Integrated interventions promoting social, emotional and spiritual development as well as cognitive learning can take advantage of varied forms of learning, consistent with the culture, even while taking into account the fact that there are recognized sequences and activities that facilitate learning. Development and learning occur continuously as a result of the child interacting with people and objects in his or her environment. Children also need opportunities to interact with peers and adults in a safe environment that provides the child with security and acceptance. Given the importance of the environment in promoting children's learning, it is also possible to focus interventions on changing the child's environment. For example, increasing family income, upgrading health and sanitation in the community, and enhancing the social and political milieu will affect children's growth and development.
Children are active participants in their own development and learning.
Learning and related development involve the child's construction of knowledge, not an adult's imposition of information. The skills which are the basis for constructing knowledge improve with practice. It is important for children to have opportunities to construct their own knowledge through exploration, interaction with materials and imitation of role models. Therefore interventions should include opportunities for children to learn by doing, to be engaged in problem-solving, and to develop language and communication skills. ECCD programmes should not put undue emphasis on rote memorisation and learning the 3 Rs .