The health and well-being of children is integral to learning and development but what does it actually mean in practice? This textbook draws on contemporary research on the brain and mind to provide an up-to-date overview of the central aspects of young children’s health and well-being - a key component of the revised EYFS curriculum. Critically engaging with a range of current debates, coverage includes • early influences, such as relationships, attachment (attachment theory) and nutrition • the role of the brain in health and well-being • the enabling environment • other issues affecting child development To support students with further reading, reflective and critical thinking it employs: • case studies • pointers for practice • mindful moments • discussion questions • references to extra readings • web links This current, critical and comprehensive course text will provide a solid foundation for students and practitioners on a wide range of early childhood courses, and empower them to support and nurture young children’s health and well-being.
This chapter focuses on the significance of active learning and considers the role of play in promoting psychomotor and cognitive development and how these are stimulated by physical activity and active and interactive learning. The processes of equilibration and self-regulation in absorbing new learning through sensorimotor experiences and sensory integration are reviewed. The role of schemes such as Fundamental Movement Skills (FMS) and Forest Schools will be considered in relation to early years practitioners providing opportunities for the development of motor and coordination skills.
What is meant by active learning?
Active learning is open to many interpretations. Piaget (1954) considered that children learnt best through doing and actively exploring the world around them – discovery or experiential learning – which enables actively ...