WF7 1.1 1.2 1.3.pptx

• New lesson editor
• Early years
• Further Education (Key Stage 5)

WF7

Promoting an effective early years curriculum

Starter

what are the models of reflection from the previous session

Kolb’s Reflective Cycle (Concrete experience → Reflection → Conceptualisation → Planning).

Gibbs reflective cycle 1988

Schön’s Reflection-in-action / Reflection-on-action.

Boud, Keogh & Walkers Model - 3 stages of reflection

WF7

1. Understand how evidence-based philosophical and pedagogical approaches influence the early years foundation stage that sets out the early education curriculum requirements from birth to age 5

Today we will …..

1.1

1.1 Summarise a range of evidence-based philosophical and pedagogical approaches and research that underpin early years development and underpin the organisation’s approach and values

1.3

1.3 Describe a range of pedagogical approaches to include:

• play, direct teaching, adult explanations, adult modelling, learning from peers, guided learning

Statement to discuss

• “In our setting, we believe children learn best through play (philosophy). So, we plan lots of open-ended play (pedagogy) because research shows this helps language and social skills develop well (evidence-based).”

How does open-ended play help to develop children’s language and social skills?

Give an example from practice.

What is a ‘Philosophy’ in Early Years?

What is ‘Pedagogy’?

What is ‘Evidence-Based Practice’?

Group Task – who is …..??
Research activity

Add your responses from the previous question

Friedrich Froebel (1782–1852)

• Created the first kindergarten.

• Believed play is central to learning.

• Example: Free flow play areas, open-ended resources.

Maria Montessori (1870–1952)

• Children learn best in a prepared, calm environment.

• Emphasised independence and real-life tasks.

• Example: Child-sized furniture, self-service snack areas.

McMillan Sisters (Margaret & Rachel McMillan, early 20th century)

• Pioneered nursery education in the UK.

• Emphasised outdoor play, health, care, and child welfare.

• Example: Open-air nurseries, focus on well-being and play.

Reggio Emilia (Post-WW2)

• Children are capable, creative learners.

• Environment is the ‘third teacher’.

• Example: Creative projects, displaying children’s work, open-ended materials

Steiner Waldorf (Rudolf Steiner, early 20th century)

• Focuses on holistic development: head, heart, and hands.

• Encourages creativity, imagination, rhythm, and routine.

• Example: Seasonal activities, natural materials, strong teacher-child relationships.

Sustainability in Early Years Practice

How Do Philosophical Approaches Link to Sustainability?

Sustainability and Green Skills
Many early years approaches promote respect for the environment and sustainable practice:

• McMillan Sisters: Outdoor play supports health and appreciation of nature.

• Reggio Emilia: The environment is a ‘third teacher’ — often uses recycled and natural materials.

• Steiner Waldorf: Focuses on natural materials, seasonal activities, and care for the world.

🌿

Comparing Approaches — Common Threads

• Key Similarities:

• Play-Centred: Froebel, Steiner, Reggio Emilia and McMillan all see play as essential for learning.

• Child-Led Learning: Montessori, Reggio Emilia and Froebel highlight the importance of independence and choice.

• Environment as Teacher: Reggio Emilia and Montessori value the prepared environment — safe, calm, accessible spaces.

• Holistic Development: Steiner Waldorf focuses on head, heart and hands — developing mind, body, and spirit together.

• Strong Adult Role: Practitioners act as guides and modellers rather than just direct instructors.

• Health & Wellbeing: McMillan Sisters focused on welfare, outdoor play and healthy routines — still visible today in emphasis on outdoor learning and healthy eating.

Pedagogical Approaches – What Do They Look Like?

Group Activity:

Read the scenario below and decide which approaches are used:

“Two children are playing in the sand tray. The practitioner sits with them and explains how to make a sandcastle (adult explanation), models packing the bucket and tipping it out (adult modelling), then invites the children to try it themselves (guided learning). The children then work together to build more sandcastles (learning from peers).”

• 👉 Discuss: Which approaches are used? How do they overlap?

Example answer

*“The approaches used in this sand tray activity are:

Adult Explanation: The practitioner explains how to make a sandcastle.

Adult Modelling: The practitioner shows how to pack the sand and tip out the bucket.

Guided Learning: The practitioner supports the children to try it themselves step by step.

Learning from Peers: The children watch each other and build more sandcastles together, sharing ideas and copying each other’s actions. These approaches overlap because the adult first gives clear instructions and demonstrates the task, then guides the children’s attempts. The children naturally extend this by learning from each other. This helps them develop language, teamwork, and practical skills through a mix of adult-led and child-led learning.”*

How These Ideas Link to Organisational Values:

• Our setting promotes child-centred learning, open-ended play and calm, inclusive spaces — directly influenced by these approaches.

• We use evidence-based practice to plan activities and the environment that support children’s social, language and physical development.

1.1 & 1.3

Begin this task by writing a short paragraph about the influence of each of the approaches listed below to early years practice today.

You may refer to notes from class to support your response, but your work must be written independently.

• Montessori

• Steiner Waldorf

• Froebel

• Reggio Emilia

• McMillan

1.1 & 1.3

Reflect on your placement experience, classroom discussions and notes to describe a range of pedagogical approaches, to include:

play

direct teaching

adult explanations

adult modelling

learning from peers

guided learning

1.2

1.2 Outline the areas of development and learning making up the statutory Early Years Foundation Stage Framework. To include:

• communication and language ,physical development ,personal, social and emotional development, literacy , mathematics, understanding the world, expressive arts and design

What are the Areas of Learning?

The 7 Statutory Areas of Learning (EYFS, 2024)

Three Prime Areas:
1️⃣ Communication and Language – Developing listening, attention, understanding, and speaking through rich communication environments.
2️⃣ Physical Development – Building gross and fine motor skills, and promoting healthy habits.
3️⃣ Personal, Social and Emotional Development (PSED) – Supporting relationships, self-confidence, emotional regulation, and empathy.

Four Specific Areas:
4️⃣ Literacy – Developing reading and writing skills: comprehension, word reading, mark making.
5️⃣ Mathematics – Learning number, patterns, shape, space, and measures.
6️⃣ Understanding the World – Exploring people, communities, technology, and the natural environment.

7️⃣ Expressive Arts and Design – Expressing ideas through art, music, dance, role play, and design.

Activity – Match and Reflect

Matching game

• Sand tray

• Story corner

• Role play

• Circle time

• Painting

• Water play

Reflect

• Discuss example from your placement

• How does you setting plan for each area?

• What resources or spaces support the areas ?

Extension task – consider one real example per area – this will be needed for your e- fact sheet in the next task

Early Years Curriculum- Activity

You will be required to reflect on the requirements of the Early Years Foundation Stage and produce an e- factsheet to:

Outline the areas of development and learning making up the statutory EYFS framework, to include:

• communication and language

• physical development

• personal, social and emotional development

• literacy

• mathematics

• understanding the world

• expressive arts and design

* Use template provided if you prefer

Did we will achieve ?

Write a reflection

Use a model from previous unit WF1

You must start to reflect in detail as you are a reflective practitioner