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Articles Teaching and Learning

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Cross-phase articles about teaching and learning

106 articles in this category

    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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    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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    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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    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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    The benefits of introducing STEM in the Early Years

    by Natalie Bent and Denhue Harris on

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

    by Mary E. Maunder on

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