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Articles Teaching and Learning

Cross-phase articles about teaching and learning

104 articles in this category

    The FSF and Tapestry Education Team are all trained teachers and we like to keep our skills sharp and our knowledge up to date so that we can give the best advice to support Tapestry users and FSF members. For this reason, we occasionally visit sch…
    As we approach the end of the school year, when some staff may be moving to new classes and stages, we return to an article by Teacher Varinder Kaur Johal on moving between early years and key stage. 
    Susie Heywood, co-founder of Gender Friendly Scotland, discusses how early years educators can challenge outdated gender stereotypes and remove the limits those stereotypes impose on children. 
    Stephen Kilgour, SEND Advisor, takes a closer look at the value of learning Makaton. 
    Stephen Kilgour has some ideas on how to become a teller of stories and how that can support the reading development of preschool children. 
    SEND advisor, Stephen Kilgour, reflects on supporting children with physical disabilities, and how a new initiative from the MOVE Programme can help.  
    SEND Advisor Stephen Kilgour takes a closer look at the very early stages of mathematical development in young children. 
    This month we revisit a previous article by Rachna Joshi exploring children's mirror play and their sense of self.   
    Preschool Manager and qualified Early Years Teacher Emma Davis invites us to share in awe and wonder. 
      Our SEND Advisor, Stephen Kilgour, reflects on the impact of school closures on families supporting children with additional needs, and offers a place to collect and find resources via #SENDAtHome. 
    Nancy Stewart, who was Project Lead on Birth to 5 Matters, shares her thoughts on how early years educators can use this guidance in their setting. 
    Maths consultant Sharon Day begins a three part series on Maths in the early years.
    Liz Pemberton asks us to personally equip ourselves to talk about race and to implement practical changes to ensure that the antiracist thread is running all the way through our practice. 
    Linda Pound reflects on how children learn about number, and shares how educators can bring imagination, creativity and joy to mathematical development.  
    Julian Grenier considers what makes a valuable and meaningful Early Years curriculum. 
    Joss Cambridge-Simmons (founder of Jossy Care) shares his journey, from being a very young man starting out in childcare, to running his own childcare business, and the love that is weaves through it all. 
    Independent Education Consultant Sejal Payne helps us take a closer look at oracy, why it is so important, and how it links to literacy. 
    In the first of a 3 part series about intergenerational learning and care, Caroline Vollans tells us about the benefits for the oldest and youngest generations offered through The Together Project. 
    In the final part of her series on Maths, Sharon Day explores how to support children aged 4-5 years old in all areas of your provision. 
    In the final part of a series about intergenerational learning and care, Caroline Vollans learns about an intergenerational setting in the North West. 
    In part two of Sharon Day's maths series, we look at maths for 2 to 4 years olds, and the concepts of subitising and conserving. 
    In advance of reading first words, there is so much pre-reading learning that needs to take place.  For very young children, or those with additional needs, it’s important that you think about how best to interest your child in the concept of ‘book…
    Greg Bottrill explores the play-full heart, how we need to connect with the magic of childhood and lean into the joy as we learn and play with children. 
    Caroline Vollans takes a closer look at the work of one early years centre and its connection within the local community, reminding us of the far reaching importance of all early years settings.
    Emma Davis reflects on why offering 'challenge' to children in the early years is so important, and what educators need to consider to support this.