‘The Best start in life part 2: the 3 prime areas of learning’, examines the factors that contribute to developing young children’s knowledge and skills in the three prime areas of learning in the EYFS – communication and language, physical development and personal, social and emotional development.
It follows on from part 1 which explored staffing, curriculum and pedagogy in the early years.
The latest research highlights how frequent interactions between children and adults are ‘fundamental’ to developing young children’s knowledge in the prime areas and says that high-quality interactions are likely to take place when:
- Practitioners are aware of what children already know and can do and respond accordingly.
- Practitioners know the curriculum they want children to learn in advance.
- All children experience enough planned and incidental interactions with adults to learn what they need to know.
It goes on to say that ‘high-quality interactions are not sufficient in themselves to guarantee that all young children will learn what they need’, and that leaders need to prioritise the prime areas in curriculum thinking.’
The final part of the research series will focus on the four specific areas of learning – literacy, mathematics, understanding the world and expressive arts and design.
Amanda Spielman, His Majesty’s chief inspector, said, ‘A strong foundation in the early years is crucial for children’s success throughout their education and beyond. The research clearly shows that early years practitioners who focus on the prime areas, and understand that every interaction is a teaching opportunity, leave children equipped with the tools they need to thrive.
‘I’d like to take the opportunity to thank practitioners for their hard work helping young children to catch-up on the learning and development they missed during the pandemic. I hope this review helps them in designing a curriculum that gives children the best start in life.’