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Articles Teaching and Learning

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Cross-phase articles about teaching and learning

106 articles in this category

    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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    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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    Foundations in Phonics: How pre-phonic skills impact on success in rea…

    by Emma Spiers on

    Early reading and Phonics expert Emma Spiers takes a closer look at pre-phonics, and the importance of building a strong foundation for future phonics learning.
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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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    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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    Educational Pioneers: Susan Isaacs, 1885-1948

    by Juliet Mickelburgh on

    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…
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    Educational Pioneers: Rudolf Steiner, 1861-1925

    by Juliet Mickelburgh on

    Like other educational theorists before him, Steiner divided childhood up into distinct phases. They fall in seven year cycles and are marked by physical changes in the child. He explained that the early years of childhood are a time of learning by b…
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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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    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: John Dewey, 1859-1952

    by Juliet Mickelburgh on

    Dewey partitioned childhood into different stages of development, the first stage being from the ages of four to eight years. He believed that during this period the key factors for successful learning were play, conversation, physical activity and s…
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    Educational Pioneers: Johann Heinrich Pestalozzi, 1746-1827

    by Juliet Mickelburgh on

    Pestalozzi realised that children feel safe and secure at home and that it was this atmosphere that was most conducive to learning. However, he founded a number of educational establishments as he was aware that not all children could spend time lear…
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    Educational Pioneers: Jean-Jacques Rousseau, 1712-1778

    by Juliet Mickelburgh on

    Rousseau's understanding of the early years of child development as being a profound time in our lives is still relevant today. His appreciation of how much a child learns through finding things out for themselves, and of the role of observation and …
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    Educational Pioneers: Friedrich Froebel, 1782-1852

    by Juliet Mickelburgh on

    As the name of his system of schooling suggests, the 'kindergarten' or 'children's garden' allowed time for outside play and experiencing nature. Froebel felt that play should have a purpose if the child was to learn from it. He devised specific pl…
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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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    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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    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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    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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    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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    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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    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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    Cherry Garden Branch Maps - a different approach to assessment for chi…

    by Stephen Kilgour on

    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.
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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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    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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    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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