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Supporting early learning for children under three: research and practice

Sandra Mathers (Senior Research Officer and Principal Investigator, based at Department of Education, University of Oxford, Oxford, UK)
Kathy Sylva (Professor of Educational Psychology, based at Department of Education, University of Oxford, Oxford, UK)
Naomi Eisenstadt (Senior Research Officer and Visiting Fellow, based at Department of Education, University of Oxford, Oxford, UK)
Elena Soukakou (Senior Research Officer, based at Department of Education, University of Oxford, Oxford, UK.)
Katharina Ereky-Stevens (Senior Research Officer, based at Department of Education, University of Oxford, Oxford, UK)

Journal of Children's Services

ISSN: 1746-6660

Article publication date: 10 June 2014

1359

Abstract

Purpose

The purpose of this paper is to review the literature on young children's learning at home and in early childhood settings, in order to identify key caregiving practices which support the learning and development of children under three.

Design/methodology/approach

Starting with well-known reviews carried out in England, the USA, Australia and New Zealand, the authors searched the literature for evidence of the developmental needs of babies and toddlers. They then drew on the psychological and educational literatures to identify key practices supporting physical development, learning and communication, using expert review to build on the scientific research in areas where evidence was sparse.

Findings

The review explores three key areas of practice: play-based activities and routines; support for communication and language; and opportunities to move and be physically active.

Research limitations/implications

This review is not systematic or exhaustive, but aims to integrate current evidence within these three key areas in a succinct and accessible manner. The authors recognise that there are many other dimensions of effective practice, many of which are addressed elsewhere in this special edition, as well as myriad other influences on children's development, including social, family and environmental factors.

Originality/value

Worldwide, growing numbers of children under three are experiencing non-parental care in early childhood settings. In comparison to evidence for preschool children, the literature on effective practice for under-threes is sparse. Given the urgent need for information to guide policy and practice, this paper provides a starting point and calls for a multi-source approach to strengthening the evidence base.

Keywords

Acknowledgements

© Sutton Trust

Citation

Mathers, S., Sylva, K., Eisenstadt, N., Soukakou, E. and Ereky-Stevens, K. (2014), "Supporting early learning for children under three: research and practice", Journal of Children's Services, Vol. 9 No. 2, pp. 177-187. https://doi.org/10.1108/JCS-02-2014-0008

Publisher

:

Emerald Group Publishing Limited

Copyright © 2014, Authors

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