International playgroups in the Netherlands

In The Netherlands, international or expatriate parents form small groups, local to their area, for the purpose of providing a play space for babies and toddlers up to the age of 4-5, as well as offering a support network for the parents themselves. Meetings are usually held weekly in a hall or other public venue, and the groups usually organize other social activities such as Ladies Nights Out, visits to local parks and zoos, summer barbecues etc. In Maastricht, for example, the Maastricht International Playgroup was established more than 10 years ago as a way to cater to the needs of expatriate families living in and around the area.

Another International Playgroup is First Friends in Voorhout (in the Leiden area).

Playgroups in Australia

Playgroup Australia is the national peak and administrative body for playgroups in Australia.^[1] Playgroup is an informal session where mums, dads, grand parents, caregivers, children and babies meet together in a relaxed environment.^[2]

Playgroups are set up and run by parents and caregivers, with children choosing from a range of activities set up to meet their varying needs. Activities at playgroup are either free or low cost, and may include Music and singing, Imaginative play, Outdoor and free play, Art and craft activities or Outings.

Playgroup can be held anywhere that is safe for children and where groups of people can meet - community and neighbourhood centres, health clinics, women's centres, preschools and kindergartens, church halls and even in someone's house. In a playgroup, parents and caregivers stay to interact with the other adults; and to play with the children. No child is too young for playgroup. All children from 0-5 years, including babies, love new experiences and benefit from developing sensory, social and communication skills through activities at playgroup.

Early childhood education

Early childhood education (also early childhood learning and early education) refers to the formal teaching of young children by people outside the family or in settings outside the home. "Early childhood" is usually defined as before the age of normal schooling – five years in most nations, though the U.S. National Association for the Education of Young Children defines "early childhood" as before the age of eight.

Background

Childhood education often focuses on children learning through play, based on the research and philosophy of Jean Piaget. This belief is centered on the "power of play". It has been thought that children learn more efficiently and gain more knowledge through play-based activities such as dramatic play, art, and social games. This theory plays stems children's natural curiosity and tendencies to "make believe", mixing in educational lessons.^[1]

Preschool education and kindergarten emphasize learning around the ages of 3–6 years. The terms "day care" and "child care" do not convey the educational aspects, although many childcare centers use more educational approaches. The distinction between childcare centers and kindergartens has all but disappeared in countries that require staff in different early childhood facilities to have a teaching qualification.

Researchers and early childhood educators both view the parents as an integral part of the early childhood education process. Often educators refer to parents as the child's "first and best teacher".

It is very important for parents to stay engaged in their child's learning process even if they are getting most of their education from a daycare, day home, school etc. The knowledge learnt from a parent will be more cherished and remembered by a child then if any other person taught them, especially at an early age. Early childhood education is crucial to child development and should be entered into cautiously with someone you trust will benefit your child.

Much of the first two years of life are spent in the creation of a child's first "sense of self"; most children are able to differentiate between themselves and others by their second year. This is a crucial part of the child's ability to determine how they should function in relation to other people.^[3] Early care must emphasize links to family, home culture, and home language by uniquely caring for each child.

Children who lack sufficient nurturing, nutrition, interaction with a parent or caregiver, and stimulus during this crucial period may be left with developmental deficits, as has been reported in Russian and Romanian orphanages.^[4] Children must receive attention and affection to develop in a healthy manner. There is a false belief that more hours of formal education for a very young child confers greater benefits than a balance between formal education and family time. A systematic, international review suggests that the benefits of early childhood education come from the experience of participation; more than 2.5 hours a day does not greatly add to child development outcomes, especially when it detracts from other experiences and family contact.

Theory and practice

The Developmental Interaction Approach is based on the theories of Jean Piaget, Erik Erikson, John Dewey, and Lucy Sprague Mitchell. The approach aims to involve children in acquiring competence via learning through discovery.

Developmental domains

There are five different developmental domains of children which all relate to each other. They can be referred to as the SPICE of life:

Social

Refers mostly to the ability to form attachments, play with others, cooperate, share, and create lasting relationships

Physical

Development of fine (small) and gross (large) motor skills