The report highlights that frequent interactions between children and adults are fundamental to developing all young children’s knowledge in the prime areas of learning – communication and language, physical development and personal, social and emotional development (PSED). Every interaction between a practitioner and a child plays an important role in building the knowledge and skills children will need. High-quality interactions are more likely to take place when:
- practitioners are aware of what children already know and can do and respond accordingly
- practitioners know the curriculum they want children to learn in advance
- all children experience enough planned and incidental interactions with adults to learn what they need to know
While high-quality interactions are central to developing children’s knowledge and understanding, they are not sufficient in themselves to guarantee that all young children will learn what they need. By prioritising the prime areas in their curriculum thinking, leaders can ensure children receive an early education that prepares them for what comes next.
Children’s development and success in education depends on securing their learning in the prime areas. Learning in the prime areas is interlinked. For example, more developed language and communication skills are associated with better emotional well-being. The research is clear: prioritising the prime areas is essential to preparing children for the opportunities ahead.
