Progression in children’s development and learning
The early years of children’s lives are times of rapid growth and development.
Three-year-olds entering pre-school education will already have had significant learning experiences in the family and community and in various forms of provision for childcare and play. They are beginning to form friendships with other children, learning to take turns and share, and taking rapid steps towards independence in being able to look after themselves, in acquiring and using language, in physical and aesthetic development and in their knowledge of their environment. They need close and warm emotional support and interactions from staff and often practical help in their lives and learning.
As children progress, their confidence grows and their skills as independent and co-operative learners develop.
They are able to take decisions about their play, at times to initiate it and organise it, and to ask questions and find information. Their experience of a range of learning broadens. They become less reliant on adult support as part of their emotional, personal and social development and become increasingly interested in their friends. They become more able to imagine, concentrate, listen and talk for longer periods. They readily become absorbed in play. They need encouragement from staff to extend their skills, to persevere in solving problems and to widen the scope of activities.
Most children enter primary school as enthusiastic, independent learners who are used to making decisions, solving problems and initiating their own learning. They will bring a range of skills including early literacy and numeracy, and the ability to use these skills in engaging and concentrating during learning activities.
They will be eager for new learning to widen their experiences of people, places and nature, and to access and use the written word and mathematical activities, and they will be keen to demonstrate their capabilities in movement, art, music and much more. Many will respond well to stimulating teaching and learning which challenges their thinking. Staff need to build upon this by planning approaches to learning which reflect these enthusiasms, needs and interests.
For some children, progress is slower, and the kinds of learning activity and the nature and extent of adult support will vary to reflect their needs. Vulnerable children will need carefully judged support to help to overcome barriers to their learning. This may take place, for example, through a nurture group within the primary school setting. It will be important for schools and early education centres to work in partnership with a range of specialists from professional and voluntary organisations to provide additional support for children who need it.
Reflective questions
Reflecting on supporting progress in children’s development and learning:
- What steps do you take to ensure continuity of experience, learning and curriculum between home, the pre-school setting and the early years of primary school?
- How do you support children to build relationships and become accustomed to new environments?
- How do you plan an environment and climate where children feel safe and confident to tackle new challenges and take risks, and where trial and error are viewed as a normal part of the learning process?
- How do you decide what mix of activities is appropriate to meet the stage of development and learning of the children?
- In what ways do you provide an environment and ethos that encourages a positive sense of self and others, and respects diversity?
- What strategies do you have in place to ensure that where necessary, children receive appropriate help from external services and partner agencies?