EYFS principle 3.4 card: Enabling environments – The wider context
The colour version of the Early Years Foundation Stage (EYFS) card
giving information on the theme, enabling environments, its principle
and commitments. Basic information and effective practice are provided
on working in partnership with other settings, other professionals and
with individuals and groups in the community to support children’s
development and progress. This card is also available in black and
white.
Comments
In this section
- About the Themes and Principles
- B.H. Nursery Class: Planning process for 3 to 4-year-olds
- Common assessment framework and lead professional guidance and implementation 2005-06
- D.D. Nursery School: Planning process for 3 to 4-year-olds
- EYFS Inclusion Development Programme (IDP): Supporting children on the autism spectrum
- EYFS principle 3.1 card: Enabling environments – Observation, assessment and planning
- EYFS principle 3.2 card: Enabling environments – Supporting every child
- EYFS principle 3.3 card: Enabling environments – The learning environment
- EYFS principle 3.4 card: Enabling environments – The wider context
- EYFS resources: All of us – Inclusion checklist for settings
- EYFS resources: Development of communication, language and literacy skills
- Early Years Foundation Stage: Development of problem solving, reasoning, numeracy
- Guidance: Parent participation to improve services for disabled children
- Learning and teaching in the primary years: Professional development resources
- Research: Multi-agency partnerships in key worker services for disabled children
- The early years transition and special educational needs (EYTSEN) project
See also
- 3.2 Supporting Every Child
- 3.3 The Learning Environment
- 3.4 The Wider Context
- Every Child a Talker:Guidance for Consultants and Early Language Lead Practitioners (Third instalment: Autumn 2009)
- Guide to the Early Years Foundation Stage in Steiner Waldorf Early Childhood Settings
- Social and Emotional Aspects of Learning (SEAL): Improving behaviour, improving learning
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