Children's needs

• Children need sensitive, knowledgeable adults who know when and how to engage their interests and how to offer support at different times.
• Children benefit from a range of experiences, including those that are predictable, comforting and challenging.
• When children's physical and emotional needs are met they are more ready to take advantage of the play and learning opportunities on offer.

Video

Toddler with doll — In a nursery, a practitioner respects a toddler's interest in a doll as they begin to share a story. [transcript]

You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video. You do need to have the flash plugin.

The learning journey

• Learning is a continuous journey through which children build on all the things they have already experienced and come across new and interesting challenges.
• Every child's learning journey takes a personal path based on their own individual interests, experiences and the curriculum on offer.
• All areas of Learning and Development are connected and all are equally important.
• The support children receive as they learn is personalised to meet their individual needs and to extend their talents.

Video

Toddler with doll — In a nursery, a practitioner respects a toddler's interest in a doll as they begin to share a story. [transcript]

You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video. You do need to have the flash plugin.

Working together

• A setting which recognises the needs of every child plans learning journeys which are suitable for groups but flexible enough to cater for individual pathways along the way.
• When children's needs are central to the learning process children are listened to.
• Parents and professionals work together to identify what is necessary for each child at any particular time.
• Settings communicate and work together for the benefit of children, so there can be continuity in their learning.

Video

Toddler with doll — In a nursery, a practitioner respects a toddler's interest in a doll as they begin to share a story. [transcript]

You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video. You do need to have the flash plugin.

Effective practice

• Understand the complex relationship between child development and how children learn. Plan to provide appropriate, realistic experiences that build on children's interests.
• Use the experiences children bring from home such as their family, the shops or the park as the starting point for their learning.
• Maintain a clear view of the learning journey for all children but provide different opportunities for individual children or groups who may need varied routes to reach a similar place.
• Involve people from the wider community to familiarise children with those who work together to support their learning.

Video

Toddler with doll — In a nursery, a practitioner respects a toddler's interest in a doll as they begin to share a story. [transcript]

You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video. You do need to have the flash plugin.

Challenges and dilemmas

• Recognising that while a setting may have very good written policies, in practice there is a gap between the things that are written down and the reality of the day-to-day experience.
• Keeping individualised planning realistic while maintaining a focus on broader learning outcomes.
• Combining the knowledge, skills and expertise of parents, staff members and of the multi-disciplinary team to support children's learning and progress.

Video

Toddler with doll — In a nursery, a practitioner respects a toddler's interest in a doll as they begin to share a story. [transcript]

You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video. You do need to have the flash plugin.

Reflecting on practice

Even the most ordinary events can be made more exciting and interesting when you give some thought to it. Think about:

• going to the toilet - guessing how many strides it will take for the practitioner and the child to get there;
• setting the table - making up a song about 'jumping beans';
• getting ready to go home - making up a story which has 'and then' after each 'event' until the ending: “and then we will be back at home”.

Video

Toddler with doll — In a nursery, a practitioner respects a toddler's interest in a doll as they begin to share a story. [transcript]

You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video. You do need to have the flash plugin.