A Parent’s Guide To Promoting Early Learning And .
A Parent’s Guide to Promoting Early Learningand Development at Home (0 - 5 years)Supporting Families During the Coronavirus PandemicEdited byDebra R. LaxtonUniversity of Chichester
April 2020Dear Parents and Carers,COVID-19 has led to the likelihood of a significant and unprecedentedperiod of time at home for you and your children. MESHGuides and theUniversity of Chichester, in collaboration with VSO, has produced thisbooklet to support you in providing fun and engaging home learningopportunities. We aim to help you through this period and enable you toenjoy time with your child(ren) whilst helping them to learn through play.Many of you will be familiar with the Early Years Foundation Stage1 (EYFS),England’s framework followed by nurseries, childminders and receptionclasses. This guide aims to help you understand more about your child’sdevelopment and behaviour by reflecting on the EYFS areas of learning.A range of learning opportunities are highlighted, these ideas show howplay and positive interactions can promote effective learning in a funand informal way. Engaging in fun experiences with your child could easepotential tension at home whilst enabling your child to be ready for theirreturn to nursery or starting school in the future.The guide also provides advice specific to the COVID-19 situation includingtop parenting tips, managing anxiety and helping children to developpositive personal hygiene routines that help to protect from viruses.If you are interested in finding out more about Early Childhood Education,more detail is freely available on the internet on the MESHGuides A-Z3.This knowledge is shared for the benefit of all children by teachers andother experts with experience in many countries.If you would like to know more about age related expectations werecommend you use the Government endorsed document, What to expect,when? Guidance to your child’s learning and development in the early yearsfoundation stage2.Yours Sincerely,Debra Laxton (Editor)On behalf of MESHGuides1
ContentsPageEYFS Areas of Learning & Development.3EYFS Characteristics of Effective Learning.3Helping children learn through play and interactions.4What are the Key Ways That Young Children Learn?.7Promoting Communication and Language.9Promoting Physical Development.11Promoting Personal, Social and Emotional Development (Includes behaviour).16PSE COVID-19 Specific Advice.20Promoting Literacy.21Promoting Mathematics.26Promoting Understanding the World.30Promoting Expressive Arts and Design.34Specific Ideas to Promote Baby Development.38COVID-19 Six Parenting Tips by UNICEF.40Germ’s Journey.41Handwashing.43Sources of information and useful websites.44Acknowledgements.472
Prime Areas of Learning & DevelopmentCommunication andLanguage Physical DevelopmentListening and attentionUnderstandingSpeaking Moving and HandlingHealth and self-carePersonal, Social andEmotional Self-confidence andSelf-awarenessManaging feelings andbehavioursMaking RelationshipsSpecific Areas of Learning & DevelopmentLiteracyMathematics ReadingWritingUnderstanding theWorldNumbersShape, space and measure People andCommunitiesThe WorldExpressive Arts andDesign Exploring andusing media andmaterialsFigure 1: EYFS Areas of learning & Development1“The ways in which the childengages with other people andtheir environment – playingand exploring, active learning,and creating and thinkingcritically – underpin learning anddevelopment across all areas andsupport the child to remain aneffective and motivated learner”Figure 243
Helping Your Child LearnChildren Learn through PlayChildren need the freedom to explore and play asa child’s development is influenced through theexploration, thinking, problem-solving and languageexpression which occurs during play. Play nourishesevery aspect of children’s development – it formsthe foundation of intellectual, social, physical, andemotional skills. These skills support children inbeing ready for school and their future lives.Parents Engaging in PlayAs parents and carers you want the best for your children and for them tobe ready for, and succeed when they start school. We know that the levelof children’s early learning rises when adults play with them. The qualityof learning in play increases when adults join in. The joining in is differentfrom controlling. Controlling makes children follow the adult’s agenda anddoes not lead to as much learning as when adults follow the child’s leadand interests.Interactions (based on DCSF, 20095)Parents have a crucial role in stimulating and supporting children to reachbeyond their current limits, inspiring their learning and supporting theirdevelopment. Research shows that an adult who interacts with children inparticular ways to enhance their learning is a crucial ingredient in childrenmaking good progress. It is through the active intervention, guidance andsupport of caring, attuned and responsive parents that children make themost progress in their learning. This does not mean pushing children toofar or too fast, but instead meeting children where they are, showing themthe next open door, and helping them to walk through it. It means beinga partner with children, enjoying with them the power of their play andcuriosity and the thrill of finding out what they can do.4
The ability to tune in accurately to meet children’s needs and desires iseasiest for parents who know their children better than anyone and fromthis point can interact sensitively and skillfully to support and enhancelearning. This booklet provides ideas for developing play activities, andproviding structured playful activities to enable your child to learnspecific knowledge and skills through their own interests.It can be difficult at times to judge how best to support your child’slearning. At one end, too little support can limit learning. While playwithout adults can be rich and purposeful, at times it can becomechaotic or repetitive which is then ‘hands-on, brains-off’. At the otherend of the scale, too much tightly directed activity deprives children ofthe opportunity to engage actively with learning. The best thing to dois organise the time, space and activities in your daily routine to reflectthe overall combination which best supports children’s well-being andlearning. Take a little time to observe - what are the children playing? what arethe roles and intentions? Consider whether you need to enter the play, and for what purposes(such as offering suggestions, introducing new ideas or vocabulary,managing the noise or behaviour, extending the activity throughadditional resources or negotiating entry for another child). Try to play on the children’s terms by taking on a role that they suggest,and following children’s instructions. With the youngest children, often participating alongside and imitatinga child’s actions with the same type of materials will signal that you arein tune and start a playful interaction. Offer your own ideas when you are sure that they are consistent withthe flow of the play. Avoid asking closed questioning (‘How many? What colour? Whatsize?’). Instead, try to maintain playful ways of engaging by followingchildren’s directions, and tuning into their meanings. Try not to direct the play. Instead, be alert to the qualities of play, andto the knowledge and skills that children are using and applying.5
Brain DevelopmentResearch6 indicates that whilst the brain goes on developing throughoutlife, during the early years the brain develops fastest. For this reason,there is an emphasis on providing a wide range of activities that stimulatethe development of the brain. These include experiences appropriate totheir ability that encourage them to communicate and problem solve, toform relationships and to be resilient as well as to develop fine motorskills i.e. the ability to use fingers to pick up, hold and manipulateobjects and their gross motor skills i.e. large muscle development. Thisinformation is of vital importance and means that if you can providea wide range of positiveexperiences, your child ismore likely to be ready for areturn to formal educationalsettings. These experiences donot require expenditure, ratherthey require carers/parentsto introduce the child to theworld around them throughconversation, play with diverseobjects available locally andthrough songs, rhymes andphysical activity.6
What are the Key Ways That Young Children Learn?5PlayingPlaying – indoors and out, alone and with others, quietly or boisterously– allows children to find out about things, try out and practice ideas andskills, take risks, explore their feelings, learn from mistakes, be in controland think imaginatively. Playing is an important centre of learning foryoung children.Being with other peopleAs well as developing emotional security and social skills, being with otherpeople – other children and adults – stimulates ideas and involvementthat move learning forward.Being activeYoung children need to move, and learn and remember things by takingexperiences in through the senses as they move. Sitting still for too longcan disrupt learning.Exploring new things and experiencesChildren’s deep curiosity leads them to use all their senses to explore inreal hands-on activities, and then put the information together in theirown minds to form ideas and make sense of the world.Talking to themselvesIn ‘self-speech’ children use out-loud thinking to clarify their thoughts,regulate their activities, take on imaginative roles and rehearse their skills.Communicating about what they are doing with someone who responds totheir ideasEven before they can talk in words, children are keen to share theirideas through sounds, gesture and body language. Talk helps children tounderstand what they experience. It is important that they have a chanceto express their own ideas, as well as have conversations to hear otherpeople’s ideas, extend their thinking, and use language about learning.7
Representing ideas and experiencesChildren deepen their understanding as they recreate experiences orcommunicate their thinking in many different ways – in role-play or smallworld play, pictures, movements, models, and talk.Meeting physical and mental challengesWorking out what to do, trying hard, persevering with problems, findingout and thinking for themselves are opportunities for developing realunderstanding. These challenges may occur in play, or in real-life orplanned activities.Being shown how to do thingsChildren learn skills by watching others or being shown how to dosomething. Adults or peers may directly instruct, model, guide ordemonstrate.Practising, repeating, applying skillsRehearsing skills in similar tasks or new contexts helps children to buildmastery, to enjoy their own expertise, and to consolidate what they cando.Having funThere is no place for dull, repetitive activities. Laughter, fun, andenjoyment, sometimes being whimsical and nonsensical, are the bestcontexts for learning. Activities can be playful even when they are notactually play.8
Promoting Communication and Language“Communication and language development involves giving childrenopportunities to experience a rich language environment; to develop theirconfidence and skills in expressing themselves; and to speak and listenin a range of situations”1. “The most fundamental life skill for children isthe ability to communicate. It directly impacts on the ability to learn, todevelop friendships and on their life chances”7.TOP TIPS (Adapted from MESHGuides8 & The Communication Trust9) Value talk - Be an active listener, fully engage with what your child hasto say and show you value their contribution. Wait, watch & wonder – children will often initiate conversation if giventhe time, pondering e.g. “I wonder” statements are less threateningthan direct questions. Children are more relaxed and more likely torespond10. Thinking time – young children need time (up to 11 seconds) to processbefore responding5. Foster positive attachments with your child - If they feel safe andcomfortable and know you care about them they are likely to want tocommunicate with you. Avoid asking too many questions – Instead hold a conversation. Whenyou do ask questions make these open and purposeful. Allow children to lead play and follow their interests – engaged,excited learners will want to tell you about their play and exploration. Use a sing song voice (Motherese) with babies – easier for babies todistinguish sounds/ tune in6. Use commentary – model language through describing what childrenare doing4. Use Gestures – in conjunction with spoken language to capture interestand support understanding. Repeat children’s language – using correct pronunciation and extendingvocabulary/ sentences as appropriate.9
Follow interests - Talk about what your children are interested in. Theywill be more motivated to speak. TV Time - If you let your child watch TV, watch it with them (as muchas possible). This can spark conversation and provide new vocabulary. Quiet times - It’s really important to remember that children needquiet time where you turn off background noise and have time to focuson play. Use technology - Keep in touch with relatives or friends they areseparated from at this time e.g. e-mail, send photos, video chat. Use itas an opportunity to ask your child what they might want to say. Explore photos - can your child remember the story behind the photo?See if you can find a similar photo of when you were young. Talk aboutthe differences and similarities – this exercise is great for sharing realstories. Turn technology off - model putting your own devices to one side.Communication technology is part of our daily lives, but face-to-faceconversations are rewarding and vital for developing speaking andlistening skills. Using these tips - alongside the activities in this booklet will promotecommunication and language.10
Promoting Physical Development“Physical development involves providing opportunities for youngchildren to be active and interactive; and to develop their co-ordination,control, and movement. Children must also be helped to understand theimportance of physical activity, and to make healthy choices in relation tofood”1.Exercise is essential to maintaining mental and physical health. Whilstchallenging with minimal outdoor time being allowed at the present time,it is important to be inventive and find ways for children to partake invigorous physical activity wherever possible in your garden and/or indoorsdependent on the space available.**N.B. Due to the current pandemic public play spaces are closedFigure 3: Guidance from the Chief Medical Officers in the UK on the amount and type of physical activity1111
Physical Development Aspect: Moving and HandlingActivityHow adults can supportAnimal Moves Balance &Control DancingLong & Highjump Skipping rope gamesNEVERLEAVE CHILD UNATTENDED Discuss how different animals move toencourage your child to move in differentways e.g. jumping, running, hopping,skipping, galloping, sliding, crawlLearning12 Move freely andwith pleasure andconfidence in arange of waysProvide ways to promote your child’s balance. This can be as simple as providinga line of tape on the carpet/ plank on theground in the garden. You can increase thechallenge by suggesting they try backwards, sideways, tip toes, hoping etcControlling movement especially stoppingand starting when moving fast is hard whenyou are young. Play games like musicalstatues/ bumps to support thisBalancing on one leg. N.B. Children are likely to have a favoured side so use both. You cantime using stopwatches and try to improvepersonal bestGain increasingcontrol and coordination of largemovementsMoves withincreasingconfidence in arange of waysappropriate to theirageLearn to safelynegotiating space.Encourage children to use their imaginationwhen moving to a variety of music genrese.g. turning, twisting, freezing, stretching,curling, landing and pivoting Travels withincreasingconfidence andskillImprovesnegotiation ofspaceMake this a competition against siblings oryou as the adult and/ or encourage them toimprove their personal bestMeasure the length they jump usingstandard and non-standard measures (seemathematics section)High jump can be from two feet togetherand a leap frog jump Gain increasingcontrol and coordination of largemovementsJumping a wiggling rope – adult to wiggleone end and tie the other end to an object.Make up songs/ guessing games while youplayLearn to skip with a rope (older children)Find more games here13 https://www. Moves withincreasingconfidence in arange of waysappropriate to ays-tojump-rope/12
ActivityAssault andobstaclecoursesHow adults can support Usingtools andequipment NEVERLEAVE CHILD UNATTENDED10 MinuteShake Upgames Learning12Create these inside or out. Consider whatyou can use to encourage your children tomove in different ways and challenge theircapabilitiesAllow children to create their own courses Travels withincreasingconfidence andskill around,under, over andthrough balancingand climbingequipmentSee ideas under the Literacy (Writing) andExpressive Arts and Design (Exploring andusing media and resources) sectionsWoodwork is great and children are socareful with real tools!Cooking Develop thecapability to handleequipment andtools effectivelyDisney & Change4Life have joined forces to offer Disney clips that accompany10-minute bursts of energy13 disease-2019Table 1: Activities to Promote Gross and Fine Motor Skills13Travels withincreasingconfidence andskill
Physical Development Aspect: Moving and HandlingActivityRecipes,Menus &CookingHow adults can support Learning12As appropriate to the age allow children tomake choices about snacks from a range ofhealthy options and explain in appropriatet
of children’s early learning rises when adults play with them. The quality of learning in play increases when adults join in. The joining in is different from controlling. Controlling makes children follow the adult’s agenda and does not lead to as much learning as when adults follow the child’s lead and interests. Interactions (based on DCSF, 20095) Parents have a crucial role in .
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