Teaching and Learning in Early Childhood

Teaching and learning
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Teaching and learning in early childhood
Introduction
The government of today has given teaching and learning methods in early childhood
great significance. Many of the policies that are written about teaching and learning in early
childhood are often based on how to create a better experience between the teacher and the
learners (Irvin. & Carter, 2018). With the major reforms being aimed at creating an environment
where the neurological growth of the kids is ensured, children are well attached and confident
around their caretakers, a collaborative partnership between the tutors or the school and the kids'
families are in place for effective learning and Ensuring that the safety of the kids is guaranteed.
Researchers today continue to insist on the need for kids to participate in high quality learning at
an early age. This helps in the growth of their brains cells better and faster. This has significantly
increased the urge for parents to go looking for better quality education for their kids. This has
also seen different governments draft along with some policies that govern early childhood
education. Some of the issues discussed in the policies are the following.
Neurological development
Neurological development is the development of brain cells which usually happens from
birth to the age of at least five years.
Neurological development refers to in early childhood refers to the growth of brain cells
for an infant before and after birth, this is one of the most important periods in the lives of any
creature. This makes the early years of a child are one of the most important when it comes to
brain development (Davies and Trinidad, 2013). The pace at which the brain grows may be

determined by the environment in which the kids grow up. This includes the quality of their
childhood education, which influences their academic capabilities later in life. Due to its
importance, some countries have come up with policies that act as guidelines to ensure the best
preschool education that provides the best environment for the development of neurons.
According to an article by UNESDOC early childhood educators have a responsibility to ensure
that kids in their institutions are well taken care of. In Australia, although there have not been
many policies that control and govern early childhood education, there are acts in the law that
provide for guidelines for child development (Grajczonek, 2011). Through the early childhood
education (ECE), which is an organisation that aims at accessibility affordability and
accountability in the early childhood education, all tutors in the early education are supposed to
stick to the framework that mostly insists of learning by play. The Australian policies although
they do not directly mention neurological development in their framework, guidelines help for
good development of neurons. In America, the policies of early childhood education significantly
changed due to the heavy research that is being carried out. The major area of the research is to
enhance the growth and development of neurons for young kids at preschool. Since the
publication of Neurons to Neighborhoods, there has been greater participation in early childhood
as the stakeholders have taken the responsibility to better the education in preschool. One of the
policies that speak about the development of neurons in the US is The federal environmental
policy. In the UK through the early years’ foundation stage (EYFS) which caters for children
from birth to age five, has introduced several childminder agencies give training to parents and
childminders on the best ways in which to bring up a baby (Messenger, 2014).
Attachment-based learning

Child Attachment is the relationship between a child and an adult in their life. The major
importance of attachment-based learning Is that it creates confidence and trust between the kids
and their caretaker. The early childhood practitioners are required to understand the expectations
and developmental needs for the children (Dahlberg,.et al 2013 ). In Australia; the ECE
regulations provide that early childhood educators should be qualified to understand the needs of
the kids and help them to create confidence and trust during learning sessions. Researchers say
that children who are well attached to their caretakers are developing high self-esteem and know
that they are worth it. In America through the federal environmental policy and Neurons to
Neighborhood, state that in the early childhood education kids need to be attached to their
caregivers to enhance their need to explore. Kids are always born with very high curiosity but
this curiosity can fade away when they are not confident enough to explore their environment
freely (Gordon., & Browne, 2013). This is often caused by lack of proper attachment to their
caretakers. In the UK federal and state governments have stepped up to ensure that every kid gets
the proper preprimary education by increasing the number of schools in the country significantly.
This has helped kids to get more attention from their caregivers (Davis., & Elliott, 2014). This
will, in turn, help increase the confidence of kids as they grow up.
Collaborative partnerships
Collaborative partnerships in early education refer to the need for parents, teachers and
the whole community at large to come together in matters that affect their kids in early
education. Its importance is that it helps educators to communicate well with the kid’s parents
(Hunkin, 2018). It also helps create a discussion on how to better education in early childhood
(Vlasov and Hujala, 2017). In the UK, the state government has put the responsibility to ensure
that each and everyone in the community takes part in educating their children in early

childhood. This has enabled more participation in early childhood education. The collaborative
partnership helps provide high-quality education for kids in their early stages. In the US, research
has created a lot of participation especially from parents who are now looking for the highest of
quality education for their kids in their preschool education (Cohen, and Waite-Stupiansky,
2013).
The government has thus created policies to guide on how parents and teachers should
collaborate to better education in early childhood. In many countries, the collaborative
partnership is largely used in many days to day activities. It’s one of the very effective ways of
solving problems (Grabarek and Lanni, 2019). Its effectiveness is what has made the ECE
undertake it as a strategy for early childhood education.
Learning through play.
Learning through play is an educational and a psychological term that is used to describe
the art of how a child can learn and grasp materials better when they do it as they play.
Researchers acknowledge that play is one of the most effective ways of teaching kids, especially
in the lower grades (Rogers, 2011). This is because play is one of the most vital things for the
development of brain cells for a kid. It creates a strong foundation for the growth of a child in
terms of creativity, academic knowledge and intellectual growth (Singer, Golinkoff, and Hirsh-
Pasek, (2010).
Many countries have since adopted this kind of system for teaching and learning in the
early stages. In Australia, for example, learning through play is no new thing; it has been the
traditional method of educating in the preprimary (Petrella, 2013). It remains as the most used
style ion the country compared to the more instruction based system. ECE has always

recommended play-based learning in the country, the system itself is based on a model
scaffolding in which the tutor is keen on the activities that are going on in the play and provides
some encouragement to the children. In the UK play-based learning has been advocated in their
policies in the ECE guidelines it provides that children should be given a lot of time for
monitored play as it enables them to learn through experience (Suggate and Reese, 2012). The
UNICEF guidelines on early childhood states that play can transform the experience of learning
for children enrolled in preschool programs.
Child safety
This is a very wide topic that has been discussed in many cases in government policies
due to the weight that it carries. Child safety policies are geared towards providing cover for
children against any harm physically and even psychologically (Konner, 2010). Parents and
caregivers have the responsibility to ensure that children both in school and outside. In school,
the tutors should ensure that kids play in a clean place and wash their hands well with hand wash
to guarantee the health safety of the children. This creates the necessity to have caretakers who
are equipped with basic first aid knowledge in case of an emergency (Martin, 2011). In the UK,
UN peacekeeping, in conjunction with the federal government, has stepped up to protect children
that have known violence in their lives. They are at the forefront in fighting against child
exploitation and abduction. The same thing is happening in Australia and America, where
children rights have very strict guidelines on the safety of children from birth to adulthood.
Conclusion.
Proper early childhood education plays one of the. This is the reason why many countries
have started looking at early childhood education as a good investment for the future. Today

child caretakers are receiving recognition from their governments. Researchers are also doing a
big job to ensure that childcare and early education is made better and better every day. This is
the reason why many policies regarding preschool education guidelines are coming up. In the
21st century, the world has witnessed a big transformation in preschool education than ever
before and its starting to pay off. This calls for even more countries to join in and make the
future of our children even better.
References.
Cohen, L. and Waite-Stupiansky, S. (2013). Learning across the early childhood curriculum.
Bingley: Emerald.
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Gordon, A. M., & Browne, K. W. (2013). Beginnings & beyond: Foundations in early childhood
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