Children’s early artistic learning: What do we need to know? What do we need to do?
Dr Emese Hall, Senior Lecturer in Art Education, University of Exeter, UK Introduction Children’s early artistic learning can be very interesting, but the term ‘development’ can be misleading as it might be seen to assume an unfolding of something that is bound to occur, and over which the individual has little control. For example, we […]
Reflections of parent relationships as partners in the Early Years: A person-centred approach
Amanda Norman University of Winchester, UK Relationships between parents and practitioners working in early education and care (EEC) settings Working in partnership with parents and carers is central to the Early Years Foundation Stage statutory framework (DfE, 2021a) and is one of the seven key features of effective practice in ‘Development Matters’ (DfE, 2021b). Collaboration […]
New study of 0-3-year-old children’s use of digital technologies at home
Toddlers, Tech and Talk The ‘Toddlers, Tech and Talk’ study aims to build in-depth knowledge about the relatively under-researched phenomenon of 0-3-year-old children’s talk and literacy learning with digital technologies at home. If you are the parent or legal guardian of a child aged 0-3 years in the UK, we are inviting you to complete […]
Helping children in the Early Years to improve their communication: The impact of an eight-month programme of professional development
Fliss James, Deputy Director, East London Research School, UK Julian Grenier, Director, East London Research School, UK Melissa Prendergast, Deputy Director, East London Research School, UK As practitioners working with children throughout the COVID-19 pandemic, we are keenly aware of the legacy of difficulties from lockdowns. In keeping with the recently published findings of the […]
Developing pedagogical reflection in Early Years teachers through using objects and photographs
Lucy Parker, Ludwick Nursery School, UK This article draws on findings from a small-scale research project that explored the formation of pedagogical beliefs in female Early Years teachers (Parker, 2017). The study sought to provide an opportunity to listen to Early Years teachers’ ideas, and gain a greater understanding of their pedagogy and how their […]
How a Higher Education Early Years teacher-training course constructed a wellbeing culture that influences the practice of the tutors and students
Deborah Brown, Lecturer in Primary and Early Years Education, University of Sussex, UK The values and experience that I bring into this research perspective are from mixed experiences of teaching in nursery, school and higher education (HE) environments. More recently, I have used the experience and expertise that I have within the zero-to-five age range […]
BERA series book writing opportunity
Please see the attached call for abstract proposals for the opportunity to write for the BERA books series Guides to Educational Research and Practice: Decolonising Curriculum Knowledge Abstract proposals of approximately 150 words are due by Monday 20 February 2023.
Vision for Childcare
Excellent education for all: Interim Report of Independent Review
The role of EAL departments in refugee education
This research review is part of an online module on refugee education – Chartered College of Teaching members can access this learning for free. Introduction English as an additional language (EAL) support is central to ensuring that refugee and asylum-seeking children remain and thrive in education. In addition to supporting their English language and thus […]
Refugee Education
This module focuses on approaches to supporting refugee students in schools. Learn more about this module This online learning module has been developed by the Chartered College of Teaching and funded by the Charity of Sir Richard Whittington (part of the Mercers’ Charitable Foundation). The module is specifically designed for school leaders and focuses on […]
#ECSeries: Why is anti-racist practice important in the early years?
As part of the #ECSeries, we welcome Liz Pemberton who will discuss ‘Why is anti-racist practice important in the early years?’ As children are growing and developing it is our job, as early years educators, to help them form a positive sense of themselves and the people in the world around them. If we are […]
#ECSeries – Primary Geography: Embedding fieldwork in practice
#ECSeries – Primary Geography: Embedding fieldwork in practice The Chartered College of Teaching is delighted to have partnered with the Geographical Association to present an online webinar for Primary colleagues. This webinar is part of the #ECSeries and will focus on five keys areas: 1. What fieldwork enquiry is (and isn’t) and how it has […]
Young (5-8) Children’s Reading in 2022/ Children’s and Young People’s Reading Engagement in 2022
Developing learning through questioning and modelling in early childhood education
This video shows a practitioner supporting young children’s learning at Essa Primary School in Bolton. As you watch the video, notice how the practitioner shapes the interaction to develop the pupils’ learning. Specifically: Focus on how the practitioner uses questioning and modelling to recall and embed the pupil’s understanding of the topic and key […]
Developing mathematical graphics in the Early Years
Young children’s graphical representations are as valuable to mathematical learning as their early mark-making is to their writing development (Carruthers and Worthington, 2011). They support deep-level learning and provide an important foundation for the future. In this article, we explore the development of children’s mathematical graphics in the Early Years, how this can be supported […]
Today I’ve been a Try-o-saur’: Embedding self-regulation in Early Years classrooms
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 […]
Raising mathematical attainment from the Early Years
Laura A Outhwaite, Centre for Education Policy and Equalising Opportunities, IOE, UCL’s Faculty of Education and Society, UK Erica Ranzato, Psychology and Human Development, IOE, UCL’s Faculty of Education and Society, UK Jo Van Herwegen, Psychology and Human Development and Centre for Education Policy and Equalising Opportunities, IOE, UCL’s Faculty of Education and Society, UK […]
The principles for appropriate pedagogy in early mathematics: Exploration, apprenticeship and sense-making
Catherine Gripton, University of Nottingham, UK Helen J Williams, Freelance Education Consultant, UK Early mathematics pedagogy is about exploration, apprenticeship and sense-making. Exploration: Children and adults enjoy exploring mathematical ideas mentally and physically. Apprenticeship: Children learn through being mathematical with adults, learning mathematical words, ideas and behaviours from them Sense-making: Children make sense of their […]
Support and advice: Pupil mental health
The Chartered College of Teaching is developing a series of webinars and bitesize CPD resources for teachers and school leaders on supporting pupil wellbeing and mental health in practice, aligned with key themes in the relationships, sex and health education (RSHE) curriculum. The articles and resources shared as part of this online learning include information […]
