Early Childhood Education and Care

An Introduction

Sheila Nutkins, Catriona McDonald, Mary Stephen, SAGE Publications Ltd

?The book gives excellent insight of current Early Years topics by covering international educational approaches and discussing the need to professionalise the sector. It is suitable for students on Early Childhood Studies programme, EYPS, and Early Years Foundation Degrees.? - Eva Mikuska, Senior Lecturer at University of Chichester, MA, EYPS, and Programme Leader for the Foundation Degree in Early Childhood

By examining how young children develop and learn from conception through to the age of eight, this book explores ways to enhance professional practice in the early years.

Sections cover:

- Child development (including recent research into cognitive development of babies)

- The child in the socio-cultural context

- International educational approaches

- The developing professional.

Learning Features:

- Key learning points identify at a glance what each chapter will cover

- Case studies help you link theory to practice

- Reflective activities help you reflect on how to apply ideas to practice

- Further reading directs you to additional resources to deepen your understanding.

Illustrated with examples of practice from a range of settings, this accessible text is essential reading for all those studying on Early Years, Early Childhood Studies and Early Years Education and Care courses.

Additional online material/support:

PART 1

CHILD DEVELOPMENT AND LEARNING

Introduction

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The purpose of this first part, and indeed the whole book, is to explore some particular and pertinent aspects of practice and provision drawing on new research evidence where possible, as well as returning to theories from decades ago that can still inform our practice today. The book is underpinned by our shared, firmly held belief that the early years of life from conception to age 8, and particularly the first three years, are crucial and influence the rest of an individual’s life. Our continued personal study and research, as well as our learning from teaching both undergraduate students and professionals, has built this belief into a firm philosophy. This philosophy, which could broadly be described as learning (meaning knowledge and understanding, skills and informed attitudes) during the first years of life, is of paramount importance. Establishing a positive disposition towards learning in the early years is most important of all, and it is the responsibility of all adults involved with young children to work together to achieve this.

Here in Part 1, we explore some new understanding of development from conception to 3, revisit the importance of play, examine the importance of risk and highlight two specific approaches in ‘Kodály’ and ‘transient art’. Throughout, we endeavour to explain some complex ideas, concepts and information as simply as possible. We try to show how new research evidence, evidence from our own work with students and old and new theories can inform practice and provision in the 21st century. We hope we have given some practical suggestions in terms of how to examine practice and how to adapt or change practice, and a useful guide to further recommended reading at the end of each chapter is given to help in this process.

We will use the term Early Childhood Education and Care (abbreviated to the acronym ECEC) professionals when referring to ‘the reader’. This is the terminology currently used in Europe to encompass all those who work (or are students) in the early years sector educating and caring for children aged 0–8. It is our intention that this book will be relevant to all students and practitioners within this sector as it is our belief that there is a specific body of knowledge pertinent to all ECEC professionals.

In this first part, we will explore:

• some recent research evidence with regard to cognitive development and language acquisition from conception to 3
• the critical nature of these first years of life in relation to later development, learning and outcomes
• our understanding of the importance of play; how play-based approaches to learning can and should be extended beyond pre-school; and the importance of risk taking as part of play opportunity and learning
• two creative approaches for adults engaged in the care and education of very young children.

The first chapter, ‘Development from conception to 3 – new understanding’, considers some of the more recent research that is informing our understanding of how the child develops. This is considered in terms of the impact on later development and learning and how this in turn might impact on practice and provision for 3–8-year-olds. The chapter explores some of the increasing body of evidence that emphasises the importance of very early years to later learning and outcomes. It examines some of the very recent research into cognitive development made possible by the use of MRI scanning. It seems an important point to pause, take stock and explore the new understanding developing from this information about the connection between cognitive development and language acquisition in particular, which supports the need for earlier intervention – the earlier the better. This new evidence needs to be considered by students and early childhood education and care professionals in terms of the possible impact on practice and provision of education and care for very young children.

Chapter 2, ‘Play as active learning’, builds on the understanding that the importance of play from birth to 5 and the difference between free play and structured play is understood and explores why play opportunities, which are still not consistently offered to children, are withdrawn too early. It looks at how a play-based approach to learning can and should be extended beyond pre-school and be seen as ‘active learning’ rather than ‘just play’, or a reward for when ‘work’ is finished. The reader is encouraged to explore their own experiences of play, drawing on a Swedish research paper, as a basis for understanding attitudes to play as learning. The quality of play provision and the role and nature of adult interaction in children’s play is considered. In Scotland through the implementation of the Curriculum for Excellence, the aim is to smooth the transition between Nursery (3–5-year-olds) and Primary 1 (P1, first year of primary school, rising 6 years old) by adopting a play-based approach to learning and teaching in Primary 1. This part of the process began in earnest with the publication of the document Building the Curriculum 2 – Active learning in the early years (Scottish Government, 2007). The approach is very much along the lines of the Foundation Stage (DCSF, 2008), where the guidelines clearly call for well-planned play, both indoors and outdoors, as a key way in which to support young children’s learning whilst providing enjoyment and challenge, and particularly the approach taken in Wales in recent years (Welsh Government, 2002). The play-based approach to learning is also being promoted and extended beyond 5 in many other countries including Australia (Northern Territory Government, 2012). Some suggest that this will merely move the transition and create a ‘jump’ from Primary 1 to Primary 2 (rising 7 years old). It is important, if this is to be avoided, that all ECEC professionals not only understand the place of play in the curriculum but that they are able to justify and defend the approach to others, particularly parents.

Chapter 3, ‘Play and risk’, continues the discussion in Chapter 2 by discussing the importance of outdoor play, risk awareness and management and the impact of risk aversion on children’s access to and engagement with play opportunities. It considers how to create ‘places of possibility’ and why we should look at what happens elsewhere. It also considers a specific project and approach found in the Forest Schools initiative. The chapter explores the evidence that risk aversion is curtailing children’s experiences and learning, the debate around the importance of risk taking in children’s play, lives and learning and some opportunities to enable professionals to strike a better balance between protection and freedom. Evidence suggests that limited opportunities to take risks in childhood may have specific damaging effects in the long term, both in terms of physical and emotional health and well-being. This is the justification for looking closely at this issue in the chapter and looking for some ways for ECEC professionals to drive the dialogue and provide more and better opportunities for children in their care.

Chapter 4, ‘Creative approaches to teaching and learning – Kodály’, explores the use of the Kodály method of music education (a method devised by a Hungarian composer and used to teach children from babyhood in schools in Hungary). Before explaining the methodology involved in the Kodály approach, the question of creativity is examined and the importance of nurturing this in our children from the very beginning is established. The chapter draws on evidence and case studies from students on two post-graduate courses at the University of Aberdeen to examine the benefits to children of using the Kodály method. It looks at how Kodály impacts on learning across the curriculum, in particular in terms of language acquisition and how it can help establish and maintain quality interactions between professionals, parents and children. The benefits of training using Kodály methodology are promoted and ways in which the non-specialist can engage and adapt the basic underpinning principles to enhance practice are explored.

Chapter 5, ‘Creative approaches to teaching and learning – transient art’, explores the benefits of transient art projects (impermanent artwork such as playdough, finger paint, etc.) for children’s learning across the curriculum. This chapter develops the discussion about the importance of nurturing creativity from birth which began in Chapter 4 through examination of just a few examples of this approach in action. This exploration of an approach that might encourage the use of imagination, independence and creativity, with examples, will be used as a basis for discussion. This will be set against the ideas of those who feel schools are killing creativity, such as Sir Ken Robinson, whose work has already been explored in Chapter 4; along with the artwork of those such as Andy Goldsworthy and the approach taken in other parts of the world such as Reggio Emilia, which is explored in Chapter 12.

This chapter will conclude by identifying the opportunities for learning how to learn that creative approaches, such as transient art and Kodály, can help establish. These approaches are suggested as ways to establish a sense of self-worth from which children can develop better dispositions towards learning. We feel it is vital that ECEC students and professionals in their continuing professional development have an understanding of their vital role in establishing a positive disposition towards learning that will impact on the child’s ability to reach their full potential. The whole part should be viewed as a starting point for further study and discussion.

References

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Department for Children, Schools and Families (DCSF) (2008) Practice Guidance for the Early Years Foundation Stage. Available at: https://www.education.gov.uk/publications/eOrderingDownload/eyfs_practiceguid_0026608.pdf (accessed 27.07.12).

Northern Territory Government (2012) Play-based Learning. Available at: http://www.det.nt.gov.au/data/assets/pdf_file/0015/960/play-based_learning.pdf (accessed 24.07.12).

Scottish Government (2007) Curriculum for Excellence: Building the Curriculum 2 – Active learning in the early years. Edinburgh: Scottish Government. Available at: http://www.scotland.gov.uk/Resource/Doc/325191/0104856.pdf (accessed 27.07.12).

Welsh Government (2002) Welsh Assembly Government Play Policy. Available at: http://wales.gov.uk/docrepos/40382/40382313/childrenyoungpeople/403821/623995/play-policy.pdf (accessed 26.07.12).

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CHAPTER 1

DEVELOPMENT FROM CONCEPTION TO 3 – NEW UNDERSTANDING

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Keys ideas explored in this chapter

• new research evidence and current thinking that can inform ECEC practice
• the need for early years’ practitioners to be secure in their understanding of normative development
• factors from conception and through the first months of life that may...

Table of contents

• Cover Page
• Title Page
• Copyright Page
• Contents
• About the authors
• Acknowledgements
• PART 1 – Child Development and Learning
• PART 2 – The Child in the Socio-cultural Context
• PART 3 – International Educational Approaches
• PART 4 – The Developing Professional
• Index