BRIDGE: Early Years Self-Review Framework

Early literacy and numeracy foundations refer to the basic knowledge, skills, and attitudes that help young children make sense of language, symbols, and numbers. These are not simply about recognising letters or counting objects, but about developing understanding through talk, play, stories, and meaningful experiences.

Literacy in the early years grows from listening, speaking, and enjoying words — through songs, rhymes, and shared reading. Numeracy begins with noticing patterns, comparing quantities, and exploring shapes and measurements in daily life. When children are encouraged to talk, question, and reason, they build the cognitive and emotional tools needed for later academic learning.

Strong early foundations set the trajectory for later achievement. Research consistently shows that early language and number skills predict later literacy, maths attainment, and even life outcomes. Gaps that appear before age seven often persist unless addressed through intentional, play-based learning.

In Bangladesh, BRAC IED (2021) and UNICEF (2022) found that many children enter Grade 1 without sufficient oral language or pre-numeracy exposure, especially in rural or low-income areas. Globally, studies from the Education Endowment Foundation (EEF, 2021) and OECD (2020) show that high-quality early literacy and numeracy programmes — especially those linking play, talk, and explicit instruction — lead to long-term gains in reading, reasoning, and confidence. The goal is not early formal teaching but rich, meaningful experiences that connect learning with joy.

What it is: Intentional opportunities for children to hear and use new words through conversation, stories, and play.

What it looks like in schools: Teachers model language naturally, extend children’s phrases (“Yes, that’s a tall tower — even taller than yesterday!”), and use songs, rhymes, and local stories to build vocabulary.

Why it matters (Evidence): Dhaka University IER (2023) and EEF (2021) report that oral language development is the strongest predictor of reading comprehension. BRAC pre-primary pilots showed a 20% improvement in vocabulary where daily storytelling was embedded.

What it is: Helping children tune into the sounds of spoken language — rhyme, rhythm, syllables, and first sounds — before moving to letters.

What it looks like in schools: Listening games, clapping syllables, matching rhymes, or sound hunts with everyday objects.

Why it matters (Evidence): International evidence (Snow, 2017; EEF, 2020) links early sound awareness to later reading fluency. A2i-supported early phonological activities in Bangladeshi schools improved decoding confidence in Grade 1.

What it is: Developing understanding of quantity, order, pattern, and comparison through hands-on exploration.

What it looks like in schools: Sorting shells, comparing lengths, counting fruits, and talking about “more,” “less,” and “equal.” Teachers ask open questions (“How do you know there are more red beads?”).

Why it matters (Evidence): EEF (2021) and UNESCO (2022) show that early numeracy experiences predict later maths success. CAMPE (2022) found Bangladeshi pupils with strong pre-number sense performed higher in Grade 2 arithmetic assessments.

What it is: Embedding early learning into meaningful, imaginative contexts rather than isolated drills.

What it looks like in schools: “Shop” role play where children read labels, count money, and write price tags; block building to measure and describe structures.

Why it matters (Evidence): Research by Siraj & Taggart (2014) and BRAC IED (2021) shows that guided play enhances reasoning and collaboration while deepening conceptual understanding.

What it is: Consistent, interactive reading sessions that build listening, imagination, and comprehension.

What it looks like in schools: Adults read aloud expressively, pause for predictions, invite retelling, and connect stories to children’s lives.

Why it matters (Evidence): OECD (2020) reports that shared reading accelerates language growth. Bangladeshi NGOs introducing bilingual story corners saw greater engagement among early readers and multilingual learners.

What it is: Regular observation of children’s talk, play, and interactions to identify who may need extra help.

What it looks like in schools: Practitioners use simple checklists or anecdotal records, share notes with parents, and adapt plans accordingly.

Why it matters (Evidence): WHO/UNICEF (2023) stress early identification of developmental and language delays as key to equity. Continuous observation allows timely support before gaps widen.

Play-based and child-centred learning means structuring the environment, time, and adult interactions so children learn by exploring ideas that matter to them. It blends free exploration with purposeful adult guidance, ensuring that play connects to key early learning goals (language, number, self-regulation, collaboration).

Children investigate, imagine, negotiate roles, and solve problems using open-ended materials. Adults observe, join sensitively, and extend thinking with rich talk and prompts. This approach respects children’s agency and builds deep understanding, not just surface skills.

High-quality guided play strengthens language, reasoning, self-control, and motivation — foundations for later literacy and mathematics. International studies (e.g., EEF early years guidance; OECD early childhood reviews) show that when adults scaffold play with intentional questions and feedback, children make faster gains than with rote activities alone.

In Bangladesh, where class sizes and resources vary, child-centred approaches can be low-cost and powerful: re-purposing local materials, organising flexible learning areas, and using bilingual stories help children connect school learning with home culture and experiences.

What it is: Adults observe children’s play, join briefly, and extend learning with prompts, vocabulary, and challenges.

What it looks like in schools: “I wonder what will happen if we add one more block?” “How could we make a taller bridge?” Adults model language, thinking aloud, then step back.

Why it matters (Evidence): Guided play outperforms free play alone for targeted learning goals, improving language, reasoning, and persistence.

What it is: Well-organised areas (e.g., construction, small world, mark-making, role play, maths) open daily, each linked to specific learning outcomes.

What it looks like in schools: Labels and picture cues in Bangla/English, rotating challenges (“Can you write a shopping list?”), and visible success criteria for adults.

Why it matters (Evidence): Children revisit concepts often, enabling spaced practice and growing independence; staff can differentiate support efficiently.

What it is: A simple formative loop where staff notice interests/needs, plan enhancements, facilitate play, and review evidence of learning.

What it looks like in schools: Short observation notes, weekly enhancement plans, child voice in “review circles,” and photos/work samples to document progress.

Why it matters (Evidence): Tightens the link between play opportunities and curriculum goals; ensures timely support for children at risk of falling behind.

What it is: Everyday objects (pebbles, bottle caps, fabrics, boxes) that invite creativity, counting, sorting, building, and storytelling.

What it looks like in schools: Clearly organised baskets/trays; children choose and combine materials; adults prompt mathematical and language talk.

Why it matters (Evidence): Encourages problem-solving and rich vocabulary while being low-cost and culturally adaptable.

What it is: Purposeful activities outside that develop gross motor skills, science inquiry, and collaborative play.

What it looks like in schools: Water/sand play, nature hunts, measuring shadows, obstacle courses; clear routines for safety and inclusion.

Why it matters (Evidence): Outdoor contexts boost language, executive function, and well-being; they widen access for energetic learners.

What it is: Ensuring children with SEND and multilingual learners participate fully with adapted materials, visuals, and routines.

What it looks like in schools: Picture schedules, dual-language story props, sensory-friendly corners, peers as helpers, and short, predictable instructions.

Why it matters (Evidence): Reduces barriers, increases engagement, and supports equity from the start of schooling.

Language development and oracy are about helping young children become confident listeners, talkers, and collaborators. This includes vocabulary growth, sentence building, active listening, turn-taking, and the ability to explain ideas, ask questions, and retell experiences.

Children develop language best when adults create rich opportunities for purposeful talk: stories and poems, songs and games, role play, small-group dialogue, and everyday conversations that connect school to home and community life.

Early oral language strongly predicts later reading comprehension, writing quality, and wider attainment. Intentional oracy routines also strengthen confidence, self-regulation, and inclusion.

In Bangladesh, many children learn across Bangla and English (and sometimes a home language). Schools that value multilingual talk, use bilingual stories, and explicitly teach vocabulary help close early gaps and support equitable access to the curriculum.

What it is: Purposeful back-and-forth talk where adults and children co-construct ideas.

What it looks like in schools: Open questions, wait time, building on children’s ideas, modelling full sentences, and encouraging reasons (“because…”, “so that…”).

Why it matters (Evidence): Dialogic approaches deepen understanding and vocabulary, and support later reading comprehension.

What it is: Selecting useful words (e.g., “predict”, “compare”, “fragile”) and domain terms, then revisiting them in stories, play, and displays.

What it looks like in schools: Brief word-introductions before read-alouds, picture cues, actions/gestures, word walls in Bangla/English, and retrieval through games.

Why it matters (Evidence): Explicit vocabulary teaching accelerates comprehension and expression for all learners, especially those with limited language exposure.

What it is: Interactive read-alouds, oral storytelling traditions, chants, and nursery rhymes.

What it looks like in schools: Predict, retell, role-play scenes, use story maps; include local folk tales and children’s lived experiences.

Why it matters (Evidence): Regular narrative experiences grow vocabulary, grammar, memory, and cultural identity.

What it is: Simple, repeated structures for discussion (Think–Pair–Share, talk partners, circle time), underpinned by agreed “talk rules”.

What it looks like in schools: Visual prompts for turn-taking, sentence stems (“I noticed…”, “I agree because…”), and mixed-ability pairings.

Why it matters (Evidence): Predictable routines increase participation, especially for quieter children and multilingual learners.

What it is: Valuing home language(s) alongside Bangla and English; using visuals, gestures, and objects to make meaning clear.

What it looks like in schools: Dual-language labels, picture schedules, bilingual story baskets, pupils encouraged to explain ideas first in their strongest language.

Why it matters (Evidence): Home-language use supports concept development and accelerates additional language learning; visuals reduce cognitive load.

What it is: Regularly noticing children’s speech, language, and communication; adapting provision and seeking specialist advice when needed.

What it looks like in schools: Simple checklists for listening/attention, understanding, expression; small-group language games; parent guidance for home talk.

Why it matters (Evidence): Early, light-touch intervention prevents widening gaps and supports inclusion.

Emotional and social development in the early years is about how children understand feelings, build relationships, and participate in group life. It includes recognising emotions, self-regulation, empathy, cooperation, sharing, turn-taking, and problem-solving with others.

Children learn these skills through warm relationships with adults, predictable routines, and playful experiences that let them practise negotiation, kindness, and responsibility.

Secure emotional development underpins attention, memory, and resilience — prerequisites for literacy, numeracy, and wider learning. Classrooms with clear routines and caring interactions see better engagement and fewer behaviour issues.

In Bangladesh, schools can draw on strong community values, storytelling traditions, and peer support to cultivate empathy and belonging, even where class sizes are large and resources limited.

What it is: Predictable care and respectful interactions that help children feel safe and ready to learn.

What it looks like in schools: Calm greetings, visual day schedules, clear transitions, and consistent expectations across staff.

Why it matters (Evidence): Emotional safety reduces cognitive load and supports self-regulation; routines increase independence and on-task behaviour.

What it is: Adults noticing emotions, naming them, and guiding children toward regulation strategies.

What it looks like in schools: “I can see you’re frustrated — let’s try belly breathing, then we can rebuild the tower together.” Feelings charts in Bangla/English, calm corners, and simple self-talk prompts.

Why it matters (Evidence): Labelling emotions and teaching strategies builds self-control and reduces conflict; language gives children tools to manage behaviour.

What it is: Structured opportunities to practise sharing, turn-taking, and resolving disagreements.

What it looks like in schools: Partner tasks, team jobs, role-play with social scripts, and adult-mediated “What could we try?” conversations.

Why it matters (Evidence): Guided collaboration grows empathy, language for negotiation, and prosocial habits that transfer beyond the classroom.

What it is: Ensuring every child — including multilingual learners and those with SEND — is included, noticed, and able to contribute.

What it looks like in schools: Buddy systems, visual cues, adapted roles, and celebrating effort; stories and songs reflecting local culture and languages.

Why it matters (Evidence): Belonging predicts engagement and attendance; inclusive routines reduce barriers and support equity.

What it is: Simple, shared approaches between home and school for feelings, routines, and kindness.

What it looks like in schools: Parent workshops on calming games, home–school notes about friendship goals, take-home story cards on emotions.

Why it matters (Evidence): Consistency across settings strengthens skills and prevents mixed messages for children.

What it is: Regular check-ins and simple tracking to spot patterns in behaviour and emotions early.

What it looks like in schools: ABC (Antecedent–Behaviour–Consequence) notes, brief team reviews, targeted small-group SEL games, and clear referral pathways where needed.

Why it matters (Evidence): Early, light-touch interventions reduce escalation and support inclusion without stigma.

The early years environment is often described as the “third teacher” — shaping how children feel, move, explore, and learn. It includes the physical space, layout, materials, displays, and emotional climate. A well-planned environment encourages independence, creativity, and collaboration.

Across Bangladesh, early years teachers show remarkable creativity with what is locally available — arranging spaces for movement, adapting furniture for child access, and turning everyday objects into learning tools. The emphasis is on thoughtful design and purposeful use: ensuring every area, material, and routine helps children to explore, talk, and make meaning. With imagination and care, modest settings can become rich places for discovery.

Children’s engagement and well-being rise when classrooms feel safe, organised, and inviting. Clear learning zones, accessible materials, and predictable routines help children make independent choices and stay focused. When teachers plan the environment around children’s needs — using teacher-made, recycled, or locally sourced materials — the space communicates care, equity, and curiosity without requiring expensive equipment.

What it is: A safe, clean, and organised classroom that meets children’s basic physical needs and allows independent access to materials.

What it looks like in schools: Clear walkways; stable, safe furniture; drinking water; hand-washing; shelves at child height; ventilation/natural light where possible; simple safety checks each week.

Why it matters: Safety and comfort are preconditions for concentration and confidence; consistent routines reduce accidents and anxiety.

What it is: Organising the room into clear zones (e.g., books/story, construction, mark-making, role play, maths, quiet reflection) with a smooth flow between them.

What it looks like in schools: Mats or low shelves to signal areas; picture labels (Bangla/English); simple rotation routines so each group visits a variety of experiences even in small rooms.

Why it matters: Children make independent choices, stay engaged longer, and understand expectations — helpful in large classes.

What it is: Using everyday and recycled items to spark curiosity, counting, sorting, building, storytelling, and pretend play.

What it looks like in schools: Bottle caps for maths, cardboard for construction, fabrics for role play, sticks/leaves/stones for patterns; children help collect, clean, and sort items.

Why it matters: Low-cost materials are versatile, sustainable, and culturally familiar; they invite creativity and problem-solving.

What it is: Visuals and artifacts that reflect children’s languages, families, festivals, and local environment.

What it looks like in schools: Bilingual labels; children’s work at eye level; photos of community helpers; story posters in familiar settings; positive behaviour charts with simple icons.

Why it matters: Representation builds belonging and comprehension; linking learning to lived experience increases engagement.

What it is: Making purposeful use of courtyards, verandas, corridors, or shaded areas for play and exploration.

What it looks like in schools: Counting paths, nature trays, sand/water tubs, chalk mark-making zones, quiet reading mats; simple risk-benefit routines for safety.

Why it matters: Outdoor contexts boost physical health, language, and collaboration — possible with minimal equipment.

What it is: Keeping materials in good condition, refreshing choices, and teaching children to care for the environment.

What it looks like in schools: Weekly tidy/repair checks; rotating baskets (e.g., new loose parts or story props); “choose–use–return” routines; simple helper roles.

Why it matters: Rotation sustains curiosity; shared responsibility builds independence, respect, and community pride.

Parental engagement in early learning means building positive two-way communication between school and home and sharing small, practical ways families can support children’s language, play, and curiosity. It does not expect parents to “teach lessons” at home; instead, it values everyday interactions — talk, stories, counting, songs, and encouragement.

In Bangladesh, close-knit families and community ties are a major strength. Parents, grandparents, siblings, and caregivers often share responsibilities. Schools can honour this by offering flexible, respectful communication and ideas that fit different routines, languages, and levels of confidence with printed materials.

When families understand classroom learning, they can connect it to daily life — asking about a story, noticing letters on a sign, or practising counting while shopping. This boosts motivation, vocabulary, and attendance.

Studies in Bangladesh highlight that brief teacher–parent contact, community reading corners, or simple home-learning cards can improve engagement and early language. International evidence shows that partnerships focused on encouragement and shared understanding — rather than pressure — make the greatest difference for young children.

What it is: Trusting, non-judgemental dialogue with families.

What it looks like in schools: Warm greetings; short updates in Bangla; open-door times; SMS/WhatsApp or parent notebooks for quick messages and questions.

Why it matters: Positive relationships increase attendance and parental confidence; families engage more when communication is clear, friendly, and culturally attuned.

What it is: Easy, everyday suggestions that fit family routines.

What it looks like in schools: “Story of the Week” picture cards; short rhymes and counting songs; games with household items; quick demonstrations at pick-up.

Why it matters: Short, consistent home activities centred on talk and play have measurable impact, especially when modelled and revisited.

What it is: Inviting parents to see, share, and celebrate progress.

What it looks like in schools: Children’s work displayed with family photos; open mornings; parent storytelling in Bangla or local dialect; simple portfolios to take home.

Why it matters: Builds pride, motivation, and belonging — especially when home languages and traditions are recognised.

What it is: Reassuring families that small moments of interaction matter more than formal teaching.

What it looks like in schools: Plain-language explanations of learning goals; emphasising listening, questions, and encouragement; replacing “homework” with optional play ideas.

Why it matters: Relational support sustains engagement over time; parents participate more when tasks feel doable and affirming.

What it is: Leveraging extended family, neighbours, youth, and local groups.

What it looks like in schools: Reading clubs; grandparents’ storytelling; peer parent champions; community library/toy-lending corners.

Why it matters: Extends learning beyond school hours and reaches families who might otherwise feel disconnected.

What it is: Understanding each family’s circumstances and avoiding one-size-fits-all expectations.

What it looks like in schools: Quiet check-ins; flexible meeting times; inclusive language for all caregivers; outreach for irregular attendance.

Why it matters: Equity-focused engagement ensures every child benefits from a consistent circle of care between home and school.