The provision of mark making opportunities can help children develop imaginatively, creatively and physically. Mark making is important for many reasons. It is a visible way for children to tell stories and express feelings, record what they have to …
In 2014 the Department for Education published guidance on promoting ‘fundamental British values’ in schools to ensure that young people leave school prepared for life in modern Britain. These values were first set out by the government in their coun…
It is often noted in literature that planning and teaching should be based around children’s interests. Through doing so, practitioners can enhance development and progress in each area of learning. The National Strategies for Early Years suggest tha…
Ofsted published their first report on the early years sector in April 2014. This year’s report, published in July 2015, includes some very interesting statistics and discusses issues highly relevant to all providers. If you don’t have time to read t…
The use of milestones in the form of development checklists do not take on the individuality of each child. They are generic and imply that all children go through the sequential process. This article aims to introduce the concept of individuality of…
Many of the FSF members follow Alistair Bryce-Clegg's blog and have attended his very popular presentations. Following a discussion here about his innovative 'objective-led planning', we invited Alistair to explain this approach.
Characteristics of Effective Learning (CoEL) are a revived element in the current Early Years Foundation Stage Curriculum (EYFS). CoEL advocate that in planning and guiding children’s activities, practitioners must reflect on the different ways that …
Kathy Brodie examines how Sustained Shared Thinking can be used to enhance the four areas of learning and development in the EYFS known as the Specific Areas: Mathematics, Expressive Arts and Design, Literacy and Understanding the World.
This article will focus on the need for early years practitioners to develop their knowledge of reflective thinking. It will focus on some of the history and theory of reflective practice considering and discussing how theory can help develop practi…
In this article, Kathy Brodie focuses on how sustained shared thinking can support each of the Prime areas of learning and development, as defined by the EYFS – Communication and Language; Physical Development and Personal, Social and Emotional Devel…
