In the second of a series of features on different subjects with 'cut out and photocopy' guides for parents, the QCA's Lesley Staggs looks at the foundation stage
One of the aims of the foundation stage is to promote partnership between parents and practitioners. Parents are children's first and most enduring educators, so practitioners need to inform parents about their child's learning and work very closely with them to build on what children learn at home.
Explaining the introduction of the foundation stage is part of that partnership (see guide below).
This partnership is first established during the transition between home and setting. The foundation stage guidance uses the example of a nursery where children start to visit with their parents as babies or toddlers. By offering childcare and opportunities for group work, with or without their children, practitioners help parents develop skills that will support their children's learning. Parents are also encouraged to share their knowledge of their children's development.
Maintaining this partnership needs trust. Building trust relies on parents and practitioners getting to know each other. The trust between parents and practitioners underpins the relationship of trust between children and practitioners and helps children grow in confidence within the setting.
Parents need to be informed about how the setting is organised and feel happy that there is enough flexibility to allow them to be involved in a way that fits in with their own lives.
Practitioners need to take an active interest in the ethnic, faith, cultural and home backgrounds of children and their families, and use these as starting points for learning activities in the setting, helping children to feel more secure there.
Partnership allows parents and practitioners to share information about children's responses to activities and experiences. Parents must be given the confidence to reinforce the learning and teaching activities of the setting at home. Examples in the guidance - washing up, where parents and children talk about the size of the bubbles and what the utensils have been used for, or a bus or car journey where the family discuss where they are going - illustrate how everyday family activities are part of young children's education. Taking home books to share with the family, or bringing objects from home relevant to what they are doing in the setting are also ways that the home and setting are brought together.
The exchange of information between parents and practitioners is an essential part of planning. Parents have important information that supports practitioners' work - about their children's competence in their language at home (whether English, or another), their ability to be imaginative and inventive, competence with technology - all of which helps practitioners set appropriate learning targets. Parents are then more involved in helping children achieve those targets.
The guide below is based on a leaflet for parents about the foundation stage produced by QCA. Copies will be sent to settings in the second week of October.
A parent's guide to the Foundation Stage
What is it?
The Foundation Stage is the period of education from age three to five. The last year of the foundation stage is often called the reception year, as many children join a school reception class during that time.
During the Foundation Stage, children may be in a range of settings, such as private day nurseries, playgroups, childminder provision, nursery schools and reception classes.
Why is it important?
It is called the Foundation Stage because it gives children secure foundations for later learning. Childhood is important in itself and we want all children to have enjoyable and satisfying childhood experiences. Early experiences also affect children's attitudes to learning. They create the basis for later learning, in school and beyond.
What is new about it?
This period is a distinct stage with its own 'early learning goals'. Most children should be able to reach these by the end of the Foundation Stage. This prepares them for the work on the National Curriculum at Key Stage 1 in primary school.
What are the goals?
The goals are a series of aims within six areas of young children's development and learning:
1. Personal, social and emotional development, in which goals relate to developing confidence and independence while learning to concentrate and to enjoy sharing as part of a group. One goal, for example, is to 'form good relationships with adults and peers'.
2.Communication, language and literacy, which covers communication with one another and developing skills in talking, listening, writing and reading.
3. Mathematical development relates to using ideas about number, quantity, measurement, shape and space.
4. Knowledge and understanding of the world covers investigating and beginning to understand the things, places and people around them.
5. Physical development relates to improving control and co-ordination of their bodies while learning to move and to handle equipment.
6. Creative development, which covers finding ways to communicate by using colour, shape, sound, texture, movement and stories.
During the Foundation Stage, these areas of learning will be introduced in ways that are suitable for young children, often through play. Adults in early learning settings will build on children's existing skills and interests, and on their play activities, in order to help them.
How will my child learn?
All children learn best from experiences that are suitable for their stage of development. Play is key to the way young children learn. Through play your child can develop, for example: the confidence needed for learning; the social skills needed for personal development; and the skills needed for writing. In that way your child will become more independent and will be able to tackle simple problems.
Does every child have to reach the early learning goals?
We hope most children will have reached all the early learning goals by the end of the Foundation Stage. Some children will go beyond them in some areas, and adults in early years settings will be ready to provide new challenges. They will also provides extra help for children who may need it.
How does this affect the age my child will start school?
Your child must be in full-time education by the term after his or her fifth birthday. This has not changed.
Where can I get more information?
Talk to the person in charge of your child's early years setting.
Look at the Qualifications and Curriculum Authority website at www.qca.org.uk and Department for Education and Employment website at www.dfee.gov.uk for more about the early learning goals and foundation stage.