ABSTRACT
This chapter considers key aspects of practice in early years settings. Christopher Ball (1994) considers the nature of good practice. He sets out twelve fundamental principles of practice, derived from a range of sources, which underpin early learning (Bruce 1987, Early Years Curriculum Group 1992). Those principles were:
Early childhood is the foundation on which children build the rest of their lives. But it is not just a preparation for adolescence and adulthood: it has an importance in itself.
Children develop at different rates, and in different ways – emotionally, intellectually, morally, socially, physically and spiritually. All are important; each is interwoven with others.
All children have abilities which can (and should be) identified and promoted.
Young children should learn from everything that happens to them and around them; they do not separate their learning into different subjects or disciplines.
Children learn most effectively through actions, rather than from instruction.
Children learn best when they are actively involved and interested.
Children who feel confident in themselves and their own ability have a head-start to learning.
Children need time and space to produce work of quality and depth.
What children can do (rather than what they cannot do) is the starting point in their learning.
Play and conversation are the main ways by which young children learn about themselves, other people and the world around them.
Children who are encouraged to think for themselves are more likely to act independently.
The relationships which children make with other children and with adults are of central importance to their development. (Ball, pp. 51–3).
