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Articles Teaching and Learning

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Cross-phase articles about teaching and learning

106 articles in this category

Objective-led Planning

by Alistair Bryce-Clegg on August 2, 2015

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.

Give your book corner a makeover!

by Michael Jones on March 3, 2014

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.

Choosing 'Next Steps' from your observations

by Kathy Brodie on October 14, 2014

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.

Developing Sustained Shared Thinking to enhance the areas of Learning …

by Kathy Brodie on November 15, 2014

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…

Developing Sustained Shared Thinking to enhance the Specific areas of …

by Kathy Brodie on November 25, 2014

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.

Individuality Matters: The Curse of Development Checklists

by Ruksana Mohammed on August 3, 2015

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…

Creative Diaries: Taking a line for a walk

by Ruksana Mohammed on November 12, 2015

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 …

Capturing Children's Sparks

by Ruksana Mohammed on October 12, 2015

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…

Creative Diaries: Clay Work in the Early Years

by Ruksana Mohammed on April 22, 2016

“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…

“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…

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…

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…

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?’

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…