Compare and Contrast Early Years Foundation Stage...

The Early Years Foundation Stage (EYFS) curriculum in England differs greatly in structure and content to the Te Whariki curriculum in New Zealand; this therefore makes for an interesting comparison. The EYFS was introduced in England, in 2008, by the DfE as a framework that ‘sets the standards for learning, development and care of children from birth to five’ (DfE, 2012). Alternatively, Te Whariki was founded in New Zealand, in 1996, based on the aspirations for children ‘to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society’ (Ministry of Education, 1996). Throughout this essay, the EYFS†¦show more content†¦Furthermore, this means that children could be provided with an inadequate range of literacy experiences. Many studies have found that children’s literacy experience, before they start sch ool, has a significant impact on later progress in learning to read and write (National Early Literacy Panel, 2008). Therefore, in relation to New Zealand’s Te Whariki curriculum this could have detrimental effects on their pupils. As highlighted, it is clear to see that literacy experiences are of great value and importance in a child’s early and later development (National Early Literacy Panel, 2008). The EYFS curriculum framework clearly displays this information for all Early Year practitioners to follow, demonstrating its importance. Moreover, the DfE (2012) believes it is important for all young children to receive the same Early Years education, despite the child’s background and the EYFS curriculum framework accommodates this. Additionally, the EYFS curriculum is linked to the National Curriculum in primary schools, and its framework helps to ensure that the child is ready to enter primary school (Soler and Miller, 2010). In contrast, the Te Whariki curriculum focuses moreShow MoreRelatedInternational Perspectives on Early Childhood Education1070 Words   |  4 PagesAn increased awareness of the implications of quality experiences in the early years has resulted in a growing interest in early childhood education. Subsequently, this has generated an interest in differing examples of early childhood curriculums. The following essay will critique the international approach, Te Whà £riki and compare the New Zealand educational system to the Early Years Foundation Stage Curriculum of the United Kingdom. The essay will include reflection upon the similaritiesRead MoreEarly Childhood Curriculum2755 Words   |  12 PagesDiscuss Early Childhood Curriculum approaches: Compare and Contrast of High/Scope, Reggio and Te Whariki Introduction: Early Childhood is an important stage of children’s life. By interacting with people around (each other and the adults), children explore and make sense of the world around them. A successful early childhood curriculum should fulfill children’s need to give children rich experience at the most important developmental stage of their lives. This paper will critically discuss, compareRead MoreEarly Childhood Curriculum2748 Words   |  11 PagesDiscuss Early Childhood Curriculum approaches: Compare and Contrast of High/Scope, Reggio and Te Whariki Introduction: Early Childhood is an important stage of children’s life. By interacting with people around (each other and the adults), children explore and make sense of the world around them. A successful early childhood curriculum should fulfill children’s need to give children rich experience at the most important developmental stage of their lives. This paper will critically discuss, compareRead MoreThe Importance Of Play Development Of Children1821 Words   |  8 Pagesplay in the development of children, in terms of physical, social, intellectual and emotional growth. This essay also compares and contrast the different socio-cultural perspective of play between the Philippines and New Zealand. In addition, this essay connects to Urie Bronfenbrenner and Jean Piaget theories on play and link it to the New Zealand early childhood curriculum – Te Whariki. The play is an important part of the development of a child. As children play, it is substantially more essential