Why Early Years teachers play a critical role in child development

In early childhood education, it is easy to focus on the environment. Classrooms are designed to be welcoming, resources are carefully chosen, and learning often looks playful and relaxed.

But what matters most is not the environment alone. It is the expertise of the teacher shaping the environment.

For parents asking whether an Early Years programme is truly strong, one of the most important questions is this: who is guiding my child’s development, and how well do they understand it?

At the British International School Ho Chi Minh City, Early Years teachers bring specialist knowledge, experience, and skills that directly shape how children grow, learn, and gain confidence.

Why expertise matters in the early years

Early childhood education requires a specific type of expertise.

Young children are developing rapidly across multiple areas at once, communication, physical coordination, social interaction, and emotional regulation. Supporting this requires more than general teaching ability.

Clare Lowson, Head of Foundation Stage 1 explains how Early Years teachers are specialists in child development:

“BIS teachers are experts in child development and the Early Years curriculum, bringing both professional knowledge and years of experience working with children and families.”

This expertise allows teachers to understand what children need at each stage and how to support them effectively.

It also means they can recognise subtle changes in development and respond appropriately.

Understanding development as the foundation for learning

Strong Early Years practice is built on a clear understanding of developmental milestones.

These milestones guide how children progress, helping teachers identify what comes next and how to support it.

“Understanding developmental milestones is the foundation of our practice, allowing us to support children at the right pace and in the right way,” explains Clare.

This ensures that:

• Learning is developmentally appropriate 

• Progress happens in a logical sequence 

• Children are supported without being pushed too quickly 

Teachers also recognise patterns in how children learn, such as schematic play, the repeated actions children use to explore ideas, like lining objects up, transporting them, or spinning wheels. By understanding these patterns, teachers can design activities that extend children’s interests and turn play into purposeful, meaningful learning.

Supporting individual growth, not standardised progress

No two children develop in exactly the same way. Experienced Early Years teachers understand this and adapt their approach accordingly. They provide support in small, manageable steps, allowing each child to progress at their own pace.

“Teachers provide carefully scaffolded support, ensuring that each child can develop confidently and independently,” adds Clare.

This personalised approach helps children build confidence because they are not being compared to others or pushed beyond their readiness.

Instead, they experience success in ways that are appropriate for them.

Building independence through environment and relationships

Independence in the early years does not happen automatically. It is developed through both relationships and the environment.

At BIS HCMC, teachers work closely with families to understand each child’s background and needs. This helps create consistency between home and school.

“Strong relationships with families help ensure that children feel supported and understood in all aspects of their development,” says Clare.

At the same time, the learning environment is carefully designed to encourage independence. Children are given opportunities to make choices, explore, and take ownership of their learning.

Activities are open-ended, allowing children to lead their own exploration while being supported by teachers when needed.

This balance helps children develop confidence in their abilities.

Experience that strengthens teaching over time

One of the defining features of Early Years at BIS HCMC is the experience of the teaching team.

Many teachers have worked at the school for a significant number of years, some decades, developing a deep understanding of both the curriculum and the community.

Clare, who has been with the school for 12 years, explains the significance of long-standing teachers.

“Long-standing teachers bring consistency, shared expertise, and a strong understanding of the children and families within the school.”

This continuity allows teachers to:

• Work collaboratively and share best practice 

• Refine their approach over time 

• Maintain consistent expectations across the setting 

For children, this creates a stable and predictable environment. For parents, it provides reassurance that teaching quality is sustained.

A stronger foundation for future learning

The early years are not simply preparation for later education. They are where the foundations are built.

When children are supported by experienced, knowledgeable teachers, they develop:

• Confidence in themselves 

• Strong communication skills 

• Independence and resilience 

These qualities shape how they approach learning in later years.

At the British International School Ho Chi Minh City, teacher expertise ensures that this foundation is both strong and carefully constructed.

For parents, this offers a clearer understanding of value. The strength of an Early Years programme is not defined by how it looks, but by the expertise guiding each child’s development.

Parents who would like to learn more about Early Years at BIS HCMC are always welcome to speak with the academic team and explore how these approaches are applied in practice.