Teaching through play describes an approach where learning is supported within play experiences rather than through separate, formal instruction. Practitioners recognise that children learn effectively…
Read moreSustained Shared Thinking | EYFS
Sustained shared thinking occurs when adults and children collaborate to explore ideas, solve problems, or develop understanding. Both the adult and the child contribute to the interaction…
Read moreScaffolding | EYFS
Scaffolding describes the way in which practitioners support children’s learning by providing appropriate guidance, prompts, or assistance. This support helps children engage with tasks, ideas…
Read morePlay Pedagogy | EYFS
Play pedagogy describes an approach where play is central to how children learn. Rather than separating play from learning, this approach recognises that play itself provides meaningful…
Read morePedagogy | EYFS
Pedagogy describes how practitioners support learning. It includes the decisions, interactions, and approaches used to create learning experiences for children. In early years settings, pedagogy is…
Read moreOpen-Ended Questioning | EYFS
Open-ended questioning involves asking questions that invite children to think, respond in their own words, and explore ideas. These questions typically allow for multiple possible answers rather than…
Read moreModelling | EYFS
Modelling describes the way practitioners demonstrate actions, language, or thinking to support children’s learning. By observing adults, children can see how tasks are approached, how language…
Read moreMetacognition | EYFS
Metacognition refers to thinking about one’s own thinking. It involves recognising how ideas develop, how problems are solved, and how learning occurs. In early years contexts, metacognition…
Read moreLanguage-Rich Pedagogy | EYFS
Language-rich pedagogy describes an approach where communication and language development are central to teaching and learning. Practitioners intentionally create opportunities…
Read moreIn-the-Moment Teaching | EYFS
In-the-moment teaching describes an approach where practitioners respond directly to children’s interests, actions, and learning as it happens. Rather than relying solely on pre-planned activities…
Read moreHigh-Quality Interactions | EYFS
High-quality interactions describe the ways in which practitioners engage with children to support their learning and development. These interactions go beyond simple communication and involve…
Read moreGuided Play | EYFS
Guided play describes a form of learning in which children remain actively engaged in play, while adults support learning through intentional and responsive interaction. In guided play, children…
Read moreDialogic Talk | EYFS
Dialogic talk describes interactions where both adults and children actively contribute to a shared conversation. Rather than one person leading or directing the exchange, participants respond to…
Read moreCommenting vs Questioning | EYFS
Commenting and questioning are two ways practitioners interact with children to support learning and development. Both approaches can be used to extend thinking, support language development…
Read moreCognitive Challenge | EYFS
Cognitive challenge describes situations where children are encouraged to think beyond their current understanding. Rather than simply completing tasks, children are supported to explore…
Read moreChild-Led Learning | EYFS
Child-Led Learning describes situations where children initiate and guide their own learning experiences. Children choose what they want to explore, how they want to engage with materials…
Read moreAdult-Led Learning | EYFS
Adult-Led Learning describes situations where the practitioner plans and directs an activity with a particular learning focus in mind. The adult usually introduces the task, explains what children will do…
Read moreAdult-Guided Learning | EYFS
Adult-Guided Learning describes situations where practitioners take an active role in supporting children’s learning while children remain actively involved in the experience. The adult may…
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