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Looking Out and Looking In Framing a View of Pedagogy and the Curriculum in the EYFS

Looking Out and Looking In Framing a View of Pedagogy and the Curriculum in the EYFS. Looking out…. The need to be externally facing in the current context of Reductionist view of ECE – especially YR; learning to decode print as the main purpose

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Looking Out and Looking In Framing a View of Pedagogy and the Curriculum in the EYFS

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  1. Looking Out and Looking In Framing a View of Pedagogy and the Curriculum in the EYFS

  2. Looking out…. The need to be externally facing in the current context of • Reductionist view of ECE – especially YR; learning to decode print as the main purpose • Cultural resonance of the 1870 Forster Education act and SSA • Simplistic view that ECE is immature and ‘not yet filled’ adulthood • Learning in ECE as accumulating basic skills and information

  3. ‘Otherness’ of ECE

  4. Birth - 7 is specific and unique Neurological and Developmental phase (the biology of learning and development) What matters looks different / ‘other’ • The importance of: • concrete (alongside some vicarious) experiences that enable later abstraction • revisiting ideas and transferring learning in different contexts • embedding learning ‘behaviours’ • the nature of the ECE Curriculum

  5. Indicators of Later Success Research and Evidence • Language (Snowling 2011, Roulstone 2011) • PSED (Goodman 2015) • Physical Development (Grissmer 2010) • Executive Functioning (Diamond 2013, Blair et al 2008, Roebers 2014) • Self Regulation (Whitebread 2012)

  6. Appropriating terminology within the paradigm of ‘otherness’ • Cognitive Load Theory • Cultural Capital • Knowledge Rich Curriculum • Long term and working memory • Procedural Knowledge • Liquid and Crystallised Intelligence

  7. Looking in…. How is ECE perceived…? • Less important and easy • Folklore based / Unevidenced • Emotionally driven • Sentimental view of childhood • Unreflective • Unintellectual • Insular and stubborn • Indignant and defensive • Externalisation of challenges • Smug and complacent

  8. How do we understand and conceptualise and promote an ECE view of: • Curriculum • Assessment • Accountability • Outcomes • Teaching …….. A single voice?

  9. We need to (at least) clarify (or reconsider the terminology of): • Following children’s interests • Putting the child at the centre • Children learn through play • Play based learning • Adult directed activities • The Learning Environment • Developmentally Appropriate • Boy’s Learning

  10. www.earlyexcellence.com

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