ABSTRACT
This chapter aims to share various curricular models, but is predominantly, along with the rest of the book, about the Framework for the Early Years Foundation Stage (DCSF, 2008f and DfE, 2011a). Various curricular models from around the world, including the Scottish Early Years Curriculum, the Early Years curriculum in Sweden and the Reggio Emilia curriculum, are outlined also. The revised English early years curriculum for the twenty-first century comprises more than what young children learn in whatever educational and/or care setting they attend. The revisions to the Early Years Foundation Stage Curriculum (DfE, 2011a) leave the themes, principles and commitments to the EYFS as they were in the original curriculum. There are many revisions, including the ‘Learning and Development’ theme which comprises each area of learning. There is also importance given to ensuring that there is a high priority given to the needs of the most disadvantaged children and their families. The recognition of the strong partnership with parents and carers is paramount in the latest review of EYFS provision. The recommendations of the Tickell report (2011) are that there should be ‘prime’ areas of learning: personal, social and emotional development; communication and language; and physical development. These three areas of learning are essential foundations for children’s life, learning and success. The ‘specific’ areas of learning are literacy, mathematics, understanding of the world and expressive arts and design. These are areas of learning in which the ‘prime’ skills are applied. Practitioners fully endorse the four themes and principles in the existing framework. The Unique Child principle and the play-based approach to EYFS are highly valued by practitioners too. The well-being of children, a reduction in the inequalities between young children and the central role of the family are crucial to children’s overall learning and development. These requirements became statutory in England as a result of the Childcare Act (DCSF, 2006b) which has taken forward the key commitments of the Ten Year Childcare Strategy (DfES, 2004). Greater investment in the early years and the World Wide Web in the past ten years has enabled practitioners to learn about, and visit, other countries
and adapt aspects of differing curricular models into their own settings. The knowledge and understanding gained from practices in other countries are influencing provision in English early years settings. For example, the well-known early years curriculum from New Zealand, Te Whãriki, comprises the sum total of experiences, activities and events with four overarching principles. They are: empowerment, family and community, holistic development, and relationships, with five strands running through each of well-being, belonging, contribution, communication and exploration. The increasing priority given to the key role of outdoor learning links to practices in Scandinavian countries and the outcomes of recent research into the impact of outdoor learning, particularly on boys’ behaviour and attitudes to learning. This chapter aims to provide a flavour of a variety of curricular models without promoting any one model over another. However, what is shown is the high priority early years provision is given in many countries and how there are distinct commonalities across the world. The EYFS framework (DfE, 2011a) for children up to the age of 5 is an example that compares very favourably with curricula in other countries. The time is right for celebration and sharing of the EYFS (DfE, 2011a) worldwide. An example of exceptional EYFS practice demonstrates just some of the impact of the EYFS curriculum (see Case Study 2.1).
