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This document, an excerpt from the tickell report (2011), discusses the characteristics of effective learning in children from birth to five years old. It explains how children's development and learning occur as a result of a complex interaction between the child and her/his experiences within relationships and in the environment. The report also highlights the importance of self-regulation, emotional and social development, and intrinsic motivation in children's learning. Additionally, it proposes a number of characteristics of effective learning that run through and underpin all seven areas of learning and development.
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Children’s learning and development in the early years has been described as arising from the interplay between the ‘inter-connected and dynamic facets of the unique child with surrounding relationships and experiences’ (Evangelou, 2009: p23). Although there is a sequence of development which all children follow, the way genetic patterns are expressed is influenced by experiences which trigger and shape both neural connections and learned behaviours. Children’s development therefore is seen to occur not in a predictable linear progression, but in a web of multiple strands with rates of progress varying between children, and subject to influences by factors both within and outside of the child. Children’s learning and development from birth to five occurs as the result of a complex interaction between the child and her/his experiences within relationships, and in the environment. This process is described in the literature as occurring “within the ‘interactionist tradition’ that conceives of development as located within nested social contexts” (Bronfenbrenner in Evangelou et al 2009).The Bronfenbrenner model is reflected in the themes of the EYFS which positions the unique child at the centre of the framework enabled by positive relationships and enabling environments which support the child’s learning and development. All these themes emerge from Bronfenbrenner’s three ecological domains: the family, the settings attended and the community in which the child lives. Elaborating on the Bronfenbrenner model, Myers (1992) (in Evangelou et al 2009) identifies how value systems and beliefs mediate these ecological domains. The central argument here is of the powerful influence of these factors brought together in the social context and impacting on the child’s learning. This model is both the backdrop and the underpinning to the re- articulation of the EYFS areas of learning and development. The model for the areas of learning which is proposed is intended to clarify the complex interactions within children’s development and learning: