Creating an appropriate curriculum
It is has been widely accepted for many years, by early years practitioners and researchers of education that a child is deeply affected by the world in which they work and play and the environment that surrounds them. Hurst and Joseph (1998) state this clearly, suggesting that a child cannot learn effectively when all their existing knowledge is ignored in favour of a more structured and a desirable outcome. Basil Bernstein working in the late twentieth and early twenty-first century made similar conclusions, suggesting that children were poor learners if their own identity, culture and social background were not allowed for (Clemson and Clemson 1994). A developmentally appropriate curriculum takes all this into account, along with the child’s individual rate of development and interests.