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At the heart of the programme is learning through play. Why is this important?
In the first few years of life, when the brain is developing rapidly and basic brain “architecture” is formed, the foundations are laid for later learning and development.
Evidence now shows that children are best supported to develop optimally when they have ample opportunities for free, child-initiated play that is supported and extended by supportive and engaged adults, and abundant experiences of interactive storytelling and the rich use of language.
The more stimulating the early environment, the more a child develops and learns. Play – the old-fashioned kind – is a lifelong skill that builds and satisfies curiosity, broadens the way we think, reduces stress and boosts energy levels.
Play allows children to create and explore a world they can master, conquering their fears, exploring and creating meaning. The intellectual and cognitive benefits of playing are well documented.
Play also enhances social skills, which we know is an important predictor of later academic success.
Early literacy also develops in everyday activities, during social interactions and experiences, and when handling toys and objects.
We now know that children gain a significant knowledge of language, reading and writing long before they enter school. Children learn to talk, read and write through such social-literacy experiences as adults or older children interact with them using books and other literacy materials, including magazines, markers and paper.
When we communicate with children, we are teaching far more than words and sentences. We are letting them know that what they have to communicate and share is important, that they are important and that we value their contribution.
THE PROGRAMME IS FOCUSED ON THREE KEY OUTCOMES
1 Every child should have the ability to form the kinds of close relationships that make them happy and give them the confidence to shine.
2 Every child should be a great thinker and communicator.
3 Every child should develop core general skills – such as self-control, perseverance and flexibility – that are essential tools for living and learning.
HOW WILL SMARTSTART EARLY LEARNING GROUPS ACHIEVE THIS?
We have identified five features of successful early learning programmes: nurture, talk, play, stories and parent partnership.
These are the five pillars of the SmartStart approach.
SmartStart practitioners will surround children with care and attention. When young children feel safe and loved, it helps their brains to grow in the way they should. Children who feel good about themselves love to try things out, are less afraid of making mistakes, work well with others and take on problems. These are all signs of a good learner.
SmartStart practitioners will interact tirelessly with children. Words are gold.
Young children need language to communicate and learn, and later, to become successful readers and writers.
SmartStart practitioners will create abundant opportunities for child-centred play. Play is one of the most powerful catalysts of early learning.
SmartStart practitioners will lead special story times full of conversation. Whether make-believe or real, stories are an endless source of wonder and enjoyment for children. What is more, the ways in which stories introduce new languages and ideas provide them with a launchpad for learning.
Story time may involve books or drama, or neither, but in SmartStart groups, it will always involve a great deal of conversation.
SmartStart practitioners will build strong partnerships with parents and caregivers. Because parents are children’s first and most important teachers, SmartStart groups will support them to make their homes places of rich learning opportunities.
To find out more about SmartStart, visit the website at smartstart.org.za, or contact Carol-Ann Foulis at hello@smartstart.org.za or Justine Jowell at hello@smartstart.org.za, or simply dial 078 277 0851
