The Reggio Emilia approach: what it is and how teachers actually work with it
Where the Reggio Emilia approach came from, its core ideas from the hundred languages to documentation, and what borrowing it well asks of a teaching team.
#early years pedagogy
Experiential learning in the early years: a working definition for teachers
What separates a real learning experience from an activity that is merely fun: Dewey and Kolb in plain terms, and four tests a teacher can apply to any plan.
Curriculum or childcare? Six marks that make an early-years programme a curriculum
What separates a curriculum from good childcare in the early years: six marks to look for, with Global Nexus as a worked example for school leaders and teachers
Teacher talk in a bilingual classroom: scaffolding, recasts and shared thinking
The talk moves that build language in two languages: scaffolding, recasts and expansions, open questions with wait time, and sustained shared thinking.
Free-choice play in preschool: the teacher's role during learning-centre time
What teachers do while children choose their own play: planning time, observing, joining and stepping back, extending ideas, and keeping a long play period purp
Small-group time in preschool: planning and leading focused groups of four to six
How to plan and lead adult-guided small groups in preschool: group size and makeup, choosing an activity, the teacher's talk, timing, and recording what childre