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Articles Teaching and Learning

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Cross-phase articles about teaching and learning

105 articles in this category

    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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    Creative Diaries: Clay Work in the Early Years

    by Ruksana Mohammed on

    “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…
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    Creative Diaries: Taking a line for a walk

    by Ruksana Mohammed on

    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 …
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    Capturing Children's Sparks

    by Ruksana Mohammed on

    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…
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    Individuality Matters: The Curse of Development Checklists

    by Ruksana Mohammed on

    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…
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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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    Characteristics of Effective Learning: play and exploration in action

    by Ruksana Mohammed on

    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 …
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    Developing Sustained Shared Thinking to enhance the Specific areas of …

    by Kathy Brodie on

    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.
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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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    Developing Sustained Shared Thinking to enhance the areas of Learning …

    by Kathy Brodie on

    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…
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    Choosing 'Next Steps' from your observations

    by Kathy Brodie on

    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.
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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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    Characteristics of Effective Learning: creating and thinking criticall…

    by Ruksana Mohammed on

    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.
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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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    Every child is different: the individual and diverse ways that childre…

    by Rory McDowall Clark on

    All children are different because each brings different experiences into the setting but this individuality and diversity is in itself a great opportunity for children to learn to value each other and to appreciate their own special distinctivenes…
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    Which Came First, the Forest or the School?

    by Sara Knight on

    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 …
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    Schemas

    by Juliet Mickelburgh on

    What exactly are schemas, and how useful are they in providing the right learning environment for our very young children? This article brings together various definitions of schemas, followed by a brief description of named schemas and a discussion …
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    Child-initiated Learning

    by Juliet Mickelburgh on

    The last in a series of articles examining recent developments in our understanding of how children learn. Here, Juliet Mickelburgh looks at what is meant by child-initiated learning, its presence in the EYFS, and how it influences good early years p…
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    The Drawings of Reception Boys: Fantasy and Frustrations

    by Emese Hall on

    Drawing is an activity that most young children enjoy and there is much evidence to show how it can offer them a powerful means of communicating their ideas, experiences and feelings. In this article, Exeter PhD student Emese Hall tells us about her …
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    Playful Pedagogy and Transitions in Children's Mathematics

    by Maulfry Worthington on

    The natural beginnings of written mathematics start within children's imaginative play. In this article, Maulfry Worthington describes children's mathematical graphics; children's own mathematical marks and representations, and gives examples colle…
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    The Importance of Young Children's Mark-making: Beginnings, Context, M…

    by Elizabeth Carruthers on

    Mark making has an important place in the development towards children's understanding of standard symbolic languages, for example mathematics and writing. This article discusses children's mark making with reference to practice and pedagogy parti…
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    Using the TASC system in EYFS Settings

    by Belle Wallace on

    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.
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    Educational Pioneers: Loris Malaguzzi, 1920-1994

    by Juliet Mickelburgh on

    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…
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    Educational Pioneers: Maria Montessori, 1870-1952

    by Juliet Mickelburgh on

    In her lifetime, Maria Montessori was regarded as one of the foremost female educationalists and her legacy continues today in many Montessori schools worldwide.
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