Currently there is a great deal of interest in supporting three-, four- and five-year-olds as independent learners and promoting active thinking skills in primary and secondary school children. There is also concern about what happens to young children when their early experiences of learning are highly structured by adults and they have minimal choice over activities that are supposed to promote their development.
I have seen some excellent practice with under-threes that truly reflects one of the principles within Birth to Three Matters: 'Children learn when they are given appropriate responsibility, allowed to make errors, decisions and choices, and respected as autonomous and competent learners.'
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