Early Childhood Development and Learning

The provided assignment details focus on early childhood development and learning outcomes. The plan emphasizes the importance of children forming connections to their world, developing a strong sense of well-being, and becoming confident learners. It highlights various activities such as gardening, playing together, and group discussions that contribute to these outcomes. The document also references several studies and publications in the field of early childhood education, providing a comprehensive understanding of the topic.

Running head: EARLY CHIDHOOD DEVELOPMENT PLAN
Early Childhood Development Plan
Name of Student:
Name of University:
Author’s Note

1EARLY CHILDHOOD DEVELOPMENT PLAN
Table of Contents
Introduction:....................................................................................................................................2
Early childhood program:................................................................................................................2
The Early Years Learning Framework:...........................................................................................3
The “Reggio Emilia Approach”:.....................................................................................................4
Adopted program for early childhood setting:.................................................................................5
Proposed plan of action for the program:........................................................................................6
Learning outcome..........................................................................................................................11
How the environment of the plan supports this.............................................................................11
Potential scope of learning for children.........................................................................................11
References:....................................................................................................................................13

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Introduction:
The emotional, social as well as the physical growth of children who are young
adolescents or are in the verge of adolescence has a direct impact on the all-round growth in
regards to the full grown human or adult they turn to become. The understanding which they
need to invest in becomes hugely important for maximization of their well being for their future.
Neurological research has revealed the fact that the initial years play a very crucial role in the
development of the brain of the child. It is a natural phenomenon that the babies start learning
about the external environment from very early on in their lives. The earliest experiences of the
children including the bonds which they form with their parents and their early environment
deeply affect their future, the type of person which they ultimately grow to become. Therefore
the development of the children from their early ages is the most crucial from the perspective of
their development. Therefore it can be said that the initial time of a person’s life are the deciding
factors in his or her development (Ortlipp, Arthur & Woodrow, 2011).
Early childhood program:
A program on childhood that has a considerable amount of quality involves the mutual
participation of the families and the children as well as teachers in the planning and development
of the learning experiences that is meaningful for the children. At times when the children
become proactive and participate in the program, they become engrossed in that sort of play
which corresponds to their interests, abilities as well as their strengths or areas in which they are
the best. In order to ensure the proper development of the children there can be several ways in
which collaborative approaches can be applied for their proper growth and development. The

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utilization of their opportunities help the children in the investment of their passions which result
in fair and varied chance of curriculum activities (Bruder, 2010).
Active participation that is carried out with these young population refers to the
consultation with children in particular methods which are suitable and accurate in terms of
development for the child. It also demands for the requirements by the adults to facilitate the
children with fair chances in regards to the expression of their views. Adults should also make
sure that they listen to the children which proves that they are not only caring but also responsive
(Sumsion, & Wong, 2011).
The Early Years Learning Framework:
The “early years learning framework” refers to the concept of pedagogy as “Holistic
nature of early childhood educators’ professional practice” which covers socially those areas
which are in regards to building as well as the nurturing of relationships. There is also proper
discussion needed for the curriculum decision making, teaching as well as learning. At times
when the teachers are able to implement the relationships that carries a certain degree of respect
and care with the children along with their family members so that they can mutually work along
with each other. This is primarily done in order to facilitate the construction of curriculum a well
as learning experiences which are linked to the children in their individual regional contexts.
These experiences are responsible for the gradual expansion of the child’s knowledge as well as
their understanding of the world (Tickell, 2011).
There are certain approaches which reflect the range of practices which are related to the
development in initial education that is imparted in the childhood which are founded upon the
socio-cultural theories. This theory emphasizes on the vitality of the recognition of the child in

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different contexts. It also involves the collaboration with family and the community to which
the child belongs in order to facilitate the development of the childhood programs. The different
approaches which are mentioned in the early years learning framework include the “Reggio
Emilia Approach”, the “Emergent Curriculum approach”, “collaborative documentation”,
“collaborative conversations”, “Intentional teaching”, “consulting with children” and “The
Project Approach” among others. All the different approaches focus on the growth and
development of the learning of the child in the initial years. The particular approach which has
been chosen in this particular context is the “Reggio Emilia Approach”.
The “Reggio Emilia Approach”:
The “Reggio Emilia Approach” aims to particularly focus on the image of a particular
kid, the surroundings, family as well as the documentation. The curriculum is basically
constructed to facilitate the active participation as well as to monitor the learning of the children.
The child is considered to be capable as well as resourceful in this particular approach. The
uprising skills and the knowledge for the purpose of discovering and researching the external
environment is also given suitable importance (Vecchi, 2010). It is clearly stated in the approach
that “The development of meaningful relationships both within and between groups of children,
parents and teachers is central to the pedagogy of Reggio Emilia”.
This particular approach provides communities and the families living in them purposeful
methods to take part in the learning process of their child and also aims to redefine the roles of
the educator or the teacher concerned. According to Fraser and Gestwiki, “Children’s earning is
hired in reciprocal connections…to form a ‘a mutual community of learners amongst all
protagonists’”.

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It is therefore necessary for the educator for facilitating the supporting of the learning of
the children in order to make sense of what is happening in the surrounding environment. The
different nature of purposeful ways, which are utilized in observing and documenting the
learning of the children, that become an crucial part of this particular approach. This approach
has been responsible for the way in which educators have redefined the way of planning
children’s programs. It can basically be considered to be a collaborative process in which the
children and the families can be actively involved in the determination of the things which are to
be documented (Bruder, 2010).
Adopted program for early childhood setting:
The adopted program for the early childhood setting is “Learning through play”. This is
attempted to help the children develop their skills and their learning in their early years. The
program intends to make a dual development of the child in terms of teaching mathematics and
basic science along with the development of their capabilities of playing. This can be possible by
an outdoor as well as indoor planning scheme (Trawick-Smith, 2013). It is intended to devise a
plan such that the children can learn about basic plants and flowers from the outside environment
and also from the indoor playing activities about basic colours and basic number games. They
will also be able to hone their skills in basic mathematics and science. Playing is not difficult for
the children and therefore it is necessary for the teachers to ensure that they learn through the
common techniques of mathematics and addition by the games which they play (Peers & Fleer,
2014).
The physical outdoor and indoor space aims to provide
 A proper understanding of support and belonging

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 Mental balance and security
 Space
 Secured chances in regards to taking of risks
 Challenging circumstances
 Stimulation of resources and materials
 Experiences on the basis of the abilities and interests of the people
 Revelation of pictures which convey certain meaning to the children concerned
The well defined places which are learning environments for the children include
 Quality connections and interactions with the educators and the children
 Exploration and investigation of the surroundings
 Relaxation and activities related to learning
 Noisy and rough tumble play
 Small group activities and connectivity
Proposed plan of action for the program:
The “Learning through play” activity helps in causing the all-round development of the
children who are part of the program. The outdoor is a small garden comprises of several plants
and flower pots of different species. The indoor is a small playhouse which has a lot of different
activities which help in the all round development of the children in the place (Soler, & Miller,
2003). The indoor place needs to have abacus, colouring things, as well as different coloured
chairs for the children to sit, participate in games and interact. The children need to have friendly
and proper instructors who do not appear to be intimidating to them and help them prosper well.
The facilities outside include having slides, play area for the children, chairs to sit by the flower

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pots and identify the category of the flowers placed there. These all are included in the play areas
(Salamon, 2011).
The daily play time of the students will be divided into a time for indoor as well as
outdoor play. Interaction time with the other children will also be there separately for the
children. The instructors will also be present with them at all times to correct probable errors in
their speech which can arise at any particular time. Playtime also needs to be analysed by the
supervisors of the children so that they can identify how much they have been able to develop by
the playing as well as study activities (Black et al., 2017).
Figure: Children’s playroom

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Figure: Example of how the indoor children’s discussion room can look like
Figure: Example of how the garden can be converted into a place of study for the children

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Figure: Example of how a place can be informative as well as interesting for the children

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Figure: Children can be encouraged to serve their own food for themselves
Figure: the way how the children can use their voices to sing and understand animal sounds and
the utilization of their voices

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Figure: encouragement of children to participate in gardening
Learning outcome How the environment of the
plan supports this
Potential scope of learning
for children
First Outcome: children should
not suffer by identity crisis
The plan is focussed on ensuring
that the children sit together
indoors and discuss the different
aspects of their day with their
fellow mates
Children can learn to speak for
themselves and also have an
opinion on what governs their
day and their happiness.
Second Outcome: children form
a strong connection to their world
and actively
The plan focuses on outdoor
activities and also focuses on
gardening which helps them
connect to the world
The children can develop a new
hobby and can also learn the
importance of caring for the
environment
Third Outcome: Children have a
crucial sense in regards to well-
being
Group discussions and eating and
playing together helps them
understand the importance of a
group and never stay isolated
They become strong and
dependable individuals
Fourth Outcome: Children have
the required degree of confidence
and are informed learners
The presence of activities like
abacus, number games colour
books and information in the
gardens also helps them learn and
Children become better informed
and prepared for future
challenges

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inculcate more and more from
their surroundings
Sixth Outcome: Children are
good communicators
Group discussions and play
opportunities make the way for
effective communication of the
children
The children subconsciously
develop a strong mind with
debating capabilities

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References:
Black, M. M., Walker, S. P., Fernald, L. C., Andersen, C. T., DiGirolamo, A. M., Lu, C., ... &
Devercelli, A. E. (2017). Early childhood development coming of age: science through
the life course. The Lancet, 389(10064), 77-90.
Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their
future. Exceptional children, 76(3), 339-355.
Ortlipp, M., Arthur, L., & Woodrow, C. (2011). Discourses of the early years learning
framework: Constructing the early childhood professional. Contemporary issues in early
childhood, 12(1), 56-70.
Peers, C., & Fleer, M. (2014). The theory of ‘belonging’: Defining concepts used within
belonging, being and becoming—The Australian early years learning
framework. Educational Philosophy and Theory, 46(8), 914-928.
Salamon, A. (2011). How the Early Years Learning Framework can help shift pervasive beliefs
of the social and emotional capabilities of infants and toddlers. Contemporary Issues in
Early Childhood, 12(1), 4-10.
Soler, J., & Miller, L. (2003). The struggle for early childhood curricula: A comparison of the
English Foundation Stage Curriculum, Te Wha riki and Reggio Emilia. International
Journal of Early Years Education, 11(1), 57-68.

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Sumsion, J., & Wong, S. (2011). Interrogating ‘belonging’in belonging, being and becoming:
The early years learning framework for Australia. Contemporary Issues in Early
Childhood, 12(1), 28-45.
Tickell, C. (2011). The Early Years: Foundations for life, health and learning. An independent
report on the early years foundation stage to Her Majestys Governmentmedia. education.
gov. uk/assets/files/pdf/F/The% 20Early% 20Years% 20Foundation s% 20for% 20life%
20health% 20and% 20learning. pdf (17.12. 2011).
Trawick-Smith, J. (2013). Early childhood development: A multicultural perspective. Pearson
Higher Ed.
Vecchi, V. (2010). Art and creativity in Reggio Emilia: Exploring the role and potential of
ateliers in early childhood education. Routledge.