Abstract
The brain undergoes rapid development during the first 8 years of life and is highly receptive to promotive experiences and stimulation. Early childhood presents a critical window of opportunity to promote early learning and holistic growth and development in children. However, many children, especially those from disadvantaged backgrounds, lack quality early childhood care and education (ECCE). Psychosocially and emotionally deficient environments and suboptimal ECCE negatively impact a child’s developmental trajectory with possibly irreversible consequences. It is crucial to adopt ECCE interventions that promote holistic growth in children to effectively utilise the opportunity that early childhood presents. Exposure to enabling and stimulating early learning experiences that are child-centred, flexible, multifaceted, and intrinsically motivating significantly influences a child’s overall developmental trajectory with long-lasting outcomes. Here, we discuss two such learning interventions – nonlinear learning and play-based learning – in the context of ECCE. Growing evidence suggests that brain development itself is nonlinear, and children inherently show nonlinear and unpredictable learning trajectories and unique learning styles influenced by environmental factors. This calls for adopting learning interventions that account for this nonlinearity and provide children with flexibility and agency to choose their learning trajectories and styles. Also, encouraging play in early childhood is beneficial for brain development and provides enriching, hands-on, and deep early learning experiences that promote holistic growth in children. Adopting nonlinear and play-based learning strategies as part of ECCE has the potential to positively influence a child’s developmental trajectory and foster the development of relevant skills and competencies for lifelong success and well-being.
