Learning and development

The characteristics of effective teaching and learning describe those behaviours children use in order to learn.

Birth to 5 matters explores the characteristics of effective learning and why these should underpin all early years practice. Find out more here:

• Characteristics of Effective Learning – Birth To 5 Matters

This video by siren films captures how the characteristics of effective learning may look in practice:

• The Characteristics of Effective Learning - Siren Films

Development matters offer examples of how practitioners can support the characteristics of effective learning in action:

• Development Matters - Non-statutory curriculum guidance for the early years foundation stage

This kdocument outlines the A to Z of the characteristics of effective teaching and learning and helps remind practitioners how we can best support these:

• An A to Z of The characteristics of effective teaching and learning Playing and exploring (PDF)

Schema’s are repeated patterns of behaviour which link directly to the strengthening of cognitive development. Education Scotland have created this document to explain how we can support schematic learning through play. Find out more here:

• Schemas

This document by Michelle Thornhill considers what we can use in our environments to support the different schemas:

• Loose Parts By Schema (PDF)

To support parents understanding of how children learn through play, every episode of the CBeebies children’s program Twirlywoos is based around a type of schema, see below:

• Schemas: how children learn through play - CBeebies - BBC

Harvard university have created this short video on the importance of play and how this supports child development:

• Play in Early Childhood: The Role of Play in Any Setting

Birth to 5 matters explains why play must underpin the delivery of the EYFS:

• Play – Birth To 5 Matters

Play Scotland is a wonderful website which focuses purely on the importance of play and the right for all children to participate in diverse and quality play experiences that meet their individual needs. Explore the website to find practical ideas and inspiration through free downloads or accessing the Play Well podcast:

• Play Scotland

The DfE have published this survey which considered the balance of teaching and play in early years settings. Although dated 2015 the case studies give good examples of the interplay of child led play and teaching:

• Teaching and play in the early years – a balancing act?

This document champions play as a powerful driver for learning in the Early Years:

• UNICEF Lego Foundation Learning through Play (PDF)

Ofsted define teaching as a broad term which covers the many different ways in which adults help young children learn.

The ShREC approach (Share attention, Respond, Expand, Conversation) offers us strategies to promote high quality interactions with young children. This video has been designed for anyone working closely with young children:

• High quality interactions in the Early Years - The ShREC approach (YouTube)

This slightly longer video looks at what a quality interaction looks like in child initiated and led play. A great watch for the whole team full of good examples of best practice:

• Quality Interactions Early Years (YouTube)

A good early years practitioner will be able to fluidly respond to the children within the learning environment, sensitively supporting children to embed and extend learning. Identifying teachable moments is therefore key to this. This simple document can be used to build confidence in practitioners identifying how they have supported children in their daily interactions:

• Observation sheet - observed extended and followed (Word doc)

Sustained shared thinking is a term used to describe how when children and adults work together, they can learn from each other. In sustained shared thinking it is the adult’s role to support the child to think through their ideas or the problem they are facing. By exploring this together this helps to embed learning and is therefore fundamental to how we approach teaching and children’s learning and development. Parenta have developed the booklet below which is a great read for anyone working with children:

• How to enhance children’s learning and development using sustained shared thinking

Curriculum can be defined as what we want children to be able to learn and do. The EYFS requires us to deliver a curriculum which builds on what children know and can do.

Julian Grenier shares his thoughts on curriculum in the early years. This hour long video helps us to think about how we can build a unique curriculum to meet the needs of the children and families in our care:

• Putting the EYFS Curriculum into Practice (YouTube)

This webinar discusses curriculum for childminders from an Ofsted inspectors point of view:

• Early years curriculum roadshow for childminders (YouTube)