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Articles Teaching and Learning

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Cross-phase articles about teaching and learning

106 articles in this category

    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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    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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    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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    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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    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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    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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    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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    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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    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 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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    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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    Preparing for good transition from Reception to Year 1

    by Juliet Mickelburgh on

    We all know that feeling of starting something new: a bit excited, probably quite anxious about where everything is and what is expected of us, worried about not knowing people, the nervous butterflies in the stomach that can range from a flutter t…
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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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    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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    Reflective Practice: What is Reflection, why should it inform our prac…

    by Dr Jen Colwell on

    This article is the first in a series looking at Reflection and its role in Early Years Practice. In this paper we focus on the theory of reflection, what the potential benefits may be and what it requires of practitioners.  This series of art…
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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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    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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    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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    Artificial Intelligence and What it Means for our Children’s Future

    by Richard Waite on

    Early years educator and technology enthusiast, Richard Waite, takes a closer look at how we are preparing children in the early years for a future of rapidly changing technologies, including AI. 
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