Active Learning in the Early Years

Name: Active Learning in the Early Years
SKU: 0802
Price: 39.95 AUD
Availability: InStock
Author: Helen Moylett
ISBN: 9781927251263

Focuses on teaching and learning and its practical implications for early years practice

By
Helen Moylett

This book explores the essential area of learning actively. It explores the development theory behind this and how it links to good practice. Considering observations in early years settings as well as current research and thinking, it covers communication and language, the learning environment (both indoors and outdoors) and extended learning.

Ages: 1-4 | Pages: 66 | Code: 0802 | ISBN: 9781927251263

Series: Learning and Teaching in the Early Years

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Helen Moylett

Helen Moylett is an independent early years consultant, trainer and writer in the United Kingdom. She has been an early childhood, primary and university teacher as well as head of an early childhood setting. She was involved in developing the UK early years curriculum, the Early Years Foundation Stage (EYFS), and was the national lead for the Every Child a Talker programme. She served as an expert adviser to the Tickell EYFS review and co-wrote the revised EYFS Development Matters guidance.

Contents
Foreword by Jennie Lindon	4
Introduction	5
1. What does 'active learning' mean?	7
Theory into practice	7
Sources of motivation to learn	8
Extrinsic motivation	8
Intrinsic motivation	11
The role of the educator in supporting active learning	13
2. Children being involved and concentrating	19
Why do we become involved?	19
Why is concentration so important?	20
Why is repetition so important?	21
Dispositions to learn – well-being and involvement	22
Theory into practice	23
The role of the adult: Positive relationships and enabling environments	24
Early persistence	27
3. Children keeping on trying	29
Persistence is important	29
Why keep on trying?	30
Theory into practice	31
Attachment and brain development	32
Resilience	33
Theory into practice	34
The role of the adult: Positive relationships and enabling environments	35
Keeping on trying not to do something – the marshmallow test	38
4. Children enjoying achieving what they set out to do	39
What do we mean by 'enjoying'?	40
What does enjoyment of learning look like in children?	41
Goals to support intrinsic motivation	41
Performance goals	43
Extrinsic motivation – rewards and praise	45
The role of the adult: Positive relationships and enabling environments	48
5. Leading a thoughtful approach	52
Leadership and management	52
A thoughtful approach	53
Establishing a shared ethos	53
Challenges in observation	55
Observing active learning	62
References	63

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