3 Principles of Early Learning (16/6) -- Preschool Methods

3 Principles of Early Learning The principles below draw on contemporary theories and research evidence that support early childhood education practices that are focused on children’s optimal development, and encourage joyful and engaging approaches to learning in the context of Nova Scotia’s Learning Goals for children from birth to eight years old. These principles reflect what we know about how young children learn and develop. They are relevant to children of all abilities and cultural backgrounds, and may be applied to all types of educator programs and settings. Nova Scotia’s principles of early learning include: - Play-based Learning - Relationships - Inclusion, Diversity, and Equity - Learning Environments - Reflective Practice Play-based learning Research on the brain demonstrates that play is a scaffold for development, a vehicle for increasing neural structures, and a means by which all children practice skills they will need in later life.[1] In July 2012, the Council of Ministers of Education Canada unanimously endorsed the importance of play-based learning for children. Citing evidence on the importance of play, the Ministers agreed that: When children are manipulating objects, acting out roles, or experimenting with different materials, they are engaged in learning through play. Play allows them to actively construct, challenge, and expand their own understandings through making connections to prior experiences, thereby opening the door to new learning. Intentional play-based learning enables children to investigate, ask questions, solve problems, and engage in critical thinking. Play is responsive to each child’s unique learning style and capitalizes on his or her innate curiosity and creativity. Play-based learning supports growth in the language and culture of children and their families. [2] Play provides opportunities for children to learn as they discover, create, improvise, and imagine. When children play together, they create social groups, test out ideas, challenge each other’s thinking, and build new understandings. In play, children also experiment with the world, discover how things work, and learn to interact with others. Play provides a context for learning that is freely chosen by the child, and allows for the expression of personality and individuality. Educators understand that when they observe and document children’s play, they discover children’s interests and abilities, and assess their development and learning. Play promotes positive dispositions toward learning, by providing supportive environments where children: - build competencies in all areas of development - ask questions - solve problems - expand their reasoning skills and engage in critical thinking - build language and communication - negotiate with others - resolve conflicts - enhance their desire to know and to learn Educators take on many roles when playing with children and use a range of strategies to support learning. They engage in sustained s