Supporting the development and progression of learning behaviours exists as a symbiosis with more distinct and descrete learning domains. Indeed, it is not possible for either to exist independently of each other.
In order to think creatively, for example, it is necessary for the appropriate knowledge and skills regarding the processes of expression and representation to be secured. Equally, having functional skills that are not used creatively render them ineffective and ultimately redundant. As these different aspects support, enhance and enrich each other, it builds a sustainable and potent model for a child’s progression and competence. This, in turn, naturally lends itself to a holistic and interrelated pedagogy, often moving seamlessly between and enabling both entities simultaneously.
Register now to continue reading
Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates. Why not register today and enjoy the following great benefits:
What's included
-
Free access to 4 subscriber-only articles per month
-
Unlimited access to news and opinion
-
Email newsletter providing activity ideas, best practice and breaking news
Already have an account? Sign in here
