Birth to three matters - Communities and Local Government

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Relationships with other people (bothadults and children) are of centralimportance in a child’s life.Babies and young children are socialbeings, they are primed to learn andcommunicate.Learning is a shared process.Caring adults count more thanresources and equipment.Schedules and routines must flow withthe child.The whole day matters;babies andyoung children do not split up theirlives into sections so neither shouldtheir adult carers.Children learn best when they are givenappropriate responsibility, allowed tomake errors, decisions and choices, andrespected as autonomous andcompetent learners.Children learn most effectively when,with the support of a knowledgeableand trusted adult, they are activelyinvolved and interested.Children learn best by doing ratherthan by being told.Children are competent learnersfrom birth.These principles are supported by researchevidence presented in this review.However, the resulting Framework steersaway from subject headings, traditionalareas of experience and distinctcurriculum headings and takes as its focusthe child. It identifies four Aspects ofdevelopment. These are:- A Strong Child;A Skilful Communicator; A CompetentLearner; and A Healthy Child. Eachof these Aspects celebrates the skilland competence of babies andyoung children and highlights theinterrelationship between growth,learning, development and theenvironment in which they are caredfor and educated.In this introductory chapter readers willfind:- information about the Framework‘Birth to Three Matters’ and the Aspectswhich form its basic structure; anintroduction to some of the issuesconcerning research and theory focusedon young children’s development andlearning;an outline of key researchconclusions on risk and resilience linkedto experiences in the earliest years; anda summary of key ‘messages’.Th roughout the text we have addedi l l u m i n at i ve anecd o tes about individualc h i l d re n ,o b s e rved by family membe r swho are both ex pe ri e n ced early ye a r sp ra ctitioners and re s e a rc h e r s. Some ofthese anecd o tes have been used to showt h at while re s e a rch can tell us much abo u tc h i l d ren and their capabilities in genera l ,t h e re are times when a child will asto u n dclose family members by what Ga rd n e r( 1993) called their flashes of bri l l i a n ce.In other wo rd s, we hope pare nts andp ra ctitioners will not only read the rev i ewwith inte rest but also with an open andc ri t i cal mind, re f l e cting on the ways inwhich the re s e a rch info rms and re l atesto their own int i m ate kn owledge andunderstandings about young childre n .7
For those who would like more detailabout the literature search process, theAppendix explains how the team foundthe reports on different pieces of researchand the kinds of information it seemedimportant to include. Following theintroductory chapter, there are five mainchapters to the literature review,containing the following:-a brief introduction to influentialtheories and philosophies concernedwith early childhoodinformation about research relatingto A Strong Childinformation about research concernedwith the baby and young child asA Skilful Communicatorinformation about research focusingon A Competent Learnerinformation about research onA Healthy Childand the review concludes with a furtherchapter providing some pointers aboutthe implications of the research forparents, policy makers, practitioners,trainers and researchers.The second chapter, which is anintroduction to theories and philosophiesexplains the ideas and thinking – ‘grand’or key theories – which have helped people‘make sense’ of what they believe to bepatterns in very young children’sdevelopment and learning. Thesubsequent chapters outline research,mainly that carried out during the last tenyears, and review research reports relevantto each of the four Components of anAspect of the Framework.RESEARCH,DISCIPLINES,ASSUMPTIONSAND VALUESOwing to the broad scope of thecomponents in the pack,and the numberof different disciplines, or areas of study,which inform the field of Early ChildhoodEducation and Care (ECEC) concerningchildren from birth to three, this literaturereview covers a huge number of fields ofknowledge, ranging from law, social work,health and medicine, to developmentalpsychology, linguistics, cognitive scienceand neurophysiology, policy studies andsociology. Such a review could also haveincluded other areas of knowledge, suchas historical studies of early childhood andchildrearing for example, because thesecould have provided insights into the waysin which our attitudes to and beliefs aboutyoung children and their place in societyhave changed, and, as a result, how theways in which we actually treat childrenunder three have changed. Societychanges over time and we can learn fromanalyses of these changes. However, toinclude all the fields and all the researchthat could be used would have resultedin an encyclopaedia,and taken far longerto compile than the time allowed.We can also learn from observations andex p l o rations of the ways in which peoplein other societies or co u nt ries tre at theirve ry young childre n ,w h at they be l i eveto be appro p ri ate provision for them and8 EDUCATION ANDSKILLS B I RT H T O T H R E E M AT T E R S
Page 2: AcknowledgementsThe authors and pub
Page 8: policies for families. So this lite
Page 12: etween three and nine years old whi
Page 16 and 17: 0 - 8 months: Heads Up, Lookers and
Page 18 and 19: e a rliest ye a r s’ 1 , is the c
Page 20 and 21: distinguish between things, and tha
Page 22 and 23: Chapter 2Influential research and t
Page 24 and 25: THE ISSUE OF THEORIES AS CULTURALCO
Page 26 and 27: p a rt i c u l a rly in re l ation
Page 28 and 29: developed by Bereiter and Engelmann
Page 30 and 31: familiar settings. By about one yea
Page 32 and 33: child as learning and developing in
Page 34 and 35: are important to them,blanking out
Page 36 and 37: THEORIES ABOUT EARLY CHILDHOODEDUCA
Page 38 and 39: Chapter 3A Strong ChildIn the Frame
Page 40 and 41: A GROWING AWARENESS OF SELF AND THE
Page 42 and 43: ( a d a p ted from Davies 1999 : 12
Page 44 and 45: them with an inadequate modelof rew
Page 46 and 47: However, even sensitive parents and
Page 48 and 49: It is preferable to have stabilityi
Page 50 and 51: something surprising and strangehap
Page 52 and 53: when someone else is upset or hurt,
Page 54 and 55: main factors enabling such self-ass
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demonstrate achievements - ‘Go on
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implications for siblings, which ar
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with friends fared be t ter than th
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Attending to external demands (such
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Chapter 4A Skilful CommunicatorThis
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elationships with close and protect
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adults and siblings around them. Th
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interactions and interchanges depen
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in the first 18 months. Depressed m
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Karmiloff-Smith 2001: 183). Further
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then language grows in a safe and f
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‘language’. However, there is m
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of his granddaughter Alice’s very
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For example, Eliot (just two years
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Chapter 5A Competent LearnerA Compe
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understandings was crucial. They sh
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still gave them biscuits, because t
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The importance of social interactio
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a fast-moving sce n e. When the pro
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exploratory and affective nature of
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with image (the image of a letter)
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in the literacy life of his three y
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Being CreativeYoung babies explore
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Chapter 6A Healthy ChildA Healthy C
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FIGURE 1:SIX ASPECTS OF HEALTH (MEG
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It is only by being given oppo rtun
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developmental psychology and earlye
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f rom such an approach can be t ter
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It has also provided useful insight
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FIGURE 2:SHORE’S (1997:18) CHART
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dysfunction is one of the leadinghy
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memory; synapses associated withexp
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cognitive development of the childr
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ejection - when it is primary - is
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of control through safe exploration
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greater risk) and girls halved betw
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et al 2000). Further, lone mothers,
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ecoming securely attached (Seifer a
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(Whipple 1999);training projects fo
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As we have found over and over agai
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disseminate effective practicerespe
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Chapter 7Conclusions and implicatio
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1996; Pugh et al 1994; Smith and Pu
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Finally, in this review of the rese
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meaning making. Paper presented at
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Pre-school Program on Youths throug
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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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