Every child is a unique child. Children learn and develop in different ways as a result of their own individual needs. Every child will learn and develop at different stages of their life all of which are dependent on the opportunities to interact in positive relationships and enabling environments (Development Matters 2012). As the Early Years Foundation Stage Framework (EYFS) (2014) states, all children deserve the best possible start in life and the support that enables them to reach their full potential.
The seven areas of learning and development are fundamental to allow children to flourish and achieve anything they set their minds to. They are divided into two main areas; prime areas and specific areas. Bruce (2010) claims all prime and specific areas are linked and vital to develop a child’s skills and knowledge to be able to cope with the demands of everyday life. I also agree with Bruce’s viewpoint.
I believe the prime areas set the foundation for all learning and development which is crucial for a child’s success in life. For example, developing a child’s communication and language skills will enable them to effectively listen, understand and communicate with others. This is a valuable and essential life skill which enables people to successfully convey messages. As Greene and Burleson (2008) highlight, the ability to create and maintain a social, interactive lifestyle depends on how well we communicate. Likewise, I believe the specific areas of learning and development, such as literacy and mathematics, enable children to grow as independent, motivated and successful learners. For example, having the knowledge and understanding of numbers enables children to make phone calls and calculations. Therefore, exposing children to challenging purposeful experiences in all of the areas of learning and development is fundamental to build on what children already know and what they can do.
Effective learning in the EYFS features three main characteristics; playing and exploring, active learning, and creating and thinking critically. All three characteristics encourage curiosity, persistence and creativity. Providing children with a stimulating enabling environment which focuses on allowing them to experience rich, multisensory activities through positive relationships is essential to enable them to grow as independent learners (Hallet 2013).
By playing and exploring children will develop their interest in discovering new things and taking risks. Teachers can encourage them to explore, try new activities and judge risks for themselves (Development Matters 2012). Through the use of active learning, children will be motivated to keep on trying when challenges arise. This will increase their confidence when achieving what they set themselves. Giving children to opportunity for creating and thinking critically within the classroom environment is also crucial. This can be done through the use of discussion and encouraging open-ended thinking.
I believe the characteristics of effective learning have an impact on classroom practice. Implementing these characteristics into classroom practice through a vast range of activities will have a positive effect on the quality of teaching and learning. I believe it will provide an accessible and flexible environment for all children, full of rich experiences which will trigger children’s curiosity and involvement in their own learning. As Broadhead et al (2010) state, effective learning through play is an integral characteristic which when used correctly in classroom practice can be essential to develop children’s competence, well-being, and love for learning. However, Wood and Attfield (2005) argue that although there are many benefits when implementing the characteristics of effective learning in the classroom, practitioners continue to struggle with their provision.
Reggio Emilia is a curriculum approach to early childhood education which was started in the villages around Reggio Emilia in Italy after World War2. It is an approach which values the child as curious, capable and resilient. The approach highlights the importance of the environment as the ‘third teacher’, and the collaboration and interaction between pupils, teachers and families to enrich children’s learning experiences. As Rinaldi (2006) states, a Reggio Emilia approach is a system which is designed to connect all children, teachers, and families to ensure learning is a spiralling progression.
I believe a Reggio Emilia curriculum approach is an inspiring and exceptional learning approach which addresses the needs and interests of all children. It provides a balanced and exciting curriculum based on individual, group, child-led and teacher-led activities. The approach recognises the environment as the ‘third teacher’. Similarly, the EYFS (2014) highlights the importance a rich and diverse environment has to support children’s learning and development. As Thornton and Brunton (2007) state, a Reggio Emilia approach enables children to learn alongside practitioners by exploring both the indoor and outdoor environment. Therefore, teachers must offer children an environment which is stimulating and allows independently supported learning to occur. Additionally, a Reggio Emilia approach is influenced by the interests children bring to life within the school. In contrast, the EYFS (2014) follows a specified learning framework.
My ideal curriculum would consist of the four features highlighted above. I believe an ideal EYFS experience should develop each and every child through their own ways still keeping their own identity as unique individuals. As Morrison (2010) explains, a child-centred education will enable children to grow and develop in their own manner across all areas: socially, emotionally, physically, linguistically and intellectually. Dewey (1959) highlights the importance of developing the whole person.
I also believe children should have an active part in their own education and development. Being involved, making choices, taking responsibility and hands-on learning is fundamental in my ideal curriculum as I believe it is one of the best ways to develop a child’s knowledge and skills. Isaacs (1971) explains the importance of giving children responsibilities in order to best facilitate their development. Her theories are child-centred and expanded on the work of other theorists such as Piaget. Isaacs’s theories are similar to that of Piaget (1936) as they both emphasise, a feature which in my curriculum should be kept at the heart of the EYFS experience, the importance of interaction and learning by doing.
Ensuring the curriculum is highly influenced by the importance of interaction and choice is essential. I believe children develop at greater levels when there are both, interaction and choice in their learning. A teacher should be aware of their practice and how it is supporting interactions with pupils. In conclusion, my ideal curriculum would be focused on providing children with a range of experiences to develop their confidence to direct their own learning.
Brain development is fundamental. Research shows how brain development at a young age has an effect on later stages of life. As the DfE (2011) highlights in Tickell’s review, brain development in the Early Years Foundation Stage (EYFS) is essential to form the foundations of the learning and development of a child’s communication and language development, physical development, and personal, social and emotional development. Developing the brain as a whole by ensuring it is being stimulated through the exposure of speech and interaction will enable connections in their brain to form.
I, therefore believe, that the EYFS setting has an important role in the brain growth of a child. By providing children with a range and variety of opportunities and experiences they will be able to further develop the neocortex part of the brain. As Mustard (2010) explains, the brain is shaped by the experiences a child lives which affect the function of neurobiological pathways. Therefore, I believe it is imperative that an early years setting is designed to ensure there are plenty of opportunities for connections in the brain to be formed. This can be achieved by incorporating movement as a key feature within the learning environment in order for left-right connections in the brain to form. As Sousa (2012) highlights, the brain communicates within itself between both the left and right hemisphere. Movement is imperative to allow all these connections to be made in order to learn.
I also believe that the environment children are in has an enormous effect on their brain development. Research shows that those children who are doing well, coping and developing at faster rates are those who are happy and feel safe in their learning environment. Furthermore, Lewin-Benham (2010) expresses how supporting and guiding children’s learning also has effects on healthy brain development. Similarly, Whitebread (2012) states the importance supporting a child, and the learning environment in their first years of life has in order for them to have positive outcomes later on in life. In conclusion, children’s experiences in the EYFS should provide plenty of opportunities to ensure the brain is kept stimulated whilst building on the three prime areas of learning.
Without a secure foundation of the prime areas of learning children will have great difficulty with everything else.