Early learning

From BluWiki

From the moment of conception - the fertilization of a female egg with a male sperm - the newly formed cell starts to divide and multiply and this constant doubling of cells becomes the fetus. Some of the milestones or moments of development and their approximate time of development are:

• 18 days - heart begins to beat
• 40 days - brainwaves can be measured with an Electronencephalogram
• 2 months - all body systems functioning
• 3 months - capable of hearing
• 4-5 months - baby can kick hard enough for the mother to feel it
• Some people believe that the unborn baby learns many things before birth
• 9 months - BIRTH !!!!

Birth is the start of your learning, from the first breath until your last.

General Principles:

• all children from birth learn through interaction with people and exploration of the world around them.
• the nature of development and learning is �holistic�.
• Parents and families are central to the well-being of the child.
• Relationships with other people (both adults and children) are of crucial importance in a child�s life.
• Learning is a shared process and children learn most effectively when, with the support of a knowledgeable and trusted adult, they are actively involved and interested.
• Children learn by doing rather than by being told.

3 pillars of learning:

1. self
2. others
3. environment

OR CENTRAL PILLAR OF SELF WITH OTHERS AND ENVIRONMENT FORMING A DOUBLE HELIX AROUND THAT PILLAR

Step 1: Heads Up, Lookers and Communicators (0 � 8 months) During the first eight months, young babies react to people and situations with their whole bodies. They are also competent in observing and responding to their immediate environment and communicating with those around them.

Step 2: Sitters, Standers and Explorers (8 � 18 months) During the period from eight to eighteen months babies� exploration of the environment becomes more intentional. Increasing mobility and language development enable them to find out and understand more about their world

Step 3: Movers, Shakers and Players (18 � 24 months) From eighteen to twenty four months, young children begin to show increasing independence and obvious pleasure in moving, communicating and learning through play

Step 4: Walkers, Talkers and Pretenders (24 � 36 months) From twenty four to thirty six months, children�s competence at moving, talking and pretending is more and more evident and they show increasing confidence in themselves and skill in making relationships.

A Strong Child � Me, Myself and I � Being Acknowledged and Affirmed � Developing Self-assurance � A Sense of Belonging A Skilful Communicator � Being Together � Finding a Voice � Listening and Responding � Making Meaning A Competent Learner � Making Connections � Being Imaginative � Being Creative � Representing A Healthy Child � Emotional Well-being � Growing and Developing � Keeping Safe � Healthy Choices

SELF ME MYSELF AND I

Realisation of own individuality � Growing awareness of self � Realising s/he is separate and different from others � Recognising personal characteristics and preferences � Finding out what s/he can do � Becoming confident in what s/he can do � Valuing and appreciating his/her own abilities Growing and Developing Physical well-being Including: � Being well nourished � Being active, rested and protected � Gaining control of the body � Acquiring physical skills Healthy Choices Being able to make choices Including: � Discovering and learning about his/her body � Demonstrating individual preferences � Making decisions

OTHERS Being Acknowledged and Affirmed � Needing recognition, acceptance and comfort � Being able to contribute to secure relationships � Understanding that s/he can be valued and important to someone � Exploring emotional boundaries � Gaining self assurance through a close relationship � Feeling self-assured and supported. � Being able to snuggle in � Enjoying being with familiar and trusted others � Valuing individuality and contributions of self and others � Having a role and identity within a group � Gaining attention and making contact � Positive relationships � Being with others � Encouraging conversation � The impulse to communicate � Exploring, experimenting, labelling and expressing � Describing, questioning, representing and predicting � Sharing thoughts, feelings and ideas � Listening and paying attention to what others say � Making playful and serious responses � Enjoying and sharing stories, songs, rhymes and games � Learning about words and meanings � Communicating meaning � Influencing others � Negotiating and making choices � Understanding each other Emotional Well-being Emotional stability and resilience Including: � Being special to someone � Being able to express feelings � Developing healthy dependence � Developing healthy independence Keeping Safe Being safe and protected Including: � Discovering boundaries and limits � Learning about rules � Knowing when and how to ask for help � Learning when to say no and anticipating when others will do so � Becoming aware of others and their needs

ENVIRONMENT � Making connections through the senses and movement � Finding out about the environment and other people � Becoming playfully engaged and involved � Making patterns, comparing, categorising, classifying Responding to the world imaginatively Including: � Imitating, mirroring, moving, imagining � Exploring and re-enacting � Playing imaginatively with materials using all the senses � Pretend play with gestures and actions, feelings and relationships, ideas and words Being Creative Responding to the world creatively Including: � Exploring and discovering � Experimenting with sound, other media and movement � Developing competence and creativity � Being resourceful Representing Responding to the world with marks and symbols Including: � Exploring, experimenting and playing � Discovering that one thing can stand for another � Creating and experimenting with one�s own symbols and marks � Recognising that others may use marks differently

RESOURCES: United Kingdom : [1]

MASTER PLAN: BIRTH

• Self
  • Physical
    • Movement
      • Gross Motor
      • Fine Motor
    • Senses
      • Sight
      • Hearing
      • Touch
      • Taste
      • Smell
      • Other 'Senses'
        • Balance
        • Sixth Sense
  • Cognitive
  • Emotional
  • Social

• Others
• Environment

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