension that develop from oral language exposure. Family involvement and home literacy environment also influence reading development. The role of educators is to intentionally support play-based learning, create literacy-rich environments, and use various assessment strategies to track children's progress.
Dubai British Foundation - EYFS Parents Guidefarrahesham
Dubai British Foundation, a Taaleem school, offers holistic learning and development requirements designed to address the specific needs of young children and to ensure readiness for entry into Year One of primary school. Learn more by visiting our website, www.dubaibritishfs.ae
Young children are increasingly required to start learning foreign languages like English at younger ages. While this is popular with politicians, parents, and publishers, research shows older learners consistently perform better. Younger learners make slower progress and cover half as much material in the same time period as older learners. However, starting foreign language learning young may provide intrinsic benefits by opening children's minds and potentially leading to long term benefits for individuals and society. Whether starting young is truly beneficial depends on how instruction is implemented and what happens after the early stages.
Relationships The Heart of Development and LearningNa.docxaudeleypearl
Relationships:
The Heart of Development and Learning
National Infant & Toddler Child Care Initiative
U.S. Department of
Health and Human Services
Administration for Children and Families
L E A R N I N G O B J E C T I V E S
The purpose of this module is to strengthen the content base on infants and
toddlers for consultants working in child care settings.
Upon completing this module, child care consultants will be able to:
• Discuss the centrality of relationships in infant/toddler development.
• Describe the impact of relationships on a child’s social/emotional
development and learning.
o Describe how interactions form the foundation of infant
development.
o Describe the importance of caregiver/child relationships to child
development and learning.
o Describe the impact of positive caregiver/parent relationships on
healthy child development.
• Describe key concepts of relationship-based practices in child care settings
that impact the social/emotional development of infants and toddlers.
o Describe caregiver/child interactions that promote healthy
development.
o Demonstrate ability to coach a director or caregiver on the concept
of responsive caregiving.
o Describe the concepts of continuity of care and primary caregiving
as they apply to social/emotional development and infant/toddler
child care.
o Describe what is meant by the parallel process, including the child
care consultant’s relationship with the director or caregiver.
• Identify resources for programs or caregivers working with infants and
toddlers.
Relationships at the Heart of Development and Learning
7
Relationships As The Context
For Development
INTRODUCTION
The purpose of this module is to provide consultants with an understanding of how relationships contribute and support development and learning in infants
and toddlers. The module includes information on:
• The role of positive relationships
• Theories of psychosocial development
• An overview of attachment relationships
• Key relationships that support development
WHAT THE CHILD CARE CONSULTANT SHOULD KNOW
The Centrality of Relationships in Infant/Toddler Development
The first 3 years of life are a time of amazing developmental progress. During this period, infants evolve from dependent newborns to toddlers
capable of climbing on cabinets, using language to assert their wants and needs,
and controlling impulses when they use “soft touches” with a new puppy. The
learning that leads to this remarkable development occurs as babies gaze, roll,
crawl, and toddle through their environments, enveloped in supportive, nurturing
relationships. For example:
• A very young infant learns that crying communicates her hunger
when her mother responds by nestling her into her breast.
• A toddler learns to say “Book!” when he crawls into the comfortable
lap of a trusted caregiver and hears, “You have a book! You want me
to read to you. Let’s see what Pooh is up to t ...
Relationships The Heart of Development and LearningNa.docxcarlt4
Relationships:
The Heart of Development and Learning
National Infant & Toddler Child Care Initiative
U.S. Department of
Health and Human Services
Administration for Children and Families
L E A R N I N G O B J E C T I V E S
The purpose of this module is to strengthen the content base on infants and
toddlers for consultants working in child care settings.
Upon completing this module, child care consultants will be able to:
• Discuss the centrality of relationships in infant/toddler development.
• Describe the impact of relationships on a child’s social/emotional
development and learning.
o Describe how interactions form the foundation of infant
development.
o Describe the importance of caregiver/child relationships to child
development and learning.
o Describe the impact of positive caregiver/parent relationships on
healthy child development.
• Describe key concepts of relationship-based practices in child care settings
that impact the social/emotional development of infants and toddlers.
o Describe caregiver/child interactions that promote healthy
development.
o Demonstrate ability to coach a director or caregiver on the concept
of responsive caregiving.
o Describe the concepts of continuity of care and primary caregiving
as they apply to social/emotional development and infant/toddler
child care.
o Describe what is meant by the parallel process, including the child
care consultant’s relationship with the director or caregiver.
• Identify resources for programs or caregivers working with infants and
toddlers.
Relationships at the Heart of Development and Learning
7
Relationships As The Context
For Development
INTRODUCTION
The purpose of this module is to provide consultants with an understanding of how relationships contribute and support development and learning in infants
and toddlers. The module includes information on:
• The role of positive relationships
• Theories of psychosocial development
• An overview of attachment relationships
• Key relationships that support development
WHAT THE CHILD CARE CONSULTANT SHOULD KNOW
The Centrality of Relationships in Infant/Toddler Development
The first 3 years of life are a time of amazing developmental progress. During this period, infants evolve from dependent newborns to toddlers
capable of climbing on cabinets, using language to assert their wants and needs,
and controlling impulses when they use “soft touches” with a new puppy. The
learning that leads to this remarkable development occurs as babies gaze, roll,
crawl, and toddle through their environments, enveloped in supportive, nurturing
relationships. For example:
• A very young infant learns that crying communicates her hunger
when her mother responds by nestling her into her breast.
• A toddler learns to say “Book!” when he crawls into the comfortable
lap of a trusted caregiver and hears, “You have a book! You want me
to read to you. Let’s see what Pooh is up to t.
9
Capstone Paper
Laura Forsythe
April 20, 2018
Reading to children is a tremendously important mission for parents and teachers. There are several arguments that explore why it is important to read to children. Some of these reasons include: it prepares children to succeed in school; it can help to develop language skills; it exercises brain function; it is a form of entertainment, and; it creates a bond between a child and the reader. The activity of reading has different meaning and often creates an emotional response in different people. For some, reading can be a chore, but for others reading is an opportunity for fun and family time. There are many educational benefits that reading provides for children. This is especially true when looking at the disciplines of literacy, language, and child development. This paper will explore how reading helps children in these various disciplines.
There are many benefits to reading. The Bilingual Kidspot outlines ten benefits that parents can grow in their children by reading with them. Reading to young children sets them up to succeed. The more that children are read to, the more knowledge and information they absorb, almost without realizing it. Reading develops language skills. Reading allows children to be exposed to different vocabulary and different topics. Reading exercises your brain and boosts brain activity which in turn can strengthen reading skills. It enhances a child’s concentration lengthening the child’s attention span. Reading encourages a thirst for knowledge. Reading leads to children being able to formulate questions about topics and helps them to investigate the topics fully, ultimately this investigation helps to expand their minds. Reading develops a child’s imagination and creativity. Reading helps develop empathy. When children read to they are able to practice putting themselves in the book, this helps them understand the feelings of the characters better and aides them in understanding their own feelings and emotions. When there is nothing else to do, reading can be a suitable option. Reading together can facilitate a bond between people. Reading with each other helps bring people together (Bonfiglio, 2017).
Interdisciplinary studies is a mode of solving a problem or exploring a concept by looking at it from the perspective of two or more disciplines. Interdisciplinary studies can be used to create new approaches and solve problems in new and innovative ways. In the Allen Repko book, Introduction to Interdisciplinary Studies, he defines interdisciplinary studies as the integration of information, data, techniques, tools, perspectives, concepts and/or theories from two or more disciplines or bodies of specialized knowledge to understand or solve problems. These problems can be beyond the scope of a single discipline or area of research (Repko, 2014). Instead of trying to solve a problem by focusing on just one discipline, a person can cho.
This document discusses different age groups of language learners. For young children up to age 10: they learn indirectly from their environment rather than direct instruction; abstract concepts are difficult to grasp; they need individual attention and approval from teachers; and have a limited attention span. Good teachers of young learners provide varied learning experiences, develop relationships with students, and plan engaging activities that change frequently. The classroom should be bright, colorful, and allow different activities in groups. For adolescents: they can think more abstractly and commit passionately once engaged; they seek identity and self-esteem through peer approval and wanting teachers to know their names.
El documento describe las principales complicaciones que pueden ocurrir después de un trasplante de precursores hematopoyéticos, incluyendo la enfermedad hepática veno-oclusiva, el síndrome de fuga capilar, el síndrome del injerto, la hemorragia alveolar difusa, la microangiopatía trombótica, el síndrome de neumonía idiopática y la falla orgánica múltiple. También se mencionan la cistitis hemorrágica y la enfermedad de injerto contra huésped como
The client, Oil & Vinegar, produces an annual brochure to showcase their end of year collection for the German, Belgian, and Dutch markets. The brochure is intended to inspire buyers and provide recipes. The goal is to encourage people to pick up the brochure, read it, and visit Oil & Vinegar stores. The target audience is middle to upper class women in major cities. The strategy is to evoke imagery of rich, golden age dining settings to convey how Oil & Vinegar products can add richness to lives. The concept is for the brochure to have a wealth-focused theme by hinting at extravagance through historical references while also including social media integration.
1. O documento descreve a história da Vila Real do Senhor Bom Jesus de Cuiabá no século 18, incluindo a chegada do governador português, o controle político das minas pelos sertanistas e comerciantes locais, e as tentativas da Coroa Portuguesa de estabelecer controle sobre a produção de ouro na região.
Introducing stellar notes to exchange migratorCauvery Varma
Stellar launched a Lotus Notes to Exchange migration tool that allows users to migrate mailboxes and items from Lotus Notes servers to Microsoft Exchange servers. The tool performs quick migrations of multiple mailboxes simultaneously and provides previews of mailbox items. It is compatible with Exchange 2010/2007 and all versions of Lotus Notes. A free demo version is available to test the migration software.
Seth receives an invitation to a party from his friend Fred at an old, disused theater. When Seth arrives, he finds himself trapped in a dark corridor. He meets a girl named Sapphire who warns him about a shape-shifting creature called Nameless that captures children. Seth and Sapphire are thrown in a cage. Nameless prepares them as food, torturing Sapphire while Seth watches in horror. Seth realizes the invitation must have been fake and he has walked into a trap.
A backhoe operator attempted an unusual maneuver by lifting a worker in the backhoe bucket high in the air. The worker was surprised by this unexpected action. It seems the backhoe was being used in a way not intended by the manufacturer, showing creative problem solving by finding an alternative use of equipment.
This chapter introduces operations and supply chain management. It defines OSM as designing, operating, and improving systems that create and deliver products and services. The chapter outlines the learning objectives which are to understand the importance of OSM and define efficient and effective operations. It describes the core processes in OSM like planning, sourcing, making, delivering, and returning. It also contrasts services and goods processes and careers in OSM. Finally, it discusses the historical development and current issues in the field.
Block Marketing Group provides writing and marketing services to meet clients' needs. The principal, Anne Block, has over 25 years of experience in writing, marketing, and brand strategy. She has worked with healthcare organizations to create materials such as annual reports, brochures, websites, and marketing plans. Block Marketing Group aims to help clients build their brand and achieve their marketing goals.
This document discusses literacy development in children from birth to age 8. It defines literacy and language and outlines the stages of reading development from birth through early school years. Key aspects of literacy development include emergent literacy skills like phonological awareness, vocabulary, and comprehension that develop from oral language exposure. Family involvement and home literacy environment also influence reading development. The role of educators is to intentionally support play-based learning, create literacy-rich environments, and use various assessment strategies to track children's progress.
Dubai British Foundation - EYFS Parents Guidefarrahesham
Dubai British Foundation, a Taaleem school, offers holistic learning and development requirements designed to address the specific needs of young children and to ensure readiness for entry into Year One of primary school. Learn more by visiting our website, www.dubaibritishfs.ae
Young children are increasingly required to start learning foreign languages like English at younger ages. While this is popular with politicians, parents, and publishers, research shows older learners consistently perform better. Younger learners make slower progress and cover half as much material in the same time period as older learners. However, starting foreign language learning young may provide intrinsic benefits by opening children's minds and potentially leading to long term benefits for individuals and society. Whether starting young is truly beneficial depends on how instruction is implemented and what happens after the early stages.
Relationships The Heart of Development and LearningNa.docxaudeleypearl
Relationships:
The Heart of Development and Learning
National Infant & Toddler Child Care Initiative
U.S. Department of
Health and Human Services
Administration for Children and Families
L E A R N I N G O B J E C T I V E S
The purpose of this module is to strengthen the content base on infants and
toddlers for consultants working in child care settings.
Upon completing this module, child care consultants will be able to:
• Discuss the centrality of relationships in infant/toddler development.
• Describe the impact of relationships on a child’s social/emotional
development and learning.
o Describe how interactions form the foundation of infant
development.
o Describe the importance of caregiver/child relationships to child
development and learning.
o Describe the impact of positive caregiver/parent relationships on
healthy child development.
• Describe key concepts of relationship-based practices in child care settings
that impact the social/emotional development of infants and toddlers.
o Describe caregiver/child interactions that promote healthy
development.
o Demonstrate ability to coach a director or caregiver on the concept
of responsive caregiving.
o Describe the concepts of continuity of care and primary caregiving
as they apply to social/emotional development and infant/toddler
child care.
o Describe what is meant by the parallel process, including the child
care consultant’s relationship with the director or caregiver.
• Identify resources for programs or caregivers working with infants and
toddlers.
Relationships at the Heart of Development and Learning
7
Relationships As The Context
For Development
INTRODUCTION
The purpose of this module is to provide consultants with an understanding of how relationships contribute and support development and learning in infants
and toddlers. The module includes information on:
• The role of positive relationships
• Theories of psychosocial development
• An overview of attachment relationships
• Key relationships that support development
WHAT THE CHILD CARE CONSULTANT SHOULD KNOW
The Centrality of Relationships in Infant/Toddler Development
The first 3 years of life are a time of amazing developmental progress. During this period, infants evolve from dependent newborns to toddlers
capable of climbing on cabinets, using language to assert their wants and needs,
and controlling impulses when they use “soft touches” with a new puppy. The
learning that leads to this remarkable development occurs as babies gaze, roll,
crawl, and toddle through their environments, enveloped in supportive, nurturing
relationships. For example:
• A very young infant learns that crying communicates her hunger
when her mother responds by nestling her into her breast.
• A toddler learns to say “Book!” when he crawls into the comfortable
lap of a trusted caregiver and hears, “You have a book! You want me
to read to you. Let’s see what Pooh is up to t ...
Relationships The Heart of Development and LearningNa.docxcarlt4
Relationships:
The Heart of Development and Learning
National Infant & Toddler Child Care Initiative
U.S. Department of
Health and Human Services
Administration for Children and Families
L E A R N I N G O B J E C T I V E S
The purpose of this module is to strengthen the content base on infants and
toddlers for consultants working in child care settings.
Upon completing this module, child care consultants will be able to:
• Discuss the centrality of relationships in infant/toddler development.
• Describe the impact of relationships on a child’s social/emotional
development and learning.
o Describe how interactions form the foundation of infant
development.
o Describe the importance of caregiver/child relationships to child
development and learning.
o Describe the impact of positive caregiver/parent relationships on
healthy child development.
• Describe key concepts of relationship-based practices in child care settings
that impact the social/emotional development of infants and toddlers.
o Describe caregiver/child interactions that promote healthy
development.
o Demonstrate ability to coach a director or caregiver on the concept
of responsive caregiving.
o Describe the concepts of continuity of care and primary caregiving
as they apply to social/emotional development and infant/toddler
child care.
o Describe what is meant by the parallel process, including the child
care consultant’s relationship with the director or caregiver.
• Identify resources for programs or caregivers working with infants and
toddlers.
Relationships at the Heart of Development and Learning
7
Relationships As The Context
For Development
INTRODUCTION
The purpose of this module is to provide consultants with an understanding of how relationships contribute and support development and learning in infants
and toddlers. The module includes information on:
• The role of positive relationships
• Theories of psychosocial development
• An overview of attachment relationships
• Key relationships that support development
WHAT THE CHILD CARE CONSULTANT SHOULD KNOW
The Centrality of Relationships in Infant/Toddler Development
The first 3 years of life are a time of amazing developmental progress. During this period, infants evolve from dependent newborns to toddlers
capable of climbing on cabinets, using language to assert their wants and needs,
and controlling impulses when they use “soft touches” with a new puppy. The
learning that leads to this remarkable development occurs as babies gaze, roll,
crawl, and toddle through their environments, enveloped in supportive, nurturing
relationships. For example:
• A very young infant learns that crying communicates her hunger
when her mother responds by nestling her into her breast.
• A toddler learns to say “Book!” when he crawls into the comfortable
lap of a trusted caregiver and hears, “You have a book! You want me
to read to you. Let’s see what Pooh is up to t.
9
Capstone Paper
Laura Forsythe
April 20, 2018
Reading to children is a tremendously important mission for parents and teachers. There are several arguments that explore why it is important to read to children. Some of these reasons include: it prepares children to succeed in school; it can help to develop language skills; it exercises brain function; it is a form of entertainment, and; it creates a bond between a child and the reader. The activity of reading has different meaning and often creates an emotional response in different people. For some, reading can be a chore, but for others reading is an opportunity for fun and family time. There are many educational benefits that reading provides for children. This is especially true when looking at the disciplines of literacy, language, and child development. This paper will explore how reading helps children in these various disciplines.
There are many benefits to reading. The Bilingual Kidspot outlines ten benefits that parents can grow in their children by reading with them. Reading to young children sets them up to succeed. The more that children are read to, the more knowledge and information they absorb, almost without realizing it. Reading develops language skills. Reading allows children to be exposed to different vocabulary and different topics. Reading exercises your brain and boosts brain activity which in turn can strengthen reading skills. It enhances a child’s concentration lengthening the child’s attention span. Reading encourages a thirst for knowledge. Reading leads to children being able to formulate questions about topics and helps them to investigate the topics fully, ultimately this investigation helps to expand their minds. Reading develops a child’s imagination and creativity. Reading helps develop empathy. When children read to they are able to practice putting themselves in the book, this helps them understand the feelings of the characters better and aides them in understanding their own feelings and emotions. When there is nothing else to do, reading can be a suitable option. Reading together can facilitate a bond between people. Reading with each other helps bring people together (Bonfiglio, 2017).
Interdisciplinary studies is a mode of solving a problem or exploring a concept by looking at it from the perspective of two or more disciplines. Interdisciplinary studies can be used to create new approaches and solve problems in new and innovative ways. In the Allen Repko book, Introduction to Interdisciplinary Studies, he defines interdisciplinary studies as the integration of information, data, techniques, tools, perspectives, concepts and/or theories from two or more disciplines or bodies of specialized knowledge to understand or solve problems. These problems can be beyond the scope of a single discipline or area of research (Repko, 2014). Instead of trying to solve a problem by focusing on just one discipline, a person can cho.
This document discusses different age groups of language learners. For young children up to age 10: they learn indirectly from their environment rather than direct instruction; abstract concepts are difficult to grasp; they need individual attention and approval from teachers; and have a limited attention span. Good teachers of young learners provide varied learning experiences, develop relationships with students, and plan engaging activities that change frequently. The classroom should be bright, colorful, and allow different activities in groups. For adolescents: they can think more abstractly and commit passionately once engaged; they seek identity and self-esteem through peer approval and wanting teachers to know their names.
This document discusses literacy skills and learning to read and write in English as a foreign language. It defines literacy and explains that literacy skills must continually expand to new forms of communication. It then discusses the importance of literacy for life, learning, and career success in the 21st century. The document outlines key competencies and categories of literacy skills like receptive and productive skills. It examines factors that influence foreign language literacy learning like differences between the first language and target language. Finally, it provides objectives and strategies for starting to read and write in English as a foreign language for children up to age 7 and 10.
This document provides an overview of key physical, social, emotional, cognitive, and literacy development milestones for kindergarten-aged children, along with teaching tips. Kindergarteners vary in experiences but generally show enthusiasm for learning, improved ability to follow directions, and desire for social interaction. The document outlines physical skills, importance of social-emotional development, cognitive shifts in thinking, language and literacy growth, and tips for smooth transitions into and out of kindergarten, including communicating with families. Sample Common Core standards are also referenced.
This document discusses early childhood literacy development from ages 4 to 8. It describes emergent literacy, which refers to the reading and writing concepts, behaviors, and dispositions that develop before conventional literacy. Key aspects of emergent literacy include: literacy is meaningful for real purposes; children learn through active engagement; and a broad range of knowledge, skills and strategies are involved. Emergent reading and writing involve behaviors like labeling pictures, sounding out stories, and using scribbles, letters, and invented spelling. Oral language and engagement are also important for literacy development.
In their earliest years, your child goes through several key stages that contribute to their growth, behavior and development. The experiences your child has, and how they are looked after and cared for will all play a big role in their social, cognitive and language development.
A good vocabulary is an important building block for helping language learners to communicate effectively, but it’s also essential to school performance more widely.for more info https://voiceskills.org/
LATER CHILDHOOD.power point presentationManasaVarma7
In later childhood (ages 6-12):
- Children develop concrete operational thinking according to Piaget, allowing logical reasoning about real objects but not abstract concepts. They can conserve quantity.
- Socially, friendships become reciprocal, children develop person perception focusing on internal traits, and organize into groups with shared goals and hierarchies.
- Peer influence increases compared to parents, though culture impacts this; in the USSR, peers reinforced adult norms more than in the US.
Development milestones and the early years learning framework and the nationa...Dr Lendy Spires
This document provides developmental milestones and examples of how they relate to the Early Years Learning Framework (EYLF) and National Quality Standards (NQS) for children from birth to 8 months. It outlines key physical, social, emotional, cognitive, and language milestones and gives examples of how early childhood educators can link observations of children's development to the EYLF learning outcomes and NQS quality areas to enrich their understanding and support for children's learning and growth. Educators are encouraged to use the milestones as a reference rather than checklist and to seek advice if concerned about a child's development.
Reading is the process of translating written symbols into words and understanding their meaning. It requires recognizing patterns in written languages and interpreting sequences of characters. Reading ability develops in stages from readiness skills in childhood to advanced comprehension as an adult. Formal reading instruction begins in elementary school and focuses on phonics, fluency, and comprehension. Testing evaluates reading achievement at various stages to identify strengths and weaknesses. Difficulties in reading may indicate a disability requiring specialized instruction.
It's the start of the new year and time for making New Year's resolutions. This month students from Pre A1 Starters to C1 Advanced can practise their English with our activities which are focused on the topic of learning something new.
Happy teaching!
Early childhood, from ages 2 to 6 years, is identified as a critical period of development where children develop initiative and social behaviors. During this stage, children rapidly improve communication skills like vocabulary, pronunciation, and sentence formation. They also master self-care skills and physical skills like walking, running, and balancing. Early childhood is characterized by heightened emotionality as children experience emotions intensely, though briefly. It is a time of rapid learning and skill acquisition.
This document discusses Piaget's three stages of child development as they relate to observing a child's social behaviors during recess or lunch at school. The observer would pose as a school staff member and measure how the child's social behaviors like sharing, taking turns, and communication change over time when interacting with peers. The goal is to assess the child's social development and competency through observing them in a social setting like recess.
Children learn language differently than adults due to their developmental stage. Young learners have certain characteristics that influence their language learning, such as shorter concentration spans and a focus on meaning over individual words. The teacher's focus should be on communication and enjoyment to promote achievement using activities that make the most of learners' instincts, creativity, and pleasure in fun. It is counterproductive to rely heavily on the mother tongue in class.
The school council meeting discussed ongoing issues from a previous meeting regarding a school logo and safety within the school. Students reported feeling safe but had some concerns about supervision in the quiet area at breaks, bathroom safety, and congestion in the year 6 cloakroom. The council also discussed laptop battery life, inviting a playgroup to a school performance, and how to spend a recent donation so the whole school benefits. They decided to get class input on addressing issues with the year 3/4 block bathrooms.
The school council meeting covered several topics: 1) suggestions were made to allow kicking tennis balls at lunch and give the girls' football team a uniform; 2) reviving the cross country club and starting a bike club were proposed; 3) the council will discuss safety in school and areas that don't feel safe with their classes. The meeting also discussed laptop battery life, donating Christmas boxes to charity, and potentially having a Halloween party next year.
The document is a guide for parents on the Early Years Foundation Stage (EYFS) framework. It explains that the EYFS exists to support child development from birth to age 5 and sets out areas of learning and development. It also discusses how parents can help their child's learning, how to get updates on their progress, and where to go for more information.
The Coleham Primary School council meeting discussed Christmas parties, with classes providing input on alternative activities. They also discussed extending the deadline for entries in the ART logo contest and logistics for after school clubs, including the possibility of a kickball area at lunch, a girls football kit, reviving the cross country club, starting a bike club with Bikeability instructors, and a trampoline club if a trampoline was acquired. The next school council meeting was scheduled for November 12th in the Coach House.
The Coleham Primary School council meeting discussed Christmas parties, with classes providing input on alternative activities. They also discussed extending the deadline for entries in the ART logo contest and logistics for after school clubs, including the possibility of a kickball area at lunch, matching girls' football kits to the boys, reviving the cross country club, starting a bike club with bike safety lessons, and a trampoline club if a trampoline was acquired. The next school council meeting was scheduled for November 12th in the Coach House.
The document outlines Coleham Primary School's foundation stage policy. It discusses admissions procedures, the induction process for new students, staffing, the early years curriculum, assessment, transition to year 1, parental involvement, special educational needs support, English as an additional language support, and liaison with local pre-school providers. The goal is to provide high-quality early education and ensure a smooth transition to primary school.
This document provides guidance for early years practitioners on supporting children's learning and development. It outlines the four themes of the Early Years Foundation Stage (EYFS): a unique child, positive relationships, enabling environments, and learning and development. It describes how the characteristics of effective learning - playing and exploring, active learning, and creating and thinking critically - support children's development across all areas. The document provides examples of how practitioners can observe children, assess their progress, and plan engaging experiences and interactions to further children's learning and development.
The story follows three astronauts, John, Adam and Robinson, who embark on a mission to repair a stranded satellite. During their two month journey, they enjoy spectacular views from the rocket window. When they reach the satellite, Houston warns them of an unidentified object near the satellite and advises them not to make contact. However, Adam sends Robinson to investigate the strange orb attached to the satellite.
Lara notices it suddenly gets dark outside and investigates with a torch. As she walks through the forest, she feels like something is following her. She sees a distant figure chasing her and tries to run but trips and falls into a deep hole covered with leaves. In the bottom of the 10 foot hole is a sign with a black moon that reads "TRAPPED!" explaining what the black moon she saw earlier meant, but now she is left there to die alone.
Tom had a dream where a ghost warned him not to enter an abandoned house on a hill. The next day, curious, Tom went to the house where doors slammed shut behind him, trapping him inside. As Tom tried to escape, the ghost appeared and taunted that Tom would never escape as the house collapsed around him, causing Tom to fall into a fiery abyss.
Jake disobeys his mother by taking his dog Buster into the woods, where he sees a faded sign that seems to say "MURDER SCENE DON'T CROSS". While in the woods, Jake sees a tall man chasing him and is forced to flee deeper into the forest. He hides from the man but continues to hear strange noises. Later, Jake discovers his dog Buster dead in a tunnel, and shadows grab him from behind, dragging him into darkness.
Jimmy takes his dog Joey to an old toy shop after Joey runs into the road. In the shop, Joey plays with a dog toy while everything else is dusty. Jimmy sees a small brown wooden horse that is not dusty and a sign above says "Redrum won". Jimmy hears moving behind him and sees the toys moving closer until he is on the floor, with the sign now reading "NOW MURDER!!!".
Lottie was looking after her toddler brother Tommy in the old part of town when she lost sight of him. She heard crying coming from an old gift shop. Inside, she found a strange poster and discovered Tommy locked in the staff room. However, when she touched Tommy, his skin started melting off the chair. Shocked, Lottie fled back home, only to find Tommy safely at the table. From that day on, she avoided that strange part of town.
Shona dared Honor to run into a toy shop with a creepy dollhouse inside for a minute. Shona reluctantly accepted the dare to prove she wasn't chicken. When Shona entered the shop, a devil appeared and turned her into a diddy doll as punishment for entering. Shona's friend Honor heard her cry for help but could do nothing as Shona had already been transformed into a doll.
Demi gets in trouble at school for not paying attention. Her teacher warns her that she could be "in peril" but Demi doesn't think much of it. Later, Demi receives a cryptic text warning her to remember what she heard. Demi and her friends go to play at the park but Amy dares them to enter a nearby cave. Inside the cave, a ghostly figure appears that horrifies Demi - it is the ghost of her dead mother. Fifteen years later, Demi remains trapped in a room with the rotting bodies of her friends, with only monthly visits from her mother's ghost.
Max hears knocking at his window late at night and discovers a small orb-like object. He loses consciousness and awakens in a strange corridor. He enters a room filled with colorful lights and is attacked by a scarred figure bearing a torch. Max escapes up some stairs but is cornered by the monster at a window. Seeing no other option, Max embraces death and plunges through the window to escape the monster, perishing with a smile.
Rover chases a tennis ball that Jamie throws into an old castle. When Rover enters the castle, the door slams shut behind him. Jamie calls out for Rover and hears a howl. Exploring further, Rover follows the tennis ball's path and encounters dripping sounds and a skeleton. He finds Jamie trapped by a skeleton queen and barks for help. Rover then bites the queen's neck to free Jamie, and they escape the castle. Rover is later named dog of the year.
John heard his name called while walking home and investigated an abandoned hotel where strange noises came from empty rooms. As he explored the dusty corridors, a cat knocked over a vase behind him. Down the hallway, the walls felt like they were closing in on him and a message on the wall said "REDRUM WON". A door slammed behind him in a dark room and something charged at him, then he woke up trapped in a dungeon wall saying "TRAPPED FOREVER".
Dom and Zoe were playing football by a river when Dom's ball went into the river. Despite warnings of a slippery edge, Dom went to retrieve the ball. He slipped and fell into the river, grabbing a rope for support but finding it slippery. Zoe ran to a nearby abandoned house for help but found no one and had a frightening experience with unseen hands grabbing her face. Dom then heard Zoe's scream and lost his grip on the rope, falling into the river.
Seth receives an invitation to a party from his friend Fred at an old, disused theater. When Seth arrives, he finds himself trapped in a dark corridor. He is rescued by a girl named Sapphire who instructs him to lock her in a barred room. They are captured by a shape-shifting creature named Nameless. Nameless imprisons Seth and Sapphire in a cage, intending to eat them. A man named Grit-face prepares them as the meal, torturing Sapphire while Seth looks on in horror.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Parents’ Guide to the
Early Years Foundation Stage Framework
Exciting times ahead for you and your child
What is the Early Years Foundation Stage?
Welcome to the Early Years Foundation Stage (EYFS), which is how the
Government and early years professionals describe the time in your child’s life
between birth and age 5.
This is a very important stage as it helps your child get ready for school as
well as preparing them for their future learning and successes. From when
your child is born up until the age of 5, their early years experience should be
happy, active, exciting, fun and secure; and support their development, care
and learning needs.
Nurseries, pre-schools, reception classes and childminders registered to deliver the
EYFS must follow a legal document called the Early Years Foundation Stage
Framework.
What is the EYFS Framework – why do we have one?
The EYFS Framework exists to support all professionals working in the EYFS to help
your child, and was developed with a number of early years experts and parents.
In 2012 the framework was revised to make it clearer and easier to use, with more
focus on the things that matter most. This new framework also has a greater
emphasis on your role in helping your child develop.
2. It sets out:
The legal welfare requirements that everyone registered to look after children
must follow to keep your child safe and promote their welfare
The 7 areas of learning and development which guide professionals’
engagement with your child’s play and activities as they learn new skills and
knowledge
Assessments that will tell you about your child’s progress through the
EYFS
Expected levels that your child should reach at age 5, usually the end of the
reception year; these expectations are called the “Early Learning Goals
(ELGs)”
There is also guidance for the professionals supporting your child on planning the
learning activities, and observing and assessing what and how your child is
learning and developing.
What does it mean for me as a parent?
Ensuring my child’s safety
Much thought has been given to making sure that your child is as safe as possible.
Within the EYFS there is a set of welfare standards that everyone must follow. These
include the numbers of staff required in a nursery, how many children a childminder
can look after, and things like administering medicines and carrying out risk
assessments.
Quality
You can find out about the quality of your child’s nursery and other early years
providers in relation to the EYFS Framework by checking what the Government’s
official inspection body for early years, Ofsted,has to say about it. You can find this
information at www.ofsted.gov.uk/inspection-reports/find-inspection-report.
2 EYFS
Parents’ Guide to the Early Years Foundation Stage Framework
3. How my child will be learning
The EYFS Framework explains how and what your child will be learning to support
their healthy development.
Your child will be learning skills, acquiring new knowledge and demonstrating their
understanding through 7 areas of learning and development.
Children should mostly develop the 3 prime areas first. These are:
Communication and language;
Physical development; and
Personal, social and emotional development.
These prime areas are those most essential for your child’s healthy development and
future learning.
As children grow, the prime areas will help them to develop skills in 4 specific areas.
These are:
Literacy;
Mathematics;
Understanding the world; and
Expressive arts and design.
These 7 areas are used to plan your child’s learning and activities. The professionals
teaching and supporting your child will make sure that the activities are suited to your
child’s unique needs. This is a little bit like a curriculum in primary and secondary
schools, but it's suitable for very young children, and it's designed to be really flexible
so that staff can follow your child's unique needs and interests.
Children in the EYFS learn by playing and exploring, being active, and through
creative and critical thinking which takes place both indoors and outside.
3 EYFS
Parents’ Guide to the Early Years Foundation Stage Framework
4. The diagram below gives examples of the areas of learning and development and
shows the links between the way in which your child learns and what they learn.
For example, between 2 ½ For example, in
and 4 years: learning to be reading between 2
confident in talking to other ¼ and 4 years:
children when playing, and learning
to talk freely about own how to suggest an
home and community ending to a story
For example,
between 1 ¾
and 2 ½ years:
developing an
understanding of
simple concepts
For example,
such as big/little
between 2 ½
and 4 years:
learning how to
explore what
happens when
they mix colours
For example,
between 1 ¼ and
2 years: enjoying
filling and
emptying
containers in the
bath
For example,
between 3 ¼ and 5
years: learning to
control objects by
pushing, patting,
throwing, catching
For example, between 2 ¼ and 3
or kicking
¾ years: learning about special
times or events for family or
friends and being able to describe
them. Being able to talk about
some of the things they have
observed such as plants, animals,
natural and found objects.
4 EYFS
Parents’ Guide to the Early Years Foundation Stage Framework
5. As a mum or dad, how can I help with my child’s
learning?
All the fun activities that you do with your child at home are important in supporting
their learning and development, and have a really long lasting effect on your child’s
learning as they progress through school.
Even when your child is very young and is not yet able to talk, talking to them helps
them to learn and understand new words and ideas. If you make the time every day
to do some of the following things with your child it will make a real difference to your
child’s confidence as a young learner.
Sing and tell Talk about the numbers,
nursery colours, words and letters you
rhymes see when you are out and about Allow your child to cut
out and stick pictures
from magazines
On a trip to the
supermarket, talk Cook / bake
about all the together
different
packaging shapes
Plant seeds or bulbs in
a pot or garden patch
Talk to your child at
every opportunity –
e.g. what you are Use the weather – shadows, rain
doing that day puddles, snow, wind, mist and sun –
to extend your child’s vocabulary
Share a
book Explore the park at a
different time of the
year – go off the beaten
track
If you're looking for new ideas for things to do then find out what is on offer at your
local children’s centre. Many offer ‘messy play’ activities which you and your child
can join in with, and many of the activities they provide are free. Staff can also give
you advice about the kinds of books or other activities your child might enjoy at
different ages.
5 EYFS
Parents’ Guide to the Early Years Foundation Stage Framework
6. How can I find out how my child is getting on?
It is important that you and the professionals caring for your child work together. You
need to feel comfortable about exchanging information and discussing things that will
benefit your child. These conversations will either need to be with your childminder
or, in a larger setting like a nursery, with your child’s “key person”. This is the
person who:
Is your main point of contact within the setting
Helps your child to become settled, happy and safe
Is responsible for your child’s care, development and learning
Takes a careful note of your child’s progress, sharing this with you and giving
you ideas as to how to help your child at home
You should be able to get information about your child’s development at any
time and there are two stages (at age 2, and again at age 5) when the
professionals caring for your child must give you written information about
how he or she is doing.
Try to speak to your child’s key person as often
as possible about what your child has been
doing, what they have enjoyed, what they need
to be doing more of and what you can do at
home.
6 EYFS
Parents’ Guide to the Early Years Foundation Stage Framework
7. When your child is 2
At some point after your child turns 2, the professionals working with your
child must give you a written summary of how your child is progressing
against the 3 prime areas of learning:
communication and language;
physical development; and
personal, social and emotional development.
This is called the progress check at age 2.
This check will highlight areas where your child is progressing well and any
where they might need some extra help or support – and how mums and dads
and other family members or carers can work with the key person to help. You
might find it useful to share the information from the check with other
professionals such as health visitors (who can use it as part of the health and
development review).
When your child is 5
At the end of the EYFS – in the summer term of the reception year in school –
teachers complete an assessment which is known as the EYFS Profile. This
assessment is carried out by the reception teacher and is based on what they, and
other staff caring for your child, have observed over a period of time.
Another important part of the EYFS Profile is your knowledge about your child’s
learning and development, so do let your child’s class teacher know about what your
7 EYFS
Parents’ Guide to the Early Years Foundation Stage Framework