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Articles Teaching and Learning

Cross-phase articles about teaching and learning

103 articles in this category

    Child development is essential knowledge for everyone working in early years. It helps everything make sense and it enables better practice in supporting children; you know what is right for the child, you understand them and their individual needs…
    This article is the second in the series looking at Reflection and its role in Early Years Practice. Reflection is a cyclical process. It isn’t something we ‘finish', we will always be seeking new information and new perspectives about some part o…
    If you would like to know more about how collecting evidence can support your reflective practice, or if you would like to explore the different research methods you can use in your setting, this is the article to read!  Being familiar with researc…
    This article is the first in a series looking at Reflection and its role in Early Years Practice. In this paper we focus on the theory of reflection, what the potential benefits may be and what it requires of practitioners.  This series of art…
    Mirror, mirror, on the wall, who is the fairest of them all? [Little Snow-White. Grimm. 1812] Generally, we view reflections as being things personally ‘reflected’ back to us: when we check our ‘look’ in a mirror ready for a night out or when …
    We all know that feeling of starting something new: a bit excited, probably quite anxious about where everything is and what is expected of us, worried about not knowing people, the nervous butterflies in the stomach that can range from a flutter t…
    Why has ‘risk-taking’ become such a negative concept in children’s lives – or used so loosely as to defy any purpose or definition? ‘Challenging play’ and ‘adventurous play’ are considered acceptable and essential – but ‘risky play’ causes much con…
    Evidence suggests that young children are not moving nearly as much as we fondly imagine – and certainly not to a degree that would properly support their overall development, health and wellbeing
    When should we worry about persistent behaviour issues from a well-being point of view? What should we be curious about and what can we, as teachers, do to be supportive?
    I’m fascinated by children’s behaviour and the possible reasons behind it.  It can be tempting to just look at what’s on the surface (the behaviour we see) and ignore what’s happening underneath (the underlying causes) but this only leads to short …
    Quality Early Years practice comes from an understanding of child development and also a belief that children should play the principle role in leading their learning. What we do and how we do it is built on centuries of theory, research and succes…
    Isaacs had a passionate belief in the place of nursery education in society. She felt that attending a nursery school should be a natural part of a child’s early life: the early years setting was a place that should both mirror the family through l…
    Having worked with children with speech, language and communication difficulties for twenty five years I am constantly surprised when I meet typically developing pre-school children with whom I can hold complex conversations.  Children who are abl…
    ‘Listening’ in the early years is used to mean valuing and responding to children’s thoughts, ideas and feelings, offering genuine choice and involving children in decisions that affect their daily lives
    Time to throw open the gingham curtains and use what we find behind them to create a space that gives our children the freedom to be independent, motivated learners who can choose from a range of engaging and challenging resources that will promote…
    It comes up on the FSF sufficiently often that I have begun to wonder if we, in early years, are perhaps looking for ‘an answer’ – the Next Step ‘Holy Grail’ as it were. Sensibly, we all know that there cannot be an answer, children are all different…
    This is the first article in what will be a series examining questions such as ‘What are next steps?’, ‘Who decides which next steps are appropriate?’, ‘What is the best way to record next steps?’ and ‘How often should next steps be reviewed?’
    Nature pedagogy is defined as a natural way of working with children that embraces nature. It is all encompassing, from the educational environments we create, to the process of assessment and planning, through to the Learning Journeys that we enco…
    As teachers, we are constantly making decisions. Choosing how to respond, to the events in any given day, is never a neutral undertaking. Our decisions have impact on not only our own experience, but also that of the children we teach and the commun…
    Planning for individual children is a statutory requirement.   However, such plans do not have to be written down.  A skilful practitioner is making several hundred “in the moment” plans every day.   
    I spent over twenty rewarding and stimulating years as a classroom teacher in the North of England and for the most part as a senior manager responsible for the early years foundation stage (EYFS). I delighted in working with children and parents an…
    From Spring 2017, all schools will be required to assess and report on English proficiency in the Department for Education (DfE) census for any child with English as an additional language (EAL). As this will include children in maintained nursery sc…
    We know that children love to play. Play is an intrinsic developmental vehicle by which children develop a plethora of skills through physical play, playing with objects, pretence and game play. This ‘knowledge’ of the importance of play has gaine…
    You could be forgiven for thinking that outdoor play is a relatively new phenomenon, driven by The National Trust (2016) and their ‘50 Things to do before you’re 11¾’ project.  Children and being outside seems to be a recurrent theme in the media a…
    How many times have you thought that it would be easy to use Development Matters as a 'tick list'? Which managers have had heated meetings with staff who say that 'ticking off' aspects makes it so much easier to plan next steps? I know that here at…