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- Babies are born learners,
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- and from their very first beginnings,
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- they develop and learn with all their senses.
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- Everything is new to them,
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- from what objects feel like,
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- in terms of shape, texture and weight,
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- smell, color, temperature,
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- to the space around them.
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- How their bodies can move through space.
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- What objects look like as they move.
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- To recognizing and anticipating
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- the central connections made with other people
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- through touch, facial expressions, gestures, and voice.
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- Yet within a few short weeks,
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- they understand a great deal about the world around them
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- and have begun to use complex skills
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- that will enable them to think in ways
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- that are uniquely human.
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- To see patterns and make links,
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- to wonder, to invent,
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- to make plans, to solve problems,
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- to weigh up alternatives and make judgments.
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- As they progress through early childhood,
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- they're also able to use abstract symbols
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- to represent, rearrange and communicate their thinking,
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- including using language.
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- I said up.
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- Okay, and then-
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- They have not just passively
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- absorbed knowledge and skills,
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- but have exercised agency
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- in driving their own learning.
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- But after her H,
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- O is like a circle.
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- Oh, okay.
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- This enormous power to learn rests
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- in particular ways
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- that babies and young children behave
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- in response to their strong motivations.
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- When they keep those same attitudes
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- and habits as they grow older,
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- they can become strong, motivated learners for life.
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- The three characteristics of effective learning
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- in the Early Years Foundation Stage
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- describe how children learn.
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- The more opportunities children have
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- to use these ways of learning
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- and feel the satisfaction of driving their own successes,
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- and the more adults recognize and support these in action,
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- the stronger they become.
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- Playing and exploring is a key characteristic.
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- It describes the active ways children
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- reach out into the world,
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- becoming engaged in experiences
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- as they follow their curiosity about themselves,
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- other people, what things are and how things work.
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- Through playing and exploring,
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- knowledge and competence grow,
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- and children can discover their autonomy to make choices
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- and direct their own activity.
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- Sometimes play involves finding out and exploring.
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- This might be seen in the interest a baby shows
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- in an object, using their senses to explore.
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- Playful open-ended activity without any particular goal
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- allows children to follow their curiosity as it arises.
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- At other times, a particular interest may lead to play
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- involving repetition, as children explore ideas
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- that currently fascinate them, perhaps in schema play.
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- Imaginary play is a particularly powerful way
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- that children develop deep understanding
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- of their experiences.
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- Keep it on mom.
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- Huh?
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- They are literally playing with what they know,
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- using pretense to act out their understanding
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- of situations and explore feelings.
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- They are developing the ability to think abstractly,
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- using an object to stand for something else,
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- as they represent their experiences through pretend play.
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- When they take on a role,
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- and particularly when they play with others
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- to act out experiences, they are learning to set rules
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- for how to behave, and following them
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- in order to keep the play going.
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- These are mine.
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- No, Ayam we have to share.
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- Telling mommy.
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- It's alright Tally, you can have some.
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- Can I be the sister?
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- Yeah.
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- And I'll be the mommy.
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- Now I'll get another sandwich and put there on top.
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- Then put another sandwich on top.
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- Play also supports children
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- developing a positive attitude to new experiences.
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- Being willing to 'have a go'.
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- The freedom within play gives children experience
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- of initiating their own activities,
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- embracing challenges with a can-do attitude,
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- and taking a risk with new experiences.
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- Welcoming new challenges is a mark of a strong learner.
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- Children are highly motivated to learn,
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- and interlinked with playing and exploring
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- is the characteristic of active learning,
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- which describes the ways children are motivated
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- to devote careful attention, energy and determination
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- to their activities.
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- When babies and young children
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- are deeply involved and concentrating in play,
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- interactions and activities,
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- they use energy and fascination
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- which support their ability to maintain focus
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- as they pay attention to details
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- and are not easily distracted.
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- At these times, a high level of learning can take place.
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- Active learning includes being resilient
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- in the face of setbacks,
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- keeping on trying when things don't go to plan.
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- Just like babies don't give up
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- when they can't walk at the first attempt,
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- children are persistent learners
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- who with the right support from adults
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- will continue to believe that try harder, longer
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- or in a different way will pay off in the end.
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- One more time, put your hands down.
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- Come on.
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- Very good.
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- And when they do have success in their efforts,
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- active learners enjoy achieving what they set out to do.
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- Their satisfaction comes from an internal feeling of mastery
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- that says, "I can."
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- It doesn't rely on other people to praise or reward them.
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- This is a mark of intrinsic motivation.
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- It comes from inside the person,
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- and is the source of deep and meaningful success.
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- I did it.
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- The third characteristic of effective learning
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- is thinking creatively and critically.
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- This is where children see and think in possibilities,
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- and become inventors, problem-solvers,
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- theory-makers and testers, and reflective learners.
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- Through their thinking,
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- children pull together all the ideas sparked
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- in their engaged and motivated experiences,
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- and build them into learning.
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- As they play or engage in playful planned activities,
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- children have rich opportunities for having their own ideas.
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- They can play with possibilities,
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- thinking creatively about questions like,
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- what if? Or what else?
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- and use their imaginations to play out scenarios
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- and find new ways to do things.
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- They become effective learners
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- through making links between ideas
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- and noticing patterns and sequences in their experiences.
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- Their developing thinking helps them use these links
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- to build theories about how the world
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- and the people in it work,
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- and to make predictions and test ideas
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- as they begin to understand cause and effect.
- 08:41
- Now you got sense of the other way.
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- On the side it actually curves.
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- That fills a really bowl's trick.
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- On the other way round, it works really well though.
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- It doesn't make so much of a faucet on that one, does it?
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- It does make a meaningful fill actually.
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- The teaspoon is really good, isn't it?
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- Only this and therefore it didn't work that well.
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- You're okay?
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- So, I'm gonna use an angel I made and I'll pipe-
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- In Working with ideas,
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- children get used to planning their approaches
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- to problem-solving.
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- Here 'cause it's right in.
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- What's gonna happen to the nail on this side?
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- Maybe it won't be able to.
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- Maybe, I'll do it differently.
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- I don't know.
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- I'm just worried about the nail sticking out.
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- They are increasingly
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- able to monitor their efforts,
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- to alter their plans when needed,
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- to discard ideas that didn't work,
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- and to review how well things went and what they learned.
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- Look at this. It's got the under layer on underneath.
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- I'll nail on that.
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- An extra layer on.
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- I wonder where did it go.
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- It's thicker, isn't?
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- Okay.
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- This critical thinking becomes more conscious
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- and under children's control
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- and is fostered through talking and thinking with others
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- to develop ideas together.
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- It still moves.
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- Adding one more nail.
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- As children embed these characteristics
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- of effective learning,
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- they will be establishing a solid foundation
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- from which to learn and flourish.
Links
| Birth to five matters website - guidance for the sector by the sector | Visit Link |
