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Tapestry

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Articles Teaching and Learning

Cross-phase articles about teaching and learning
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 provision of mark making opportunities can help children develop imaginatively, creatively and physically. Mark making is important for many reasons. It is a visible way for children to tell stories and express feelings, record what they have to …
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 …
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 …
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…
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 encour…
Mary E. Maunder presents musical activities to support young children's development and learning across the six areas
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.
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…
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.
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.
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…
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…
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 you can use information gathered from observations, in conjunction with t…
In her lifetime, Maria Montessori was regarded as one of the foremost female educationalists and her legacy continues today in many Montessori schools worldwide.
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 F…
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…
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…
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…
Characteristics of Effective Learning (CoEL) are a revived element in the current Early Years Foundation Stage Curriculum (EYFS). CoEL advocate that in planning and guiding children’s activities, practitioners must reflect on the different ways that …
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.
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…
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…
It is often noted in literature that planning and teaching should be based around children’s interests. Through doing so, practitioners can enhance development and progress in each area of learning. The National Strategies for Early Years suggest tha…
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…