EYFS

EYFS

EYFS

THESIS STATEMENT

In early year learning, Parents have a critical role in the physical development of a pre-schooler.

LITERATURE REVIEW

Children learn in their early years of life as much as in any later stage in life. In their early life, they learn their language, develop problem-solving skills, build relationships with peers as well as adults and acquire skills that are important for life. However, strengthening the family is paramount. Early intervention does not mean thereby mediating school curriculum, but the accompaniment, and provision of support to their children in their curiosity and urge to explore. Children learn anytime and anywhere, at their own pace. They therefore need space, time, stimulating environment and familiar caregivers who are responsive to their questions (Tassoni, 2008, pp. 110-115).

On the other hand, early support means to provide care and education to children of pre-school. Early intervention focuses not only on the children themselves, but also includes the support and advice for parents. First and foremost, children are encouraged in their families. Parents provide care, and educate their children. It is the responsibility of society, as for all other children to promote the creation of good conditions for the individual development of children. Early intervention in the form of family support and family complementary offerings is very significant. It is important for the education and care, either as a specific support program for children, for example, foreign language, whether in play groups, whether as advice for parents in the Parenting advice or Parent education (Palaiologou, 2009, pp. 53-94).

How a Pre-Schooler Learn

At the birth of a child, the maturation process of his brain is in full swing. With the existing brain structures, it brings those conditions to which it survive the very first weeks of life. The brain of a newborn is constructed so far, that the sensory organs are largely functional and that a rudimentary repertoire of behaviours (such as gripping or swallowing reflex) is possible. The development of the infant takes place in the interaction between nature and nurture. This also applies to the development of the brain. This is based on an inner development Plan, which is genetically determined and ensures the sequence of stages of development. During the first months of life (prenatal and postnatal) millions of neurons are formed. The neurons develop countless connections among each other. The connections conditions of remaining neurons deteriorate again. Thus, the structure and function of the brain, i.e., neural networking, from the individual learning experiences and environmental influences are determined. Since every experience brings new connections, therefore, the brain structure may change. The brain is an open and dynamic system, which is malleable from the beginning by random and targeted stimulus from the environment. In the beginning of the development, the growth in the volume of the brain and neural networking is stronger than ever. During this period it is particularly susceptible to external Influences. The assumption that the process of structural maturation of the brain takes place in third or fourth year of age is now ...