Acurriculum-based approach is not appropriate for the under-threes, claims a new report from the Scottish Executive reviewing more than 30 years of research on early child development.
The report, Meeting the needs of children from birth to three: research evidence and implications for out-of-home provision, by Professor Colwyn Trevarthen of Edinburgh University and colleagues, says children learn through their relationships with other children and adults, from developing their communication and expressive skills and by finding things out by themselves and through play with others.
While there are 'no universal principles about childcare that apply in all circumstances', the report says, 'the huge development and progress of the first three years needs to be met by changing learning opportunities and types of interaction'.
The report, published last week, is aimed at early years practitioners and policy makers. It identifies 'the kind of provision that will support well-being, companionship, shared understanding, and a sense of belonging, and facilitate development' at different stages of a child's early life.
Professor Trevarthen said, 'I was interested in trying to give as much information as I could on the needs of young children.' He stressed the importance of consistent relationships and interested company, as even very young children pick up on unsympathetic environments.
He also emphasised the role of parents, extended families and the community.'I'm very keen on childcare being linked to community care. Nursery care should be very much part of the community,' said Professor Trevarthen.
For babies under a year old, the report recommends consistent care from one adult or 'a very small number of adults'. Staff turnover and changes in carers should be minimised, enabling carers 'to form a warm relationship with the child and to respond sensitively to the infant's changing needs and preferences and developing pride in achievement'.
During their second year a child's ability to play imaginatively increases and they benefit from play with older children. Settings need to offer consistent relationships with adults who know them well, to encourage them in talking, imitative behaviour, discovery and pretend play. Environments should give opportunities to develop language, movement, musical enjoyment, rhyme and creativity.
Between two and three years children make great advances in social competence, co-operation, communication, language, thinking and memory, and can use drawings and stories to express their inventions, discoveries and beliefs. Practitioners should be aware of each child's stage of development and be sensitive to their sense of self-worth and achievement.
The report concludes that the quality of care outside the home 'can have measurable effects on pre-school children's attention, affection, communication, language, co-operation, timidity and aggression with adults and with peers'.
It says evidence is 'ambiguous' about the influence of daycare on social, emotional and cognitive development, but 'good quality settings do appear to be an effective resource for children from difficult or at-risk backgrounds'.
The report adds that daycare can be beneficial for children with behavioural difficulties, such as ADHD and for children with autism and disabilities. It can also help the development and learning of withdrawn toddlers with depressed mothers, giving them the chance to engage with responsive adults. Settings also have a role to play in providing support for depressed mothers and helping them develop a positive relationship with their child.
A summary of the research is published by the Scottish Executive's Education Department in Insight 6 and is available to download from www.scotland.gov.uk/insight . A printed version can be obtained by phoning 0131 244 0092.
