Today I’ve been a Try-o-saur’: Embedding self-regulation in Early Years classrooms
Written by: Matthew Shurlock and Sayeh Mariner
4 min read
Sayeh Mariner, SLE and EYFS Lead, Essa Primary Academy, UK
Matt Shurlock, Teacher, Brookburn Primary School, UK
This reflective article considers the steps taken to apply research recommendations within Early Years classrooms to encourage pupils to be independent and competent learners. The focus will be on a dinosaur-inspired, talk-based classroom activity designed to practically apply accepted theories (Zimmerman, 2002; Muijs and Bokhove, 2020) on the effectiveness of self-regulated learning (Mannion and McAllister, 2020). Self-regulated learning is the application of metacognition and self-regulation to learning (Mannion, 2020). Evidence suggests that metacognition and self-regulation approaches to teaching have a very high impact on learning for a very low cost (Education Endowment Foundation, 2020). The dinosaur learning behaviours activity was designed to be accessible for Early Years learners within a community in the north-west of England.
Activity
The aim of the activity w
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