Early learning, early intervention and the ‘foundation village’
Sam Attwater wants us all to understand more about how children learn – and learn best – in the early years
The importance of early brain development
It is often said that the first five years of a child’s life shape the adult they will become. But is this truly believed in wider academic circles? What is the evidence for the assertion, and if it is so important, what are we as educators doing to make the most of these years for the children in our care?
Understanding basic neurology is key. A child’s brain develops rapidly in their early years, forming internal connections through daily experiences and interactions. The important thing to understand is that a baby is born with all the brain cells it will ever need, but learning happens when these cells are used to make connections that enable the brain to function to its full potential. This is particularly important for very young children: there are periods in the first two years of life when the brain creates millions of connections every second—an astonishing process! Over the first three years of life, the human brain develops more quickly than it ever does again and these early connections become the foundation for lifelong learning, behaviour, and emotional regulation.
Child development is therefore influenced by the growth of brain connections, which in turn is influenced by environmental factors, interactions and parenting styles. From a loving touch to the awe and wonder of exploring how things work- all create and strengthen development. A child needs love, play, and plenty of interaction to grow strong and healthy. During these early years, the brain soaks up everything the child experiences and everything is set up for future development.
Finding magic in the ordinary
When I first witnessed a young child’s eyes light up with the joy of discovery, I knew that early year’s education was my calling. From seeing the first smile to witnessing the achievement of mastering the bicycle, there is something magical about being present for these early milestones.
What truly stole my heart was realising that within early years education, we are not so mch providing content knowledge, as nurturing the foundation of who these children will become. When a child who has been struggling finally masters a task, their face reflects a pride that goes far beyond the skill itself. They learn that they can overcome challenges, build resilience and know that persistence pays off.
The joy and curiosity of young children are contagious as they learn together. Where else can you spend your day exploring puddles? During this crucial time, every interaction, every word of encouragement, and every moment of connection matters. We are not just teaching; we are being present for life’s most remarkable discoveries. What could be more rewarding than that? These moments have shown me that the deepest learning happens through joy rather than from worksheets or formal lessons. It needs curiosity, safety to explore, and caring adults who understand that play is serious business. When children are learning, they are jumping in puddles, collecting dried leaves, or discovering how long a blue whale calf is – which is one of those moments I will never forget! Every-day learning needs to involve play and laughter.
In early childhood, a simple puddle is a science experiment waiting to happen. These moments of wonder show us that the simplest experiences often teach the greatest lessons.
The foundation village: a ground-breaking approach
In the course of my work in the UK, I have also come to believe that the best early learning takes place in multi-age groups, particularly for children aged 3 to 6, in what became known in East Sussex as ‘the foundation village’. As educators, we need to recognise that development does not align perfectly with chronological age, which leads me to the ‘village’ approach. The concept which is built on the principle of “stage not age”.
I opened my first fully integrated ‘village’ many years ago and have witnessed first-hand the benefits. With child-centred learning at its heart, it ensures that young children learn not only from their peers, but also from older children and adults. The ‘stage not age’ approach has proved to be successful for nursery and reception children alike. The aim is to create an emotionally and physically secure environment in which nursery and reception-age children can be fully or partially integrated and spared from having to experience another transition until the start of Year 1 (KG2).
Advantages of a staged approach
Learning in a foundation village, then, has a number of benefits:
- Younger children gain role models in their older peers who may demonstrate more advanced skills and behaviours.
- Older children develop empathy, and communication skills by supporting younger ones.
- Children reinforce their understanding by explaining concepts to others.
- Children play alongside peers within their development stage.
- Social skills flourish across developmental stage interactions.
- Real-world social structures are reflected, where children interact with peers of varying ages.
The power of puddles
In the early years, learning often happens in ‘ordinary’ moments. A puddle is not just a puddle! The magic lies in understanding the potential of everyday moments for discovery and then taking advantage of them. When we create environments like the foundation village which support this kind of learning, we provide the foundation for a lifetime of curiosity, resilience and joy in learning.
Never underestimate the importance of a puddle – or a village!
Sam Attwater is an Associate of chk Education, and began her career in a Special Care Baby Unit, which revealed the profound impact of early intervention and inspired her transition to early years education. An NPQ Clinic facilitator, and Early Years Safeguarding trainer, she was previously Director of Early Years Education and School Improvement Partner at the Aurora Academies Trust in the UK.
You can find out more about Sam’s work here: https://www.chkeducation.com/develop/early-years/
To contact Sam, please email Coleen Hoare or Helen Kavanagh at chk Education on Coleen@chkeducation.com or Helen@chkEdcation.com
FEATURE IMAGE: by Xavi Cabrera on Unsplash
Support Images: by Alexander Dummer on Unsplash , Phil Goodwin on Unsplash , Getty Images For Unsplash+ , Markus Spiske on Unsplash & Getty Images For Unsplash+
