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Audience: Early Years

Insights to Inclusion: From intervention to everyday practice

From intervention to everyday practice: building educator capacity to support young children’s language  In this webinar, Dr Sandra Mathers will explore what we can learn from Talking Time, a preschool early language programme recently evaluated in a large EEF-funded trial. Children made an average of one month’s additional progress in language development, rising to around […]

Belonging and wellbeing: Selected reading

This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust.         This is a collection of research articles, case studies, webinars and other relevant resources to develop your understanding of fostering a greater sense of belonging and wellbeing in your setting. We have […]

The expressive arts as pedagogical mediators: Enquiry, creative thinking and curriculum-making in the early years

This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust.         Debi Keyte-Hartland, Pedagogical Consultant, Artist-Educator and Researcher Debi has worked with teachers and senior leaders at Woodlands Primary School and Nursery for over ten years, fostering reflective practice through pedagogical coaching. Introduction […]

Rethinking Curriculum – Why Creative Thinking and Skills are not just a ‘nice to have’ and are essential for our young learners

Creative thinking is the engine of deep learning, adaptability, and future readiness. This panel brings together leading academics, school leaders, and classroom practitioners to explore why creative skills are not an optional enrichment but a core entitlement for every child. Across sectors, employers consistently highlight the need for creative problem‑solving, collaboration, and adaptability,the very capacities […]

How to improve Early Childhood Education and Care for children under 3

How can countries expand early childhood education and care (ECEC) for children under age 3 while ensuring quality and equity? Drawing on insights from the latest TALIS Starting Strong survey, this webinar will look at how OECD countries are responding to challenges in the sector, including fragmented provision and persistent inequalities in accessing ECEC. Joined […]

Calling early career teachers, senior leaders and mentors!

At the University of Sussex, we are inviting early career teachers (ECTs), and those who support ECTs,  to collaborate with us on the co-development of a new intervention aimed at supporting those experiencing work-related stress. We’re seeking those who can share their insights and expertise to help shape an approach that genuinely reflects the needs […]

Topsy Page – An Introduction to Oracy

An introduction to the key principles of oracy and the vital role talk plays in learning. The session explores both how to develop oracy skills, and how to develop purposeful classroom dialogue to improve thinking, confidence and participation across the curriculum. Topsy Page is an experienced educator, trainer and facilitator specialising in oracy and Philosophy […]

Creating space for creative pedagogy in the Early Years Foundation Stage

CATHY GUNNING, EDUCATION COACH AND MENTOR, PARTNERING WITH NEWHAM LEARNING, SPACE TO FLOURISH AND EARLY EDUCATION WINSY FLORES, GLOBAL DIRECTOR OF EDUCATION & INNOVATION, ROCKET PRODUCTIONS Introduction  Cathy and Winsy are two teacher leaders empowering early childhood educators in London and abroad, sharing a mission to advocate and ignite creative inclusive practice. They met at […]

Early Years SEND advocacy training: A research-informed perspective on building positive and compassionate relationships with children and their families

KAREN BOARDMAN, HEAD OF EARLY YEARS EDUCATION, EDGE HILL UNIVERSITY, UK MARIA RERAKI, SENIOR LECTURER EARLY YEARS EDUCATION, EDGE HILL UNIVERSITY, UK LISA DORRITY, DIRECTOR OF RESEARCH, DEVELOPMENT AND INNOVATION, SIL-LTD, UK JANETTE DUFF, EARLY YEARS EDUCATION PARTNER, SIL-LTD, UK This perspective article outlines the main findings from an evaluative stakeholder study of a new Early Years SEND (special […]

SPACE to Flourish: Cultivating children’s creativity through supporting pedagogy in professional learning – interim findings

DEBI KEYTE-HARTLAND, EARLY EDUCATION ASSOCIATE; ARTIST-EDUCATOR, UK CATHY GUNNING, EARLY EDUCATION ASSOCIATE; EDUCATION COACH AND MENTOR, UK Introduction This article examines transformative learning at the midpoint of SPACE to Flourish – a four-year professional learning programme for Early Years educators in London, funded by the Mercers’ Company, delivered by Early Education (2024) and its associates, who author […]

AI Assurance Measures in the Education Sector

This study aims to explore the experiences of education stakeholders with adopting and managing safe and responsible technology in schools and classrooms, and the perspectives of policymakers on AI assurance. The goal of this project is to understand whether, and if so, how end-users of AI technologies in education are currently involved in the process […]

White Paper Response Series – Primary and Early Years Session 2

To inform The Chartered College of Teaching’s White Paper response we would like to invite practitioners working in primary and early years settings to attend a focused workshop event. In this session, we will invite you to share your thoughts on the paper and its implications for our classrooms. We are looking for current practitioners to share […]

White Paper Response Series – Primary and Early Years Session 1

To inform The Chartered College of Teaching’s White Paper response we would like to invite practitioners working in primary and early years settings to attend a focused workshop event. In this session, we will invite you to share your thoughts on the paper and its implications for our classrooms. We are looking for current practitioners to share […]

Developing children’s agency through outdoor learning: A close-to-practice inquiry

This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust.         Roanne Torr, Classroom Teacher, Dalesthorth Primary School Rebekah Gear, Senior Lecturer, Nottingham Trent University Introduction Working within an Early Years Foundation Stage (EYFS) unit in a primary school in the Ashfield district, […]

Evidence-Informed Practice in the Early Years

The webinar will explore evidence-informed practice in the Early Years, drawing specifically upon the resources that are available as part of our Early Childhood Hub. We will discuss how the resources in the hub can be used to support professional practice, and how this can positively impact practitioners within Early Years settings. Speakers:  Lily Wheeler- […]

Developing and implementing a knowledge-rich curriculum for the early years

MICHIEL WILS, MAXIME BULTHEEL, TIM SURMA, JASPER NIJLUNSING, CLAUDIO VANHEES AND PAUL A KIRSCHNER THOMAS MORE UNIVERSITY OF APPLIED SCIENCES, BELGIUM Introduction Knowledge of the world is essential for later reading and writing skills, and even predicts maths and science outcomes (Grissmer et al., 2010). However, ‘world knowledge’ is not evenly distributed: variations in home […]

EYSEND National Seminar: Loving all languages

This virtual seminar, which comes as part of the EYSEND partnership with Speech and Language UK, aims to empower you to support children and their families when they speak more than one language. This session is suitable for anyone who works in early years education, as well as Family Hubs and preschool settings. Join the […]