Early childhood curriculum for children under three

Published 25/08/2026.  Last updated 01/09/2026

The first three years of life are a unique and important time in children's development. During these early years, babies and toddlers learn through loving relationships, responsive care, play, exploration and everyday experiences. Research continues to highlight the lasting impact that early experiences and interactions have on children's wellbeing, learning and development. 

In Scotland, Realising the Ambition: Being Me (2020) is the national practice guidance for supporting babies and young children from pre-birth onwards. It brings together current research, policy and practice and should be used as the key guidance document for practitioners working with children under three. 

Please note:

  • ‘Realising the Ambition: Being Me’ (2020) replaced ‘Pre-Birth to Three: Positive Outcomes for Scotland's Children and Families (2010)’ and ‘Building the Ambition (2014)’. ‘Pre-birth to Three’ and ‘Building the Ambition’ should no longer be used as national practice guidance.

  • ‘Curriculum for Excellence’ begins from age 3.

  • ‘Pre-Early Level Milestones’ are intended for learners with complex additional support needs and should not be used as curriculum guidance for children under three.

Effective practice begins with understanding how babies and young children grow, develop and learn. Every child develops at their own pace and follows their own unique pathway. 

Practitioners need a secure understanding of child development to recognise and respond to children's individual strengths, interests, experiences and needs. Rather than following predetermined programmes or milestone checklists, they use this knowledge to provide responsive care and meaningful learning opportunities. 

‘Section 3, What I Need to Grow and Develop’, in ‘Realising the Ambition’ explores the developmental needs of babies and young children and the conditions that support their wellbeing, learning and development. The Pondering Pedagogy resources support professional reflection on how this understanding can shape responsive practice and learning experiences. 

Within ‘Realising the Ambition’, the following principles underpin high-quality experiences for babies and toddlers:

  • Rights of the Child – recognising babies and toddlers as capable individuals whose wellbeing, voice and rights matter.
  • Relationships – building secure, loving and trusting relationships which support learning and development.
  • Responsive Care – tuning into children's individual needs, interests and communication.
  • Respect – valuing each child, family, culture and experience.

Together, these principles provide the foundation for curriculum making and pedagogy for babies and toddlers.

The curriculum is not a programme of lessons or a set of milestones to be achieved. Instead, it is the totality of interactions, experiences, and spaces that support children's learning, development and wellbeing.

‘Realising the Ambition’ highlights the importance of high-quality:

  • Interactions with caring and responsive adults
  • Experiences that promote curiosity, exploration and play
  • Spaces that are safe, stimulating and nurturing, both indoors and outdoors

Learning is fostered through play, movement, communication, attachment, routines and everyday experiences. Practitioners support learning by observing children closely, understanding their development and responding to their interests, strengths and needs.

While children aged three and over are entitled to experience ‘Curriculum for Excellence’, the curriculum for children under three is shaped primarily through responsive care, relationships and a deep understanding of early development. Planning is therefore based on ongoing observation and assessment of individual babies' and toddlers' needs, rather than on predetermined outcomes or programmes of learning.

The curriculum rationale in each setting should reflect the needs of its children and explain how curriculum-making approaches support learning and development.

Families are children's first and most important educators. Building strong, respectful relationships with parents and carers helps ensure continuity, consistency and the best possible outcomes for babies and young children. Practitioners should value family knowledge, listen carefully, and work together to support each child's wellbeing, learning and development.

The following short professional learning films have been created using selected content from the original ‘Pre-Birth to Three’ films. The footage has been reviewed and edited to support reflection on key principles that continue to underpin practice within ‘Realising the Ambition’.

These videos are intended to support professional discussion and reflection on practice with babies, toddlers and their families.

Additional video resources

An archive of the original ‘Pre-Birth to Three’ video resources is also available on YouTube. While much of the content remains relevant and thought-provoking, practitioners should view these resources alongside ‘Realising the Ambition’ and other national guidance. Since these videos were developed, research, policy and practice have continued to evolve, and current guidance reflects the latest understanding of how babies and young children learn, develop and thrive.

YouTube Playlist - Pre-Birth to Three
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Early childhood curriculum for children under three

Published 25/08/2026.  Last updated 01/09/2026

The first three years of life are a unique and important time in children's development. During these early years, babies and toddlers learn through loving relationships, responsive care, play, exploration and everyday experiences. Research continues to highlight the lasting impact that early experiences and interactions have on children's wellbeing, learning and development. 

In Scotland, Realising the Ambition: Being Me (2020) is the national practice guidance for supporting babies and young children from pre-birth onwards. It brings together current research, policy and practice and should be used as the key guidance document for practitioners working with children under three. 

Please note:

  • ‘Realising the Ambition: Being Me’ (2020) replaced ‘Pre-Birth to Three: Positive Outcomes for Scotland's Children and Families (2010)’ and ‘Building the Ambition (2014)’. ‘Pre-birth to Three’ and ‘Building the Ambition’ should no longer be used as national practice guidance.

  • ‘Curriculum for Excellence’ begins from age 3.

  • ‘Pre-Early Level Milestones’ are intended for learners with complex additional support needs and should not be used as curriculum guidance for children under three.

Effective practice begins with understanding how babies and young children grow, develop and learn. Every child develops at their own pace and follows their own unique pathway. 

Practitioners need a secure understanding of child development to recognise and respond to children's individual strengths, interests, experiences and needs. Rather than following predetermined programmes or milestone checklists, they use this knowledge to provide responsive care and meaningful learning opportunities. 

‘Section 3, What I Need to Grow and Develop’, in ‘Realising the Ambition’ explores the developmental needs of babies and young children and the conditions that support their wellbeing, learning and development. The Pondering Pedagogy resources support professional reflection on how this understanding can shape responsive practice and learning experiences. 

Within ‘Realising the Ambition’, the following principles underpin high-quality experiences for babies and toddlers:

  • Rights of the Child – recognising babies and toddlers as capable individuals whose wellbeing, voice and rights matter.
  • Relationships – building secure, loving and trusting relationships which support learning and development.
  • Responsive Care – tuning into children's individual needs, interests and communication.
  • Respect – valuing each child, family, culture and experience.

Together, these principles provide the foundation for curriculum making and pedagogy for babies and toddlers.

The curriculum is not a programme of lessons or a set of milestones to be achieved. Instead, it is the totality of interactions, experiences, and spaces that support children's learning, development and wellbeing.

‘Realising the Ambition’ highlights the importance of high-quality:

  • Interactions with caring and responsive adults
  • Experiences that promote curiosity, exploration and play
  • Spaces that are safe, stimulating and nurturing, both indoors and outdoors

Learning is fostered through play, movement, communication, attachment, routines and everyday experiences. Practitioners support learning by observing children closely, understanding their development and responding to their interests, strengths and needs.

While children aged three and over are entitled to experience ‘Curriculum for Excellence’, the curriculum for children under three is shaped primarily through responsive care, relationships and a deep understanding of early development. Planning is therefore based on ongoing observation and assessment of individual babies' and toddlers' needs, rather than on predetermined outcomes or programmes of learning.

The curriculum rationale in each setting should reflect the needs of its children and explain how curriculum-making approaches support learning and development.

Families are children's first and most important educators. Building strong, respectful relationships with parents and carers helps ensure continuity, consistency and the best possible outcomes for babies and young children. Practitioners should value family knowledge, listen carefully, and work together to support each child's wellbeing, learning and development.

The following short professional learning films have been created using selected content from the original ‘Pre-Birth to Three’ films. The footage has been reviewed and edited to support reflection on key principles that continue to underpin practice within ‘Realising the Ambition’.

These videos are intended to support professional discussion and reflection on practice with babies, toddlers and their families.

Additional video resources

An archive of the original ‘Pre-Birth to Three’ video resources is also available on YouTube. While much of the content remains relevant and thought-provoking, practitioners should view these resources alongside ‘Realising the Ambition’ and other national guidance. Since these videos were developed, research, policy and practice have continued to evolve, and current guidance reflects the latest understanding of how babies and young children learn, develop and thrive.

YouTube Playlist - Pre-Birth to Three
^ Back to top