How to improve verbal skills in EYFS

 Children’s early language is a top priority for the curriculum in the Early Years Foundation Stage (EYFS) and first years of school. Its impact is extraordinarily powerful.

The British Cohort Study found that verbal skills at age 5 are strongly associated with reading ability at age 10, exam results at age 16, and the likelihood of completing a degree by age 30.

Children’s verbal skills at age 5 are also associated with better health into adulthood, including better mental health and improved job prospects.

Read on in TES

How to meet the needs of left-handers in EYFS

 One in 10 people is left-handed. Yet many of our youngest left-handers can face unnecessary challenges in early years settings simply because the world is designed for the right-handed majority.

We can tackle this issue in three parts: identification, action and ongoing monitoring.

When it comes to identification, there are some specific issues for us to consider in view of the young age of the children we’re working with. Babies are neither left- nor right-handed, using both hands equally and often swapping. Typically, they’ll simply use the hand that’s closest to the object they want to pick up.

Read on in TES

Outside the lines

 I thoroughly enjoyed my (English) conversation with Eva Dierickx for the Dutch-language podcast 'Buiten de lijntjes'

'Want to know how to really teach toddlers something? Or how to work playfully and purposefully? Then join this conversation with Dr. Julian Grenier! With his years of experience in London nursery schools and as a researcher at the Education Endowment Foundation, he shares his golden insights on knowledge-rich education for young children. From counting shoes in a play shop to discovering why leaves fall - Julian shows how you can perfectly combine meaningful learning and play.'

The great play-based learning debate

If you want a row in education, start a debate about play-based learning.

Ofsted stepped into that spotlight with its recent report, Strong foundations in the first years of school, arguing that “poorly planned play keeps children busy but does not support their development” because “their hands and bodies are active, but their minds are not”.

Some in early years have worried that this is an attack on play-based learning, and not merely an observation that play in nursery and Reception classes can be low-quality.

That leads us to an interesting question: what do we know about the importance of play in early learning, and how can we evaluate its quality?

Read on in TES

How it all starts: what the research tells us about early years education

I was more than delighted to get the chance to chat with Jon Hutchinson and Emma Turner as a guest on Mind the Gap: Making Education Work Across the Globe. Hope you enjoy listening in.

Stigma, safeguarding and social change: toilet training in early years

Teaching in the early years can be hard, especially at the start of the new school year.

It's getting harder. 

Kindred Squared recently surveyed teachers and teaching assistants in Reception about the 2023 intake. Their feedback: around a third of children are not ready for school, and the problem is getting worse. One of the biggest challenges is the number of children who aren’t toilet trained.

Read on in TES

Time to choose: do we want evidence-informed practice or influencer-informed practice in the early years

The government recently announced a significant investment in evidence-informed practice for early years practitioners, through the Early Years Stronger Practice Hubs programme. 

So, this is an important time to consider a key question: what do we actually mean by evidence-informed practice? Why should we adopt this approach?

Back in 2013, Ben Goldacre argued that: ‘By collecting better evidence about what works best, and establishing a culture where this evidence is used as a matter of routine, we can improve outcomes for children, and increase professional independence.’

Let’s look at that through the lens of early years.