The document discusses outstanding practices in early years education, emphasizing the importance of focusing on children's learning rather than grades. It highlights key concepts such as challenge in learning, effective teaching methods, and the impact of different types of praise on student motivation and performance. Moreover, various educational theories and the significance of creating a supportive learning environment are explored.

1. Outstanding Early Years TeachingJames Nottingham james@jnpartnership.comwww.osiriseducational.co.uk

2. Outstanding Early Years What is “outstanding” EY practice?

3. How can we scaffold and stretch children’s learning?

4. What type of praise underpins outstanding EY practice?

5. What role does reviewing play?222

6. Focus on learning, not grades“Pupils show greater motivation, are better behaved and are more likely to be independent and strategic thinkers when teachers are not obsessed by grades.”“If there is one new thing we need in our school system right now, it is a well-developed focus on learning.”Chris Watkins, Institute of Education, Aug 2010From an analysis of 100 international studies on how children learn

7. A new government, a new curriculum?“The best schools & nurseries design learning for their pupils and then cross check against the national expectations to see they have done right by the pupils in terms of the agreedentitlement for all the nation’s children. The attainment targets give a touchstone for the expected standards and that’s it.”Many schools believe the myths that have been peddled about the national curriculum and some current ministers seem to believe them too. The truth is nothing can be changed by statute until 2012. Even then, it will only be the national expectations. It doesn’t really matter what comes from government; how it is packaged, what it contains. In the end, the curriculum is the one that children in schools and nurseries meet day in, day out.

8. Tickell Review Recommendations

9. Not everything countsNot everything that counts can be counted, and not everything that can be counted countsSign hanging inEinstein's office at Princeton

10. OutstandingMost learners make well above average progress

11. Children behave very well and are engrossed in their work

12. Teaching is based on expert knowledge, is stimulating and rigorous

13. All learners are challenged and stretched

14. Assessment successfully underpins the teaching and learners know how to improveGoodMost learners make good progress

15. Children display good behaviour and attitudes

16. Teaching is well informed, confident, engaging and precise

17. Most children are suitably challenged and can succeed

18. Assessment is accurate, regular and consistent, & informs students how to improveWhat do these 3 have in common?

19. ChallengeWe need more stories and less facts, for narrative develops an understanding of sequence; we need more dialogue and less transmission of knowledge, for it is through dialogue that we learn most; and we need more challenge and less instruction, since it is from challenge that one grows in body, mind and spirit. Matthew Lipman, 1991

21. What is challenge?

22. Challenge and LearningToo HardPAPotential AbilityLearning ZoneCACurrent AbilityPractice ZoneSASubconscious AbilityToo Easy82

23. The Teaching Target Model (TTM)PALearning ZoneCAPerformancePractice ZoneSATime85

24. A continuously improving setting will have well-qualified and experienced staff who:“... are committed to the development of sustained shared thinking by offering encouragement, clarifying ideas and asking open questions which support and extend children’s thinking and help them make connections in learning – while ensuring a balance between adult-led and child initiated activities” (EYFS 1.27)

25. Myers Briggs Type Indicator (MBTI)Developed during World War II, MBTI is a personality indicator designed to identify personal preferencesIn a similar way to left or right-handedness, the MBTI principle is that individuals also find certain ways of thinking and acting easier than othersEvidenceGut feelingSensingIntuitionThink to talkTalk to thinkIntroversionExtroversionDefinitePossibleJudgingPerceivingLogic/ReasonEmpathyThinkingFeeling

26. Philosophy with Young ChildrenJames Nottingham, www.jamesnottingham.co.uk

27. OutstandingMost learners make well above average progress

28. Children behave very well and are engrossed in their work

29. Teaching is based on expert knowledge, is stimulating and rigorous

30. All learners are challenged and stretched

31. Assessment successfully underpins the teaching and learners know how to improveGoodMost learners make good progress

32. Children display good behaviour and attitudes

33. Teaching is well informed, confident, engaging and precise

34. Most children are suitably challenged and can succeed

35. Assessment is accurate, regular and consistent, & informs students how to improveKriticos = able to make judgmentsCritical ThinkingComes from the Greek, KriticosMeaning: able to make judgmentsSource: www.etymonline.com

36. What do we mean by “succeed”?Learning IntentionsTo explore numbers 1 - 10Respond to others thoughtsInvestigate importance of different body partsIncrease our awareness of different weather typesLearning IntentionsTo know numbers 1 - 10To express our thoughtsTo name body partsDescribe different types of weather

37. Pioneers of Educational PsychologyPiaget (1896 – 1980)Vygotsky (1896 – 1934)

38. Piaget (1896 – 1980)BiologicalDevelopment leads to learningKnowledge is constructedFocus on a child’s current ability (CA)Vygotsky(1896 – 1934)CulturalLearning leads to development Knowledge is co-constructedFocus on a child’s potential ability (PA)

39. The Teaching Target Model (TTM)PALearning ZoneCAPerformancePractice ZoneSATime85

40. Once upon a time, there were three babies

41. Some babies get lots of stimulation

42. Are encouraged to read

43. Develop their passions

44. Whereas others have traumatic experiences

45. Or are born into abject poverty

46. By the time they start schoolSome children start school knowing 6,000 words.Others, just 500 words.Source: BBC 2009http://news.bbc.co.uk/1/hi/magazine/8013859.stm

47. Number of words heard by childrenA child in a welfare-dependent family hears on average 616 words an hour500A child in a working-class home hears on average 1,251 words an hour700A child in a professional home hears on average 2,153 words an hour1100Number of words spoken by the time children are 3Hart & Risley, 1995

48. Carol Dweckwww.carol-dweck.co.uk

49. What matters is what you believe about intelligencePeople who believe intelligence comes mainly from nature have a ‘fixed’ mindsetPeople who believe intelligence comes mainly from nurture have a ‘growth’ mindsetProfessor Carol Dweck, Stanford

50. Fixed vs Growth MindsetsGrowthIntelligence is incrementalI’ve developed talentsMy abilities change over timeI can get better at almost anythingFixedIntelligence is innateI have giftsI’ll always be good at certain thingsI’ll never be good at other things

51. Problematic praiseClever girl!Gifted musicianBrilliant mathematicianBright boyTop of the class!By far the best

52. The effects of different types of praise Mueller and Dweck, 1998In six studies, 7th grade students were given a series of nonverbal IQ tests.

53. Mueller and Dweck, 1998Intelligence praise“Wow, that’s a really good score. You must be smart at this.” Process praise“Wow, that’s a really good score. You must have tried really hard.”Control-group praise“Wow, that’s a really good score.”

54. Number of problems solved on a 3rd test

55. Boys get 8 times more criticism than girls

56. The effects of praiseSwimming“You do your best swimming when you concentrate and try your best to do what Chris is asking you to do”Ballet“What a brilliant ballerina you are!”A new Dawn (Fraser) ?

57. Number of students who lied about their score

58. Do our students want feedback?

59. We praise children when they get 10 out of 1010/10

61. 222Key2

62. Vygotsky’s definition of playPlay involves … Imaginary situations

63. Children taking roles

64. Each role has rules to be followed21

65. Marshmallow Experiment, 1972

67. OutstandingMost learners make well above average progress

68. Children behave very well and are engrossed in their work

69. Teaching is based on expert knowledge, is stimulating and rigorous

70. All learners are challenged and stretched

71. Assessment successfully underpins the teaching and learners know how to improveGoodMost learners make good progress

72. Children display good behaviour and attitudes

73. Teaching is well informed, confident, engaging and precise

74. Most children are suitably challenged and can succeed

75. Assessment is accurate, regular and consistent, & informs students how to improveChildren Creating Stories Together

76. 1. Girl or boy?2. What is she/he wearing?3. What object is she/he holding?4. Where’s she/he going?5. On the way, she/he meets …?6. Unfortunately …7. Fortunately …8. Then the weather changed …9. Bringing with it …10. Finally …

77. Contact Detailswww.jamesnottingham.co.ukjames@p4c.comwww.challenginglearning.com