1.2 Explain how different approaches to work with children in the early years have influenced current provision in the UK

This guide will help you answer 1.2 Explain how different approaches to work with children in the early years have influenced current provision in the UK.

In the UK, early years provision has been shaped by many approaches to working with young children. These approaches have emerged from research, educational philosophy, social needs and political priorities. Understanding these approaches helps you recognise why UK early years services look and operate the way they do today. The changes in curriculum, pedagogy, and daily practice can often be traced back to well-known educational theorists and policy developments.

This unit focuses on explaining how different approaches to work with children in the early years have influenced current UK provision. You will see links between theory and what happens in modern nurseries, preschools, reception classes, and childminding services.

The Montessori Approach

Maria Montessori developed her method in the early 20th century. She believed children learn best through self-directed activity and practical experiences. The adult’s role is to prepare the environment so the child can explore and learn independently.

Influences on current UK provision include:

• A focus on child choice in activities
• Use of practical life equipment such as pouring jugs and dressing frames
• Mixed age groups in some settings
• Respect for independence and self-care skills at an early stage

Many UK early years settings borrow Montessori ideas by offering accessible resources at child height and encouraging children to manage personal tasks. This approach supports areas of the Early Years Foundation Stage (EYFS) that value independence and decision-making.

The Reggio Emilia Approach

The Reggio Emilia approach began in a town in Italy after World War II. It focuses on children as capable learners with strong potential. Learning happens through projects based on the child’s interests and curiosity. Creativity and expression are central.

Influences on current UK provision include:

• Use of creative and open-ended resources like natural materials
• Documentation of children’s learning through photographs and notes
• Strong emphasis on the learning environment as a “third teacher”
• Partnering with parents as co-educators

In the UK, many nurseries have adapted Reggio principles by creating inspiring spaces, valuing art and design activities, and listening closely to children’s ideas before planning next steps.

The HighScope Approach

HighScope was developed in the United States in the 1960s. It uses active participatory learning where children make plans about what they want to do, carry them out, and then review what happened. This is known as the plan-do-review cycle.

Influences on UK provision include:

• More structured daily routines while keeping child choice
• Regular reflection with children
• Adults working alongside rather than instructing
• Strong focus on problem-solving and decision-making skills

In UK settings, you may see plan-do-review activities during free play sessions. Structured reflection helps children make sense of their experiences and builds confidence.

The Steiner Waldorf Approach

Rudolf Steiner developed an educational philosophy focused on holistic development. Early years Steiner provision tends to delay formal academic teaching until later. It values the rhythm of daily life, imagination, and play.

Influences on current UK provision include:

• Emphasis on creative play without early pressure for reading and writing
• Strong daily and seasonal rhythms to create security
• Use of natural materials for toys and equipment
• Valuing storytelling and oral traditions

In the UK, some settings use Steiner ideas by slowing down the pace of the day, carefully choosing natural resources, and encouraging creative thinking over direct academic targets.

The Te Whāriki Approach

Te Whāriki is the New Zealand early childhood curriculum. It is woven around principles of empowerment, holistic development, family and community engagement, and relationships. The name means “woven mat” representing the interconnectedness of learning.

Influences on UK provision include:

• Recognising learning as connected across domains
• Strong partnership with family and community
• Respect for different cultures and traditions
• Flexible curriculum frameworks

In the UK context, EYFS follows similar principles by valuing personal, social, and emotional development alongside cognitive skills. Multicultural awareness and parent engagement strategies in UK settings often reflect Te Whāriki ideas.

Froebel Approach

Friedrich Froebel, a German educator, is often considered the founder of kindergarten. His approach used play as the foundation of learning and introduced specific educational toys known as “Froebel gifts”.

Influences on UK provision include:

• Structured play activities that aid sensory and cognitive growth
• Songs, games, and outdoor activities as key learning tools
• Importance of the teacher’s relationship with the child
• Use of nature and gardens in education

UK early years settings often include songs, rhymes, block play, and outdoor exploration influenced by Froebel’s focus on holistic play-based learning.

The EYFS Framework and Policy Influence

The Early Years Foundation Stage (EYFS) framework brings together many influences from these approaches. It sets the statutory requirements for learning, development, and care for children from birth to five years in England.

Key links to the above approaches include:

• Play-based learning from Froebel and Montessori principles
• Planning with the child’s interests in mind from Reggio Emilia
• Independence skills from Montessori
• Daily structures echoing HighScope routines
• Creativity and storytelling from Steiner traditions

The EYFS also reflects research on attachment, language development, and child development theories from Piaget, Vygotsky, and Bronfenbrenner. Government policy has reinforced the need for inclusive practice, equal opportunities, and safeguarding, which now shape all early years settings.

Influence of Research and Theorists

The work of child development theorists continues to influence UK provision:

• Jean Piaget focused on stages of cognitive development and the idea that children build knowledge through active engagement.
• Lev Vygotsky highlighted social interaction and language in learning. He introduced the concept of the Zone of Proximal Development, where the adult supports the child just beyond their independent ability.
• Urie Bronfenbrenner viewed the child within a system of relationships and environments, stressing the impact of family, community, and wider society.

UK early years practice often blends these insights with the structured approaches already discussed. Adult-child interaction, careful observation, and planning activities to match developmental stages remain key.

Impact on Daily Practice

The combined influences of different approaches can be seen in daily routines:

• Free-flow play where children choose their activities
• Mixed use of indoor and outdoor spaces
• Planning next steps based on careful observation
• Encouraging self-care such as dressing, handwashing, and tidying
• Open-ended creative work and construction play
• Group times for stories, singing, and talk

Staff interact with children in ways that promote thinking skills, problem-solving, and social learning. Activities are designed to be purposeful but still enjoyable and voluntary.

Parental Involvement

Many approaches recognise parents as partners in education. In UK provision this shows in:

• Regular communication about progress
• Stay-and-play sessions
• Shared planning for children with additional needs
• Inclusion of home cultures and languages

Settings use newsletters, learning journals, or online platforms to connect with families, reflecting ideas from Reggio Emilia, Te Whāriki, and Bronfenbrenner’s ecological model.

Cultural Diversity

Libraries of resources and activity plans in UK early years often include multicultural elements. This links to the inclusive values of Te Whāriki, and Vygotsky’s respect for cultural contexts. Practitioners adapt stories, songs, and celebrations to match the backgrounds of children attending.

Training and Qualifications

Approaches that value observation, reflective practice, and responsive planning have influenced how practitioners are trained. UK qualifications for early years staff include units on different philosophies and link them to the EYFS requirements. This ensures staff can select and adapt methods to suit the group and individual children.

Reflection in Current Policy

UK early years policy reflects an understanding that no single approach works for all situations. Instead, it combines ideas to create flexible, inclusive provision. Ofsted inspections look for evidence of child-centred learning, purposeful play, safeguarding, and communication with parents. All these features can be traced to a mix of the approaches discussed.

Challenges in Applying Approaches

Some approaches require specific resources or training that may not be available to all settings. For example, fully adopting Montessori or Steiner methods can be difficult in busy urban nurseries with limited space. UK provision often adapts these approaches rather than following them exactly. Balancing child-led learning with statutory requirements is another practical challenge.

Final Thoughts

Early years provision in the UK today is a blend of ideas from a range of educational thinkers and systems. Each approach offers something valuable. From Montessori’s emphasis on independence to Reggio Emilia’s creativity and collaboration, the influences are woven into the EYFS and daily nursery life. Practitioners often take elements from several methods to meet diverse needs.

By knowing the history and principles behind these approaches, workers can make informed decisions about their own practice. This depth of knowledge helps you support children in ways that are engaging, respectful, and grounded in proven theories. It also helps you meet professional standards and contribute to high-quality early years education across the UK.