Early Years Laying the Foundations of Learning

azoic days Laying the Foundations of LearningThe proviso of nurturing to children in their earliest age of educatehouse, prep to grade four, is well appreciate as being grand for an case-by-cases future conquest in program line and ontogenesis through and throughout life (Queensland political sympathies 2008 Dahlberg, Moss, Pence 1999).There is a convince amount of literature to suggest that the aboriginal old age of life ar a critical period, in which the reinforcing stimulused growing of children will lease long-term benefits (Australian Government a 2010). It is acknowledged that in the advance(prenominal)ish days of reading the knowledgeablenesss for aptitude and basic coping skills argon established which, in frolic stomach an establish on an individuals ongoing accomplishment, demeanour and wellness (Heckman, 2004 outfox 2004). These issues of scholarship and wellbeing of a child depend on their wad as an individual, as a member of their fa mily, community and wider society (Australian comprise of Family Studies 2010).This essay gives specific regard to these issues that back end make for a boylike persons t separatelying in the early days stage of discipline. It sets out to institute the complexity of early geezerhood, and highlight numerous jeopardize and protective factors which liquify to influence childrens acquisition. Some of these factors affect the break outment of forcible, cognitive, hearty and phraseology skills necessary for later in life (Early Life Foundations 2010 capital of Seychellesn Curriculum and sound judgment Authority 2004). This essay groups these issues into four areas of stage setting, these are child, family, environment and community. This essay overly gives critical examination of some(prenominal) current course of instruction documents and schooling resources which serve children in developing strong knowledgeableness for learning.Analysis of issues that back influence a young persons development at this stage of schooling and treatment of theoretical perspectives tie ind to childhood development and learningThe early historic period are a period in development where the brain and exchange nervous system grows and develops (Casey, Giedd, Thomas 2000). Both the environmental factors such(prenominal)(prenominal) as nurturing and natural factors such as family genes influence the development of children. The case of childrens set-back environments and the availability of appropriate experiences at the right stages of early long time issue are key factors in brain development (The Royal sisterrens Hospital, 2009). poor nutrition can as well seriously interfere with brain development(Glewwe, Jacoby King 2000 Queensland Government a 2010). There is considerable evidence showing fair to middling stimulation has measurable die brain function of those raised in less stimulating environments. Early stress on brain development can affec t learning, and memorably adversely, those children who experience acute stress in their early years are at a higher risk for developing a variety of cognitive, behavioural and emotional difficulties later in life (Glaser 2000 Van der Gaag, 2003).The early years are fundaments for the formation of intelligence, in the flesh(predicate)ity, complaisant behaviour and physical development (Aga Khan Development Net flex, 2007). Investment in the early years can result in significant returns, if children bulk as bring confident and enthusiastic for learning early on in life, they are more than likely to be better students (Van der Gaag, 2003).Child contextCurrent themes and trends in literature suggests that learning in the early years sets good foundations for learning throughout life and that children who have compulsory experiences in theses years have a greater chance of success (ACT Government 2010). This begs the question, what is success?Generally speaking what society wants roughly for its children is for them to be happy, healthy and successful (Early Life Foundations, 2010). Both happiness and health can be considered as straight forward, however success has numerous interpretations. It is wherefore important those involved in early childhood education contemplate upon what they deem success to be so as they can suppose what they want for children.Whilst children attain competence in numeracy and literacy, being skilled in other non scholarly facets, for example sport, may service of process children develop more holistically (Lewis 2008). There are subjects, which some considered non-studious, unimportant and which are non get aheadd or even recognised in schools. Yet some subjects signed with these stigmas plenitude with childrens ability to enjoy success and form bloods with others that are productive and enable them to learn how to communicate effectively (Lewis 2008). These aspects can constitute success as children learn to express t heir feelings and cope with challenges. given up that the early years of a child are comm unaccompanied associated as being the time of the intimately rapid development and learning, a mass of recognition and advancement documentation the significance of early years offerings exists (Department of educational activity and Early Childhood Education 2008,). The first example element of this, to be discussed, is the early years learning mannikin for Australia (Australian Government b). The framework has been designed with the notion that bingle of the master(prenominal) issues shaping early years schooling is how the students perceive themselves.As children physically develop they also develop personal interest and begin to bring into being their own identities and understandings of the world around them (Commonwealth of Australia a 2009). Fundamental to the framework is a plenty that childrens lives are characterised by the factors of belonging, being and becoming (Australian Education Union 2009). Whilst the framework recognises the importance of literacy and numeracy learnings it focuses vastly on childrens social development, namely sense of personal identity operator, come toedness and contribution to their world, strong sense of personal wellbeing, confidence and closeness (Strong 2004)Many curriculum documents and documents directly refer to childrens context, specifically individuals attributes and personalities, motivation, behaviour and health (Australian Curriculum sagaciousness and Reporting Authority 2010, capital of Seychellesn Curriculum and Assessment Authority 2010).One of the most convincing reasons for investment in early years development is that without it potential for educated human capital is reduced. because far research in this field has shown that investments in early years education are financially more efficient than remedial hold back programmes (Van der Gaag, 2003 Heckman 2004).When planning for education in the earl y years, consideration moldiness be given for how students learn and what they are capable of learning. Theorists ex stripped to us that in their early years children develop in a series of areas, including physical development, speech, social and emotional and children can show varied capabilities in each area (Genovese, 2003).Commonly planning and school programs are modelled on Piagets possibility, a four stage cognitive development possibleness which forgets part of the foundation for constructivist learning (Flavell 1999). Similarly early years schooling is largely molded by Vygotskys notions related to sectors of development.What a child can do totally and unassisted is a task that lies in what Vygotsky calls the zone of actual development (Kozulin 2003). Vygotskys believes that children enter this zone when they are able to successfully complete tasks independently (Kozulin 2003). Children can then apply this knowledge to new-found situations they may encounter afterward. Family relationships contextOf course to achieve autonomously, children compulsion to begin to learn with some assistance. This is where family and relationship context play a vital part in early years development. Children require stimulation and carry to aid their development and relationships fly the coop to affect virtually all aspects such development, counting social, emotional, physical, and behaviour (Commonwealth of Australia b).The quality and solidity of a childs relationships in their early years lay the foundation for a wide range of crucial later developmental outcomes. primarily these upshots are self-confidence, health, motivation to learn, the ability to self-manage problems and resolve conflicts in nonviolent shipway and ultimately having the skill to work up and uphold relationships. Put simply, relationships are coercive to robust early years development (The Benevolent Society 2010).Relationships connect children to their community in a way which help them to define their identity and what they can achieve, however, it should be noted that families expectations of children differ (Howes, 1999).Relationships between family members such as siblings can allow children in their early years to example duologue and skills for coping with disagreements constructively. For children the task of finding a balance between despotic and negative aspects of interaction with their family is a trait that can be transferred into childrens validating social development. On the other hand poor early relationships may be associated with adverse developmental outcomes. In this case children may trial to make friends and learn how to work cooperatively with others influencing their early years learning.For some children there lies an expectation for verbally communicate to take place in their home setting. This occurs for a range of reasons, such as describing events, responding to questions and participating in family discussions (ref). All of thes e proficiencies are alike those in school settings. Other the contrary, children not concerned with school-like experiences at home may not use language to complete tasks and may have many experiences without surrounding them with discussion.Through the theory work of Vygotsky and also that of Jerome Bruner, the idea that early years learners need scaffolding was taken on. This means that those involved in the education of early years students should be attuned to the interests and learning requirements of students. Given this students are able to move more and more to higher levels of development. Scaffolding, like any approaching in instruct, can be advantageous and disadvantageous for learners. This is because when the theory of scaffolding in put into practice there is potential for the zone of development to be estimated inaccurately (State of Victoria 2007)Relationships with parents are also a significant component of early years development and consequently parents are oft en viewed as ongoing advocates for their children. Teachers allying the Reggio genus Emilia consider parents as the first teachers of children and then this schooling theory involves parents in all aspects of the curriculum (Cadwell, 1997).Environment contextThirdly, learning contexts, such as informal home learning environments and formal schooling play important parts in early years development (ref). paying environments that promote optimal early years development greatly increase the likeliness of better education outcomes and health at bottom and subsequent to schooling.Many theorists put forward to the environmentalist perspective of development, believing that learning and behaviour of early years learners are reactions to their surroundingsDue to this the scheme of learning environments is key to Reggio Emilias early years philosophy. The significance of the environment follows the belief that children can be aware(p) of their world through situations which contain t houghts and miscellaneous ways of expressing them. In a Reggio Emilia setting, groups of children stay solely with a teacher for three years, in turn, this creates a constant environment without pressures of forming further relationships.The constructivist perspective of development has been exceedingly developed by several theorists, namely Piaget, Montessori, and Vygotsky (NCREL, 2010). Even though their work differs, there is an overall consented belief that development occurs when early years students relate with those and the environment surrounding them (NCREL, 2010 Centre for Child Development 2010).Today, many parents politic believe that children are not ready for early years schooling unless they aquire the talents of reciting the alphabet, counting, and rightly follow basic instructions.Another common belief is that children are ready for the early years stage of schooling when they can appropriately respond to their environment, i.e. follow rules and directions and e xhibit a proper code of behaviourWhen early years students encounter difficulties in learning processes, they often are labelled as having learning problems and are monitored in classrooms with curriculum customised to catch their behaviour. On the other hand, some theorists advise changing classroom settings to help the children address difficulties.Bronfenbrenners theory describes the environment as having layers, each playing an effect on a childs development. Bronfenbrenner sees the volatility of families as having potential to be a destructive force in early years development and therefore believes that childrens primary relationship needs to be with someone who can provide a sense of care permanently. This theory has dire implications for the practice of teaching. For teachers this theory has implications as it necessitates teachers to provide stable, long-term relationships.Teachers organise the learning environments, they consider how the environments organisation stimulate s children and enable them to work most effectively. Effective learning environments are purposefully constructed to aid childrens holistic development.Community contextLastly the community context relating to the environment in which children live, including resources and opportunities, community values, and protection adversely impact upon the development of early years students (Government of South Australia 2007).During early years, childrens identities, knowledge, understandings, capacities, skills and relationships change, these are influenced by events and conditions. By means of correlations with communities, teachers are capable of enhancing their understandings of their students and how curriculums can match their learning and developmental needs. By working with communities, teachers can also form environments for learning which cover childrens social and cultural existence.The Reggio Emilia way of thinking pays attention to such various points of view along with the nee ds, interests and abilities of early years students. Perhaps the most trying aspect of this theory is that teacher must trust students to be interested in appropriate learning and be confident they can teach in response. This philosophy also assumes that parents will be proactive in joining their childs education.Critical examination of current curriculum documents that bear on to this particularstage of schoolingIn recent times a more apparent comprehension of the ways in which children learn and develop has emerged. Within Australia the recognition of the importance of the early years is also reflected in the development of curriculums. There are many aspects to be considered when planning for teaching and learning in the early years and many theorist have had strong influences in the field of planning. Given child, family, environmental and community contexts contour line children lives in the early years stage of schooling, curriculum documents ought to value these attributes. The lecture of developmentally appropriate learning should therefore occur accordingly.In Australia there exists a diversity of backdrops for childhood upbringings including urban and rural living as well as multiple care experiences and contact with various social and cultural customs (Petriwskyj, A 2010).There are numerous documents gettable to provide teachers with a framework for interacting with children, planning, assessing and reflecting on an effective early years curriculum. Today the most commonly used methods of introducing curriculum driven outcomes in schools is the development of new resources and guidelines. In effect, these methods lead to a surplus of products which consequently can fail to bridge cyberspaces or engage students and school communities. In effect to suppress the duplication of poor quality education resources, teachers invention unit and lesson plans must understand the importance of alliance building in order to achieve solid educational outcom es without squandering time in re-inventing the wheel.The development of early years curriculum needs to be aware(p) of diversity of children and families it aims to be inclusive of (Government of South Australia 2007). . Curriculum makers need to also cater for institutions that follow differing philosophies such as Reggio Emilia, Steiner, and Montessori.Rather than preparing blanket approach frameworks which cause school staff to squeeze through circles, future curriculum documents should acknowledge that implementation of a framework in should be whimsical to its setting.With this is mind curriculum documents that pertain to the early years stage of schooling could instead focus on how learning can take place, fence to what has to be learnt.Where current curriculum documents are complex and often bombastic, plain language could be invoked. One crucial element of beneficial early years education is the involvement of the school community, i.e. parents and teachers for students learning. Without the typical education patois which can be difficult to decipher parents and teachers alike may better understand core curriculum documentation.The support of early years learning settings in a community, from parents could be achieved by making primary school hubs. By moving away from a model of service provision, towards a holistic approach, programming could be further based on the individual needs of children.Formulation of teaching and learning strategies, including resources that assist inteaching this age group.Educators use a wide scoop of strategies to pull together, detail, order and give detail of what they gather to assess the learning of early years students. In recent times approaches to assessment also analyse the many learning strategies that early years students use, these embroil inquiry based learning and learning by play (Gorden, n.d).Some parents and educators recognise play as a valuable component for learning as it provides opportunities for children to not only explore learning but also to transfer learning from one situation to another. Play is also thought to provide valuable perimeters within which teachers can gauge and scrutinise learning (Australian Government Department of Education, habit and Workplace. 2009).For play based learning, resources that reflect childrens interests can be provided to stimulate and support engagement in recreation (Kennedy). Resources which permit unrestricted use such as cardboard boxes or blocks promote imagination, originality and manipulation of common concepts (Wood Attfield 2005)The Early Years Learning Framework, developed collaboratively by Australian State and soil Governments, has a set stress for play-based learning as an important medium for early years learning. The framework describes the principles, practice and outcomes essential to support and promote early years learning (Australian Government 2010).Complementing this resource are various websites which look at early years development and unpack support and education information. Delivering resource packages of audio, document, image, video and interactive software is the Australian Government body Department of Education and Early Childhood Development (State of Victoria 2007). Via its FUSE (Find, Use and Share Education) website the department supplies resources, agendas, guidelines and professional development that caters for chat, contribution, identity, learning and wellbeing of early years children (Australian Institute of Health and Welfare 2008) but resources including an Educators Guide is being prepared to encourage the carrying out of the Early Years Learning Framework, additionally Professional Support Coordinators and Indigenous Professional Support Unit networks across Australia are able to deliver assistance and support its implementation (Australian Government, 2010).Resources designed to assist teaching of early years classes must be focused on promoting life-long learne rs. Monitoring and assessing are also intact part of curriculum finis making. Strategies teachers can use to that support childrens learning include providing feedback to children on their progress during learning experiences, reflecting with children about their learning, and keeping the network of those involved in a childs learning informed. Means for implementing these strategies can include the selection of work artefacts for inclusion in folios, writing in communication diaries, reporting in newsletters (Australian Government Department of Education, Employment and Workplace 2009).The inclusion of early years students in assessment processes can help build a view of why this learning is considered valuable. This strategy allows children to become more aware of their own learning and empowers them as they continue to learn.ConclusionGiven the diversity of children in early years settings, learning experiences differ we need to cater for children from various social background s as well as their emerge interests and likings they foster.To help lay strong foundations for early years students to succeed, this essay has demonstrate how we can draw upon theoretical perspectives related to learning. Although it notes theory without execution is inefficient.It is mum that success, health and wellbeing can all stem from the early years of childhood. In knowing this, we as teachers can focus upon our interactions and find opportunities to be creative and imaginative and allow children not to be rushed through their early childhood years. Another key components that is used for curriculum decision making in the early years phase of learning is the boldness suitable learning environments of which is developmentally appropriate for children. Investing resources to support children during their early years of life brings long-term benefits to them and for society as a whole.