The foundation stage curriculum, like its predecessor, is organised into six areas of learning to help practitioners plan appropriate activities and experiences for children in their setting. Yet the early learning goals guidance points out, 'This does not mean that all of a young children's learning is divided up into areas. One experience may provide a child with opportunities to develop a number of competencies and concepts across several areas of learning.'
Children's learning is complex, as is good practice within the early years, and practitioners need to heed this complexity in their cycle of planning for learning, observation and assessment. So what does complex, quality learning look like in practice?
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