Children are successful when their learning is personally meaningful and engaging. When there are opportunities for self-initiated play in the presence of engaged teachers, balanced with more focused, experience-based learning activities, the rewards are obvious. Children who are socially, emotionally and intellectually engaged learn better. When they master a challenging task or solve a complex problem it feeds back on their emotional state in a positive way.
Designing and maintaining a rich learning environment with ample opportunities for play-based learning and intellectual growth requires careful and thoughtful planning. The structure of an early learning environment – both physically and in the learning opportunities that are presented – is the most crucial role played by an early childhood professional.
Neurologically speaking, providing the right conditions for development in early childhood is more effective than treating problems at a later age. Emotional well-being, social competence and cognitive abilities serve as the foundation of human development, and alongside that, a child’s progression into learning. Play is one of the most effective ways to develop self-regulation and build the executive functions of the brain.
A growing body of new research indicates that many children start school but are not ready to learn. This is not because they do not know their letters or numbers, but rather because they lack one critical ability: the ability to regulate their social, emotional, and cognitive behaviours. This body of research shows that self-regulation — often called executive function — has a stronger association with academic achievement than IQ or entry-level reading or math skills. Diamond, A. (2007), Pellis, S. (2010)