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Audience: Early Years

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 […]

Do technology and artificial intelligence have a place in a Montessori environment?

Preeti Patel, Director of Education and Community at Montessori Global Education Innovation has been at the core of Montessori pedagogy since its establishment. In 1906, when Maria Montessori founded the first Casa dei Bambini (Children’s House), the doors to the Montessori Approach opened using a new and innovative methodology and didactic materials to support children’s […]

Rethinking Curriculum through Creativity: A Trust Leader’s Perspective

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This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust.         Olivia Anthony, Governance Officer, Embark Federation Introduction   As Trust Leader of the Embark Federation (MAT), I have the privilege of guiding a family of 23 schools -19 primaries and 4 secondaries – […]

Embedding Communication in Creative Learning in a Specialist Setting

  This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust.         Kari Anson, Headteacher at Brays School, Forward Education Trust, UK Introduction Brays School is a special school in Birmingham serving 91 children with profound multiple learning difficulties (PMLD), significant learning difficulties […]

The use of AI in early years education

ANNELIESE SMITH, EDUCATION PROJECT SPECIALIST, CCT The early years of a child’s education lays the foundation for lifelong learning, but for educators working in nurseries and early years settings, this can come with significant challenges. From designing developmentally appropriate lesson plans to completing detailed observations and administrative reports, the demands on early years professionals are substantial. […]