Self-regulation in the EYFS: Unfit for Purpose. I have been writing and talking about the fundamental importance of understanding self-regulation (SR) and the neuroscience of early brain development for well over a decade and in this time, I am disappointed to have not seen it feature in early years (EY) qualifications or training as mandatory practice. However, recently, things have changed and SR (which simply put, is the individual’s ability to manage big emotions and their resulting behaviours and to return to a state of calm) has become the ‘’buzzword’’ in the EY sector. ‘What’s the problem?’ you may well ask. Based on my observations, a few key issues come to mind including the proliferation of unscrupulous consultants who have … Read More
Common Play Behaviours – A Continuous Provision Tool.
I talk about Common Play Behaviours in my Excellence in Early Years training. Lots for people say that they find it really helpful when it comes to establishing their Continuous Provision. It takes a bit of thinking about, but is well worth the effort! Have a read and see what you think… Good Continuous Provision can be tricky – all too often children will just visit in an area of provision that they like, where they will choose a resources that they are familiar with and then engage in low level tasks, often for a considerable period of time. This is great for their levels of engagement, but not so much for their levels of progress or attainment. Of course, we … Read More
When Enhancements Become Provision – Painting with Squeegees
Good Continuous Provision will not only support adults in observing and interacting with children, it will also help to support and extend children’s learning when they are in play. How our children are making progress through the Areas of Learning can help us in deciding on the Areas of Provision that we are going to introduce into our learning space. With all of the settings that I work alongside, I ask them to talk me through why they have decided on a particular Area of Provision and how they envisage it will support their children’s development. Constant reflection like this means that your learning space will evolve over time in response to the changing needs of your children. Once we … Read More
Continuous Provision in Key Stage One Part 3 – Outcomes
I am really pleased that Jo from St John’s C of E Primary has agreed to write me a third blog post. You can find the others here and here. It is great to see a play based approach to learning having such a positive impact. My third blog leads to the subject I am most frequently asked about. A subject which I tend to avoid as it is often steered towards data, data, data…I like to ‘practise what I preach’; value the journey rather than the outcome’, but that is not to say that the children ‘s progress and ultimate end of Key Stage assessments are not too far from our minds as we plan the provision. Outcomes, in the … Read More