This article demonstrates how the principles of AfL practice support those of early education and how young children are capable of being directly involved in the planning and assessment of their own learning.
This article seeks to identify the importance of fostering sustained shared thinking within early years settings in terms of boosting young children’s cognitive development, encouraging autonomous thought and producing creative life-long learners.
Current thinking supports early years practice that promotes independence in young children and helps them to develop the skills they will need to become proficient life-long learners (DfE, 2012). This article explains why the project approach is ideal for achieving this aim.
This article explores how the outdoor environment plays a vital role in achieving the aims of the EYFS. When children are outside they have the space to move around and physically explore materials, concepts and ideas on a small or large scale.
This mini-guide demonstrates how projects can be used to promote the development of children’s creative and critical thinking skills. It shows how setting up imaginative provocations is not only interesting and exciting for practitioners, but also a fun way of motivating young children to use and develop the most important skills they will need for their futures as life-long learners.
So this is the aim; starting on 1st June I will tweet once a day for 90 days with ideas for outdoor activities and resources that lend themselves to the summer season.
To celebrate the release of my book 100 Ideas for Early Years Practitioners: Supporting EAL Learners, published by Bloomsbury Education, I will tweet once a day for the next 100 days with tips for how to support children learning English as an additional language within the early years setting.