Researchers from UCL Institute of Education, Sheffield Hallam University and Durham University have developed a set of self-assessment tools to help teachers and schools to evaluate their levels of research engagement. These are designed as practical tools to encourage teachers and school leaders to consider their engagement with research evidence, and the areas you may […]
Context Ryders Hayes is a two-form entry primary school with students aged two to eleven, from pre-school to Year 6. The school has 472 students on roll and is located in the Midlands, UK. Eighteen per cent of students are currently eligible for Pupil Premium funding. The school is predominantly a white-British school with about […]
Context St Nicholas Church of England Primary School and Nursery is situated on the edge of some ancient woodland in central Hertfordshire in the new town of Stevenage. The school has 220 pupils on roll spread across the seven parishes, most of whom come from the immediate catchment area, which is a relatively poor socio-economic […]
Context Ludwick is a large (200 place), maintained nursery school in Welwyn Garden City, Hertfordshire. It is situated in the Peartree ward, which is an area of social and economic disadvantage. The school has a high number (20%) of children with special educational needs and disabilities (SEND) and a high number of children eligible for […]
During 2020-2021 schools experienced considerable challenges to teaching due to the COVID-19 pandemic which affected all aspects of teaching and learning. Understanding science became especially important and for children this begins in the first stages of education. This document considers the data that have emerged from our 2021 research together with data from our previous […]
How can schools help children and young people with ADHD to achieve their potential? We have produced this resource booklet for SENDCOs, ALNCOs, Additional Support Coordinators and members of Leaderships teams in schools and colleges with responsibility for special educational needs and inclusion. I’m sure that you are all very experienced in working with children […]
This page contains definitions of some key educational terms and acronyms. When you’re browsing an article, words in the glossary will be highlighted and you can hover over them for a definition.
Effective instruction |Expert teacher |Memory |Metacognition Bookmark(0) Share on facebook Share on twitter Share on linkedin In 2012, Barack Rosenshine published the Principles of Instruction: a set of 10 research-based principles of instruction, along with suggestions for classroom practice. The principles come from three sources: (a) research in cognitive science (b) research on master teachers, and […]
Cremin T, Burnard P, Craft A (2006) Pedagogy and possibility thinking in the early years. International Journal of Thinking Skills and Creativity 1(2): 108–119. Introduction It is important that children and young adults learn how to think creatively and innovatively. But what does creative thinking look like and how do you teach it? This exploratory […]
In this video Marian Adejokun, founder of ReachOut2All, talks about the importance of the early years, specifically the impact of good early years education.
Chartered College of Teaching ¬∑ What makes the biggest difference to a child’s success in early learning? What makes the biggest difference to a child’s success in early learning? This is a key question, especially now that we are in the middle of the COVID-19 crisis and children’s early education is being disrupted. It’s […]
In 2012, Barack Rosenshine published the Principles of Instruction: a set of 10 research-based principles of instruction, along with suggestions for classroom practice. The principles come from three sources: (a) research in cognitive science, (b) research on master teachers, and (c) research on cognitive supports. The 10 Principles of Instruction are as follows: Principle 1: […]
Learning something new is a challenging process; it requires the learner to take risks, make mistakes, often fail before succeeding and requires persistence and empathy. In an attempt to move towards a more learning centred system, where mistakes are celebrated and learnt from and challenge is the norm, we began to develop “growing our brains” […]
In Early Years (EY), we are often proud to say that assessment, particularly Assessment for Learning (AfL), is something that we do well. With the expectations on how EY practitioners guide and assess children’s learning clearly articulated in the Early Years Foundation Stage (EYFS), assessment is done primarily in a formative way through ongoing observation […]
Curriculum in the Early Years Ofsted’s consultation about its new education inspection framework (2019), with its focus on the curriculum, is leading Early Years practitioners to wonder what a curriculum for the youngest children might look like. It is, perhaps, useful to begin the discussion by outlining some of the things that we do not […]
Reading with young children is an important activity to support early language and literacy, and how we share books with children can magnify its impact. During shared reading, adults and children talk about and around the book, rather than focus just on the text. The adult encourages children to play an active, rather than passive […]
What’s the idea? With an extended national lockdown, many children in the Early Years have been out of their provision for months. Remote support for young children’s development and learning is difficult to organise. Play is central to young children’s learning. Different aspects of the child’s development link together through play and first-hand experiences like […]
This is the second webinar in a series of joint events between NALDIC, the National Association for Language development in the Curriculum, and the Chartered College of Teaching, the professional body of teachers in England. During this webinar, Prof Victoria Murphy (Professor of Applied Linguistics, University of Oxford; Chair, NALDIC) explored how multilingual pupils can […]
Digital media, including children’s apps, are increasingly used in early years settings. As many as 80,000 apps claim to be “educational” (Healthy Children, 2018) but the app market is unregulated. Research shows that the majority of children’s apps advertised as “educational” in fact lack educational value (Ólafsson, Livingstone, & Haddon, 2013). This means that selecting […]
Remote online learning has arguably become the new norm in light of the current pandemic. However, how appropriate is this for children with special educational needs and siabilities (SEND) in the Early Years? This short article aims to offer alternative ways that educators can encourage learning at home without the use of IT. Evidence suggests […]
