The importance of early experiences The more we learn about how the brain works, the more we realise just how important high quality early years practice really is. Whilst all children are born thinking, the degree to which that thinking develops is heavily dependent on early experiences. A growing body of research indicates that it is during the first five or six years of life that half of the brain's nerve cells are connected. A baby may be born with millions of brain cells but they cannot become usable intelligence until they are connected, and these connections are made most effectively in response to a rich, nurturing, stimulating environment. What is also becoming increasingly clear, is that potential that is not realised within these vital early years may be lost forever. The early years form the foundation upon which all future learning will be based, and it is easy to see why the House of Commons Select Committee Enquiry into Early Years Education made the following recommendation: ‘We recommend that the advances in knowledge about brain development should be kept under examination by the DfEE-funded researchers in the education field so that Early Years policy is kept up to date and consistent with the available scientific evidence.’ (DfEE 2001) Early experiences really do matter and it is essential that, as children enter early education they encounter developmentally appropriate experiences. Currently there is a wide continuum of practice and experiences can be extremely diverse. At one end of the continuum children enter settings where adults encourage their thinking and promote their independence and autonomy. At the other end they work under the direction of adults who do much of their thinking for them resulting in what might be termed ‘learned helplessness’. There are many variables in between. We must continue to work to ensure that all children benefit from high quality practice. To fail to place sufficient emphasis on the quality of early experiences is to fail our children.

It was Henry Ford who said, ‘Whether you think you can, or whether you think you can't – you're absolutely right!’ Pause for a moment and think of all the people you know who have achieved things against all the odds. Even when people told them they could never do it, they did. So, if this attitude is so important, how can you help children to develop a ‘can do’ attitude, and why is it so important?

The ability to think creatively is not the preserve of a lucky few, but a skill that can be fostered in early childhood. It is for enlightened practitioners to ensure that children's minds stay open and flexible.

In the final article of the series, Sue Palmer and Ros Bayley outline how children can be prepared for the physical task of handwriting.

We all feel irritable from time to time, but this is a difficult emotion for children to understand. As adults, we are usually, although not always, able to rationalise and find reasons for our feelings of irritability, which at least goes some way to helping us cope with what we are feeling. For children, who have not yet developed this ability, such feelings can be uncomfortable and distressing.