Early childhood educators tell me a lot of stories when I keynote or train. And since I’ve been speaking and training for almost four decades, you can imagine just how many stories there have been. Lately, though, I keep hearing the same three stories from teachers throughout the country.
We would love our children to become self-regulated, happy individuals, but do some of the strategies we use in our early years settings actually backfire in this regard?
Having moments of boredom is a good thing. It allows children time to simply float along, daydream, or imagine. Boredom is useful in that it compels children to invent, to switch gears, to think of something new, and to learn to enjoy their own company.
Books have a tremendous influence on many areas of learning. They can introduce themes of friendship, diversity, and overcoming challenge, thus helping to develop character. They can expand children’s knowledge of the world, other people, cultures and traditions, or they can introduce imaginary...
In this final article of our Model for living series we focus on learning, a much debated aspect of life in the early years. What are we doing to give children access to quality learning experiences, ensuring that they make stage-appropriate steps while allowing them freedom to inquire, explore,...
The kinds of traditional play that children have done naturally for generations is still at the foundation of the work that we do, and need to do, with children. We have the wisdom of the sages through the ages, but we also have the wisdom of the children right here, right now.
Role play is how children make sense of their world, acting out experiences, ideas or stories. Here’s how role play can incorporate all seven EYFS areas of learning and development.
The last few years have seen a surge of interest in woodworking in early years education. Some settings are starting from scratch, while for others it’s a case of dusting down the workbench and digging out the tools after many years of neglect.
Resonating with the work of early years pioneers such as Rousseau and Froebel – as well as Montessori – there has been a recent resurgence of interest in the UK in the potential of the outdoor environment for supporting children's learning.
Actually we all know very many more songs than we think we do, but we just don’t sing them as often as we could! But why is it important that we increase our own and our children’s repertoire of songs?