| Summary: | 碩士 === 國立政治大學 === 幼兒教育所 === 100 === The main purpose of this study is to understand the concept of children’s school readiness, and the Learning and Development Requirements of the Early Years Foundation Stage in the UK. Include early childhood education and care policy, the effective provision of pre-school education (EPPE) project, statutory framework for the early years foundation stage, and achievement of children in the early years foundation stage profile. This study received to 11 teacher’s interview to understand the difference between the five-year-old children school readiness assessment and the EYFS profile assessment scales. And share any observations on children.
Here are the results of this study:
A. Early childhood education and care policy characteristics: 1. Continuous and
stable. 2. Proactive. 3. Accountability and integration- locally, regionally and
nationally.
B. “Statutory framework for the early years foundation stage”characteristics:
1. The EYFS is founded on existing standards already used in all types of
childcare.
2. The Learning and Development Requirements are specific.
3. Use “Practice Guidance for the Early Years Foundation Stage”, “Early Year
Foundation Stage Profile Handbook”, “Making A Big Difference in the Early
Years Foundation Stage”.
4. The EYFS profile assessment scales is related to the children’s school
readiness.
C. The learning way and characteristics are differences between the five-year-old
children school readiness assessment and the EYFS profile assessment scales.
D. There are differences meaning to teachers when they use the five-year-old children school readiness assessment and he EYFS profile assessment scales.
1. The five-year-old children school readiness assessment is good for teachers to
plan an effective and appropriate curriculum that will meet all children’s needs.
2. The EYFS profile assessment scales can help teachers to communicate with
parents.
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