Learning in the Early Years

Learning in the Early Years

We learn when we recognise a reason to learn
At Home: Children learn at home by what they see others do. They are surrounded by examples that arouse their interest. They enjoy doing what others do. They see a need to learn to communicate, express desires, feelings.
In the Early Years Classroom: Teachers discuss with children the purposes for learning. They encourage them to talk about what they need to learn, have learnt and how they can use this knowledge. By talking over daily schedules they clarify learning intentions. They consider each child as an individual, exploring their interests and recognising their learning needs.

We learn when we are actively involved
At Home: Children are never still - walking, talking, climbing, building, practicing over and over. They demonstrate their desire to be independent by saying things like 'I can do it', by not wanting to hold hands, making their own choices and asking questions.
In the Early Years Classroom: Children can be observed reading, writing, drawing, working alone and with others as a whole grade or in small groups. They share the use of equipment, moving about the classroom, working with others and extending experiences to outside the classroom.

We learn when we are supported by models or demonstrations by others
At Home: Children see parents and family members reading, being read to, talking about books together. People may be seen to read books for information, follow directions for games. They observe people having reasons to write. They recognise others at play and in work roles.
In the Early Years Classroom: Teachers read to children and may match them with more experienced children for buddy reading and in shared reading. Shared writing sessions, author studies and charts on display provide demonstrations of how and why others write. Text models are provided through published books, class developed texts and the work of other students. Listening to books read on tape reinforces demonstrations. Teacher themselves can be seen reading and writing for their own purposes.
We learn when we have the tools and resources we need
At Home: There may be pencils, scissors, crayons, books to read, paper to write on, games to play, a safe area in which to play, bookshelves, a desk, a computer, a place to store materials, and others to assist.
In the Early Years Classroom: There are books that children are able to read, pencils, crayons, publishing materials, learning centres, dictionaries, word lists, working areas and quiet areas, a listening post and tapes, computers, games for practicing what has been learnt, and others to assist.

We learn when we have opportunities for repetition and reinforcement
At Home: Children may hear books read or stories told over and over again. They have time to return to their interests over and over again. They play games, observe print in the environment, receive encouragement and feedback on progress and are given prompts and guidance where needed.
We learn when we have time for practice
At Home: Children may be allowed to practice freely and places are set aside to encourage practice. There are not always set deadlines. Time is found to reread familiar books, read to parents and younger children. Writing can have a purpose when sending letters to others, putting up signs and notices or preparing lists.
In the Early Years Classroom: Teachers plan opportunities for children to practice their learning. Meaningful tasks that encourage children to practice their learning are provided at learning centres and need to be completed within set timelines. Resources are easily accessible and available. Children can turn to newly introduced books in school again and again.

We learn when our efforts are recognised
At Home: There is an expectation that children are able to achieve. They are encouraged to attempt tasks and support is offered when problems occur. Their efforts are recognised, e.g. examples are displayed on the fridge door or pasted in scrapbooks to be shared with others, perhaps copies are sent to grandparents. Efforts and achievements are praised. Hugs are given to demonstrate excitement and celebration of success.
In the Early Years Classroom: Teachers recognise efforts with constructive praise, e.g. "I like the way you did that - that's what good readers/writers do." Work is displayed in the room and around the school. Student's portfolios are created to demonstrate learning development. Peer assessment is encouraged through feedback given at conferences, performances and the sharing of published writing. There is an expectation that all children can achieve and individual progress is identified and celebrated.

State of Victoria, Department of Education, 1999. Published by Addison Wesley Longman Australia.