The curriculum enables children to communicate in a variety of ways and motivates them to develop literacy and numeracy skills in meaningful contexts (Early Years Interboard Group, 2006, p.3)
It takes knowledgeable people to design a curriculum that meets all the needs of children. Before one could even attempt to create a developmentally appropriate programme for children, one must know how they learn best and incorporate the principles in the curriculum (McGuire, Wooldridge & Pratt-Adams, 2006).
“Children learn best when learning is interactive, practical and enjoyable for both children and teachers” (Early Years Interboard Group, 2006, p. 4). Very young children in the early years need to have several opportunities to engage in active and challenging learning experiences that capitalize on their interests. When they are actively involved in planning, reviewing and reflecting on these activities, they become more eager learners ready to acquire the skills and concepts they need. The Foundation Stage curriculum aims to provide stimulating environments that give children access to a range of resources, develop secure relationships with peers and adults and empower children with choices and the exercise of autonomy and independence in their learning. It encourages children to explore and take risks (Early Years Interboard Group, 2006).
The Foundation Stage curriculum recognizes the importance of play in childhood, as it provides many benefits (QCA, 2000). Play is one avenue in which much learning takes place and they need to be involved in play that is stimulating, challenging and considerate of their developmental needs where they can be free to be oneself without anyone imposing rules or restrictions to conform to society’s standards. Play engages the mind to actively imagine various scenarios for fun or for problem-solving (Pound, 1999). Babies and toddlers play in order to get to know their world – how