Furthermore, this framework does not support the case of some activities that go around the lives of children such as day care. Instead, it basically deals with pastoral care and schools which are concentrating on education of children. Researchers suggest that holistic approach is the only way to satisfy the needs of children; it is the only preferable approach which place children’s learning and development in the broader context of their wellbeing and welfare. Since the Early Years Foundation Strategy applies to children between birth and the age of five, learning institutions ought to continue with building on the experiences children had in the previous years and settings.
Children may not re-locate from one school to another but the transition, according to the curricular framework, should be applied in different settings. According to Riggall & Sharp (2008), Early Years Foundation has one key feature which is the principle of the framework being developmental. Apart from offering a set learning targets and objectives, EYFS is intended to give a continuum of development which acknowledges the idea that children are ever unique and they might not develop in a similar manner or rather at the same rate.
As much as children might be at different levels or points along developmental lines, the Early Years Foundation Strategy only reflects what can be deemed as average expectations. Furthermore, this framework provides a number of different stages that indicate the level of development; everything that a child achieves in a given time frame. Thus, EYFS can be designed to be children-centered development framework that may be used to attain all the needs of children in a care setting.
However, when to implementation of this framework, not all education providers have an easy time due to variation in quality. Te Whariki’s early year’s curriculum was first used in the year 1990 in New Zealand. This was a year when this nation underwent major transformation economically, politically and socially after years of advocacy for changes in political priorities. So far, this is the first among the bicultural curriculum that has ever embraced the perspectives of the Maori indigenous people. Moreover, it has reflected the voices of negotiation for the government, families and professionals alongside their interest and priorities.
Furthermore, Te Whariki curriculum offers a flexible and a non-prescriptive structure which emphasizes both the context and the processes of learning and give teachers a chance to be flexible and weave their own curriculum patterns by considering the perspectives of children, their communities and their families.