Active Learning in the Early Years Cover

Active Learning in the Early Years

Focuses on teaching and learning and its practical implications for early years practice

This book explores the essential area of learning actively. It explores the development theory behind this and how it links to good practice. Considering observations in early years settings as well as current research and thinking, it covers communication and language, the learning environment (both indoors and outdoors) and extended learning.

Ages: 1-4 | Pages: 66 | Code: 0802 | ISBN: 9781927251263

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Helen Moylett

Helen Moylett is an independent early years consultant, trainer and writer in the United Kingdom. She has been an early childhood, primary and university teacher as well as head of an early childhood setting. She was involved in developing the UK early years curriculum, the Early Years Foundation Stage (EYFS), and was the national lead for the Every Child a Talker programme. She served as an expert adviser to the Tickell EYFS review and co-wrote the revised EYFS Development Matters guidance.

Contents

Foreword by Jennie Lindon4
Introduction5
1. What does 'active learning' mean?7
Theory into practice7
Sources of motivation to learn8
Extrinsic motivation8
Intrinsic motivation11
The role of the educator in supporting active learning13
2. Children being involved and concentrating19
Why do we become involved?19
Why is concentration so important?20
Why is repetition so important?21
Dispositions to learn – well-being and involvement22
Theory into practice23
The role of the adult: Positive relationships and enabling environments24
Early persistence27
3. Children keeping on trying29
Persistence is important29
Why keep on trying?30
Theory into practice31
Attachment and brain development32
Resilience33
Theory into practice34
The role of the adult: Positive relationships and enabling environments35
Keeping on trying not to do something – the marshmallow test38
4. Children enjoying achieving what they set out to do39
What do we mean by 'enjoying'?40
What does enjoyment of learning look like in children?41
Goals to support intrinsic motivation41
Performance goals43
Extrinsic motivation – rewards and praise45
The role of the adult: Positive relationships and enabling environments48
5. Leading a thoughtful approach52
Leadership and management52
A thoughtful approach53
Establishing a shared ethos53
Challenges in observation55
Observing active learning62
References63

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