1.1 Summarise a range of evidence-based philosophical and pedagogical approaches and research that underpin early years development and that underpin the organisation’s approach and values

This guide will help you answer 1.1 Summarise a range of evidence-based philosophical and pedagogical approaches and research that underpin early years development and that underpin the organisation’s approach and values.

The early years are the most critical stage for a child’s development. During this period, the brain develops rapidly and experiences lay the foundation for future learning, social skills and emotional resilience. Different philosophical and pedagogical approaches guide practitioners to create high-quality early years environments. Each approach is based on research, observations and theories of child development. In the UK, organisations choose approaches that align with their values and meet the needs of their setting and children.

The Montessori Approach

Maria Montessori developed this method in the early 20th century. Her work was based on observation of children’s behaviour and learning patterns. She concluded that children learn best through self-directed activity within a carefully prepared environment.

Montessori principles include:

• Children choose activities from a prepared set of resources
• Practical life skills are taught through everyday tasks
• Mixed-age groups encourage peer learning
• Materials are designed to be self-correcting so children can spot and fix mistakes themselves

Research into Montessori settings shows that children develop independence, concentration and self-discipline. These skills link to later success in school and life. A Montessori-aligned organisation values freedom of choice within boundaries. Staff act as guides rather than instructors.

The Reggio Emilia Approach

This philosophy originated in Italy after the Second World War. It treats children as capable and resourceful, with the right to participate fully in decisions that affect them. Learning is seen as a process of exploration based on interests.

Key points include:

• Project-based learning that evolves from children’s questions and curiosity
• Strong emphasis on creativity and the use of expressive arts
• Collaboration between children, staff, and families
• The environment, known as “the third teacher”, is designed to inspire

UK research into Reggio Emilia-inspired practice finds that children’s communication skills improve through shared projects. Organisations that follow this approach value partnerships with families and communities, and they provide rich, open-ended resources.

Play-Based Learning

Play is recognised worldwide as a major driver of early development. It supports problem solving, language, motor skills and emotional regulation. Theorists like Friedrich Froebel, who created the concept of kindergarten, believed play had educational value.

Features of play-based learning:

• Both child-initiated and adult-guided play experiences
• Activities that involve imagination and creativity
• Physical play to promote coordination and health
• Social play to promote empathy and cooperation

Study after study in the UK confirms that play leads to stronger foundational learning in literacy and numeracy. Organisations using this philosophy focus on giving time, space and resources for quality play.

The HighScope Approach

Developed in the United States in the 1960s, this is an active participatory learning method. It is built on research showing that children learn better when they interact directly with people, things, events and ideas.

Common features:

• Daily routine with a “plan, do, review” sequence
• Learning through active exploration of materials
• Adults support children by asking open questions
• Assessment through regular observation of development

Long-term research into HighScope has shown positive effects on academic achievement and social responsibility in adulthood. UK organisations adopting aspects of this approach value its structure and the emphasis on child agency.

The EYFS Framework

In England, all early years providers must follow the Early Years Foundation Stage. This statutory framework sets out standards for learning, development and care.

EYFS principles:

• Children develop quickly in the early years and benefit from high-quality care and education
• Learning is through play, observation and assessment
• Areas of learning include communication, physical development, literacy, mathematics, understanding the world, and expressive arts
• The framework supports inclusive practice for all children

EYFS is evidence-based and incorporates elements from multiple philosophical approaches. It ensures that organisations focus on holistic development, safeguarding and assessment.

Forest School Approach

Forest School is based on the Scandinavian outdoor learning model. It uses natural settings to promote exploration, resilience and practical skills.

Core points:

• Regular sessions outdoors, often in woodland
• Child-led activities supported by skilled staff
• Risk-taking within safe boundaries to promote confidence
• Environmental awareness encouraged through direct interaction

UK studies point to improved physical health, self-esteem and problem-solving skills among children attending Forest Schools. Organisations with this approach value nature, sustainability and experiential learning.

Attachment Theory

Attachment theory, developed by John Bowlby, is not a curriculum but a guiding principle for relationships in early years settings. It focuses on the bond between the child and caregiver.

Main ideas:

• Secure attachment supports emotional regulation and learning readiness
• Consistent and responsive care builds trust
• Separation from carers is managed sensitively

Research shows that children with secure attachments cope better with challenges in later life. Many organisations train staff in responsive care and prioritise stability for children.

Behaviourist Approaches

Behaviourism focuses on how experiences shape behaviour through reinforcement and repetition. B.F. Skinner’s work influenced behaviour management strategies in early years practice.

Features include:

• Clear rules and routines
• Use of praise to encourage positive behaviour
• Consistent responses to unwanted behaviour

While not a full philosophy of learning, behaviourist strategies can support positive behaviour in group settings. Organisations using this approach often combine it with more developmental models.

Social Constructivism

Lev Vygotsky’s theory emphasises the role of social interaction in learning. The idea of the Zone of Proximal Development suggests that children can achieve more with guidance from others.

Principles applied in early years:

• Adult scaffolding to support tasks
• Peer collaboration to enhance skills
• Focus on communication and shared problem-solving

UK research supports the value of guided interaction and cooperative learning. Organisations applying social constructivism value teamwork and the shared building of knowledge.

Steiner Waldorf Approach

This approach was founded by Rudolf Steiner. It views education as nurturing the whole child body, mind and spirit.

Features:

• A rhythm of the day that supports emotional security
• Emphasis on storytelling, creative arts and practical skills
• Limited use of formal teaching in early years
• Strong focus on imagination

UK studies find that Steiner education fosters creativity and empathy. Organisations that align with this philosophy often prioritise rhythm, ritual and the arts.

Linking Approaches to Organisational Values

An organisation might draw on several approaches to suit its ethos. For example, it may combine EYFS requirements with Montessori independence, Reggio creativity and Forest School outdoor learning. The mix depends on the values held such as respect for child autonomy, strong family engagement, or commitment to sustainability.

Connecting approaches to values often involves:

• Consulting staff, children and families regularly
• Training staff to apply methods accurately
• Choosing resources and environments to reflect chosen principles
• Adapting strategies for inclusion and accessibility

Research Evidence Supporting Early Years Practice

Many studies confirm that high-quality early years education improves long-term life outcomes. Effective approaches share common traits such as responsive adult-child interaction, opportunities for play, and secure emotional relationships.

Examples of UK research:

• EPPE (Effective Provision of Pre-School Education) study found sustained benefits into later school years
• Studies by the Education Endowment Foundation show that language-rich environments boost later reading skills
• Outdoor learning research highlights gains in resilience, teamwork and physical health

Organisations often use this evidence to develop their policies and training plans.

Embedding a Philosophy in Day-to-Day Practice

Once an organisation selects approaches, they must be reflected in daily routines, assessments and interactions. This can include:

• Planning activities that match children’s interests
• Designing environments with easy access to resources
• Greeting children warmly and responding to their emotions
• Observing children regularly and using findings to adjust teaching

Success depends on staff consistency and clear communication about values and expectations.

Final Thoughts

Understanding and summarising evidence-based philosophical and pedagogical approaches is key to high-quality early years practice. Each approach offers unique strengths, from Montessori independence to Reggio collaboration and Forest School outdoor experiences. The EYFS framework acts as a unifying standard, ensuring no child misses out on important developmental opportunities.

An organisation’s values shape the way these approaches come to life. By combining theory, research and observation, practitioners can create environments that truly support every child’s growing potential. The aim is to give children strong foundations for lifelong learning, wellbeing and participation in society.