The Way That Adults In Early Years Settings Organise, Support And Stimulate Learning, Including Working In Teams

The Way That Adults In Early Years Settings Organise, Support And Stimulate Learning, Including Working In Teams

Children develop in different ways reflecting on many crucial factors, such as parent involvement, their own families, cultures, the pace in which they learn equal opportunities, special educational needs, learning and teaching styles. Although all aspects of development are interwoven (Bredekamp 1992), my main focus will be on the learning environment for children, highlighting the key ideas and philosophies behind it. I will be discussing the significance of an effective learning environment and the impact this will have on a child holistically.

Lifelong learning starts at the moment we are born. The first six years of our lives are a time of unparalleled discovery. We learn about ourselves and the world around us. Our personalities take shape and we begin to lay the foundation of knowledge that will support us throughout the education system. Teachers are expected to be role-models for their students and to an extent for the community (Bredekamp 1997), beyond the school teachers are to set an example of good citizenship (S1.7)

A child's development is directly linked to its ability to interact with its environment. (Dodge 1992) Children develop an understanding of themselves through their interactions with events and materials outside themselves. These early learning experiences are crucial determining factors for emotional and intellectual development and will ultimately affect how well a child will perform in school and life (Bowman 2000).

All environments including the classroom have the ability to contribute to this process. One of the most important roles of the early year's specialist is providing this creative and stimulation within the classroom that children require, which encourages positive social interaction, active engagement in learning and self motivation to aid in the child's holistic development (Bickart 1999), making them active and experiential learners. This can be done through creating an environment which is bright, colourful, interactive, (Bredekamp 1992) kinaesthetically and aesthetically pleasing, using a wide range of interactive resources and displays. It is important not only to structure classrooms that are stimulating and encouraging, but to create competitive yet rewarding learning environments. The National Association of School Psychologists state 'that rewarding learning environments encourages motivational development' (Bredekamp 1992).

The environments that a early years specialist provide the children to experience in their early years of life are responsible for creating their understanding of many concepts, giving them spatial awareness, (DCSF 2008) educating their senses, nourishing their curiosity and encouraging their interaction. They promote the integration of learning experiences across the curriculum to help children make links between prior and new understandings (Bredekamp 1997).

The primary learning environment provides time and opportunities for children to experience and respond creatively to their world. The learning environment is social in nature, providing a secure and stimulating climate for all children. It provides times and opportunities for all children to take appropriate risks and to explore and investigate their world (Bowman ...