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High-quality interactions and supporting young children with SEND

  This video shows practitioners supporting young children’s learning at Sheringham Nursery School and Children’s Centre in east London, a maintained nursery school for children aged two, three and four. The setting works closely with parents and carers and is fully inclusive, with a number of places prioritised for children who have special educational needs […]

Why does professional learning matter in the early years sector?

Why does professional learning matter in the early years sector?  Following the launch of the Chartered College’s Early Childhood Hub, we are joined by early years experts to discuss the potential impact of professional learning on early years education and development.  Hear more about the resources available on the Hub to support early years practitioners. […]

Music in the classroom for children from birth to six

Una Shea, Founder, Our Montessori Melodies As educators, we find ourselves always looking for new ways to encourage the development of our students’ abilities and wellbeing. This is a challenge in itself, especially in times such as these, where unprecedented levels of stress are being reported worldwide (Racine et al., 2021). Including group creative experiences, […]

Supporting young children’s PSED through cookery

Dr Lucy Parker, Deputy Headteacher, Ludwick Nursery School, UK This case study focuses on the implementation of cookery as a core part of our Early Years curriculum and how it has developed into a learning experience that has had a significant impact on children’s personal, social and emotional development (PSED). Ludwick is a large, maintained […]

Exploring the contrasting professional development opportunities available for staff in private and voluntary Early Years settings

Natasha Crellin, Headteacher, The Hill Primary School, UK Introduction Retention of Early Years staff is a challenge for many Early Years settings, and recruitment and retention take a considerable amount of leadership capacity. There are many reasons why the sector faces retention challenges, including working conditions, pay and the demographic of people attracted to the […]

Working within a local context to support the Early Years workforce

Katherine Richards-Bryant, Early Education Lead, Reach Children’s Hub, UK An excellent education at an inclusive school is necessary but not always sufficient for young people to enjoy lives of choice and opportunity. With the awareness that many students require deeper and more wide-ranging support than a school can provide, the Reach Foundation developed the Reach […]

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 […]

Decolonising and diversifying the Early Years curriculum

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Chandrika Devarakonda, Associate Professor of Diversity and Inclusion, Faculty of Education and Children’s Services, University of Chester   In this video, Chandrika Devarakonda discusses approaches to decolonising and diversifying the curriculum in early childhood education, including: the actions practitioners can take to decolonise and diversify their practice how we can move beyond tokenism the barriers […]

Ensuring quality interactions for effective language development in the Early Years

Eleanor Milligan, Lecturer in Education, University of East Anglia, UK The importance of language skills It is well evidenced that children’s language development in the Early Years leads to better outcomes for children. Law et al. (2017) showed that communicative development in the Early Years affected not only later language learning but also academic success. […]

What is effective continuing professional development for Early Years teachers to support the acquisition of knowledge and skills?

Jackie Gray, Director of Early Years, Outwood Grange Academies Trust, UK This article reflects on the factors that contribute to effective CPD for Early Years practitioners and the approaches used to improve practitioners’ knowledge and expertise across Outwood Grange Academies Trust (OGAT). Specifically, it looks at: how research into effective teaching has informed our professional […]

Six principles of language development and how to support them in early childhood settings

Lisa-Maria Müller, Chartered College of Teaching This research summary is based on a talk by Prof Kathryn Hirsh-Pasek, which you can access here. Early childhood practitioners have an essential role to play in supporting children’s language development. It is, after all, with them that many children spend most of their waking hours. It is therefore […]

Maximising engagement in the Early Years

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Sayeh Mariner and Matt Shurlock, Essa Primary Academy, Bolton, UK In this video, Sayeh Mariner and Matt Shurlock discuss maximising engagement in early childhood education at their setting in Bolton where 80 percent of learners have English as an additional language. They talk about: actions taken to maximise engagement and address barriers to learning building […]