This document discusses the importance of early childhood development and education. It argues that early childhood should be viewed as a distinct and important developmental phase, rather than solely a preparation for school. It also stresses that children should be allowed the freedom to learn and develop at their own pace, through play and exploration, without adult expectations or pressures. The document advocates for recognizing each child's individuality and uniqueness, and ensuring children feel safe to take risks and see failures as learning opportunities, not judgments of their worth.

1. The Child – The True Foundation Setting the context by Wendy Ellyatt

2. Why are we all here?

3. Because we care about the future of childhood

4. I am mentally preparing myself for the five-year-old mind. I want to come down to their physical limitations and up to their sense of wonder and awe. Shinichi Suzuki And recognise that this period of life sets the tone for all that is to come

5. This is a time when we establish the foundations of being passionate lifelong learners

6. Or that we are somehow lacking and that the process of learning itself threatens our sense of wellbeing

7. A time when we are curious, questing explorers of the environment “ When I get an idea I think about it, I hold it on my heart for five minutes, and then I build it and it isn’t an idea any longer.” (Reggio Emilia - Francesco, 4)

8. With incredible inner guides

9. Each one of us drawn to those activities that most serve our individual development

10. And where we have no sense of the difference between work and play

11. “ This is not a free journey, but neither is it a journey with rigid timetables and schedules. Rather, it is akin to a journey guided by a compass” Carla Rinaldi

12. What matters during this time?

13. That we see early childhood as an extraordinarily important and distinct developmental phase of its own rather than a preparation for school

14. That we recognize logic and linguistic capacities as just two of many equally important areas of learning and understanding

15. That there are many non-written and verbal form of expressive language The child is made of one hundred. The child has a hundred languages a hundred hands a hundred thoughts a hundred ways of thinking of playing, of speaking Loris Malaguzzi

16. And that focusing on any one or two compromises an innate natural balance that is almost certainly to the detriment of the others

17. That we respect the natural rhythms and pace of the child

18. And allow children the time to develop their own thoughts and ideas

19. That children also need time and quiet spaces to be reflective

20. That we are careful not to impose our own adult needs and expectations

21. And respect the fact that, even if unintended, there are immensely strong links between adult expectations and children’s subsequent aspirations and performance

22. Allowing them the freedom to be themselves

23. Freedom from expectations Freedom from targets Freedom from fear Freedom to Grow Freedom to Unfold Freedom to Be “ Accept the children with reverence, educate them with love, send them forth in freedom.” Rudolf Steiner

24. That we celebrate each child’s uniqueness

25. And ensure that children see failure as simply feedback from an ongoing learning process rather than something to be feared and a measure of their worth

26. What do we need to ensure?

27. That observations should be about the interpretation and evaluation of ongoing dynamic PROCESSES rather than static RESULTS

28. That we recognize our own cultural conditioning and do not value adult priorities over children’s natural developmental tendencies

29. That it’s about HOW children learn rather than WHAT they learn

30. That documentation should not focus on comparative assessments But should be all about learning processes rather than results

31. That we recognize children as amazing natural learners with their own rights – the source and constructors of their own development

32. That children don’t belong in isolation but are part of much wider creative COMMUNITIES

33. That include NATURE

34. That a deep connection to nature matters “ direct exposure to nature is essential for physical and emotional health.” Richard Louv

35. And this doesn’t mean just outside playground time

36. That teachers recognise themselves as co-learners sharing the process and that the PSYCHOLOGICAL AND SPIRITUAL MATURITY of teachers matters

37. with EMPATHY AND INTERCONNECTIVITY at this age as important as QUALIFICATIONS O ne looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child. Carl Jung

38. That politicians come and go, but early childhood is just too important to be at the mercy of changing political systems

39. And that, despite millions of pounds being spent, we need to recognise that the needs and essential nature of the child remain the same ‘ To aid life, leaving it free, however, that is the basic task of the educator.” Maria Montessori

40. “ Education is not the filling of a pail, but the lighting of a fire” William Butler Yeats