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It outlines guiding ideas such as focus, rigour and coherence, powerful knowledge, balanced learning across concepts and operations, and social learning grounded in values. It also presents a set of early-years curriculum principles covering social and cultural shaping of learning, engagement and competence, balanced domains of development, play-based pedagogy, self-regulation, and the roles of language, literacy, and mathematics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cambridge-early-years-v1-2-key-principles/642245/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cambridge-early-years-v1-2-key-principles/642245.png","ImageObject",300,407,{"name":92,"@type":93},"Olivia Brown","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How were the Cambridge Early Years principles developed?","Question",{"text":112,"@type":113},"They were derived from extensive international comparative research on curriculum principles, refined through scrutiny by scholars, researchers, and practitioners in early years, and then synthesized with research focused on high-quality early years provision.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the document say about what shapes a child’s learning and development?",{"text":117,"@type":113},"It states that learning and development are shaped by social and cultural factors through the contexts of a child’s home, community, and early years settings.",{"name":119,"@type":110,"acceptedAnswer":120},"What guidance does the document provide for early years teaching and learning?",{"text":121,"@type":113},"It emphasizes engaging children through well-planned experiences, using play-based and child-centred pedagogy that includes both child-initiated and adult-led practice, and supporting self-regulation through play and discussion about learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},642245,1792811830,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},16904993612988,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Cambridge Early Years  \nKey principles for Cambridge Early Years  \nDevelopment of the principles for the Cambridge Early Years Programme  \nFor the last two decades, Cambridge has worked closely with nations to support their education reviews and help ensure that their reforms result in quality improvements. As part of this work, we have undertaken extensive research on curriculum principles from high performing education systems. We focused on how approaches to key issues, such as the importance of curriculum broader aims and precise articulation of content and sequencing of learning programmes, relate to high attainment and high equity. As a result of this work, we were invited to lead the development of principles for the national curriculum in England, a framework which was designed in the period 2010 to 2013. Fully implemented in 2014, the new curriculum has resulted in enhanced results in key elements of both TIMSS and PISA.  \nOur international comparative work has shown the importance of principles such as:  \n􀁸 focus, rigour and coherence  \n􀁸 powerful knowledge  \n􀁸 balance of concepts, principles, fundamental operations and core knowledge  \n􀁸 fewer things in greater depth in the primary phase  \n􀁸 social learning  \n􀁸 values and dispositions.  \nA few decades ago, work on the broader aims of national curricula was dominant. Now, however, sophisticated statement of curriculum principles is possible, and can be grounded in strong evidence on system performance.  \nIn contrast to the attention paid to compulsory schooling, early years provision has been a late focus of many nations. Only in the last two decades have highly mature early years frameworks emerged, associated with high quality research on the quality of early years settings. Pre-eminent amongst this research is the Effective Provision of Pre-School Education (EPPE) project in England. At its outset in the late nineties, the EPPE project could only find measurement tools associated with the emotional and social development of young children. They needed to develop their own measures of cognitive development – and their subsequent empirical work showed the importance of balanced cognitive and emotional/social development.  \nThe analysis of the characteristics of high quality early years provision has included analysis of the characteristics, management and professional training of early years professionals, which has enhanced understanding of essential techniques such as observation and assessment. The Cambridge Early Years Curriculum has benefitted from our wide-ranging transnational research work on curriculum principles, synthesising this with research focussed on high quality early years provision.  \nKey principles for Cambridge Early Years, v1 1  \nThe development of the principles involved an initial period of extracting and refining key principles from our international comparative work on curriculum, then a period of scrutiny and refinement by world-class scholars, researchers and practitioners in the early years arena. The resulting principles are world class, and draw from the very best research on early years provision and practice. They are wide ranging, covering:  \n􀁸 broader aims  \n􀁸 desired outcomes  \n􀁸 sequencing of the content of learning programmes  \n􀁸 models of ability  \n􀁸 pedagogy and didactics, and  \n􀁸 approaches to observation and to assessment.  \nTim Oates  \nGroup Director, Assessment Research and Development  \nKey Principles for Cambridge Early Years, v1 2  \nKey principles for the Cambridge Early Years Programme  \nCambridge has synthesised evidence and research relating to quality and impact of early years education to derive and set out the following principles:  \n1. A child’s learning and development are shaped by social and cultural factors through the contexts of their home, community and early years settings.  \n(Jensen and Rasmussen, 2019; Melhuish et al. , 2017; Pufall Jones and Mistry, 2019; Sylva et al. , 2010; Whalley et al. , 2007)  \n2","cbCaieaDqLKug6xN","https://ap.wps.com/l/cbCaieaDqLKug6xN","pdf",368554,"English","# Development of the principles for the Cambridge Early Years Programme\n# International comparative principles\n# Key principles for the Cambridge Early Years Programme\n## Core principles 1-7","[{\"question\":\"How were the Cambridge Early Years principles developed?\",\"answer\":\"They were derived from extensive international comparative research on curriculum principles, refined through scrutiny by scholars, researchers, and practitioners in early years, and then synthesized with research focused on high-quality early years provision.\"},{\"question\":\"What does the document say about what shapes a child’s learning and development?\",\"answer\":\"It states that learning and development are shaped by social and cultural factors through the contexts of a child’s home, community, and early years settings.\"},{\"question\":\"What guidance does the document provide for early years teaching and learning?\",\"answer\":\"It emphasizes engaging children through well-planned experiences, using play-based and child-centred pedagogy that includes both child-initiated and adult-led practice, and supporting self-regulation through play and discussion about learning.\"}]","Cambridge Early Years - v1 2 - Key principles | PDF",1792721700,23]