The inspectorate has published the final part of its Best Start in Life research, which focuses on what progress looks like for pre-school children in the four specific areas of learning - literacy, mathematics, understanding of the world and expressive arts and design.
The latest report highlights how the four specific areas of learning give ‘breadth and richness’ to the early years curriculum,and show how early learning is connected.
It concludes by stating that ‘early education is too important to be left to chance’, and highlights a number of points as ‘crucial’ elements of an effective early education, they are:
- The importance of considering curriculum content carefully: knowing what to teach and when to teach it.
- Knowledge is sticky: children learn new things by making links with things they already know.
- Different areas of learning require different ways of thinking about the curriculum.
- Developing executive function is crucial for all children.
- High-quality interactions with adults are vital.
- Interacting with children, to find out what they know and can do, is more useful than standing back and doing observations.
- Activities alone are not enough.
- Practitioners should make it as easy as possible for children to learn.
- Practitioners should avoid making tasks too complicated.
- High-quality early education benefits all children.
The report also quotes research from NDNA's Maths Champions programme, an early intervention programme that supports practitioners to assist children with their understanding of early maths and maths concepts.
'Early years practitioners deserve our gratitude for their hard work in making sure that every child gets off to the best start in life.'
Sir Martyn Oliver, His Majesty’s chief inspector, said, ‘A high-quality early education benefits all children, particularly the most vulnerable, and is far too important to be left to chance. Learning in the early years is fundamental to providing children with the tools they need to thrive throughout their education, and beyond. That is all the more important for children from disadvantaged backgrounds. If we get early education right for our most vulnerable children, we’ll get it right for all children.
‘Early years practitioners deserve our gratitude for their hard work in making sure that every child gets off to the best start in life. I hope that this research series helps them to consider what an excellent early years curriculum for all children might look like.’
Purnima Tanuku, chief executive of National Day Nurseries Association (NDNA), said, 'This detailed report aligns with so many other pieces of research about the importance of supporting children’s lifelong learning through high-quality early education and care.
'We are pleased that early education is now being given the political attention and investment it deserves but there is still a long way to go before it’s on a par with other parts of the education system. However, the rest of a child’s learning and development is built on what they learn in their early years so Government must maintain focus on improving outcomes with the right investment and support for this crucial sector.'
