Program Research and Review of Developmentally Appropriate Teaching and Learning

Early Childhood is defined as infants and children from birth to eight years of age. The research in Early Childhood Education is consistent across a wide range of sources.  Children in the early years learn best when there are structures in place that encourage them to learn through play, have social interactions with other children and have time to interact with the world around them.

Over the last ten years, the research in brain development and function in children from birth to eight years has widely impacted early childhood programs and practice. Conclusions from these studies demonstrate the young brain’s potential flexibility and resilience, especially in the crucial period of pre-school and early school years. These studies have had considerable influence on the structures of current early childhood programs.

Clyde Hertzman’s 2003 provincial mapping project as part of the University of British Columbia’s Human Early Learning Partnership research program using the Early Development Instrument (EDI), has given the North Vancouver community important data that can be used to develop relevant programs that provide continuity for our children as they progress through the years of pre-school, kindergarten and the formal years of public schooling.  A child’s readiness and success at school is influenced by their development in the following competencies:

• Physical health and well being
• Social competence
• Emotional maturity
• Language and cognitive (intellectual) development
• Communication skills and general knowledge

In defining key areas of essential development and assessing specific locations, our communities can now focus on these developmental competencies. This focus could make significant differences for children through the provision of both quality programs and early intervention strategies that will enhance learning for children who are deemed at risk.  

The works of Piaget, Vygotsky, Erikson and others have contributed to the important baseline data for research in quality early childhood programming.  More recently, (1990-2005) the works of Sue Bredecamp and Carol Copples with the National Association of Early Childhood Specialists have contributed significantly to widespread reform for learning theory and practice for children in the three to eight year old range.    The current work here in British Columbia at UBC with Dr. Clyde Hertzman, Dr. Hillel Goelman and Dr. Paul Kershaw has contributed to wider national and international understandings and at the same time has made important local contributions to quality early learning for children in our local community.

A number of local agencies and jurisdictions have regulations, guidelines and licensing requirements in place for programs in early childhood.  These are measured by benchmarks in both process and content of programs. In addition, a number of Ministries have regulations guiding practice in preschool programs.  The British Columbia Ministry of Health provides a description of early childhood program standards in Schedule D of the Child Care Licensing Regulation, (BC Reg 319/89).  The Early Learning Foundations  Guiding Principles and Practices for program delivery would serve to complement and expand upon these regulations.

A constant theme throughout all of the literature is that children in their early years learn best through play-based environments.

“It seems to us that many who are not in the field of ECE do not yet understand that research has shown that play-based, child-focused, developmentally and culturally appropriate approaches to learning and development in the early years are the most successful programs both in short and the long term.”

Goelman, Hertzman, 2003

Play provides opportunities for exploration, experimentation and manipulation that are essential for constructing knowledge. As children progress through the years their play naturally becomes more rule-orientated and less egocentric. Children’s interests and “need to know” motivate learning.  The many forms of play that early childhood teachers plan around key learning outcomes give children opportunities to make sense of their experiences and at the same time provide opportunities to extend and expand their learning.

A wide range of individual variation in the early years characterizes human development and learning throughout the elementary school years. This is normal and to be expected.  Personal family and cultural backgrounds also vary. Quality programs and curricula therefore must be flexible, based on the needs of the local community and at the same time encompass the learning outcomes that will enable success for each child as they progress through the education system. 

Every child should have access to a learning environment that values and supports children and their families, that provides a safe and secure environment, and that respects diversity within the family and community. Proposed programs should recognize that all children are competent and their learning must be rooted in experiences appropriate to their developmental levels and their cultural context.
 
North Vancouver School District has developed the Guiding Principles and Practices for program delivery which serve as a framework or “guide” for planning for teachers and caregivers to ensure an accessible, universal, high quality and developmentally appropriate program is provided.  It is expected that this framework would be evident in programs designated by North Vancouver School District as Early Learning Foundations Programs.

Community Advisory Committee Members

The North Vancouver School District gratefully acknowledges the participation and contribution of the following organizations as members of the Early Learning Foundations Community Advisory Committee.

Capilano College
City of North Vancouver
Community Care Licensing
Council of Montessori Preschools
Council of Parent Participation Preschools
District of North Vancouver
Early Childhood Educators of British Columbia
Family Services of the North Shore
Ministry of Children and Family Development
North Shore Community Resources
North Shore Multicultural Society
North Shore Neighbourhood House
NVPAC
Vancouver Coastal Health Authority