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…
Read moreStatutory vs Non-Statutory Guidance | EYFS
In the context of the Early Years Foundation Stage (EYFS), statutory guidance refers to requirements that early years providers must follow because they are defined within legislation or statutory…
Read moreProgression | EYFS
Progression in the Early Years Foundation Stage describes how children’s learning and development build over time. As children gain experience, explore ideas, and develop skills, their understanding…
Read moreProfessional Judgement | EYFS
Professional Judgement describes the process by which early years practitioners interpret what they observe and make informed decisions about children’s development and learning…
Read moreSpecific Areas | EYFS
The Specific Areas are four areas of learning within the Early Years Foundation Stage (EYFS) that support children in developing knowledge, understanding, and skills across different aspects of the…
Read morePrime Areas | EYFS
The Prime Areas are three areas of learning within the Early Years Foundation Stage (EYFS) that support children’s early development. These areas focus on the skills and experiences that are…
Read moreObservation–Assessment–Planning (OAP) Cycle | EYFS
The Observation–Assessment–Planning (OAP) Cycle describes a continuous process used by early years practitioners to support children’s learning and development. It involves observing…
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