Birth to three matters - Communities and Local Government

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This review is primarily intended tosupplement the pack ‘Birth to ThreeMatters:A framework to support childrenin their earliest years’ and it is about thebackground research and thinking onwhich the pack is based.THE CURRENT CONTEXTThe expansion in childcare outlined in theNational Childcare Strategy and the GreenPaper (DfEE 2001) have provided excitingchallenges and opportunities for thoseinvolved in the creation and developmentof out-of-home experiences for youngchildren. The responsibilities that go alongwith these are enormous since, as theGreen Paper states, young children’ssubsequent development dependscritically upon their experiences in theearliest years of life.The deve l o p m e nt of a fra m ewo rk byGove rn m e nt to suppo rt pra ct i t i o n e r swo rking with children from birth to threeis a milestone in re cognising and va l u i n gour youngest children and the co nt ri b u t i o nmade to their growth and deve l o p m e ntby the adults in their live s. It raises thes t atus of wo rk with this impo rt a nt ageg roup and marks the co m m i t m e nt of thep re s e nt gove rn m e nt to suppo rting qualityand effe ct i ve pra ct i ce with children agedf rom birth to thre e.WHY BIRTH TO THREE?The age of three, traditionally the start ofearly years education in England, andrecognised by child development theoristsand educationalists alike as a valuablestarting point for education,is now viewedby many as too late to begin developingyoung children’s potential. Recentresearch,particularly in neuroscience,has pointed to the fact that in the processof caring for, and educating youngchildren,no time is too soon to begin,withstudies showing that right from birth (andeven before birth) children are alreadycompetent learners.Goldschmied and Jackson (1994) referto ‘people under three’, not babies,toddlers, or even children,but people withrights, which include being treated withdignity and respect.They also emphasisethe importance of good quality care beingbased not just on knowledge, but alsoon the ability of those adults to empathisewith them,and to understand theexperiences and feelings of young childrenimaginatively, especially when they areseparated from their parents.PRINCIPLES WHICH UNDERPIN THE FRAMEWORKIn the Framework ‘Birth to Three Matters’,the principles underpinning it areidentified from a number of sourcesincluding The Early Years CurriculumGroup (1989); Bruce (1987); Lindon (2001)and from other representativeorganisations, leading child care writersand experts. These are as follows:-Parents and families are central to thewell-being of the child.6 EDUCATIONAND SKILLS B I RT H T O T H R E E M AT T E R S
Page 2: AcknowledgementsThe authors and pub
Page 7 and 8: For those who would like more detai
Page 10: promote and enhance an individual c
Page 15 and 16: possible. Thus stage theories are t
Page 17 and 18: years, it is important to take acco
Page 19 and 20: a base of secure relationships with
Page 21 and 22: The final chapter brings the review
Page 23 and 24: thus showing that the theory was
Page 25 and 26: e t h o l og i cal theory with soc
Page 27 and 28: politically. Bowlby had concluded f
Page 29 and 30: COGNITIVE DEVELOPMENTAL THEORIESJea
Page 31 and 32: t h at there will be diffe re n ces
Page 33 and 34: their upbringing, rather than on ob
Page 35 and 36: especially moving, objects, so babi
Page 37 and 38: the importance of positive interact
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Page 41 and 42: a sense of securi ty and pro m o te
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Page 45 and 46: having a difficult temperament inba
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Page 49 and 50: ecause they cannot see the adult, t
Page 51 and 52: expressions of emotion. So children
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What must also be acknowledged is t
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into defiance than those who adopte
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infants displayed more warmth anden
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on the practices used to socialise
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least 36 months of attendance at a
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all areas of learning and developme
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a sensitivity to expression in the
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according to Goldschmeid and Sellec
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and parents will be familiar with v
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esponsiveness and duration of suche
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with pointers for practice. She sta
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‘Whether it involves children, ba
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to engage in a new way as ‘when i
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eality and join with children in ri
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attend and concentrate. The evaluat
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The part of babies’ brains engage
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of three and six months, babies sho
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take into account the rich,natural,
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Language and thoughtVygotsky (1978:
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In re s e a rch in French day ca re
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In Kate Pa h l’s longitudinal re
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young children and the affective na
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Eliot (at two and a half) was at ho
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oute that reflects the particularci
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Children’s developing memories an
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ecome evident during the first mont
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Meggitt (2001:4) also recommends th
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The National Heart Forum (2002: 4)e
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early development gathered largely
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environment in order to fine-tune t
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studies (Richman 1978; Richman et a
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WHAT IS THE DIFFERENCE BETWEEN BRAI
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year of life, when the part of the
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clean, safe and uncluttered and hav
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The effects of poverty on mental he
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vo i ce, i n d i cators of emotion,
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of this and clapping games and song
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difficulties, temper tantrums and b
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situation appears to show that ther
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issue. In March 1998, 9 per cent of
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Beginning to walk, climb and run wi
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Providing information and teachingp
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Know about brain development andthe
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a c kn owledge cri t i cal socialt
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a commitment to ensure that ECECser
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ReferencesAbbott, L. (2001) Percept
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http://www.whale.to/vaccines/dawbar
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Bowlby, J. (1951) Maternal Care and
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Bruner, J.S.and Lucariello, J. (198
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Curtis, A.M. (1998) Curriculum for
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Early Years Curriculum Group (1989)
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Garrett, M., McElroy, A.M.and Stain
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and Literacy Lessons, New Hampshire
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Kagan,J. (1998) Three Seductive Ide
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Leon, D.A., Vagero, D. and Olansson
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In T. David (ed) Advances in Applie
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Nelson,K. (1986) Event knowledge, s
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with Under Threes: Training and Pro
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Rutter, M.and the English and Roman
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Snow, C.E. (1977) The development o
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Tronick, E.Z., Morelli,G.A.and Ivey
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BibliographyAbbott, L. and Moylett,
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AppendixMethodology - how the liter
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Other terms - for example ADHD,Rita
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In many cases what surprised the re
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Birth to three matters - Communities and Local Government

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