In Scotland, the term 'early years' describes the period from pre-birth to 8 years old. The Early Years Framework explains that this broad definition. It recognises the importance of pregnancy in influencing outcomes. It also shows why the transition to primary school as a critical period in children’s lives.

Curriculum for Excellence builds on solid foundations developed from pre-birth to age three. It also links the learning in early years settings and primary schools.

The early level curriculum

Early level is one of five curriculum levels and is part of the Broad General Education.

The early level curriculum provides the basis for learning in Early Learning and Childcare (ELC) and Primary 1. This framework can also support learning beyond primary 1 for some children with Additional Support Needs (ASN).

During your child’s early years, they will work with a range of different staff. The term practitioner includes all staff registered to work with young children. For example childminders, early years practitioners, and teachers.

The Early level ensures a joined-up approach across ELC and into primary school. Realising the Ambition provides advice and support for practitioners to ensure that your child receives the highest quality of experiences and the most appropriate approaches to teaching and learning. It emphasises the importance of play from the beginning of ELC, across the whole of the Early level and beyond.

Learning through play

Evidence from research is clear that play has an essential role in all learning. Learning through play is one of the most important ways that young children can increase their knowledge of the world. This helps children to develop their social, emotional, and physical capacities. Through play your child can apply their learning in new ways.

Play Pedagogy

Play pedagogy is a term you may hear practitioners talking about. It requires practitioners to take the lead from the children and actively respond to their individual and constantly changing needs. It is based on an understanding of how children learn and develop and the approaches that practitioners can use to enhance that process.

Play pedagogy balances opportunities for child led learning, with appropriate support from adults. Practitioners will know when to provide support and when to observe. When to teach a new skill and when to offer further experiences to extend and challenge learning. This means that sometimes children will leading the learning, and sometimes adults will.

The learning environment

Realising the Ambition supports practitioners to think of the learning environment as being made up of interactions, experiences and spaces. The learning environment in the early stages of primary school should not look or feel very different from a motivating ELC environment. The experiences on offer might be different, the interactions might be more challenging but the school environment should build on children’s learning at home and in ELC, and continue to support learning through play.

Assessment and planning

In play pedagogy, observation is an important method of assessment. By observing your child, practitioners can see what and how they are learning. Practitioners assess progress and use that information to determine what your child is able to learn by following their own interests and what needs to be learned through direct teaching. This helps them plan appropriate experiences based on the needs of your child.

What I need to grow and develop

Play pedagogy is based on an understanding of child development. It takes into account that children learn at different rates and in different ways. Section 3 of Realising the Ambition: Being Me provides key information about child development and the support that young children need to learn and grow. This enables practitioners to provide the right support at the right time for your child.

Additional support

All children and young people need support to help them learn. Play pedagogy enables educators to meet a diverse range of needs. However, some children and young people will require additional support that is different from that received by others of the same age. There are many reasons why children and young people may need support. More information can be found in the additional support needs section of this site.

Working in partnership

By working in partnership with practitioners, you can play an important role in supporting your child. There are many different ways you can be involved and engaged in your child’s learning. More information can be found in the getting involved section.