RESERACH AND INTERNATIONAL PERSPECTIVES

Research and International Perspectives

Research and International Perspectives

Introduction

In the Section 39 of the British government's Children Act, the Early Years Foundation Stage defined as the requirements of development and welfare (Thornton 2010, pp. 24-56). The broad definition of Early Years Foundation Stage can be the preschools education, preparatory education, per-elementary education, or early childhood education. It is difficult to define it in a manner as there is no defined specific definition of Early Years Foundation Stage. In United Kingdom, the early education referred to children under the age of 5 years, whereas, in many countries there is a focus on early education till the age of 8 years. Early education that is the early childhood education refers to a range of programs and services that support young children within the context of their families. According to survey, the age of 8 years is the maximum age span that comprises early childhood. The goals and purpose of the early year's education have changed throughout history to reflect the concerns of the society at the time (Palaiologou 2009, pp. 96-129). Today, the importance of quality early childhood education has been recognized as a critical element in closing the racial and economic achievement gap also as a route to educating more effectively for the global economy of the 21st century. This entry explores some of the critical reform issues associated with the field of early childhood, including the shift to Early Care and Education; the role of brain development research; the impact of quality on child outcomes; and the role of Head Start as an institution in programs for young children.

Objective of Early Years Foundation Stage

Early Care and Education Attitudes and perceptions about early childhood education are often emotionally charged and tend to mirror the state of the family in British culture. Until recently, the types of programs serving young children were unofficially assigned status labels as well as stigmas. Preschool, for example, regularly received the highest status as it tended to serve a more affluent and mainstream population. Head Start tended to bear the stigma of being associated with poverty even though it had the highest degree of oversight, was backed by several longitudinal research studies, and had the most comprehensive programming. Day care was stigmatized by the media as horror stories of unfit caregivers were made public. In Wales, the power of qualifications and educational program (VKOP) and the power of the educational program and evaluation of Wales (FFCD) are problems for pre-school education, which is of special significance arithmetic, literacy and personal and social skills (May 2011, pp. 46-98). It recommended in United Kingdom that the child should start his early year's education once he crosses the age of 2, but he should not be over compulsory school age.

The British government introduced the Early Years Foundation Stage in 2000. The main objective of introducing the Early Years Foundation Stage was to set the standards for education and to set measures for care of children from birth to the age ...