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Articles Teaching and Learning

Cross-phase articles about teaching and learning
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.   
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…
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…
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 gained …
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…
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 and…
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…
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…
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 conjuncti…
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…
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?’
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 article is about young children playing with digital technologies at home and in their educational settings. It draws on a series of research studies conducted at the University of Stirling over a period of 10 years with my colleagues Professor …
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.  
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 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…
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 …
This article is the third and final in our series on the Characteristics of Effective Learning, following on from Play and Exploration in Action and Active Learning in Action.
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…
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 …
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…
“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…
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.