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Articles Teaching and Learning

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Cross-phase articles about teaching and learning

103 articles in this category

    Supporting Children’s Speech, Language and Communication Skills

    by Kathryn Stinton on

    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…
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    Understanding and Supporting Children’s Behaviour

    by Kathryn Stinton on

    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 …
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    Educational Pioneers: Loris Malaguzzi, 1920-1994

    by Juliet Mickelburgh on

    A brief history and summary of the theories and practical aspects of the Reggio Emilia approach. Malaguzzi had a deep sense of respect for children's ability to be partners in their own learning, and this is at the heart of the Reggio approach to edu…
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    Educational Pioneers: Maria Montessori, 1870-1952

    by Juliet Mickelburgh on

    In her lifetime, Maria Montessori was regarded as one of the foremost female educationalists and her legacy continues today in many Montessori schools worldwide.
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    Educational Pioneers: John Dewey, 1859-1952

    by Juliet Mickelburgh on

    Dewey partitioned childhood into different stages of development, the first stage being from the ages of four to eight years. He believed that during this period the key factors for successful learning were play, conversation, physical activity and s…
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    Educational Pioneers: Rudolf Steiner, 1861-1925

    by Juliet Mickelburgh on

    Like other educational theorists before him, Steiner divided childhood up into distinct phases. They fall in seven year cycles and are marked by physical changes in the child. He explained that the early years of childhood are a time of learning by b…
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    Educational Pioneers: Johann Heinrich Pestalozzi, 1746-1827

    by Juliet Mickelburgh on

    Pestalozzi realised that children feel safe and secure at home and that it was this atmosphere that was most conducive to learning. However, he founded a number of educational establishments as he was aware that not all children could spend time lear…
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    Educational Pioneers: Jean-Jacques Rousseau, 1712-1778

    by Juliet Mickelburgh on

    Rousseau's understanding of the early years of child development as being a profound time in our lives is still relevant today. His appreciation of how much a child learns through finding things out for themselves, and of the role of observation and …
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    Using the TASC system in EYFS Settings

    by Belle Wallace on

    Belle Wallace, creator of the TASC framework for developing children's thinking and problem-solving skills, explains how significant the relationship is between the acquisition of language and the development of thought.
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    Child-initiated Learning

    by Juliet Mickelburgh on

    The last in a series of articles examining recent developments in our understanding of how children learn. Here, Juliet Mickelburgh looks at what is meant by child-initiated learning, its presence in the EYFS, and how it influences good early years p…
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    The Drawings of Reception Boys: Fantasy and Frustrations

    by Emese Hall on

    Drawing is an activity that most young children enjoy and there is much evidence to show how it can offer them a powerful means of communicating their ideas, experiences and feelings. In this article, Exeter PhD student Emese Hall tells us about her …
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    Schemas

    by Juliet Mickelburgh on

    What exactly are schemas, and how useful are they in providing the right learning environment for our very young children? This article brings together various definitions of schemas, followed by a brief description of named schemas and a discussion …
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    Which Came First, the Forest or the School?

    by Sara Knight on

    Sara Knight, Senior Lecturer in the Faculty of Education at Anglia Ruskin University, discusses the historical meanings of "schooling" and their relevance to today's young children. She outlines four ways in which we learn, and explains her concerns …
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    Every child is different: the individual and diverse ways that childre…

    by Rory McDowall Clark on

    All children are different because each brings different experiences into the setting but this individuality and diversity is in itself a great opportunity for children to learn to value each other and to appreciate their own special distinctivenes…
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    Objective-led Planning

    by Alistair Bryce-Clegg on

    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.
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    Give your book corner a makeover!

    by Michael Jones on

    What children need in settings is a chance to spend quality time with an adult, with reading material that excites the children’s interests, in a space that is inviting.  
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    Choosing 'Next Steps' from your observations

    by Kathy Brodie on

    It is not always clear  how observations should be used to inform planning, assessments and evaluation of children's progress. Sometimes the huge array of choices can make choosing a next step a really confusing task.
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    Developing Sustained Shared Thinking to enhance the areas of Learning …

    by Kathy Brodie on

    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…
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    Developing Sustained Shared Thinking to enhance the Specific areas of …

    by Kathy Brodie on

    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.
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    Creative Diaries: Clay Work in the Early Years

    by Ruksana Mohammed on

    “Only through the arts and by being creative can children explore the inner world of their imagination and feeling – the world that is uniquely them”. Sir Ken Robinson, Patron of Earlyarts.   ‘One day a grandma was a parent helper teaching in one ar…
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    A Paradox of Pedagogy

    by Claire Warden on

    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…
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    Planning next steps in the moment

    by Anna Ephgrave on

    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.   
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    What does Reflective Practice look like?

    by FSF Rebecca on

    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 …
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    How can knowledge of child development inform your approach to Intent…

    by Jenny Barber on

    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…
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    Reflective Practice: Research Methods

    by Dr Jen Colwell on

    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…
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