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The Three main areas of learning for 0-2 is Communication, Physical, Relational

From 2 onwards we learn and think more about the maths of the world and begin to speak and enjoy stories forming rhyme and story lines.  Our physical skills become more precise and we can begin to enjoy drawing and writing which develops each year and as we practice and enjoy doing them.

I believe that children grow in their experience of the world and gain more resilience and confidence when able to experience the world around them rather than routines and closed school environments.  I aim to prepare children for school and hope children will stay with us until they attend school as I believe they gain more in real life.


Below is an exert from an interview I read recently:

Reshaping a Brain through Play, An Interview with Ruth Codier Resch.

‘We begin to teach children of six or seven the primacy of verbal reality, a specialized precision. We teach the names of birds and animals, but not their visual, sensory, living qualities. Babies and toddlers learn the fullness of sensory experience as part of natural development.The sensory is seen powerfully in the poetic language of three- and four-year-olds as they begin to grasp the wide, delightful beingness of the surrounding world. After a child reaches seven years or so, our culture doesn’t much support the extensiveness of sensory experience. Aboriginal peoples and cultures that are less obsessed with language maintain more of the sensory in ordinary life. For them there is more of a balance throughout adulthood between right side functions of the brain and left side functions.’

Children are born interested in language and are dependent on those around them to

foundation years guide for practioners

No Pens Wednesday

I Can speech sounds

FoundationYears communication and language


Essentially in the Early Years of a childs life we are aiming to build up a strong and confident foundation on which a child is able to build on their language skills and language use.

“Common Underlying Proficiency

Cummins (1984 and 2000) also argues for a common underlying proficiency or interdependence hypothesis, in which cross-lingual proficiencies can promote the development of cognitive, academic skills. Common underlying proficiency refers to the interdependence of concepts, skills and linguistic knowledge found in a central processing system. Cummins states that cognitive and literacy skills established in the mother tongue or L1 will transfer across languages. This is often presented visually as two icebergs representing the two languages which overlap and share, underneath the water line, a common underlying proficiency or operating system. Both languages are outwardly distinct but are supported by shared concepts and knowledge derived from learning and experience and the cognitive and linguistic abilities of the learner.

This representation also demonstrates one view of how linguistic knowledge is stored in the brain. One way of thinking of this is to consider bilingual speakers as having separately stored proficiencies in each language, and this may include pronunciation, vocabulary and grammar in the working memory, which in turn, have access to long-term memory storage that is not language specific. In other words, the use of the first or second language is informed by the working memory, but the concepts are stored as underlying proficiency.”



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