Each of the four Learning Strands has a set of IEYC Learning Outcomes. Each Learning Outcome is broad in nature, re ecting recent research into early childhood development. The Learning Outcomes should be used to support re ective teaching practices and to help guide children’s learning and development. In this way, the Learning Outcomes contribute to the evaluation of and planning for personalised learning. The Learning Strands and Learning Outcomes are deeply embedded into IEYC activities. Combined they are central to each child’s learning journey and should be used to evaluate what children have experienced, learned about, and the progress that has been made. Keeping an ongoing evaluation record of children’s learning and development is crucial in planning appropriate next steps in learning. An example ‘IEYC Learning Journey’ template is included in each IEYC unit of learning; this can be easily adapted to make it context speci c (see Appendix).
The IEYC suggests that by the end of the curriculum (between approximately ve and
six years of age), children will have typically developed knowledge and an increasing understanding of speci c aspects of IEYC learning, and the skills of being able to demonstrate what has been learned in practical ways. The IEYC recognises the uid and dynamic nature of children’s learning and acknowledges that children will not reach developmental milestones at the same time. Whilst the Learning Outcomes are an important part of re ective practices and help guide children’s progression, the IEYC recognises that stimulating engagement and meaningful enquiry are the key to deep learning and achievement. The process of working towards Learning Outcomes takes time and should be an enjoyable and rewarding journey for children. The IEYC Learning Outcomes are broad in nature, encompassing a range of typical development. However, each unique child will not reach developmental milestones at the same time. The IEYC believes that it is more important to focus on: IEYC Learning Principle 2: Children should be supported to learn and develop at their own unique pace, in conjunction with the other seven IEYC Learning Principles, rather than focusing on achievement alone.
