Planning for Children’s Play and Learning: Meeting children’s needs in the later stages of the EYFS

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Contents

  1. Play & Learning
  2. Observation, Assessment and Planning - Early Years Matters

Home About Us Contact Us. Observing what children can do Observation is referred to in several places in the revised Early Years Foundation Stage.

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Play & Learning

Planning is different from school to school and from setting to setting because each one is different from the next for all sorts of reasons. However, some settings and schools will plan certain things in a similar way — these might be events that are planned every year such as a visit to a farm were the children will be able to see and feed the lambs and perhaps help the farmer to feed the goats.

Or it may be that the setting or school has links with an orchestra that visits them regularly to work with a nursery or reception class, helping them to find out about several instruments and to listen to and join in some music-making or drama. In some ways these sorts of events provide a rhythm to the year — a pattern that is variable and flexible depending on many factors but is also fairly predicable — many people describe this as long term planning.

These type of plans need to be in place so that all the necessary resources such as books and props can be gathered.

With new material on learning stories, language development, ICT and the home learning environment, the book includes practical guidance and ideas on:. Jane Drake is an experienced nursery teacher with Early Years Professional Status who has worked for many years in schools and has supported settings across the private, voluntary and independent sectors.

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Jane has been a writer within the field of Early Years Foundation Stage practice for over ten years. Jane Drake.


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Contact us. Planning for children's play and learning: meeting children's needs in the later stages of the EYFS.

Observation, Assessment and Planning - Early Years Matters

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