Male, T; Palaiologou, I; (2013) Historical Developments in Policy for Early Years Education and Care. In: Palaiologou, I, (ed.) The Early Years Foundation Stage: Theory and Practice. (pp. 3-20). SAGE: London, UK.

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Abstract

The Early Years Foundation Stage (EYFS), described by the Department for Children, Schools and Families (DCSF) as “a comprehensive framework which sets the standards for learning, development and care of children from birth to five”, became a requirement for early years providers and schools from September 2008. The introduction of the EYFS thus ended a history of nearly 200 years of discussion and debate surrounding the philosophy, purpose and provision for early years education and care in the UK, a period where policy had been advisory rather than statutory. The discussion regarding the appropriateness of the EYFS still continues (as will be seen elsewhere in this book), but finally government policy has been clarified and ratified. There have been several key reports and Acts of Parliament through the last two centuries that have shaped the nature of provision for children up to the age of five years, with most of those elements still evident at the time this book is published. The 1870 (Forster) Education Act, the series of reports from the Hadow Committee between 1923 & 1933 and the Plowden Report of 1967 together constitute the main influences, but other legislation and reports have also contributed to the current situation. This chapter aims to help you develop an understanding of: • The three key issues that have emerged in the development of mass education in general and specifically in pre-school education: o Education of the masses should be undertaken for the benefit of the national economy; o Education that liberated children or was child-centred was not always popular with those in privileged positions; o Educational settings should provide nurture and care for children in addition to that provided by the family and serve as a safety net for society. • The historical developments in policy in early childhood education and care; • The policy context in which early years education and care is based; • The antecedents that have led to the introduction of the EYFS.

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