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Articles Teaching and Learning

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Cross-phase articles about teaching and learning

106 articles in this category

The benefits of introducing STEM in the Early Years

by Natalie Bent and Denhue Harris on November 15, 2022

Natalie Bent and Denhue Harris share their reflections and ideas about why we need to nurture STEM in our early years settings.

Using Music to Support Learning in the EYFS

by Mary E. Maunder on February 10, 2020

Mary E. Maunder suggests musical activities to support young children's learning and development.

Cherry Garden Branch Maps - a different approach to assessment for chi…

by Stephen Kilgour on November 18, 2019

Stephen Kilgour, SEND Advisor and Outreach Teacher at Tapestry, tells us about a brand new, unique assessment tool for children with learning differences and disabilities.

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

by Jenny Barber on October 6, 2019

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…

The process of Reflective Practice

by Dr Jen Colwell on October 2, 2019

This article is the second in the series looking at Reflection and its role in Early Years Practice. Reflection is a cyclical process. It isn’t something we ‘finish', we will always be seeking new information and new perspectives about some part o…

Reflective Practice: Research Methods

by Dr Jen Colwell on October 2, 2019

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…

Reflective Practice: What is Reflection, why should it inform our prac…

by Dr Jen Colwell on July 17, 2019

This article is the first in a series looking at Reflection and its role in Early Years Practice. In this paper we focus on the theory of reflection, what the potential benefits may be and what it requires of practitioners. This series of art…

What does Reflective Practice look like?

by FSF Rebecca on July 17, 2019

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 …

Preparing for good transition from Reception to Year 1

by Juliet Mickelburgh on May 22, 2019

We all know that feeling of starting something new: a bit excited, probably quite anxious about where everything is and what is expected of us, worried about not knowing people, the nervous butterflies in the stomach that can range from a flutter t…

Supporting parents to understand the benefits of ‘risky’ play

by Dr. Lala Manners on May 10, 2019

Why has ‘risk-taking’ become such a negative concept in children’s lives – or used so loosely as to defy any purpose or definition? ‘Challenging play’ and ‘adventurous play’ are considered acceptable and essential – but ‘risky play’ causes much con…

Energy

by Dr. Lala Manners on February 20, 2019

Evidence suggests that young children are not moving nearly as much as we fondly imagine – and certainly not to a degree that would properly support their overall development, health and wellbeing

When are persistent behaviour issues problematic from a well-being poi…

by Jane Evans on December 6, 2018

When should we worry about persistent behaviour issues from a well-being point of view? What should we be curious about and what can we, as teachers, do to be supportive?

Understanding and Supporting Children’s Behaviour

by Kathryn Stinton on October 1, 2018

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 …

Putting the theory into practice

by Alistair Bryce-Clegg on May 17, 2018

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…

Educational Pioneers: Susan Isaacs, 1885-1948

by Juliet Mickelburgh on March 18, 2018

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…

Supporting Children’s Speech, Language and Communication Skills

by Kathryn Stinton on March 15, 2018

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…

'Listening to Young Children' Project

by Ruksana Mohammed on January 31, 2018

‘Listening’ in the early years is used to mean valuing and responding to children’s thoughts, ideas and feelings, offering genuine choice and involving children in decisions that affect their daily lives

Behind the Gingham Curtain

by Alistair Bryce-Clegg on December 18, 2017

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…

The Practicalities of Next Steps

by FSF Rebecca on September 13, 2017

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…

Next steps, choose wisely

by FSF Rebecca on August 14, 2017

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?’

A Paradox of Pedagogy

by Claire Warden on July 28, 2017

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…

Teacher Choices: Visible and open to question

by Jill McLachlan on May 17, 2017

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…

Planning next steps in the moment

by Anna Ephgrave on March 21, 2017

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.

An early years practitioner in the Millennium: Challenges of technolog…

by WChurchill on March 1, 2017

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…

“Working with multilingual children in the Early Years.” Dr Rose Drur…

by Kate Cahill on February 15, 2017

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…

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Articles

Articles Teaching and Learning

106 articles in this category