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Articles Teaching and Learning

Cross-phase articles about teaching and learning
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 …
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 gained …
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.
Mary E. Maunder presents musical activities to support young children's development and learning across the six areas
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…
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…
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…
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…
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 able…
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…
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.   
In this article we look in detail at two observations and explain, in depth, how we assess and allocate refinements to what we are seeing.  From the article, you will learn how we, at Tapestry, use information gathered from observations, in conjunc…
It would seem that many years after the first publication of a statutory EYFS Framework, we are still grappling with one key question: how much paperwork is actually enough?
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.
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?’
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…
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.  
Hanukkah, or Chanukah, is the Jewish Festival of Lights. The word Hanukkah means ‘rededication’, and it is a time for celebrating a great miracle in Jewish history and for showing hope and dedication against all the odds. The festival lasts for eight…
As a student getting to grips with the world of early years, the word ‘observation’ filled me with fear and trepidation.  I knew it was important but what exactly, was it that I was being asked to do? I didn’t walk around with my eyes shut so why wer…
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…
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…
In her lifetime, Maria Montessori was regarded as one of the foremost female educationalists and her legacy continues today in many Montessori schools worldwide.
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…
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…
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…