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Confident, capable and creative : supporting boys' achievements : guidance for practitioners in the Early Years Foundation Stage

Publisher
Department for Children, Schools and Families
Publication Date
Disciplines
  • Religious Science

Abstract

Confident, capable and creative: supporting boys’ achievements Guidance for practitioners in the Early Years Foundation Stage 00682-2007BKT-EN Confident, capable and creative: supporting boys’ achievements © Crown copyright 2007 Primary National Strategy 1 Confident, capable and creative: supporting boys’ achievements Contents What is this booklet about? 2 Raising awareness of effective practice 5 Using the EYFS principles to inform and develop practice 6 Theme: A Unique Child 7 Theme: Positive Relationships 11 Theme: Enabling Environments 16 Theme: Learning and Development 19 References and further reading 23 Note Both parents and carers of children are included in the term ‘parent’ where used in this booklet Confident, capable and creative: supporting boys’ achievements 00682-2007BKT-EN Primary National Strategy © Crown copyright 20072 What is this booklet about? The Early Years Foundation Stage (EYFS) states that “All children, irrespective of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability should have the opportunity to experience a challenging and enjoyable programme of learning and development.” (EYFS Statutory Guidance) This booklet provides guidance for all practitioners to ensure that this entitlement is met for boys as well as girls during their time in the EYFS. Using the four principles of the EYFS as a framework, it provides examples of effective practice and encourages practitioners to reflect on the quality of their provision, ask questions and find solutions. We have drawn on the experience and expertise of early years practitioners who are currently actively engaged in researchful practice to explore what works best for boys. Why focus on boys? The Foundation Stage Profile provides a holistic, broad-based assessment of children’s progress across six areas of learning and development. National data from the Profile, 2004–2006, suggests that boys are ach

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