Ensuring Quality Chil ildren develop and learn more rapidly than at - PDF document

30/09/2013 First Five Years 4Children Conference 10.10.13 Let’s talk quality! Making early years quality achievable for all Ensuring Quality Chil ildren develop and learn more rapidly than at any other stage of life Effectiv ive early ly years practit ition ioners use their knowledge about child development and their observations of children to inform and improve practice and provision through positive Helen Moylett relationships and enabling environments Early y Learning Consu sultancy cy Early y Learning Consu sultancy cy tailored early years training and support www.earlylearningconsultancy.co.uk tailored early years training and support www.earlylearningconsultancy.co.uk Childr dren n are born n ready, y, able and eager to learn. n. The The adult role within They y activel vely y reach ch out to inter eract ct with other er people, le, characteristics Positive Relationships and in the world d around nd them. and the areas of learning and Enabling Development is not an automatic process, however. describe how Environments affects and what a It depends on each unique child having both how how and what what a child is learning opportunities to interact in positive relationships child learns. and enabling environments. Development Matters in the Early Years Foundation Stage Early y Learning Consu sultancy cy Early y Learning Consu sultancy cy tailored early years training and support www.earlylearningconsultancy.co.uk tailored early years training and support www.earlylearningconsultancy.co.uk If we want to know who Pedagogy y children are and what they can do we need to • Rooted in values and beliefs about what we want ensure we are giving for children them the opportunities to • The understanding of how children learn and develop show us • The practices through which we can enhance that process • Supported by knowledge, theory and experience adapted from Learning, Playing and Interacting Early y Learning Consu sultancy cy Early y Learning Consu sultancy cy tailored early years training and support www.earlylearningconsultancy.co.uk tailored early years training and support www.earlylearningconsultancy.co.uk 1

30/09/2013 Born learners: rs: innate psychologica cal drives How do children learn? Competence Relatedness Autonomy IT’S A LEARNER! Early y Learning Consu sultancy cy Early y Learning Consu sultancy cy tailored early years training and support www.earlylearningconsultancy.co.uk tailored early years training and support www.earlylearningconsultancy.co.uk Born learners Sensitive periods Everyone is born with an intense drive to • Biological development has critical periods learn. Infants stretch their skills daily. Not just ordinary skills, but the most • “Sensitive” periods are important in human difficult tasks of a lifetime, like learning to brain development walk and talk. Babies don't worry about making mistakes or humiliating • Experiences can lead to enhancement or themselves. They never decide it’s too hard or not worth the effort. They walk, reduction of particular brain functions or later they fall, they get up. They just barge brain development - “programming” forward. ……What could put an end to this exuberant learning? Carol Dweck ( Mindset 2006) Early y Learning Consu sultancy cy Early y Learning Consu sultancy cy P.O. Svanberg Sept 2010 10 tailored early years training and support www.earlylearningconsultancy.co.uk tailored early years training and support www.earlylearningconsultancy.co.uk Binocular vision ‘Sensitive periods’ in early Central auditory system brain development Habitual ways of responding Language learning ‘They begin at birth and are lifelong characteristics Emotional control High which need to be fostered and developed during the Peer social skills early years as they are critical for building children’s capacity for future learning.’ Clare Tickell Low 0 1 2 3 4 5 6 Early y Learning Consu sultancy cy tailored early years training and support www.earlylearningconsultancy.co.uk P.O. Svanberg Sept 2010 2

30/09/2013 In planning and guiding children’s activities , ‘Research conducted over the last 10 years has practitioners must reflect on the different ways suggested that a major source of the differences between the that children learn and reflec lect t these se in their ir highest- and lowest-achieving children in school practi ctice ce. Three characteristics of effective settings is the degree to which they become teaching and learning are: regulators of their own learning.’ Playi aying ng and expl plorin oring g Active ve lear arni ning ng Martha Bronson Creat ating ng and thinki nking ng critical cally y Characteristics of effective learning Self-regulated learners – skill and w ill EYFS Statutory Framework 1.10 …and thrill! Early y Learning Consu sultancy cy Early y Learning Consu sultancy cy tailored early years training and support www.earlylearningconsultancy.co.uk tailored early years training and support www.earlylearningconsultancy.co.uk Char aract acteristics eristics of effect ctive ve lear arni ning ng Playing ng and explor oring ing Ready Social l and understanding engageme ment managing behaviour and emoti tion onal al feelings PSED develop lopmen ent Active e learni ning ng Willing A A moving and handling motiv ivation ion unique unique Well-bein eing child child Using what they already know to Choosing ways to do things Thinking Critically Creating ting and thinking king Able Creating and Having own ideas criti ticall cally learn new things think inking ing Early y Learning Consu sultancy cy Early y Learning Consu sultancy cy tailored early years training and support www.earlylearningconsultancy.co.uk tailored early years training and support www.earlylearningconsultancy.co.uk Self-regul egulat ating ng learner arners Finding out and exploring ‘What is this? What does it do?’ Emotion ional self-regulat lation ion Cognit itiv ive self lf-regulat lation ion • sensory investigation, seeking knowledge Playing ng and explor oring ing Playing with what they know Social al and ‘What if…? What else…?’ emotion tional al engagemen ment devel elop opmen ent • using symbols, flexibility of thought Active e learni ning ng • theory of mind Well-be being ng Being willing to motiv ivation ion ‘ ‘have a go’ Creating ting and thinking king • initiating activities criti ticall cally • seeking challenge, taking think inkin ing risks Early Early y Learning Consu y Learning Consu sultancy sultancy cy cy Early y Learning Consu sultancy cy • ‘can do’ attitude tailored early years training and support www.earlylearningconsultancy.co.uk tailored early years training and support www.earlylearningconsultancy.co.uk tailored early years training and support www.earlylearningconsultancy.co.uk 3