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142 articles in this category

    TEC1 workshop on a scrapbook approach to reflective practice

    by FSF Tim on

    We held our first Tapestry Education Conference (TEC 1) in July 2019 with a focus on Reflective Practice. The afternoon consisted of three table-top discussions led by members of the Early Years community, and for these we were joined by colleagues…
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    TEC1 workshop reflecting on promoting positive behaviour

    by FSF Emily on

    As part of our first Tapestry Education Conference (TEC 1) held in July 2019, we hosted three table-top discussions with a focus on Reflective practice. We were joined by members of the Tapestry team to record each discussion. Tapestry's Emily atte…
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    TEC1 workshop on Intent, Implementation and Impact

    by FSF Lauren on

    As part of our first Tapestry Education Conference (TEC 1) in July 2019 we held three table-top discussions led by members of the Early Years community. The theme was Reflective Practice and we were joined by colleagues from the Tapestry team to sc…
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    Being a childminder - FSF Tim shares his experience

    by FSF Tim on

    Tim is a childminder who also works at FSF HQ. In this Q+A he talks to FSF Rebecca about how he came from an IT background to be an Early Years Teacher, running his own childminding setting.
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    Love, Laughter and Learning, the brushes behind Paint Pots

    by FSF Rebecca and David Wright on

    Recently I was invited to spend time with Mr and Mrs Paintpots (aka David and Anna Wright) at some of their settings in Southampton. Their energy and passion for early years is infectious and their dedication to their staff team and the children an…
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    How research is used (or not!) in developing government policy.

    by Natalie Perera on

    I’ve worked in Westminster for over sixteen years now, yet the past couple of years since the EU Referendum and the election of President Trump have doubtlessly been the most fascinating in my career.
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    You are more than “just a teacher”

    by Sara Bonetti on

    Practitioners do excellent work that goes unnoticed, leading many to feel disconnected and retreat in their field or even their classroom. So, then, many convince themselves that they are “just teachers”. When you are in the classroom, aren’t …
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    Reducing Educational Disadvantage

    by Penny Tassoni on

    Narrowing or closing the gap has become a hot topic in education. This is perhaps not surprising as it would appear that how well children do both at school and later in their careers is a postcode lottery which reflects parents’ income. Politician…
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    Men in childcare, an ongoing debate

    by David Wright on

    For those of us interested in such matters, the received wisdom is that the number of men actually working with young children as part of the Early Years workforce in England represents around 2% of the total. This figure, despite much hand-wringin…
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    Resilience and early years experience: child, family, community

    by Kate Cairns on

    Kate Cairns invites us to consider the interaction between resilience and trauma, the key aspects of resilience, and the links between resilience and experience in the early years of life. Humans are not born able to regulate stress. At birth the b…
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    The Musical Lives of Infants – a route to academic study

    by Robert Heath on

    I am currently working towards Early Years Teacher Status as an Early Childhood Studies graduate. I am sharing my academic journey hoping to inspire those considering academic studies of their own.
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    Knock, knock can you come out to play?

    by John Blaney on

    Closeted in the home or watched by helicopter parents children lack much of the freedom they had 40 years ago. British children’s play has been transformed in the last 100 years. In the 1960's few children did not spend all their free time outdoors, …
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    Twenty top tips for helping to develop self-discipline for positive be…

    by Martine Horvath on

    With increasing numbers of children being diagnosed with special educational needs such as ADHD and autism, managing challenging behaviour in a positive way is a challenge most practitioners face in their settings on a daily basis. As practitioners…
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    Fundamental British Values- what do they mean in the early years setti…

    by Ruksana Mohammed on

    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…
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    A Reception Teacher's Blog (6)

    by Iris Lark on

    Staking a claim to the role play area...
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    A Reception Teacher's Blog (5)

    by Iris Lark on

    Iris tackles 'Show and Tell'....
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    Characteristics of Effective Learning: Active Learning in Action

    by Ruksana Mohammed on

    This article is the second in our series on the Characteristics of Effective Learning, following on from Play and Exploration in Action which was published on the FSFin July 2013. Please refer to the article for the summary of the characteristics as …
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    A Reception Teacher's Blog (4)

    by Iris Lark on

    I teach in the Reception class on Wednesdays. This Wednesday I am in the middle of the usual early morning chaos in my house (me, a husband, two teenagers and a 9 year old all attempting to leave at approximately the same time – need I say more?) wh…
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    A Reception Teacher's Blog (3)

    by Iris Lark on

    Iris attempts to master the SMART board...
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    Emotion Coaching -a new approach to supporting children's behaviour (P…

    by Janet Rose on

    In Part 1 we saw how Emotion Coaching offers a relational model for supporting children’s behaviour.  We compared Emotion Coaching to traditional behaviourist approaches and also to other styles of managing children’s behavior, such as a disapprovin…
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    Emotion Coaching- a new approach to supporting children's behaviour (P…

    by Janet Rose on

    This article, by Dr Janet Rose from Bath Spa University, draws attention to a growing base of research evidence which suggests that a ‘relational’ rather than a ‘behavioural’ approach to supporting young children’s learning and behaviour is likely t…
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    A Reception Teacher's Blog (2)

    by Iris Lark on

    The Great Reception Bake Off. The day that I cover in Reception is cooking day. I embrace the learning of this valuable life skill at such a young age, and clearly the children do too as it is a very popular activity: oversubscribed in fact. It is…
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    A Reception Teacher's Blog

    by Iris Lark on

    Our new friend Iris Lark describes her return to reception class teaching, after a break of 10 years. Here she tells us about 'The Register'.
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    Aspects of Art: Sculpture

    by Juliet Mickelburgh on

    Here is the final article in the Aspects of Art series, looking at how children can be creative in 3D through sculpture. Working in three dimensions gives children the opportunity to practise skills such as planning and problem solving, fixing and j…
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    The Role of the Adult in Early Years Settings: Part 2

    by Janet Rose on

    Part 2 continues the journey of exploring our role in supporting young children’s learning and development.  It outlines the five remaining ‘selves’ of the ‘plural practitioner’ framework that encompass this role.  The ‘plural practitioner’ framewor…
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