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Early years can’t be left to chance
Ofsted released a report that analysed what progress looks like for pre-school aged children across the four specific areas of learning.
The four areas of learning are:
- Literacy,
- Mathematics,
- Understanding of the world and,
- Expressive arts and design.
The inspectorate’s final part of its ‘Best start in life part 3: the 4 specific areas of learning’, research highlights how the “areas of learning give breadth and richness to the early years curriculum.”
Practitioners need to understand how children develop and learn, so they can plan ahead in the next steps of learning. “Teaching in the specific areas should also offer children opportunities to develop their executive function skills, which are one of the best predictors of a child’s later success,” Ofsted stated.
According to the inspectorate, key indicators of an effective early years education include:
- Interactions between children and adults that are high-quality, including both caring interactions and those promoting children’s thinking.
- Carefully considering what we teach our youngest children so that adults can make the best use of available time.
- Helping children learn new things by making links with things that they already know.
- Developing a child’s executive function, such as a child’s ability to hold information in their working memory and work with that information, is not left to chance.
- Setting out activities that children might experience is not enough. Practitioners ensure that learning is not left to chance and that all children have the support and guidance they need.
Purnima Tanuku OBE, chief executive of National Day Nurseries Association (NDNA) said: “This detailed report aligns with so many other pieces of research about the importance of supporting children’s lifelong learning through high-quality early education and care.
“Focussing on key areas like communication, maths, creativity and personal, social and emotional development this report underlines what we know is vital for our youngest children. It is the knowledge, skill, experience and care of the practitioners around them which gives children the best start in life.
“The report also quotes research from NDNA’s Maths Champions programme, an early intervention programme that supports practitioners to assist children with their early understanding of maths and maths concepts. This early learning has long-lasting effects which stay with the children well into primary school.
“It’s more important than ever, with so many younger children accessing nursery places, that early years practitioners are recognised and valued to make sure we keep the amazing staff we have and attract high quality candidates into the profession.
“We are pleased that early education is now being given the political attention and investment it deserves but there is still a long way to go before it’s on a par with other parts of the education system. However, the rest of a child’s learning and development is built on what they learn in their early years so Government must maintain focus on improving outcomes with the right investment and support for this crucial sector.”
Sir Martyn Oliver, His Majesty’s Chief Inspector, said:
“A high-quality early education benefits all children, particularly the most vulnerable, and is far too important to be left to chance. Learning in the early years is fundamental to providing children with the tools they need to thrive throughout their education, and beyond. That is all the more important for children from disadvantaged backgrounds. If we get early education right for our most vulnerable children, we’ll get it right for all children.
“Early years practitioners deserve our gratitude for their hard work in making sure that every child gets off to the best start in life. I hope that this research series helps them to consider what an excellent early years curriculum for all children might look like.”
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