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Principle 4: Learning and Development

A combination of the principles 1 to 3 results in the children’s learning and development. Children develop and learn in different ways. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.

Children’s play reflects their wide ranging and varied interests and preoccupations. In their play children learn at their highest level. Play with friends is very important for children’s development. At Throston we provide a range of contexts for learning which include role-play areas, dressing up, rehearsing new and familiar roles, etc. We promote learning through experience and allow for some adult involvement in play situations.

Children learn best through physical and mental challenges. Active learning involves other people, objects, ideas and events that engage and involve children for sustained periods.

When children are given opportunities to play using their ideas with a variety of resources, they soon discover connections, helping them to a better understanding of various situations which leads to new and different ways of doing things. Adult support in this process enhances their ability to think critically and ask questions.

The Early Years Foundation Stage framework is made up of seven areas of Learning and Development, which foster characteristics of effective early learning:

 

Three prime areas:

  • Communication and Language
  • Physical Development
  • Personal, Social and Emotional Development

 

Four specific areas:

  • Literacy
  • Mathematics
  • Understanding of the World
  • Expressive Arts and Design.

“Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and childinitiated activity”

“As children grow older, and as their development allows, it is expected that the balance will gradually shift towards more activities led by adults, to help children prepare for more formal

learning, ready for Year 1”

(Taken from Statutory Framework for EYFS, 2014)

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