Learning in Early Childhood

A Whole Child Approach from birth to 8

Pat Beckley

• Publisher: SAGE Publications Ltd
• Year: 2011
• Print ISBN: 9781849204057, 9781849204040
• eBook ISBN: 9781446291146
• Edition: 1
• Topic: Education
• Subtopic: Early Childhood Education

By explaining the theoretical context and highlighting relevant research evidence, this book supports a whole child approach to learning in the early years. Drawing on case studies from a wide range of early years settings, the chapters consider how the different professions in education, health and social care can work together to achieve the best possible outcomes for all young children.

Included are chapters on:

·theories of learning

·partnerships with parents and carers

·motivation and self-esteem

·diversity

·inclusion

·thinking skills

·approaches to play

·engaging early learners

·leadership and management

·multi-agency working

The links made between theory and practice, and the practical suggestions for how to make this happen in any early years setting, make this book a vital text for all early years students.

PART 1

HOW YOUNG CHILDREN LEARN

Part 1 opens with the rationale for an holistic approach concerning the whole child. There are differing views of what constitutes an holistic approach, for example whether it is cross-curricular subject knowledge or a broader view of a whole child’s development and welfare. This book seeks to consider the latter viewpoint and gains the perspectives of colleagues concerned with provision for young children.

Chapter 1 begins with a discussion of historical perspectives of education for young children and how they evolved. This is developed into consideration of pressures on provision through contemporary issues. ‘In the twenty-first century it is probably evident to every parent, professional childcare worker, kindergarten and primary teacher that early childhood is high on the political agenda’ (Gammage 2006: 235). But what constitutes appropriate provision? David Blunkett, the then Secretary of State for Education, in the Foreword to a key government green paper, The Learning Age (DfEE 1998) described the purpose of learning as:

the key to prosperity – for each of us as individuals, as well as for the nation as a whole. Investment in human capital will be the foundation of success in the knowledge-based economy of the twenty-first century. This is why the government has put learning at the heart of its ambition (Bottery 2001: 206).

The need for children’s learning to be deemed as ‘investment in human capital’ focuses attention on the perceived economic value of education. This was emphasised by Tony Blair in 2005, who stated ‘We have to secure Britain’s future in a world ... driven by globalisation. We have to change and to modernise ... to equip everyone for this changing world’ (cited in Cole, 2008: 86). Such notions for the rationale concerning provision for children are discussed in the first chapter which gives an exploration of relevant contemporary issues, such as international recommendations and how they impact on policy, parental needs for childcare, care and education for young children, accountability, government initiatives and the role of the professional in a changing world where children are perceived as global citizens.

Chapter 2 provides an overview of prominent theories of learning and considers their impact on educational philosophy. It describes key terms relevant to the theories and notes theorists who influenced educational thinking, such as Piaget, Vygotsky and Bruner. The work of notable pioneers of educational theories in practice are described, for example those of Froebel and Montessori. Changing views as to what education for young children entails, for example the challenges for early years teachers when becoming facilitators of learning rather than instructors, the learning environment, indoors and outdoors, as a space for children’s explorations and working with other disciplines to promote holistic learning, are all discussed. Different ways of implementing theories are described, such as constructivist, socially constructive and instructive means through adult-led, adult-initiated and child-initiated methods. Changes in the delivery towards an open constructivist approach are considered, with possible reasons why this has occurred.

Chapter 3 focuses on partnerships with parents and carers and the strategies practitioners can use to support effective liaison between them and the children’s first educators. As a child’s first and possibly most significant influence, discussion includes recent findings which highlight the importance of effective partnerships with parents /carers, such as the Parents as Partners in Early Learning (PEEP, 2005, Sylva et al. 2005) project. This project, based in Oxford, sought to provide an early intervention programme, working with parents and carers to support their children in their role as the child’s first educators. The chapter suggests ways in which successful relationships can be promoted in early years practice, based on research findings and observations from practice. Reflections are made on strategies to foster shared practice, such as assessment strategies, booklets, family learning groups, home/school projects, Open Days and celebration events. Attention is given to ways of developing harder to reach groups such as fathers, working parents or those who do not speak English. Strategies are discussed of ways to work with the wider community. The General Teaching Council in a statement of Professional Values and Practice for Teachers (GTC 2006) claims that ‘Teachers should respond sensitively to the differences in the home background and circumstances of young people recognising the key role that parents and carers play in children’s education’. Practitioners can share their knowledge and understanding of those concerned with a child’s learning and development.

Chapter 4 explores how pedagogy informs practice. ‘Practitioners interpret policy with their own histories, values, and purposes’ (Bray et al. 2007: 250). Aspects of practice are scrutinised including the perceptions of those implementing theories of learning and transition issues. Reflection is made of practice in other countries, with particular reference to observations and case studies in Norwegian settings. This is considered through reflections on approaches to learning in settings in different countries and how those working there have responded to changes taking place.

The Guardian (2001) stressed, following the aftermath of the 2001 disaster in New York, ‘one illusion has been shattered on September 11th; that we can have the good life in the west, irrespective of the state of the world’ (cited in Cole 2008: 87). Issues happening on a global scale impact on the lives of individuals throughout the world. Environmental destruction and global warming heighten concerns for the future. The effects of globalisation on early years provision and practice are explored. ‘We live in a period of great change, some would even say of paradigmatic transition or movement from one epoch to another’ (Dahlberg and Moss 2007: 176). Challenges arising from this movement towards a new era are discussed in terms of the impact this has on the philosophy of learning and teaching for young children. Through these reflections possible reasons are explored as to why these changes are taking place in learning and development for young children, the impact this has on provision, and the challenges posed for those who attempt to respond flexibly to meet these new trends, initiatives and policies. The section begins to provide an insight into the background for these dilemmas and leads towards further chapters in the book which consider specific aspects where challenges are posed for practitioners when attempting to positively resolve contemporary issues in practice.

References

Bottery, M. (2001) Globalisation and the UK Competition State: No Room for Transformational Leadership in Education? University of Hull, School Leadership and Management, Vol. 21.

Bray, M., Adamson, B. and Mason, M. (eds) (2007) Comparative Education Research: Approaches and Methods. Hong Kong: Comparative Education Research Centre and Springer.

Cole, M. (2008) Marxism and Educational Theory. London: Routledge.

Dahlberg, G. and Moss, P. (2007) Ethics and Politics in Early Childhood Education. London: RoutledgeFalmer.

DfEE (1998) Green Paper: The Learning Age. London: The Stationery Office.

Gammage, P. (2006) Early Childhood Education and Care: Politics, Policies and Possibilities TACTYC, Colchester: Routledge.

GTC (2006) Professional Values for Teachers. London: GTC Whittington House.

Sylva, K., Evangelou, M. and Brooks, G. (2005) Enabling Parents: An Evaluation of Parent Early Education Programme (PEEP). Learning Skills Council, 2002–2004.

1	HISTORICAL PERSPECTIVES
	Pat Beckley

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Learning objectives

• To gain an understanding of key features of the historical development of early years provision in England
• To have an awareness of global recommendations to support an holistic approach
• To gain an understanding of the effects of globalisation on young children’s learning

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An holistic approach is a crucial aspect to incorporate as a central foundation for young children’s learning. This chapter explores the rationale for this and the reasons why this is as highly relevant in modern times as in previous eras. Ongoing changes are taking place regarding early years provision for children aged from birth to eight, responding to numerous factors. These will be discussed and the historical background to the changes in England will be considered.

HISTORICAL FEATURES

England was the first country to experience the industrial revolution. Workers, including numbers of young children, were employed in harsh conditions until reforms were introduced. The notion of gaining skills and knowledge in preparation for future employment to gain a satisfactory job and to provide a compliant workforce, was a powerful pressure for systems concerning provision for young children. This affected young children who were, or were preparing to become, part of the workforce. When debating the school starting age the importance of earning a living was considered, with beginning and ending statutory schooling early seen as a solution for children to begin work at an early age. In 1876, children from three years old could be taken into school ‘babies’’ rooms which offered training in alphabet recitation, picture recognition and marching to music (Anning 1991: 3). Early years provision developed from a need for childcare to support working parents and to give disadvantaged children the opportunity to ‘catch up’ with their progress in readiness for school and employment.

PREPARATION FOR EMPLOYMENT

The emphasis on a preparation for an industrial workforce fostered the encouragement of strategies to promote a compliant workforce. Any successes were developed on an individual basis with strategies such as the 11+ testing for the school system implemented in the Butler Education Act, which determined the next steps and exerted a ‘top-down’ pressure on those working with younger children.

Yet changing family structures and employment goals encouraged new perspectives on appropriate arrangements for children. In 1967 the Central Advisory Council for education claimed, ‘mothers with young children who also worked were to be deplored’ (Brannen and Moss 2003: 33).

POLICIES AND PRACTICE

Callaghan’s Ruskin speech in 1976 emphasised the financial implications of government policy, demanding ‘value for money’ and stressing the need for a monitoring system in order to ‘maintain a proper...

Table of contents

• Cover Page
• Title Page
• Copyright Page
• Contents
• Acknowledgements
• About the Editor and Contributors
• List of Tables and Figures
• Preface
• Introduction
• Part 1 How Young Children Learn
• Part 2 Supporting Young Children’s Learning
• Part 3 Organising the Learning Environment
• Part 4 Issues in Practice
• Conclusion
• Index