Key Principles for Cambridge Early Years
The development of the principles involved an initial period of extracting and refining key principles from our international comparative work on curriculum, then a period of scrutiny and refinement by world-class scholars, researchers and practitioners in the early years arena. The resulting principles are world class, and draw from the very best research on early years provision and practice. They are wide ranging, covering: broader aims desired outcomes sequencing of the content of learning programmes models of ability pedagogy and didactics, and approaches to observation and to assessment. A child’s learning and development are shaped by social and cultural factors through the contexts of their home, community and early years settings. (Jensen and Rasmussen, 2019; Melhuish et al., 2017; Pufall Jones and Mistry, 2019; Sylva et al., 2010; Whalley et al., 2007) Children learn most effectively when they are engaged and actively invol...