Birth to three matters - Communities and Local Government

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Being CreativeYoung babies explore their immediateenvironment of people, objects andfeelings through all their senses.Babies quickly make sense of andrespond to what they see, hear, feel,touch and smell.As young children become moremobile, they express themselvesthrough physical action and sound.As children become more skilful inusing language and other forms ofcommunication,dance, music, 2D and3D art, they talk about, and share inother ways, the things they paint, drawand play with.Representing Through Mark MakingYoung babies discover mark makingby chance, noticing for instance thatfingers trailed through spilt juice canextend it or that a hand imprint remainsin wet sand.Babies imitate and improvise actionsthey have observed – a scarf is made tostand for a blanket or a skipping ropehandle for a microphone.As young children explore tools andmaterials they make marks to whichthey give meaning.Children begin to recognise somemarks and realise these meansomething to others.Parents and practitioners can observebabies and young children engaging inthe behaviour outlined in the lists aboveand reflect on the research informationprovided in the different sections of thechapter, which demonstrates the amazingcompetence, scientific exploration and‘sense making’ capacity of these ver yyoung people.SUMMARY OF KEY ‘MESSAGES’This chapter has reviewed research aboutchildren’s incredible competence inlearning – from birth (begun even beforethen,in the womb). The most important‘messages’ from this research are:-Babies seem to be tuned to learn from,with and about, firstly the people andthe cultural environment around them,followed by the material environment –they come into the world primed to becurious, competent learners.Play, in which the baby or child takesthe lead and makes choices, is a processwhich fosters cognitive development.Children ‘make sense’ of and ‘transform’knowledge, experiences and eventsthrough imaginative and creativeactivity.Language and thought aredevelopmentally linked, they eachdepend on and also promote thedevelopment of the other.101
Children’s developing memories anduse of narrative help them make senseof their lives.They want to share and express theirideas playfully through the ‘hundredlanguages of children’ (for example,dancing, singing, talking, ‘storying’,music making, painting, makingpatterns, building, model-making,‘animating’ puppets and other toys,dressing up, gardening, looking afteranimals, drawing, mark making – to listbut a few possibilities).Once again,the research points to thecentrality of positive relationships withparents and other key people in youngchildren’s lives.102 EDUCATIONAND SKILLS B I RT H T O T H R E E M AT T E R S
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AcknowledgementsThe authors and pub
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Relationships with other people (bo
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policies for families. So this lite
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etween three and nine years old whi
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0 - 8 months: Heads Up, Lookers and
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e a rliest ye a r s’ 1 , is the c
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distinguish between things, and tha
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Chapter 2Influential research and t
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THE ISSUE OF THEORIES AS CULTURALCO
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p a rt i c u l a rly in re l ation
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developed by Bereiter and Engelmann
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familiar settings. By about one yea
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child as learning and developing in
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are important to them,blanking out
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THEORIES ABOUT EARLY CHILDHOODEDUCA
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Chapter 3A Strong ChildIn the Frame
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A GROWING AWARENESS OF SELF AND THE
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( a d a p ted from Davies 1999 : 12
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them with an inadequate modelof rew
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However, even sensitive parents and
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It is preferable to have stabilityi
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Page 64 and 65: Chapter 4A Skilful CommunicatorThis
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Page 74 and 75: Karmiloff-Smith 2001: 183). Further
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Page 84 and 85: Chapter 5A Competent LearnerA Compe
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Page 88 and 89: still gave them biscuits, because t
Page 90 and 91: The importance of social interactio
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Page 102 and 103: Chapter 6A Healthy ChildA Healthy C
Page 104 and 105: FIGURE 1:SIX ASPECTS OF HEALTH (MEG
Page 106 and 107: It is only by being given oppo rtun
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Page 112 and 113: It has also provided useful insight
Page 114 and 115: FIGURE 2:SHORE’S (1997:18) CHART
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Page 124 and 125: of control through safe exploration
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Page 132 and 133: (Whipple 1999);training projects fo
Page 134 and 135: As we have found over and over agai
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Page 138 and 139: Chapter 7Conclusions and implicatio
Page 140 and 141: 1996; Pugh et al 1994; Smith and Pu
Page 142 and 143: Finally, in this review of the rese
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Page 146 and 147: Pre-school Program on Youths throug
Page 148 and 149: Bronfenbrenner, U. (1979) The Ecolo
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for intervention. In B.B. Lahey and
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children. In J. Bruner and H. Haste
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Fawcett, A. (2001) Special Educatio
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Grainger, T. and Goouch,K. (1999) Y
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Howes, C. (1987) Peer interaction o
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months Journal of Reproductive and
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Mandler, J. (1999) Preverbal repres
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Mo r s s, J . ( 1990) The Bi o l og
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Patel, P., Mendall, M.A., Khulusi,
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Roberts, H. (2001a) Fit or fat? Coo
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Singer, E. (1992) Child Care and th
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Teti, D.M.and Gelfand, D.M. (1991)B
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Issues in the Early Years London:Pa
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National Association for SpecialEdu
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PEOPLE FOCUSED continued/setting fo
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BIRTH TO THREE MATTERSPro Forma for
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184 EDUCATIONAND SKILLS B I RT H T
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