QI 2.3 p29 Learning, Teaching and Assessment

Features of highly effective practice

The learning environment is built on positive, nurturing and appropriately challenging relationships which lead to high-quality learning outcomes

High quality observations take place naturally during everyday activities and interactions. •

We use our knowledge of how children learn, for example schema, when making observations of children and as a basis for future planning

Practitioners make sound judgements about children’s progress and respond quickly to ensure learning opportunities meet the needs of individuals

Challenge questions

How well does the information we gather about children’s progress inform our planning and improvement?

How well are we enabling children to become independent learners and develop the four capacities?

To what extent do our learning environments support different types of play?

How well does the information we gather about children’s progress inform our planning and improvement?

How well do we motivate and engage all children and how can this be consistent for all children everyday?

 

QI 3.2 p44 Securing Children’s Progress

Challenge question

Reflect on the current balance of adult and child initiated learning experiences. Are both leading to progress? What could be improved?

 

QI 1.3 p21 Play and Learning

Children have fun as they experience high quality play, learning and development opportunities

Very good illustration

Children are meaningfully and actively involved in leading their play and learning through a balance of spontaneous and planned high quality experiences that promote children’s choice and independence.

Well considered innovations and creative approaches successfully engage children’s imagination and enrich their play and learning.

p22

Planning approaches are child centred and responsive to children’s interests and life experiences. As a result, children are progressing well, and are happy and confident

High quality observations and skilled interactions promote children’s creativity and curiosity.

Effective use of questioning, extends children’s thinking, widens their skills, and consolidates their learning through play.

Children make informed choices about leading their play and learning within a stimulating, challenging, creative setting

p23 Links to the Health and Social Care Standards

2.27. As a child, I can direct my own play and activities in the way that I choose, and freely access a wide range of experiences and resources suitable to my age and stage, which stimulate my natural curiosity, learning and creativity

p24

How well do we support and encourage children`s natural curiosity in our setting?

 

QI 2.1 p37

Quality of the setting for play and learning

Children benefit from high quality play and learning settings

Staff enable children to influence the design of the setting and the provision of appropriate resources and how they use them 

Very good illustration

The setting has been designed to empower children to actively experience play and learning challenges centred on their needs and interests.

Opportunities are well matched to the stages of development of children and promote fun, learning and independence.

Children are confident in exploring and developing their outdoor environment, supported by staff who actively support and encourage children in their endeavours.

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Staff actively engage with children to enable them to direct their play and activities in the way they choose.

Children know that they are listened to and that their views matter. They have a key role in shaping the environment and their experiences.

Space has been thoughtfully arranged to allow children control over what they do and how they play.

 

Slide 7

What is the balance of child initiated, adult initiated and adult directed play in your setting?

How can this be adapted to ensure better experiences for children?

 

Section 6 – p62-79  Putting Pedagogy into Practice  

Section 7 – p80-87  Ensuring quality through critically reflective practice

 

p82 High quality practice

Quality settings have…. practitioners with an understanding of child development and how young children learn

Practitioners who …

• Understand that children learn best when engaged in meaningful first hand experiences that interest them,
• Recognise that young children learn through play with responsive adults who plan experiences which extend learning and understanding, and,
• Notice and understand behaviours that underpin early development, such as schematic play, and provide the right kinds of experiences which build on this learning

Quality settings have… rich adult-child interactions

Practitioners who …

• Attune the interactions to the developmental stages of children, so that children are supported and also challenged,
• Use a range of communication and interaction strategies including describing and commenting on learning and handing over conversational control to children,
• Use skillful questions to extend learning, for example, “i wonder why..” I wonder if…”, and,
• Work together with children to solve problems, clarify concepts, develop thinking. This is known as sustained shared thinking

p83

Practitioners in high quality provision

• Highly value and promote child initiated experiences and provide spaces to capitalise on children’s interests and motivation,
• Tune in to child initiated activity and sensitively intervene to extend children’s inquiry, problem solving and thinking skills,
• Extend learning based on an understanding of developmental stage and interests, rather than providing adult directed activities that have little meaning for children,
• Enable children to lead their own learning, including planning projects and solving their own problems

Quality settings understand… the importance of curriculum and pedagogy

• Understand the learning possibilities afforded by the interactions, experiences and spaces we facilitate for the children so that their learning can be both responsively and intentionally planned for, supported and extended,
• Have a good knowledge of what the early level of curriculum for excellence provides, and facilitate developmentally appropriate experiences that build on what children already know and can do
• Provide breadth, depth, space and time for children to be creative and curious