{"id":8299,"date":"2025-11-24T18:35:12","date_gmt":"2025-11-24T12:35:12","guid":{"rendered":"https:\/\/www.ebtd.education\/?page_id=8299"},"modified":"2025-11-24T18:49:40","modified_gmt":"2025-11-24T12:49:40","slug":"%e0%a6%ad%e0%a6%bf%e0%a6%a4%e0%a7%8d%e0%a6%a4%e0%a6%bf-%e0%a6%a8%e0%a7%80%e0%a6%a4%e0%a6%bf%e0%a6%ae%e0%a6%be%e0%a6%b2%e0%a6%be","status":"publish","type":"page","link":"https:\/\/www.ebtd.education\/bd\/%e0%a6%97%e0%a6%ac%e0%a7%87%e0%a6%b7%e0%a6%a3%e0%a6%be-%e0%a6%95%e0%a7%87%e0%a6%a8%e0%a7%8d%e0%a6%a6%e0%a7%8d%e0%a6%b0-%e0%a6%ac%e0%a6%bf%e0%a6%a8%e0%a6%be%e0%a6%ae%e0%a7%82%e0%a6%b2%e0%a7%8d%e0%a6%af\/%e0%a6%aa%e0%a7%8d%e0%a6%b0%e0%a6%be%e0%a6%a5%e0%a6%ae%e0%a6%bf%e0%a6%95-%e0%a6%ac%e0%a6%9b%e0%a6%b0%e0%a7%87%e0%a6%b0-%e0%a6%95%e0%a6%be%e0%a6%a0%e0%a6%be%e0%a6%ae%e0%a7%8b\/%e0%a6%ad%e0%a6%bf%e0%a6%a4%e0%a7%8d%e0%a6%a4%e0%a6%bf-%e0%a6%a8%e0%a7%80%e0%a6%a4%e0%a6%bf%e0%a6%ae%e0%a6%be%e0%a6%b2%e0%a6%be\/","title":{"rendered":"\u09ad\u09bf\u09a4\u09cd\u09a4\u09bf \u0993 \u09a8\u09c0\u09a4\u09bf\u09ae\u09be\u09b2\u09be"},"content":{"rendered":"\n\t\t<div id=\"fws_6a1f5b3132b07\"  data-column-margin=\"default\" data-midnight=\"dark\"  class=\"wpb_row vc_row-fluid vc_row\"  style=\"padding-top: 0px; padding-bottom: 0px; \"><div class=\"row-bg-wrap\" data-bg-animation=\"none\" data-bg-animation-delay=\"\" data-bg-overlay=\"false\"><div class=\"inner-wrap row-bg-layer\" ><div class=\"row-bg viewport-desktop\"  style=\"\"><\/div><\/div><\/div><div class=\"row_col_wrap_12 col span_12 dark left\">\n\t<div  class=\"vc_col-sm-12 wpb_column column_container vc_column_container col no-extra-padding inherit_tablet inherit_phone \"  data-padding-pos=\"all\" data-has-bg-color=\"false\" data-bg-color=\"\" data-bg-opacity=\"1\" data-animation=\"\" data-delay=\"0\" >\n\t\t<div class=\"vc_column-inner\" >\n\t\t\t<div class=\"wpb_wrapper\">\n\t\t\t\t\n\t<div class=\"wpb_raw_code wpb_raw_html wpb_content_element\" >\n\t\t<div class=\"wpb_wrapper\">\n\t\t\t<!-- =========================================\r\n   EBTD | Early Years Framework \u2013 Foundations & Principles\r\n   URL: \/research-hub-free-teacher-resources\/early-years-framework\/foundations-principles\/\r\n   House style: hero, bands, section blocks, interlinks\r\n========================================= -->\r\n\r\n<section id=\"ey-foundations\" style=\"line-height:1.7; width:100%; margin:0 auto; padding:0;\">\r\n\r\n  <!-- Scoped styles -->\r\n  <style>\r\n    #ey-foundations * {\r\n      box-sizing: border-box;\r\n    }\r\n\r\n    #ey-foundations .ey-wrap {\r\n      width: 100%;\r\n      max-width: 1120px;\r\n      margin: 0 auto;\r\n      padding: 1.5rem 1.25rem 3rem;\r\n    }\r\n\r\n    \/* Hero *\/\r\n    #ey-foundations .ey-hero {\r\n      position: relative;\r\n      margin: 0 auto 2.5rem;\r\n      border-radius: 16px;\r\n      overflow: hidden;\r\n      min-height: 260px;\r\n      display: grid;\r\n      place-items: center;\r\n      text-align: left;\r\n      color: #ffffff;\r\n    }\r\n\r\n#ey-foundations .ey-hero *,\r\n#ey-foundations .ey-hero h1,\r\n#ey-foundations .ey-hero p,\r\n#ey-foundations .ey-hero span,\r\n#ey-foundations .ey-hero div {\r\n  color: #ffffff !important;\r\n}\r\n#ey-foundations .ey-hero h1,\r\n#ey-foundations .ey-hero-sub,\r\n#ey-foundations .ey-hero-kicker {\r\n  text-shadow: 0 2px 10px rgba(0,0,0,0.6);\r\n}\r\n\r\n\r\n    #ey-foundations .ey-hero img {\r\n      position: absolute;\r\n      inset: 0;\r\n      width: 100%;\r\n      height: 100%;\r\n      object-fit: cover;\r\n      filter: brightness(0.45);\r\n      transform: scale(1.02);\r\n    }\r\n\r\n    #ey-foundations .ey-hero::after {\r\n      content: \"\";\r\n      position: absolute;\r\n      inset: 0;\r\n      background: radial-gradient(circle at top left, rgba(24, 119, 166, 0.85), transparent 55%),\r\n                  radial-gradient(circle at bottom right, rgba(0, 100, 65, 0.75), transparent 55%);\r\n      mix-blend-mode: multiply;\r\n    }\r\n\r\n    #ey-foundations .ey-hero-inner {\r\n      position: relative;\r\n      padding: 2.5rem 2.1rem;\r\n      max-width: 720px;\r\n    }\r\n\r\n    #ey-foundations .ey-hero-kicker {\r\n      text-transform: uppercase;\r\n      letter-spacing: 0.08em;\r\n      font-size: 0.82rem;\r\n      margin-bottom: 0.35rem;\r\n      opacity: 0.9;\r\n    }\r\n\r\n    #ey-foundations .ey-hero h1 {\r\n      font-size: clamp(1.9rem, 3vw, 2.4rem);\r\n      margin: 0 0 0.7rem;\r\n      line-height: 1.2;\r\n    }\r\n\r\n    #ey-foundations .ey-hero-sub {\r\n      font-size: 1rem;\r\n      max-width: 40rem;\r\n      opacity: 0.96;\r\n    }\r\n\r\n    \/* Section headings *\/\r\n    #ey-foundations h2 {\r\n      font-size: 1.4rem;\r\n      margin: 2.25rem 0 0.6rem;\r\n    }\r\n\r\n    #ey-foundations h3 {\r\n      font-size: 1.1rem;\r\n      margin: 1.4rem 0 0.4rem;\r\n    }\r\n\r\n    #ey-foundations p {\r\n      margin: 0.4rem 0;\r\n      color: #222;\r\n    }\r\n\r\n    #ey-foundations ul {\r\n      margin: 0.4rem 0 0.8rem 1.1rem;\r\n      padding: 0;\r\n    }\r\n\r\n    #ey-foundations li {\r\n      margin: 0.2rem 0;\r\n    }\r\n\r\n    \/* Intro band *\/\r\n    #ey-foundations .ey-intro {\r\n      margin-bottom: 2.25rem;\r\n      background: #f4f7fb;\r\n      border-radius: 14px;\r\n      padding: 1.75rem 1.5rem;\r\n      border: 1px solid #d8e2f0;\r\n    }\r\n\r\n    #ey-foundations .ey-intro h2 {\r\n      margin-top: 0;\r\n    }\r\n\r\n    \/* Active ingredients and pitfalls layout *\/\r\n    #ey-foundations .ey-flex-two {\r\n      display: grid;\r\n      grid-template-columns: minmax(0, 1fr);\r\n      gap: 1.4rem;\r\n      margin-top: 0.5rem;\r\n      margin-bottom: 0.5rem;\r\n    }\r\n\r\n    @media (min-width: 840px) {\r\n      #ey-foundations .ey-flex-two {\r\n        grid-template-columns: minmax(0, 1.1fr) minmax(0, 1fr);\r\n      }\r\n    }\r\n\r\n    #ey-foundations .ey-panel {\r\n      border-radius: 12px;\r\n      padding: 1.25rem 1.2rem;\r\n      border: 1px solid #dde3ef;\r\n      background: #ffffff;\r\n    }\r\n\r\n    #ey-foundations .ey-panel h3 {\r\n      margin-top: 0;\r\n      margin-bottom: 0.45rem;\r\n    }\r\n\r\n    #ey-foundations .ey-panel-small {\r\n      border-radius: 12px;\r\n      padding: 1.1rem 1.1rem;\r\n      border: 1px solid #e0e9df;\r\n      background: #f6faf7;\r\n      margin-top: 1.1rem;\r\n    }\r\n\r\n    \/* Reflection band *\/\r\n    #ey-foundations .ey-reflect {\r\n      margin-top: 2.4rem;\r\n      margin-bottom: 2.4rem;\r\n      padding: 1.8rem 1.5rem 1.6rem;\r\n      border-radius: 14px;\r\n      border: 1px solid #e2e6f0;\r\n      background: #fafbff;\r\n    }\r\n\r\n    #ey-foundations .ey-reflect h2 {\r\n      margin-top: 0;\r\n      margin-bottom: 0.6rem;\r\n      font-size: 1.3rem;\r\n    }\r\n\r\n    #ey-foundations .ey-reflect h3 {\r\n      margin-top: 1rem;\r\n      margin-bottom: 0.35rem;\r\n      font-size: 1.02rem;\r\n    }\r\n\r\n    #ey-foundations .ey-reflect ul {\r\n      margin-left: 1.1rem;\r\n    }\r\n\r\n    \/* Related links *\/\r\n    #ey-foundations .ey-related {\r\n      margin-top: 2.3rem;\r\n      margin-bottom: 2rem;\r\n      padding: 1.75rem 1.5rem;\r\n      border-radius: 14px;\r\n      border: 1px solid #d6ecdf;\r\n      background: #f6faf7;\r\n    }\r\n\r\n    #ey-foundations .ey-related h2 {\r\n      margin-top: 0;\r\n      font-size: 1.3rem;\r\n    }\r\n\r\n    #ey-foundations .ey-related ul {\r\n      margin: 0.4rem 0 0.2rem 1.1rem;\r\n    }\r\n\r\n    #ey-foundations .ey-related a {\r\n      text-decoration: underline;\r\n      text-decoration-thickness: 1px;\r\n      text-underline-offset: 3px;\r\n    }\r\n\r\n#ey-foundations .ey-cta {\r\n  margin-top: 0.5rem;\r\n  padding: 1.75rem 1.5rem 1.5rem;\r\n  border-radius: 14px;\r\n  background: linear-gradient(135deg, #0f172a 0%, #16203a 100%);\r\n  color: #ffffff;\r\n}\r\n\r\n#ey-foundations .ey-cta *,\r\n#ey-foundations .ey-cta p,\r\n#ey-foundations .ey-cta h2,\r\n#ey-foundations .ey-cta div {\r\n  color: #ffffff !important;\r\n}\r\n\r\n#ey-foundations .ey-cta p {\r\n  line-height: 1.65;\r\n  opacity: 0.95;\r\n  font-weight: 400;\r\n}\r\n\r\n  <\/style>\r\n\r\n  <div class=\"ey-wrap\">\r\n\r\n    <!-- Hero -->\r\n    <header class=\"ey-hero\">\r\n      <img decoding=\"async\" data-src=\"https:\/\/www.ebtd.education\/wp-content\/uploads\/2025\/09\/EarlyYears1.webp\"\r\n           alt=\"Young children in Bangladesh exploring and learning together in an early years classroom\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" class=\"lazyload\" style=\"--smush-placeholder-width: 1024px; --smush-placeholder-aspect-ratio: 1024\/1024;\">\r\n      <div class=\"ey-hero-inner\">\r\n        <div class=\"ey-hero-kicker\">Early Years Framework \u00b7 Foundations<\/div>\r\n        <h1>Foundations and principles<\/h1>\r\n        <p class=\"ey-hero-sub\">\r\n          The core ideas that underpin the EBTD Early Years Framework (Bangladesh, BD) \u2013\r\n          drawing on global child development science and adapting it for Bangladeshi\r\n          classrooms, families and communities.\r\n        <\/p>\r\n      <\/div>\r\n    <\/header>\r\n\r\n    <!-- Intro \/ Evidence Foundations -->\r\n    <section class=\"ey-intro\" aria-labelledby=\"ey-intro-heading\">\r\n      <h2 id=\"ey-intro-heading\">1. Evidence foundations: what the research tells us<\/h2>\r\n      <p>\r\n        Modern developmental science is very clear on one thing: the years from birth to around\r\n        eight shape the architecture of the brain more than any other period of life. During this\r\n        time, children are developing language systems, self-regulation and attention, social\r\n        understanding, emotional control and the core cognitive structures that later literacy and\r\n        numeracy depend on.\r\n      <\/p>\r\n      <p>\r\n        High-quality early experiences are consistently associated with stronger literacy and\r\n        numeracy outcomes, better mental health and emotional regulation, higher long-term\r\n        educational attainment and improved social mobility. The UK&rsquo;s Early Years Foundation\r\n        Stage (EYFS) framework reflects this research base, emphasising that children learn and\r\n        develop fastest from birth to five and that effective early years provision combines play,\r\n        adult modelling, interaction and structured exploration rather than early academic\r\n        instruction.\r\n      <\/p>\r\n      <p>\r\n        The EYFS identifies four guiding principles that we adapt for the Bangladeshi context:\r\n      <\/p>\r\n      <ul>\r\n        <li>Every child is a unique individual, not a standardised unit.<\/li>\r\n        <li>Children develop through secure, positive relationships.<\/li>\r\n        <li>Learning depends on enabling environments.<\/li>\r\n        <li>Children develop at different rates.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        These ideas are not culturally specific to one system. They are grounded in universal\r\n        child development science. The role of EBTD is to translate them into practice in\r\n        Bangladeshi classrooms and communities where class sizes are large, resources are\r\n        limited and academic pressure starts early.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- Why this matters in BD -->\r\n    <section aria-labelledby=\"ey-bd-heading\">\r\n      <h2 id=\"ey-bd-heading\">2. Why this matters in Bangladesh<\/h2>\r\n      <p>\r\n        In many Bangladeshi early years settings, children aged three to five are already\r\n        expected to behave like miniature secondary students. It is common to see nursery\r\n        classes focussed on handwriting drills, memorising numbers and letters, and preparing\r\n        children for a rapid transition into exam-style tasks.\r\n      <\/p>\r\n      <p>\r\n        This is usually driven by genuine care and high ambition. Parents want the best for their\r\n        children. Schools and teachers want to show visible academic progress. But when early\r\n        years education becomes dominated by premature academic outcomes, the result is\r\n        often:\r\n      <\/p>\r\n      <ul>\r\n        <li>Shallow language development and weak comprehension.<\/li>\r\n        <li>Fragile attention and poor self-regulation.<\/li>\r\n        <li>High levels of anxiety around learning and performance.<\/li>\r\n        <li>Thin literacy foundations that struggle to support later reading and writing.<\/li>\r\n        <li>Increased risk of disengagement and dropout as content becomes more demanding.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        The research is clear: pushing academic content too early tends to damage, not accelerate,\r\n        long-term learning. For Bangladesh, where educational inequalities remain strong, early\r\n        childhood is not a nice-to-have phase. It is the critical equity stage. If we get it right, we\r\n        reduce the need for later remediation. If we get it wrong, we widen gaps that are very hard\r\n        to close in secondary school.\r\n      <\/p>\r\n      <p>\r\n        The <strong>EBTD Early Years Framework (Bangladesh, BD)<\/strong> offers a different direction.\r\n        It is not softer. It is smarter. It does not slow children down. It gives them deeper, more\r\n        secure foundations for future learning.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- Four core principles -->\r\n    <section aria-labelledby=\"ey-principles-heading\">\r\n      <h2 id=\"ey-principles-heading\">3. The four core principles for early years practice in Bangladesh<\/h2>\r\n      <p>\r\n        Based on international research and the EYFS principles, the EBTD Early Years\r\n        Framework for Bangladesh rests on four core foundations.\r\n      <\/p>\r\n\r\n      <h3>3.1 Every child is an individual<\/h3>\r\n      <p>\r\n        Children are not blank slates or containers to be filled with content. They differ in language\r\n        exposure, emotional maturity, attention patterns, home environments and physical\r\n        development. Bangladeshi classrooms often emphasise uniformity and standardisation. Early\r\n        years education must instead prioritise responsiveness.\r\n      <\/p>\r\n      <p>\r\n        This does not mean abandoning standards. It means acknowledging that children travel\r\n        towards those standards at different speeds and along different routes.\r\n      <\/p>\r\n\r\n      <h3>3.2 Learning is built through relationships<\/h3>\r\n      <p>\r\n        Children learn best when they feel safe, secure and emotionally connected to adults. In\r\n        Bangladeshi culture, the teacher already holds a position of moral and emotional authority.\r\n        The framework strengthens that role by positioning the teacher as:\r\n      <\/p>\r\n      <ul>\r\n        <li>a secure base for exploration;<\/li>\r\n        <li>a responsive guide who notices and responds to children&rsquo;s needs;<\/li>\r\n        <li>a language partner who thinks and talks with children, not just at them;<\/li>\r\n        <li>a model of self-regulation and respectful interaction.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        Attachment, not authority alone, is the foundation of early learning.\r\n      <\/p>\r\n\r\n      <h3>3.3 Environments shape thinking<\/h3>\r\n      <p>\r\n        An enabling environment is not defined by how much equipment it contains, but by how\r\n        intelligently the space and routines are designed. Good environments provide opportunities\r\n        for exploration, language, movement, interaction and independence.\r\n      <\/p>\r\n      <p>\r\n        In Bangladesh, where resources vary widely across schools, this principle is essential:\r\n        effective early years environments are not rich in imported toys. They are rich in\r\n        opportunities for meaningful interaction and problem-solving.\r\n      <\/p>\r\n\r\n      <h3>3.4 Development happens at different rates<\/h3>\r\n      <p>\r\n        Early education in Bangladesh often rewards speed. Children who speak, write or calculate\r\n        quickly are praised; those who need more time are labelled as weak. Yet development is not\r\n        a race. Some children speak early. Some move early. Some struggle early. All develop\r\n        differently.\r\n      <\/p>\r\n      <p>\r\n        The role of early years education is not to accelerate children unnaturally, but to support\r\n        them appropriately. This principle protects children from harmful comparisons and\r\n        inappropriate pressure, and keeps the focus on steady, secure growth rather than short-term\r\n        performance.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- What this looks like in practice -->\r\n    <section aria-labelledby=\"ey-practice-heading\">\r\n      <h2 id=\"ey-practice-heading\">4. What this looks like in practice<\/h2>\r\n      <p>\r\n        In a classroom shaped by these principles, an observer would notice different patterns to\r\n        those found in many traditional early years settings.\r\n      <\/p>\r\n      <ul>\r\n        <li>Teachers talking <em>with<\/em> children, not only instructing them.<\/li>\r\n        <li>Children exploring through structured play and guided activities, not only filling worksheets.<\/li>\r\n        <li>Movement and talk woven into the day alongside quiet tasks.<\/li>\r\n        <li>Emotional needs recognised and responded to, not dismissed as misbehaviour.<\/li>\r\n        <li>Routines designed for security and independence, not purely for control.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        For example, a teacher notices a child struggling to sit still during a long whole-class\r\n        explanation. Instead of punishing the child, the teacher provides shorter, focused\r\n        interactions followed by purposeful movement and hands-on tasks.\r\n      <\/p>\r\n      <p>\r\n        In another classroom, a teacher spends time discussing a story in Bangla to develop deep\r\n        understanding and emotional connection before introducing a small number of key English\r\n        words. The academic content is still present, but it is built on a much stronger base.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- Practical tools + active ingredients and pitfalls -->\r\n    <section aria-labelledby=\"ey-tools-heading\">\r\n      <h2 id=\"ey-tools-heading\">5. Practical tools and strategies<\/h2>\r\n      <p>\r\n        Although this page is foundational, there are practical steps that schools and teachers can\r\n        begin immediately. The aim is not to redesign everything at once, but to realign daily\r\n        practice with what we know about early learning.\r\n      <\/p>\r\n\r\n      <h3>5.1 Classroom reflection tool<\/h3>\r\n      <p>\r\n        Invite teachers to reflect honestly on their current practice using questions such as:\r\n      <\/p>\r\n      <ul>\r\n        <li>How often do children speak compared to adults in my classroom?<\/li>\r\n        <li>Where in the day do children have genuine opportunities to explore and make choices?<\/li>\r\n        <li>How many meaningful chances for talk do children get in each hour?<\/li>\r\n        <li>Do children feel safe enough to make mistakes and ask questions?<\/li>\r\n      <\/ul>\r\n\r\n      <h3>5.2 Environmental audit<\/h3>\r\n      <p>\r\n        Together as a team, walk through the classroom and consider:\r\n      <\/p>\r\n      <ul>\r\n        <li>Are there spaces for quiet, for talk and for play?<\/li>\r\n        <li>Is children&rsquo;s language visible on the walls in Bangla and, where appropriate, English?<\/li>\r\n        <li>Can children access materials themselves, or is everything locked away?<\/li>\r\n        <li>Do displays celebrate thinking and process, or only perfect final products?<\/li>\r\n      <\/ul>\r\n\r\n      <h3>5.3 Relationship practices<\/h3>\r\n      <p>\r\n        Encourage simple, powerful routines that strengthen relationships:\r\n      <\/p>\r\n      <ul>\r\n        <li>Daily one-to-one conversations with at least a few different children.<\/li>\r\n        <li>Emotional check-ins (\u201cHow are you feeling today?\u201d) as part of morning routines.<\/li>\r\n        <li>Regular storytelling and shared talk sessions where children&rsquo;s ideas are listened to and extended.<\/li>\r\n      <\/ul>\r\n\r\n      <div class=\"ey-flex-two\">\r\n        <!-- Active ingredients -->\r\n        <div class=\"ey-panel\" aria-labelledby=\"ey-active-heading\">\r\n          <h3 id=\"ey-active-heading\">6. Non-negotiable active ingredients<\/h3>\r\n          <p>\r\n            These principles only work if certain conditions are present. Without these, implementation\r\n            can become surface-level and ineffective.\r\n          <\/p>\r\n          <ul>\r\n            <li>Emotional safety before academic instruction.<\/li>\r\n            <li>Daily, meaningful adult\u2013child conversation.<\/li>\r\n            <li>Time for structured and unstructured play, not only seatwork.<\/li>\r\n            <li>Respect for developmental differences between children.<\/li>\r\n            <li>Adult modelling of language, problem-solving and self-regulation.<\/li>\r\n          <\/ul>\r\n          <p>\r\n            If these active ingredients are missing, the framework risks being reduced to new\r\n            terminology without real change in children&rsquo;s experience.\r\n          <\/p>\r\n        <\/div>\r\n\r\n        <!-- Pitfalls -->\r\n        <div class=\"ey-panel\" aria-labelledby=\"ey-pitfalls-heading\">\r\n          <h3 id=\"ey-pitfalls-heading\">7. Common pitfalls in Bangladesh early years settings<\/h3>\r\n          <p>\r\n            Good intentions can easily be distorted by pressure and habit. Common pitfalls include:\r\n          <\/p>\r\n          <ul>\r\n            <li>Calling activities \u201cplay\u201d while tightly controlling every action and decision.<\/li>\r\n            <li>Increasing documentation and reporting instead of increasing interaction.<\/li>\r\n            <li>Replacing corporal punishment with public shaming or sarcasm.<\/li>\r\n            <li>Introducing English too early without a strong Bangla language foundation.<\/li>\r\n            <li>Judging early years quality only by visible academic outputs.<\/li>\r\n          <\/ul>\r\n          <p>\r\n            Recognising these patterns is the first step towards replacing them with practices that\r\n            better support children&rsquo;s development and well-being.\r\n          <\/p>\r\n        <\/div>\r\n      <\/div>\r\n\r\n      <div class=\"ey-panel-small\">\r\n        <h3>8. Using this page within the wider framework<\/h3>\r\n        <p>\r\n          This Foundations and Principles page is the intellectual spine of the EBTD Early Years\r\n          Framework. The other nine sections &mdash; on language, play, self-regulation, literacy,\r\n          mathematics, environments, assessment, family engagement and leadership &mdash; show\r\n          how these ideas are expressed in specific areas of practice.\r\n        <\/p>\r\n      <\/div>\r\n    <\/section>\r\n\r\n    <!-- Reflection & implementation -->\r\n    <section class=\"ey-reflect\" aria-labelledby=\"ey-reflect-heading\">\r\n      <h2 id=\"ey-reflect-heading\">9. Reflection and implementation questions<\/h2>\r\n      <p>\r\n        Use these prompts to move from reading to action. They can be used in staff meetings,\r\n        coaching sessions or personal reflection.\r\n      <\/p>\r\n\r\n      <h3>For teachers<\/h3>\r\n      <ul>\r\n        <li>Do my children feel safe making mistakes and asking questions in my classroom?<\/li>\r\n        <li>On a typical day, am I speaking more than the children, or are they doing most of the talking?<\/li>\r\n        <li>Where in my timetable do children have time to explore, move and play with purpose?<\/li>\r\n        <li>How do I respond when a child struggles to sit still or follow instructions?<\/li>\r\n      <\/ul>\r\n\r\n      <h3>For leaders<\/h3>\r\n      <ul>\r\n        <li>Do our early years routines support child development, or mainly early exam readiness?<\/li>\r\n        <li>Are observation and assessment tools used to understand children, or to judge staff?<\/li>\r\n        <li>How do we currently define a \u201cgood\u201d early years lesson, and does that match this framework?<\/li>\r\n      <\/ul>\r\n\r\n      <h3>For school teams<\/h3>\r\n      <ul>\r\n        <li>Where are we already aligned with these principles, and where are we furthest away?<\/li>\r\n        <li>What is one practice we can change this term to bring us closer to the framework?<\/li>\r\n        <li>What needs to be re-thought at a deeper level, not just re-labelled with new language?<\/li>\r\n      <\/ul>\r\n    <\/section>\r\n\r\n    <!-- Related resources -->\r\n    <section class=\"ey-related\" aria-labelledby=\"ey-related-heading\">\r\n      <h2 id=\"ey-related-heading\">10. Related EBTD early years resources<\/h2>\r\n      <p>\r\n        This foundations page connects directly to other EBTD resources that support early years\r\n        practice in Bangladesh:\r\n      <\/p>\r\n      <ul>\r\n        <li>\r\n          <a href=\"\/research-hub-free-teacher-resources\/early-years-teaching\/\">\r\n            Early Years Teaching in Bangladesh\r\n          <\/a>\r\n          &ndash; practical guidance on developmentally appropriate pedagogy, routines and lesson structures.\r\n        <\/li>\r\n        <li>\r\n          <a href=\"\/research-hub-free-teacher-resources\/classroom-talk\/early-years\/\">\r\n            Classroom Talk \u2013 Early Years\r\n          <\/a>\r\n          &ndash; evidence-based strategies for building rich, purposeful talk in early years classrooms.\r\n        <\/li>\r\n        <li>\r\n          <a href=\"\/research-hub-free-teacher-resources\/bridge\/early-years\/\">\r\n            BRIDGE Framework \u2013 Early Years\r\n          <\/a>\r\n          &ndash; leadership and self-review tools focussed on culture, behaviour, environment and implementation.\r\n        <\/li>\r\n      <\/ul>\r\n    <\/section>\r\n\r\n    <!-- Newsletter CTA -->\r\n    <section class=\"ey-cta\" aria-labelledby=\"ey-cta-heading\">\r\n      <h2 id=\"ey-cta-heading\">Stay connected with EBTD Early Years work<\/h2>\r\n      <p>\r\n        If you found this useful, join the EBTD newsletter for monthly, research-backed tips,\r\n        free classroom tools, and updates on our training in Bangladesh\u2014no spam, just what\r\n        helps. Sign up to the newsletter and please share this page with colleagues or on your\r\n        social channels so more teachers can benefit. Together we can improve outcomes and\r\n        change lives.\r\n      <\/p>\r\n    <\/section>\r\n\r\n  <\/div>\r\n\r\n<\/section>\r\n\r\n<!-- Light JSON-LD for this subpage (can be strengthened later when all 10 are built) -->\r\n<script type=\"application\/ld+json\">\r\n{\r\n  \"@context\": \"https:\/\/schema.org\",\r\n  \"@type\": \"WebPage\",\r\n  \"name\": \"Foundations and principles \u2013 EBTD Early Years Framework (Bangladesh, BD)\",\r\n  \"url\": \"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/foundations-principles\/\",\r\n  \"description\": \"Foundational principles for the EBTD Early Years Framework in Bangladesh (BD), translating global child development evidence into guiding ideas for early years practice in Bangladeshi classrooms.\",\r\n  \"inLanguage\": \"en\",\r\n  \"isPartOf\": {\r\n    \"@type\": \"WebPage\",\r\n    \"name\": \"EBTD Early Years Framework (Bangladesh, BD)\",\r\n    \"url\": \"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/\"\r\n  },\r\n  \"about\": [\r\n    \"early years education Bangladesh\",\r\n    \"early childhood development Bangladesh\",\r\n    \"early years framework Bangladesh\",\r\n    \"teacher training Bangladesh early years\"\r\n  ],\r\n  \"publisher\": {\r\n    \"@type\": \"Organization\",\r\n    \"name\": \"Evidence Based Teacher Development (EBTD)\",\r\n    \"url\": \"https:\/\/www.ebtd.education\"\r\n  }\r\n}\r\n<\/script>\r\n\n\t\t<\/div>\n\t<\/div>\n\n\t\t\t<\/div> \n\t\t<\/div>\n\t<\/div> \n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"Early Years Framework \u00b7 Foundations Foundations and principles The core ideas that underpin the EBTD Early Years Framework (Bangladesh, BD) \u2013 drawing on global child development science and adapting it...","protected":false},"author":1,"featured_media":7113,"parent":8295,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-8299","page","type-page","status-publish","has-post-thumbnail"],"_links":{"self":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8299","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/comments?post=8299"}],"version-history":[{"count":5,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8299\/revisions"}],"predecessor-version":[{"id":8304,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8299\/revisions\/8304"}],"up":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8295"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/media\/7113"}],"wp:attachment":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/media?parent=8299"}],"curies":[{"name":"\u09a1\u09ac\u09cd\u09b2\u09bf\u0989\u09aa\u09bf","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}