Hannah Tait of Discovery Bay International School tells Susannah Wood why early years education is crucial to our children’s future development and success
It’s a commonly known fact, as supported by extensive studies and research, that a child’s brain develops more in the first five years of life than at any other time. Every interaction a young child has shapes their neurological development, laying the foundations for their future learning journey.
In many countries, including Hong Kong, formal education isn’t mandatory until children reach primary school age (six years old in Hong Kong), although many parents choose to enrol their children much earlier. According to Hannah Tait, Head of EYFS (Early Years Foundation Stage) and Primary at Discovery Bay International School (DBIS), this is a smart move.
“It’s a commonly held misconception that “real learning” only starts for children when they are aged five and entering primary school,” says Hannah. “In actual fact, children’s learning, growth and development starts at conception and continues in complex, often non-linear ways through early childhood and beyond.
“Extensive changes and development happen in early childhood, and the experiences children have between birth and five years strongly influence their future success. Just like buildings need strong foundations in order to be secure, so do our children.”
PROVEN BENEFITS
Hannah’s assertions are backed up by recent research by OFSTED (the UK’s Office for Standards in Education). The 2023 study, titled the Best start in life, examined the factors that contribute to a high-quality early education, as well as the development of young children’s knowledge and skills. The study found that children who attended pre-school provision went on to attain higher GCSE scores than those who did not. Considering GCSEs are typically taken at age 16, the long-term benefits start to become clear.
Of course, the success of any education programme is dependent on the quality of the provision, and this is where formal learning in a school setting offers significant benefits. “School settings ensure that a rigorous, appropriate curriculum underpins the experiences the children have,” says Hannah. “Well-designed early years environments provide access to a range of relevant resources, tailor made to support learning and development between three and five years old. At DBIS, we view our environment as the third teacher; as such, it is planned to ensure learning is possible throughout all aspects of the children’s day.
“We are lucky at DBIS to have extensive outdoor facilities, which we make full use of. The outdoor environment offers children unique possibilities, benefits health and wellbeing, and helps children make sense of the world around them. We often notice that children will demonstrate their learning in ways that are not possible or evident indoors. Outdoor learning in a purposefully designed setting also allows children to engage with risk in a secure manner, supporting them with self-regulation and physical development, and ensuring they gain an understanding of their bodies’ own capabilities and limits, something which will keep them safe as they grow older.”
EXPERTS IN THEIR FIELD
Hannah stresses that supporting children to engage with risk is something that should only be led by qualified professionals. “Early years education in schools is provided by highly qualified teachers who have undertaken extensive undergraduate and postgraduate study in early childhood education,” she explains. “This includes extensive teaching practice and research linked to child development. It is these qualifications that support practitioners in planning outstanding environments to support children’s learning and discovery.
“Teachers will effectively engage with a cycle of observation, assessment and planning to ensure all aspects of the day are purposeful and tailored to each child’s stage of development. At DBIS, we follow a “stage-not-age” approach, identifying each child’s strengths and considering how we support development from individual starting points. This ensures we can nurture dispositions such as resilience, problem solving, confidence and creativity, which are crucially important not only to support learning but also to enable children to respond effectively to their unfolding futures.”
EFFECTIVE CURRICULA
School settings also enable strong academics from an early age, albeit largely through playbased learning. “We follow the EYFS curriculum from England,” says Hannah, “a precursor to Key Stage 1. It is specifically designed for children to begin exploring the building blocks of the National Curriculum subjects they will go on to study in primary and secondary. It includes pre- and early phonics, supporting children in navigating the complexities of learning to read and write, and nurturing communication and language skills.”
Specialist lessons are also usually available in formal school environments, with children benefitting from access to expert practitioners in areas such as learning technologies, physical education, music and languages (DBIS, like many schools in Hong Kong, offers Mandarin lessons from age three), along with high-quality resources to support learning.
CHOOSING A SCHOOL
What advice does Hannah have for parents considering Hong Kong early years education options for their child? “First and foremost, I would advise parents to not underestimate the importance of quality early childhood education and to ensure they enrol their child early rather than wait until the compulsory age for starting school. As the research from OFSTED identifies, the education and care children receive in the early years affects not only future educational attainment but also future health and happiness.
“Look for a setting that aligns with your personal values, recognises the importance of working in partnership with families, prioritises the holistic development of children and has a robust curriculum that is delivered by suitably qualified and skilled practitioners. Choosing a setting that is underpinned with a recognised curriculum and delivered by skilled adults will ensure your child’s learning and development is supported by those who have the necessary understanding of child development and can therefore tailor your child’s learning experience to ensure optimal progress and firm foundations are established for lifelong learning.
“All children are infinitely capable, creative and full of potential – our job as adults is to support and nurture those qualities and give our children the best possible start in life.”