Introduction

Early learning is, quite simply, vital for all children as it lays the foundation for everything that is to come (John Hopkins University, n.d.). Research

studies indicate that the development of active neural pathways (Shonkoff and Phillips, 2000) in the brain primarily take place before the age of three and

that it is during the early childhood period that the brain is most receptive to learning (John Hopkins University, n.d. ; endorsed by State of Victoria,

2010). Therefore, it is critical that children in their early years are given opportunities for social, physical, emotional and intellectual development

through high quality early years provision which in turn provides the potential for not only educational but economic and social benefits (Barnett, 2008).

The way in which this provision is facilitated is a mark of how well any nation takes care of its children inclusive of their health and safety, their

education and socialisation, their material security, “… their sense of being loved, valued, and included in families and

societies…” (UNICEF, 2007, p. 4 cited in Aldgate in McCauley and Rose, 2010, p. 23). Adults who wish to work with children in this age group

have to wear many ‘different hats’ in order to facilitate children’s needs which necessitates their having an understanding of their role

and responsibilities with regard to interacting with children (Rose and Rogers, 2012). The aim of this essay is to highlight the most important elements

which need to be considered in the education, preparation and training of those who wish to work within the field of Early Years Childcare.