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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 process of Reflective Practice

    by Dr Jen Colwell on

    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…
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    Reflective Practice: Research Methods

    by Dr Jen Colwell on

    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…
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    Energy

    by Dr. Lala Manners on

    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
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    Supporting parents to understand the benefits of ‘risky’ play

    by Dr. Lala Manners on

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

    by Jenny Barber on

    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…
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    Supporting Children’s Speech, Language and Communication Skills

    by Kathryn Stinton on

    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…
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    Understanding and Supporting Children’s Behaviour

    by Kathryn Stinton on

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

    by Jane Evans on

    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?
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    Teacher Choices: Visible and open to question

    by Jill McLachlan on

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

    by WChurchill on

    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…
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    Planning next steps in the moment

    by Anna Ephgrave on

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

    by Kate Cahill on

    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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    What can Play contribute to Early Years Science?

    by Natalie Day on

    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 gaine…
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    A Paradox of Pedagogy

    by Claire Warden on

    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…
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    The Historical Context of Outdoor Learning and the Role of the Practit…

    by Michaela Machan on

    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…
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    Development Matters: A landscape of possibilities, not a roadmap

    by Nancy Stewart on

    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…
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    Next steps, choose wisely

    by FSF Rebecca on

    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?’
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    The Practicalities of Next Steps

    by FSF Rebecca on

    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…
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    What does Reflective Practice look like?

    by FSF Rebecca on

    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 …
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    Children, play and digital technologies

    by Christine Stephen on

    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 Professo…
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    Give your book corner a makeover!

    by Michael Jones on

    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.  
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    Objective-led Planning

    by Alistair Bryce-Clegg on

    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.
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    Behind the Gingham Curtain

    by Alistair Bryce-Clegg on

    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…
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    Putting the theory into practice

    by Alistair Bryce-Clegg on

    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…
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    Understanding and Developing Reflective Practice

    by Penny Borkett on

    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…
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