1.2 Explain: • how development and learning are interconnected • how and why variations occur in rate and sequence of development and learning • that learning may take place in different ways • the importance of play

This guide will help you answer 1.2 Explain: • how development and learning are interconnected • how and why variations occur in rate and sequence of development and learning • that learning may take place in different ways • the importance of play.

How development and learning are interconnected

Children’s development refers to the physical, cognitive, language, social and emotional changes that occur as they grow. Learning refers to gaining knowledge, skills and abilities through experiences, practice and teaching. These two areas are closely linked, as growth in one area often supports progress in another.

For example, a child learning to walk is not only developing physical skills such as balance and coordination, but is also expanding their cognitive understanding by exploring their surroundings. They are learning through movement. Similarly, speech and language development supports learning in literacy, numeracy and social interaction.

Development creates the foundation for learning. A child’s cognitive development enables them to think, remember and make sense of information, which supports educational and life skills. Learning stimulates development by challenging the brain and body to adapt to new tasks, encouraging changes in thinking, problem solving and social skills.

When development and learning work together, progress tends to be smoother. If development is delayed in one area, learning in related areas may slow. For example, if fine motor skills are developing more slowly, a child may struggle with writing tasks. Targeted support can help bridge gaps and allow development and learning to complement each other.

Key points about the link between development and learning:

• Development builds abilities that support learning
• Learning encourages new developmental milestones
• Growth in one area can influence progress in another
• Support must address both development and learning needs

How and why variations occur in rate and sequence of development and learning

The rate refers to how quickly a child achieves a skill or milestone. The sequence refers to the order in which skills are acquired. Although there are typical patterns, these can vary for many reasons.

Biological differences affect the rate of development. Genetics may influence physical growth, hearing, vision or cognitive abilities. Health conditions, such as chronic illnesses or disability, can slow progression in certain areas. A child born prematurely may reach developmental milestones later than peers.

The environment plays an important role. A child who is given stimulating activities and positive interactions may develop faster in some areas. Exposure to language-rich situations often supports quicker speech development. On the other hand, limited stimulation may slow learning.

Social and emotional experiences matter. A child who has strong bonds with caregivers often has more confidence to explore and try new tasks. Trauma or neglect may affect concentration, memory and social skills, changing both rate and sequence.

Cultural factors may influence the order in which children learn certain skills. Some cultures encourage independence earlier, leading to faster self-care skills, while others focus more on social or verbal skills.

Motivation and interest can cause variations. If a child is interested in a skill, they may master it more quickly. For example, a child who enjoys puzzles may develop problem-solving skills faster.

Examples of variations in sequences:

• A child may learn to crawl after they have learned to stand with support
• Some children walk before they can say clear words
• Others may speak clearly yet take longer to walk

When supporting children, it is helpful to recognise that variations are normal and do not always indicate a problem. Observations and assessments help identify whether the variation is within typical limits or if further investigation is needed.

Factors influencing rate and sequence:

• Genetics
• Health and nutrition
• Environmental stimulation
• Cultural expectations
• Social and emotional support
• Motivation and interests

Learning may take place in different ways

Children absorb information, skills and behaviours through a range of methods. Recognising these enables practitioners to provide suitable opportunities for learning.

Learning through play is common in childhood. This allows children to explore, experiment and practise skills in a relaxed setting. They gain understanding by interacting with objects, people and situations.

Learning by observing others is another method. Children watch peers, siblings or adults to see how they complete tasks. They might copy speech patterns, gestures or problem-solving approaches.

Direct instruction through teaching gives knowledge and skills in a clear and structured way. This works well for learning facts, processes or rules. Teachers and practitioners use demonstrations, explanations and feedback to guide progress.

Experiential learning happens through direct involvement in activities. For example, visiting a farm teaches children about animals by seeing and interacting with them, rather than reading about them.

Trial and error learning allows children to try activities, make mistakes and adjust their approach. This supports resilience and independence.

Children often use a mix of learning styles. Some prefer visual information, such as pictures or diagrams. Others respond better to auditory input, like spoken explanations or music. Kinesthetic learners prefer doing physical activities.

Key learning methods:

• Play-based activities
• Observational learning
• Direct teaching
• Experiential learning
• Trial and error
• Visual, auditory and kinesthetic styles

Practitioners can adapt resources and strategies to each child’s preferred way of learning, while introducing them to other styles to build flexibility.

The importance of play

Play is a natural activity that supports growth in all areas of development. It allows children to learn without pressure, making it enjoyable and meaningful.

In physical development, play strengthens muscles, builds coordination and improves balance. Runs, jumps, climbs and handling small objects all support motor skills.

Social development thrives through play. Children learn to share, cooperate, take turns and negotiate rules. These skills prepare them for group situations and relationships.

Language grows during play, as children use words to describe actions, express ideas and interact. Pretend play encourages creativity and narrative skills.

Cognitive skills develop through problem solving, planning and working out actions during play. Activities such as building with blocks or playing board games encourage logic, memory and concentration.

Play supports emotional health. It allows children to express feelings, build confidence and cope with stress. Dramatic play can give them a safe way to explore scenarios and emotions.

Different types of play benefit development in different ways:

• Physical play improves strength, coordination and health
• Pretend play develops imagination, social and language skills
• Constructive play supports planning, organisation and creativity
• Games with rules build understanding of fairness and cooperation

Play is valuable at all ages. Older children use play to relax, experiment with ideas and strengthen friendships. Play remains a strong tool for learning in adolescence, even when it looks different to early childhood play.

Practitioners can promote play by providing varied resources, safe environments and positive interaction. Outdoor spaces, creative materials and social games offer opportunities for child-led exploration.

Final thoughts

Development and learning are closely connected. Growth in physical, cognitive and social abilities creates the conditions for learning new skills. Learning drives development forward by offering challenges and experiences that encourage change.

Rates and sequences differ for each child due to genetics, health, social context, environment, motivation and cultural factors. Observing and supporting individual needs helps children progress in their own way.

Learning happens through many paths, from play and observation to direct instruction and hands-on experiences. Adapting to a child’s preferred methods can strengthen engagement while exposing them to new approaches.

Play remains a powerful and natural tool for development, offering benefits across physical, cognitive, social and emotional areas. Supporting regular play helps children learn in enjoyable settings and build skills for life.

When workers in the children and young people’s workforce understand these links and variations, they can offer better support that matches each child’s unique needs and encourages healthy growth.