Four year olds learn though direct interaction with their environment. They like to explore, observe, question, experiment and take risks. But for every four year old who is full of questions, another will be shy and quiet. The foundation for this diversity in learning styles, physical, and socio-emotional needs or special needs begins to be laid even before birth. The earliest years from birth to three represent a critical window of opportunity for each child's brain development. This is the period when the brain development---how the brain is actually wired--- is affected by the kind of nourishment, care and stimulation each child receives.
Recent brain research also suggests that early care has a "decisive, long lasting impact on how children develop, their ability to learn , and their capacity to regulate their own emotions." (Shore, 1996). When applying these new insights in brain development to the practice and principles of early childhood education, it is clear that young four year olds are still engaged in active learning and need supportive environments with responsive, caring adults.