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Nursery World article discusses Montessori and Froebel

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Nursery World article discusses Montessori and Froebel

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Early years pioneers today, part 1: Froebel and McMillan - Nursery World

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In the first part of a new series, Annette Rawstrone looks at two founders of the nursery movement: Froebel and McMillan

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There is a lot of background to begin with but it goes on to discuss the pedagogy and it makes links to today's practice in the EYFS Citation Liebovich, B. (2019). Margaret McMillan’s Contributions to Cultures of Childhood. Genealogy, 3(3), 43.

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Week One Morning seminar - Exploring Pioneers

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Week One Morning seminar - Exploring Pioneers

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Week One Afternoon Seminar - The history of the EYFS

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Week One Afternoon Seminar - The history of the EYFS

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Pioneers and Pedagogies; influences in the EYFS 2025/26

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Pioneers and Pedagogies; influences in the EYFS 2025/26

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2025 2026 Handbook Pioneers and Pedagogies FINAL

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Please complete and attach this sheet to every assignment.

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Brief overview of Forest School and how this pedagogy can be used in the UK

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Designing your poster. You saw this in University Skills and Development

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Guidance on how to create a poster and ideas for content

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We changed the weeks around from the SOW. This is Week 4 now (Forest School Week 3)

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نادى الطفولة المبكرة

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07- Early Years - How Do They Do It in Sweden

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Although this doesn't link directly to Froebel, the article is great for your professional development and helps you to consider the potential of block play

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Unlocking the Power and Potential of Block Play in EYFS

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Block play offers a wealth of learning opportunities across the curriculum, especially with story telling through small world or role play.

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The Gifts

Froebel created a set of "Gifts" to support children's learning and development in his kindergarten in Germany in the 1840s.

These Gifts include six sets of cubes, spheres and cylinders and included one of the first sets of wooden blocks developed specifically for young children to explore, create and play with. The Gifts are central to Froebelian practice.

The Gifts provide opportunities for creative play and allow young children to explore aspects of mathematics, science, engineering and architecture.

The Gifts are designed to encourage young children to make connections in their learning; allowing them to take something familiar (a simple wooden block) and encourages them to experiment and build on their knowledge and skills. Children use the blocks to re-create things and events in the world around them.

Some of the gifts are soft and can be rolled, some are hard, some have flat sides and some can be balanced on others.

The Gifts encourage open-ended play

Babies and young children can play freely with the Gifts and discover connections, similarities and differences. Froebel recognised that young children are drawn to taking things apart, exploring them and re-forming them. Froebel also recognised the appeal of patterns and order for children; how the whole relates to the parts.

Froebel believed the role of the adult was also crucial. With the Gifts, a supportive adult, be that parent/carer or teacher, introduces the language of shape and form, of similarity and difference, of fractions, division and symmetry, of mathematical 3D shapes, of architecture and engineering, of storytelling and the arts.

The Gifts are sequential, moving from simple to complex

Gift 1 : A set of coloured felt balls

Gift 2 : A set of three hard, naturally coloured three-dimensional shapes - a wooden sphere, cylinder and cube hanging by string from a bar.

These can also be held, spinning by string from a hand.

Gifts 3 to 6 : Sets of cubes, rectangular blocks or wooden prisms. Each set is contained within its own small box.

Find out more about Froebel's Gifts

Froebel believed that each child should have their own set of Gifts to allow the child to explore ideas on their own. He wanted children to share their ideas with each other, rather than sharing the actual blocks. You can purchase the Gifts (now made by SINA in Germany) from the Froebel Network in the UK.

Find out more in our free to download pamphlet Froebel's Gifts and Block Play Today.

Learning from Froebel... the Gifts by Professor Tina Bruce and Jane Dyke, an article published in Nursery World, January 2017

Try one of our short courses which explore the relevancy of the Gifts in modern practice.

Recent exhibitions featuring Froebel's Gifts

Play Well, The Wellcome Collection, London, October 2019

The Rules of Play, V&A Dundee, February 2019

Froebel's Gifts and the Principles of Design, The Museum of Modern Art, New York, August 2017.

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Froebel created a set of "Gifts" to support children's learning and development in his kindergarten in Germany in the 1840s. These Gifts include six sets of cubes, spheres and cylinders and included one of the first sets of wooden blocks developed specifically for young children to explore, create and play with.

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Afternoon seminar

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Week 1 Seminar 2 History of the EYFS 2025 x

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Week One Focus Week The Pioneers: Froebel, Issacs and McMillan 

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Week One Focus Week The Pioneers: Froebel, Issacs and McMillan 

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Your APA guidelines show how to reference a Podcast

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Episode 1: What does it take to become a Froebelian early years setting?

This first episode explores the difference a Froebel approach can make to young children's education. Our guests discuss ways an early years setting can adopt a Froebelian approach and look at what kinds of Froebelian training and support are available.

Guests: Simon Bateson, Sally Cave, Dr Stella Louis, Dr Lynn McNair OBE, Professor Chris Pascal OBE

Released Feb 2023.
Transcript of Episode One
Episode 2: Inside the Froebel based early years setting

Our host Colin Kelly asks his panel to explain more about the Froebel early years setting. What does it look like? And sound like? How would you know you were in a Froebel based nursery or early years centre? What sets it apart from others?

Guests: Simon Bateson, Sally Cave, Dr Stella Louis, Dr Lynn McNair OBE, Professor Chris Pascal OBE

Released Feb 2023.
Transcript of Episode Two
Episode 3: Recognising children's individuality in early years settings

In this episode, Colin and guests discuss how educators can celebrate difference in early years settings. How can we make sure our schools and early years settings are welcoming places for everyone? And how might a Froebelian approach support early years educators to connect with families, carers and local communities?

Guests: Simon Bateson, Sally Cave, Dr Stella Louis, Dr Lynn McNair OBE, Professor Chris Pascal OBE

Released Feb 2023.
Transcript of Episode Three

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This first episode explores the difference a Froebel approach can make to young children's education. Our guests discuss ways an early years setting can adopt a Froebelian approach and look at what kinds of Froebelian training and support are available. Guests: Simon Bateson, Sally Cave, Dr Stella Louis, Dr Lynn McNair OBE, Professor Chris Pascal OBE Released Feb 2023.

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A wide range of credible sources, some you may find useful for your poster is Froebel is your focus

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Referencing images when gained from the internet using Creative Commons

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Referencing images when gained from the internet using Creative Commons

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This guidance may help you. The information is stating that for your poster, you don't need the title of the image or to provide a figure number. This would only be relevant if you were adding pictures to a written assignment such as a report. They refer to a poster as a visual representation. I hope this helps :)

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LibGuides: APA 7th Edition Referencing Guide1: Creative commons: Image licenses

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A Wintec Library guide to referencing in APA 7th edition style

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How one setting incorporates Froebel's ideas

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How one setting incorporates Froebel's ideas

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a short reading

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Some sources you can research

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The Maria Montessori Institute provides authentic AMI Montessori training, schools and outreach. We are based in London, UK.

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Link to Google books for Susan Isaac's ideas

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Link to Google books for Susan Isaac's ideas

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Early Years Education: Histories and traditions

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This collection of papers provides a useful resource for scholars who need to ground their own study in a wider historical and global discourses concerning the education of children under eight.

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Make sure you are only using Nursery World once in your poster if you decide to use any :)

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Montessori education: a review of the evidence base. Uploaded 31/03/22

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Montessori education: a review of the evidence base. Uploaded 31/03/22

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27 minutes Barbara Issacs features

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Bunnag, D. (2000). Classroom Adaptation: A Case Study of a Montessori School.  In Issues in Early Childhood Education: Curriculum, Teacher Education, & Dissemination of Information. Proceedings of the Lilian Katz Symposium (Champaign, IL, November 5-7, 2000); see PS 030 740.

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Montessori Society AMI (UK) - Montessori and the EYFS

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By: Rob Gueterbock The introduction of the Early Years Foundation Stage (EYFS) has created an opportunity for a new relationship between the Montessori movement in the UK and those academics, policy makers and local authority professionals involved in the care and education of young children.

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Froebelian principles are still highly regarded in EY practice

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The Froebel Trust funds research into children's learning from birth to eight years and supports high quality early education.

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Straightforward articles

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Free chapter

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Froebel approach to your EY setting sample chapter

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it has a good bibliography

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Birth To 5 Matters - Guidance by the sector, for the sector

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Birth to 5 Matters is published by Early Education on behalf of the Early Years Coalition. Early Education is a registered charity in England and Wales (no. 313082) and in Scotland (no. SC039472) and a company limited by guarantee. View our Privacy notice

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in Featherstone

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Week One 2023 Froebel, Isaacs and McMillan

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Week One 2023 Froebel, Isaacs and McMillan

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Featherstone

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Feeling Loved Nursery World

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Pound

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This article in the Nursery World links risk to practice outlined Development Matters

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This article in the Nursery World links risk to practice outlined Development Matters

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Use Nursery World articles sparingly, you always need to wider read.

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Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates. Why not register today and enjoy the following great benefits:

Free access to 4 subscriber-only articles per month

Unlimited access to news and opinion

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Register Now

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Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates.

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Featherstone chapter (on Reading List)

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Blog about preschool children as citizens 

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Blog about preschool children as citizens 

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interesting and links to philosophy of Reggio

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What should young children learn about being part of a democracy?

Ted S. Warren / AP

One morning this past April, scores of preschoolers and kindergarteners dragged their grownups into the National Gallery of Art in Washington, D.C. The children had created an exhibit demonstrating their perceptions of the nation's capital and what it means to belong to the city. In one gallery, there was a replica of the D.C. Metro routes, made from neon-colored plastic pipes. In another were cardboard, foam, and popsicle-stick models of the children's dream playgrounds.

Over the course of the morning, a signboard asking "what does it mean to be a citizen?" bloomed with more and more bright sticky notes containing answers to that question. Some contributions came from parents and teachers. "To participate in decision-making for the country," read one. "To be free, to explore, to grow through learning," offered another, signed with a heart and the name "Ms. Rachelle." Other contributions came from children: "to be a homin" (i.e., "human"), for example. "To help another bear in my classroom," signed Lucas, a member of the participating "Cinnamon Bears" class.

But the goal of the activity wasn't just to have cute kids make art and share happy thoughts.

"We are not doing this work to be nice," said Ben Mardell, an education researcher who collaborates with Harvard's Project Zero, which brings together scholars to study how people learn. The program that brought the kids to the museum, " Children Are Citizens," is meant to be practical: "We actually think we have something to learn from children."

Mardell and his collaborators at Project Zero believe that children as young as 3 have ideas about how to make a city more fair, safe, and livable. D.C. was the third test ground for "Children Are Citizens," which calls on early-childhood educators like myself to tap into their students' knowledge about their neighborhoods, get the children to brainstorm ways to make their communities better, and facilitate the sharing of their ideas with the general public and policymakers. Teachers at a handful of public and private D.C. schools, including two serving high percentages of low-income children, participated in the program this year (my school did not participate). Another batch of high-poverty schools are slated to participate next year, too.

Children participating in the program came up with noteworthy ideas: In Boston, when invited by Mayor Marty Walsh to propose civic improvements, some kindergarteners suggested "making more buildings so parents can have jobs." Another group of kids made a model of an indoor playground that their peers would be able to enjoy during the long New England winter. The roof, they specified, would have solar panels. But it appears few preschoolers in the country have opportunities to engage in the civic process.

Efforts to empower young people as citizens typically target adolescents. Government initiatives like Youth Engaged 4 Change and nonprofits like Generation Citizen seek to boost civic education-which can range from lessons about how government works to experiences that promote self-government, like student-led field trips-for teenagers. The idea is to prepare these students to be active participants in the democratic process and civic affairs. After all, the number of young people aged 18 to 29 who vote has generally declined in recent decades; just 45 percent of them voted in the 2012 elections. And although there's lively debate among researchers about which approaches are most effective in increasing students' civic engagement, various studies have shownthat classrooms that host open discussions of issues important to high schoolers promote their civic participation in the long-term.

But many early-childhood teachers think about how to cultivate the next generation of " small-d democrats," too. In my experience teaching children aged 3 through 6, I've found that early-childhood classrooms can serve as a natural cradle for democracy, as they're typically where kids learn their first lessons about group membership. Young children are often fiercely curious about power and how it works: who makes the rules, and why. Qualitative evidence shows that children have the capacity to debate ideas, and to work together to solve problems that arise in the classroom (how many kids can play in the block area at a time, for example) and outside of it (how to improve a city park). What if young children had more opportunities to offer the general public some civics lessons of their own?

The country's children continue to struggle with limited access to quality early-education opportunities: In the 2013-14 school year, just two in five 4-year-olds were in some sort of publicly funded prekindergarten, and many of those programs are considered low-quality, according to the National Institute for Early Education Research.

Policymakers and children's advocates have long debated the merits of pre-k, from its return on every dollar invested to whether it's best to subsidize attendance for all kids or to just target low-income ones. But it seems that discussions in the U.S. seldom treat children as anything more than blank slates; they make little reference to these kids' competencies and what they can offer as youngsters to society at large. For what it's worth, the U.S. is the only United Nations country that hasn't ratified a treaty of the UN Convention on the Rights of the Child, which establishes that children should have the freedom of expression, among other rights, and says education should prepare children for "responsible life in a free society."

Civics-focused preschool models have taken hold in other parts of the world. Italy's Reggio Emilia region has become famous for its universal preschools, whose guiding principle is that children are "protagonists" -the main actors and engines in their school work; with the help of their teachers, they drive decision-making about the curriculum.

But it seems the mainstream view in the U.S. is that pre-k is something done to children-an intervention that, as the Obama administration says, taxpayers subsidize "to make sure none of our children start the race of life already behind." And some education scholars, like Lilian Katz, a former head of the National Association for the Education of Young Children, say that the relative silence on children's capacity as capable, curious learners has already resulted in missed opportunities for their intellectual development.

The lack of attention on the topic means there's little empirical data to demonstrate the impact of a "democratic" preschool classroom on children's academic and social outcomes. But that could change. The issue has attracted the attention of the University of Chicago's Center for the Economics of Human Development, which is directed by James Heckman, a Nobel laureate and economist famous for his analysis of the long-term economic benefits of the Perry Preschool Program. Members of his international research team are currently studying Reggio Emilia's schools, whose education philosophy, according to the researcher Pietro Biroli, "has inspired schools all over the world, but it has never undergone a formal impact evaluation." The schools, Biroli says, represent "a unique natural experiment that has been unfolding" over the last half century. The research team is in the process of analyzing its data on the schools' returns on investment and has not yet released any findings.

* * *

Most people in the U.S. seem to believe that schools are responsible for teaching kids much more than how to read, write, and add-that they're also tasked with ensuring children develop into engaged citizens, a responsibility that some advocates call " the civic mission of schools." But putting that belief into practice is tricky perhaps because of how much people disagree about what the approach should look like. In his recent book What Kind of Citizen?, the Canada-based sociology professor Joel Westheimer presents research showing that American adults have deeply held, divergent beliefs about what kind of citizens schools should cultivate. "Ask people of any nation if they think children should learn to be good citizens and most will say, 'Of course!,'" he writes. "But when the questions go deeper, the easy consensus starts to fray." Some people think that young people should learn that following rules makes a responsible citizen, while others believe that questioning rules does.

Children typically learn very different civic lessons largely depending on their parents' income. In some classrooms, students have what sociologists call "voice" (a say in things) and "agency" (capacity to make choices); in others, not so much. I spent a morning at a school in Bridgeport, Connecticut, for example, where teachers followed a scripted curriculum. Children, most of them Latino, sat at tables, using Magic Markers to color in pictures of a zebra wearing a sweater with a zipper. (The exercise was designed to be a lesson on the letter z.) A 3-year-old raised her hand and pointed at the picture of the zipper and asked an assistant teacher what it was. The teacher shushed her and told her to work in silence, subsequently instructing another student to color in the lines.

I turned down a job teaching there, seeing little opportunity to let students, as Ms. Rachelle would say, "be free, explore, and grow through learning." Instead, I accepted a job at a school in the same city that served children of all income levels, established in response to a court-ordered mandate for Connecticut schools to promote racial integration. At this school, I saw a sign outside a kindergarten class that read, "Room Three belongs to: ..." and included the name of every child in the class, along with those of the teachers. It sent a message that children were going to play a role in caring for, and making decisions about what went on in, that classroom. The children participated in morning meetings and closing circles, and when a problem arose in class, they would join on the rug with a song, "Oh dear, what can the matter be?" and set about trying to solve the problem, together.

The school where I now work is inspired by the schools of Reggio Emilia, and, like many Reggio-inspired schools in the U.S., is a private institution that charges tuition but offers financial aid. Children have opportunities to help make rules, broker compromises, and decide priorities for what to study, while their parents, many of whom work on Capitol Hill, do much the same.

In my class last year, my co-teacher and I observed that while playing, our students often pretended to be pirates. So we channeled this interest into a two-month investigation of ships and waterways, with the support of educators ranging from our school librarian to two P.E. teachers. Children chose which research committee to join-kayak, crew, sailing, or submarine-and hatched plans to make working models and plays to present their findings to their parents.

The researchers at Project Zero see public forums, like the event at the National Gallery and the exhibit at Boston's City Hall, as a way to broadcast children's work outside of the classroom, and in turn, challenge assumptions about children's capabilities. Like adults, children are capable of thinking about what it means to be a citizen. And like adults, they sometimes choose not to do so. In a room full of wooden blocks at the National Gallery, I asked a 3-year-old, Joshua, what it means to be a citizen. "I don't know," he told me. He was too busy building.

Amy Rothschild is a preschool teacher and writer based in Washington, D.C.

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What If Preschoolers Had More of a Say in American Politics?

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What should young children learn about being part of a democracy? One morning this past April, scores of preschoolers and kindergarteners dragged their grownups into the National Gallery of Art in Washington, D.C. The children had created an exhibit demonstrating their perceptions of the nation's capital and what it means to belong to the city.

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Discusses key ideas of Reggio

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Preschools subscribe to many different theories and philosophies of education. You may hear some of the following terms used to describe schools you're considering. Familiarize yourself with the various styles to help determine which one is the best fit for your child. Each school may interpret the philosophy a little differently; what's most important is finding one that's a good match for your child - one that will make his first school experience a positive one that inspires a lifelong love of learning.

Montessori
Montessori is centered on establishing independence, self-esteem, and confidence while fostering learning at a child's own pace.

This self-paced education is accomplished by changing the role of adults in the classroom from teachers of a whole class into that of "guides," as they are often called, for the students as individuals. According to the American Montessori Society, guides have four principle goals, which encompass what the Montessori method hopes to achieve. The guide strives to:

awaken your child's spirit and imagination;

encourage his normal desire for independence and high sense of self-esteem;

help him develop the kindness, courtesy, and self-discipline that will allow him to become a full member of society;

help him learn how to observe, question, and explore ideas independently.

The guide may introduce a lesson to the class as a whole, but will then focus on working with students in small groups as they investigate topics on their own in a carefully prepared classroom environment. This individualized attention means children with special needs - whether they are gifted or delayed - often do well in a Montessori environment.

Waldorf
Waldorf programs strive to stimulate kids' bodies, spirits, and souls with a nurturing, homelike environment that engages all five senses. Rudolf Steiner, who founded the first Waldorf school in Germany in 1919, believed that small children learn best by imitation and their physical surroundings. Creative play is the most important means of learning in a Waldorf classroom, with a heavy dose of teamwork and togetherness. If your child attends a Waldorf school for many years, he will remain with the same teacher from preschool through 8th grade! The result is a deep, close relationship, one in which your child's needs are better understood from year to year.

Projects
The goal of these programs is to let children learn by experimentation, exploration, and collaboration. Teachers and their charges tie the work they do in the classroom to real-world experiences and lessons. They play with materials that inspire exploration and pretend play, such as blocks and art supplies, and take lots of community field trips.

In a projects-based program, children work independently. The teacher serves as a guide, providing advice or help when needed but largely standing back and letting the children decide how to handle a problem themselves. The children negotiate with their teacher about the rules and directions for the project and what they want to accomplish with it.

Community/Religious
Many child-care centers, community centers, and religious organizations offer preschool programs. These typically feature the classic preschool experience you might remember from your own childhood, with an emphasis on both socialization and pre-academic skills. If age-appropriate religious instruction is important to you, you'll want to consider one of these programs seriously.

These programs vary greatly depending on the philosophy of the director and teachers. They may include elements from several styles of programs (such asMontessori or Projects). To varying degrees, children will learn by playing and experimenting with language, toys, and art materials. Some schools may have a stronger emphasis on pre-academic skills and direct instruction, while others will offer a more hands-on curriculum.

Cooperative
If you can't afford a traditional preschool, or can't find one with a philosophy that meshes with your own, consider looking for or even founding a cooperative school. These parent-run programs are usually less expensive than other schools (because of the sweat equity that parents contribute) and allow participating families to help decide what kids will learn and how.

In a cooperative preschool, parents take turns doing everything from managing the finances to washing the windows to assisting in the classroom. Usually, a professional teacher oversees the classroom, but parent volunteers recruit and hire her, serve as her aides, and help develop the curriculum.

Reggio Emilia
Many experts have hailed the Reggio Emilia approach as an exemplary system for helping children develop strong thinking skills. The primary goal of this method is to create learning conditions that help children develop these abilities through exposure to all matter of expressive, communicative, and cognitive experiences. Four guiding principles work together to meet this objective:

Emergent curriculum: Topics for study are built on the interests of the children, determined by discussions with the class and their families, and by areas that fascinate many children, such as puddles and dinosaurs.

Projects: Children participate in in-depth studies of concepts, ideas, and interests. Such projects are often explained to the children as adventures, and can vary in duration from a week or two to the entire school year.

Representational development: Teachers present new ideas and concepts in multiple forms, such as print, art, drama, music, puppetry, etc. This variation is considered essential in making sure that all children (who have many different styles of learning) have the chance to understand what is being taught to them.

Collaboration: Groups both large and small are encouraged to work together to solve problems using dialogue, comparisons, negotiations, and other important interpersonal skills. Each child's voice should be heard within the group to promote the balance between a sense of belonging and a sense of self.

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Preschools subscribe to many different theories and philosophies of education. You may hear some of the following terms used to describe schools you're considering. Familiarize yourself with the various styles to help determine which one is the best fit for your child.

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Not all relevant but identifies risky play

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Links to philosophy of Froebel too

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Exploring the natural world with infants and toddlers 

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Although the Owners have used children throughout the document, the safety measures can be applied to adults. Please read through. Wear warm, waterproof clothing and footwear

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A good read, relates to emotional and physical well-being.

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Froebelian approach to outdoor play by Helen Tovey

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Froebelian approach to outdoor play by Helen Tovey

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A straightforward read. Great outdoors ideas

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Froebel approach Outdoor Play Helen Tovey

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Pound, L. (2005) How Children Learn, Leamington Spa: Step Forward Publishing

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short chapters open the zip to read

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Links to Montessori philosophy

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Louise Livingston, director of training, Maria Montessori Institute

Children develop at their own pace - they are not on a factory production line - says Louise Livingston of the Maria Montessori Institute

As we look to support children impacted by lockdowns and school closures, we must consider how we can best nurture children emotionally, socially and academically.

Politicians are talking of children 'falling behind', or not reaching 'school readiness' and suggesting a more is more approach with longer hours, holiday schools and intensive academic support. Yet many teachers - and parents - realise that children are not an industrial product and speeding up the factory production line is not appropriate or helpful.

The truth is children have continued to live a life and to be shaped and developed by their experiences in much the same way that children living through a war are. They will have gained empathy, resilience and perspective. What they need now is community and social interaction, a chance to express their feelings, to readjust and to get ready to engage in schoolwork once more. How might it feel to be told you are behind, and your life is changed forever? How would adults feel if their employers said they were unhappy with their progress during the pandemic and they now need to work longer and harder to catch up?

Educational pioneer Maria Montessori had a much more positive view on the resilience of the human being and children's ability to develop and learn for themselves. Working as a doctor in Rome in the late 1800s, she was tasked with overseeing ' uneducable children' living in the city's asylums. Montessori was able to see beyond the rote learning of the time and observed how children could learn at their own pace. The children flourished when they were given freedom to choose activities; to work at a level that was just challenging enough; to develop self-discipline and to care for their physical environment and social community. The previously 'written-off' children soon made astonishing progress socially and academically.

In Montessori schools today there is a focus on making friends and respecting others; enjoying being outdoors; taking care of the classroom and themselves by tidying up, keeping clean or serving food. Children take part in 'play' activities that support motor skills such as constructing with blocks, sewing or gardening. They develop their creativity, attention span and problem-solving skills. In multi-age classes, children can act as role models for younger children and learn from those older than them. The importance of breaks during the day and holidays are recognised.

The reality is that Covid has exposed the pitfalls of our education system with a one-size-fits-all approach where children are rewarded or punished for meeting expected standards of behaviour or learning. From the traffic light behaviour charts at nursery and primary schools to the coursework and exams at secondary, children are taught to conform and pass the test. This approach squeezes out creativity, leads to mental health issues for the conscientious and disengages children who don't meet the arbitrary measures of success. This model seems at odds with a world where many children will go on to do jobs that don't exist yet, few will have a 'job for life' and many more will be self-employed than previous generations. To thrive in the post-Covid, 21st century world, young people will need creativity, confidence, adaptability and resilience.

As we look beyond the current pandemic and consider how we will confront the mental health and obesity epidemics escalating among our children and young people, I hope we can look to the Montessori approach that ' follows the child' and nurtures the whole human being rather than imposing an education system that looks increasingly unsustainable and irrelevant for teachers and children alike.
Louise Livingston is director of training at the Maria Montessori Institute which offers Montessori teacher training, online short courses in Montessori and authentic Montessori schools and nurseries for 2-12-year-olds in London. www.mariamontessori.org

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Should we really be telling our children they are 'behind' and need to 'catch up'?

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Louise Livingston, director of training, Maria Montessori Institute Children develop at their own pace - they are not on a factory production line - says Louise Livingston of the Maria Montessori Institute As we look to support children impacted by lockdowns and school closures, we must consider how we can best nurture children emotionally, socially and academically.

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In Featherstone chapter

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Chapter from Pound

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a class resource

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Practitioners views on the EYFS 2008

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Forest School in the Early Years

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Reference: Learning Outdoors in the early years (2005). NIcurriculum. http://www.nicurriculum.org.uk/docs/foundation_stage/learning_outdoors.pdf

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Pioneers in context chapter

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excellent read

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Fisher Interacting or Interfering chapter

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Use NW sparingly and wider read to add depth.

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Forest School film

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What Britain could learn from childcare model

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What Britain could learn from Denmark's childcare model

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Denmark's flexible work culture and extensive, affordable, childcare mean a huge proportion of mothers can return to work

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The Reggio Emilia approach to education  

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The Reggio Emilia approach to education  

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A must read

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a useful website

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Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured
Babies and young children mature in every area of development at their own pace and in their own individual ways. Inclusion means that individuals and communities are valued and no child or family is discriminated against. Young children are vulnerable but they are kept safe and develop resilience when their wellbeing is protected by adults. Health and well-being is an integral part of children's emotional, mental social, environmental and spiritual health.

Read guidance on admission to school for summer born children.
The Principles into Practice cards on this page refers to the EYFS 2007, they are not linked to the Revised EYFS. A Unique Child: Child Development A Unique Child: Inclusive Practice A Unique Child: Keeping Safe A Unique Child: Health

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Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured Babies and young children mature in every area of development at their own pace and in their own individual ways. Inclusion means that individuals and communities are valued and no child or family is discriminated against.

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Understanding the Forest School approach

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Understanding the Forest School approach

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chapter

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A great read!

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Short article

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Useful for considering play in the EYFS

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Theories of Play  in Teaching Through Play

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Pound, L. (2005) How Children Learn, Leamington Spa: Step Forward Publishing

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Willan, J. (2009) Revisiting Susan Isaacs - a modern educator for the 21st Century

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Willan, J. (2009) Revisiting Susan Isaacs - a modern educator for the 21st Century

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Full reference on the journal. An essential and interesting read

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Susan Isaac journal - Revisiting Susan Isaacs

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How Montessori links to the themes and principles of the EYFS

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By: Rob Gueterbock

The introduction of the Early Years Foundation Stage (EYFS) has created an opportunity for a new relationship between the Montessori movement in the UK and those academics, policy makers and local authority professionals involved in the care and education of young children. There is a strong concordance between the themes and principles that underpin the EYFS and those that guide Montessori practice.
Introduction
Drawing on the Birth to Three Matters Framework, the EYFS puts a new emphasis on children as active learners throughout the foundation stage. This new emphasis has in turn increased the attention given to the environments from which children learn. Dr Montessori was one of the earliest pioneers of educational practices based on these ideas. Today, Montessori communities have a unique contribution to make to the delivery of the EYFS because of the very different way in which they function to support active learning.

At the same time the EYFS poses a difficulty, in the form of the statutory targets, to those seeking to comprehensively support active learning. Over many years children in Montessori environments have comfortably arrived at the indicators of development described through the targets. Supporting children to this level of development has come about by planning activities that follow each child's deepest interests at any particular time. The emphasis on target-based planning within the EYFS could lead some practitioners to dictate a learning timetable to the children at the expense of following the deep interests of an active learner.

Montessori Education (UK) have written a document mapping Montessori against the guidelines given in the EYFS. The purpose of this document is to highlight how the EYFS can be delivered very effectively through Montessori environments, highlighting those areas where Montessori practice has a particular contribution to offer. Each of the Themes and Principles is comprehensively addressed, including the six areas of Learning and Development.
Montessori and the EYFS
A central idea of Montessori education is that children have within them the power they need to develop themselves. Following from this is the understanding that it is through the child's interaction with his environment that this self-construction takes place. It is the child that needs to be active in his dynamic experience with the world around him. The task we set ourselves as Montessori educators is to provide children with an environment carefully prepared to meet their particular developmental needs and, through careful observation, to connect them with that environment, so that they can build themselves through their own activity.

The parallels between the Montessori approach and some of the main themes of the Early Years Foundation Stage (EYFS) are clear. The EYFS theme of 'A Unique Child' is based on the principle that 'Every child is a competent learner from birth who can be resilient, capable, confident and self-assured'. Similarly the EYFS makes the provision of 'Enabling Environments' one of four priorities. The emphasis placed on 'active learning' and 'learning through experience' within the theme of 'Learning and Development' is again very much in line with Montessori practice.

There are many sections of the EYFS that emphasize the importance of the child's own decision making, both in what they do and how they do it. Other parts of the EYFS emphasize that children are innately 'primed' to learn from the human and physical environments around them. This is a radical departure from traditional educational practice, which in general follows a curriculum decided by the adult, that determines what the children should do and learn. In the Montessori approach decision-making for the child's day-to-day activities shifts away from the adult, to the child.

Montessori environments take these principles to their natural conclusion. The child enters an environment, which both in its contents and functioning is designed to meet the particular physical, mental and spiritual needs of children aged between 2 ½ to 6 years. Within this space there are very few limits to the child's freedom and decision-making. A child is shown a variety of activities, is free to choose what to do, and for how long. Through detailed observations of his choice and use of activities, further individual lessons are offered, giving him an increasing range of materials to explore. Children are free to use an activity until they decide to put it away. They are free to choose when to be active, when to rest and watch, when to look at a book, to go outside, to have a drink or prepare some fruit. When a child is choosing freely within an environment carefully prepared to support his independence, it is relatively easy to observe his real interests unfolding - those that are driven by developmental urges - and to support and follow these.

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Montessori Society AMI (UK) - Montessori and the EYFS

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By: Rob Gueterbock The introduction of the Early Years Foundation Stage (EYFS) has created an opportunity for a new relationship between the Montessori movement in the UK and those academics, policy makers and local authority professionals involved in the care and education of young children.

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Froebelian principles and other information 

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Froebelian principles and other information 

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Who was Friedrich Froebel (1782-1852) Born on 21 April 1782 Friedrich Froebel was a German educator who invented the kindergarten. He believed that "play is the highest expression of human development in childhood for it alone is the free expression of what is in the child's soul."

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Perceptions about Forest School research

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Instructions

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Tim Gill, an easy read which I think you might enjoy

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Encouraging independence. Boy using scissors

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Discusses the EYFS and new supporting documents including CoEL

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It has taken us all a while to engage with the Characteristics of Effective Learning; they were included in the original version of the Early Years Foundation Stage Statutory Framework in 2008 and developed further in the 2012 version of Development Matters, but it was not until recent years, when Ofsted turned their attention to this important tool for understanding children's learning, that the early years sector has engaged with them. It is ironic that we often need the "stick of regulation" to pay attention. However, despite their slow inclusion in our practice and the government's recent reluctance to promote children's unique capacity for creativity and creative thinking by including "teaching" in the description of the characteristics in the revised Development Matters, 2020, I would urge you to truly engage with them.

They provide an effective tool for our understanding of children's holistic learning, and enable us to celebrate the uniqueness, care and need to collaborate demonstrated by children at home and in our care. They offer us a lens for truly appreciating children's capacity to think out of the box, to make connections and links with their previous learning, and invite us to be still and watch what is going on before stepping in, offering help or interrupting the unique yet complex thought processes behind children's play and work. This is beautifully demonstrated in the free clips offered by Siren films prepared in collaboration with Birth to 5 Matters team which we will use to reflect on our practice in our webinar on Tuesday 27 April ( register here).

The new non-statutory guidance for the EYFS, Birth to 5 Matters, continues to make links between the principles underpinning the EYFS (the unique child, positive relationships and enabling environment - in other words the dynamic triangle introduced to us by Montessori over a hundred years ago) and the opportunities offered to children to explore and engage, be motivated and creative. It reminds us of the important connections between what the child does, and how we can support their interests and prepare, adjust or add to our environments to witness their potential unfolding. It also offers a key for interpreting our observations as we watch children's exploration, willingness to learn by trial and error, their use of previous knowledge, concentration, perseverance and risk taking in problem solving. It also reminds us of their enormous joy in achieving what they have set out to do. All of these are important ingredients of children's capacity for critical thinking and creativity - the key skills required for success as they navigate the increasingly complex world of technological development, climate change and personal challenges.

The other important characteristic we need to consider is children's ability to communicate, collaborate, negotiate and learn from others. And here we, the adults, have the opportunity, as well as responsibility, to model these skills as we guide children through their learning in the early years. Looking at the guidance for adults in supporting positive relationship in the above-mentioned document, I rejoiced at seeing verbs like encourage, model, pay attention, be respectful.

And of course, it is not only how we relate to the children in our classrooms; our relationships with colleagues and parents are all important behaviour indicators for children, as is our inclusion and respect for the immediate and wider communities within our contact. These relationships, starting with grace and courtesy, are particularly important as children grapple with their experiences during lockdown and the effects of the pandemic on society as a whole.

Montessori pedagogy and the areas of learning in the Montessori classroom offer us a very important starting point for linking the principles of the EYFS with our own values and ethos. They offer us opportunities for interpretation of what we observe, but it is the children who will open the doors and give us a glimpse of what is important to them and how they have "grown in their understanding of the world around them", reminding us of the multifaceted non linear nature of their learning and development.

We need to remain curious about each child, about their unique approaches to learning and individual progress in development. We need to reassure parents by celebrating their child and communicating the joy of sharing these very special years of their child.

The Characteristics of Effective Learning offer us the tools to express children's and our own joy of this time together, in a professional yet friendly and accessible manner, they offer us a language to share with other years professionals by demonstrating the significance and value of Montessori pedagogy. They are described in the Birth to 5 Matters document as:

"Children are powerful learners from birth. They can develop strong habits of mind and behaviours that will continue to support them to discover, think, create, solve problems and self-regulate their learning. Children need consistent lived experiences of autonomy alongside support for their growing awareness and control of the process of thinking and learning. Play, time, space and freedom to follow their intentions, sustained shared thinking, and experiencing the satisfaction of meeting their own challenges and goals all contribute to development of curious, creative, resourceful and resilient learners."
Birth to 5 Matters

Join us at our next webinar on 27 April ( register here) to explore and reflect on the principles and ideas behind the Characteristics of Effective Learning and how they might support our Montessori practice.
Barbara Isaacs, April 2021

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The Characteristics of Effective Learning

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It has taken us all a while to engage with the Characteristics of Effective Learning; they were included in the original version of the Early Years Foundation Stage Statutory Framework in 2008 and developed further in the 2012 version of Development Matters, but it was not until recent years, when Ofsted turned their attention to...

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Liz O'Brien

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Do Forest Schools increase young people's self-confidence and self-esteem?

Summary

Forest Schools offer a unique educational experience using the outdoor environment of the forest as a classroom. The New Economics Foundation (NEF) evaluated two schools to highlight how they can provide learning opportunities for children who typically do not do as well in the classroom. NEF also created a self-appraisal methodology for leaders and teachers from other Forest Schools to assess their performance.

Key findings

The evaluation suggests Forest Schools make a difference in the following ways:

Confidence: children had the freedom, time and space to learn and demonstrate independence

Social skills: children gained increased awareness of the consequences of their actions on peers through team activities such as sharing tools and participating in play

Communication: language development was prompted by the children's sensory experiences

Motivation: the woodland tended to fascinate the children and they developed a keenness to participate and the ability to concentrate over longer periods of time

Physical skills: these improvements were characterised by the development of physical stamina and gross and fine motor skills

Knowledge and understanding: the children developed an interest in the natural surroundings and respect for the environment

Recommendations

Using participatory evaluation with stakeholders as a useful way to learn from each other about the benefits and problems of running and evaluating Forest Schools

Making Forest School more widely available by giving a greater number of schools the opportunity to make this part of children's overall education

Continuing evaluation and self-appraisal to track children over a longer period of time to see whether any improvements last in the long term after the child has stopped attending

Promoting Forest School to educationalists, environmentalists and parents to give them a better understanding of what Forest School is about, the impact it can have and how learning takes place

Considering school access in the creation of new woodland, exploring distance from and accessibility to local schools

Publications

Funders and partners

Commissioned and funded the Forestry Commission

The research was undertaken by the New Economics Foundation and managed by Forest Research

Status

2003-2005.

Contact
Liz O'Brien Jake Morris
Education and learning - Evaluation of forest schools: Phase 1 - Wales

Summary

Forest school is a unique educational experience using the outdoor environment of the forest as a classroom. Young people involved in Forest School will use them on a regular basis over an extended period of time such as six months to a year.

An evaluation by the New Economics Foundation of two forest school projects in Wales highlights how they can increase young people's self-confidence and self-esteem. Forest School provides opportunities for learning particularly for those who do not do as well in the school classroom environment.

Research findings

Forest School Evaluation Project Report - Study in Wales (PDF-1807K)

From the evaluation of two Forest Schools in Wales some of the success factors for running Forest School were identified and include:

Prepare and establish site where all the sessions could be delivered
This allows children to become familiar with the same site and see the changes that take place over the seasons.

Good access to the Forest School
Transport to and from Forest School needs to be reliable and travelling time should not be to long.

Link activities to the school curriculum
If activities can assist teachers in delivering parts of the curriculum there is more likely to be support for Forest School.

Use familiar routines and structures to sessions
Familiar routines are good for discipline, safety and the confidence of the children who may be in an unfamiliar environment.

Enjoyment by the Forest School leaders and teachers
There is personal reward in seeing a child achieve something new. Being able to recognise positive results and celebrate achievements is key for a Leader's motivation.

Parent and carer involvement in Forest School activities
Strengthens the relationship between the school and community it serves by involving parents in Forest School.

About forest schools

Forest School is an approach to education that seeks to shape teaching to an individual's learning style. It is not only focused on the acquisition of knowledge but shows that if learning is enjoyable and fulfilling a person grows and gains self-esteem through experiencing the process.

Forest School is a way of teaching that is attracting attention amongst education professionals. There is anecdotal evidence from teachers and others who have come into contact with Forest School that it can have a profound and positive effect on the way children and young people relate to each other and the world around them.

In the United Kingdom Forest Schools are still in an experimental stage and the impact of this different way of learning on a child's academic performance, behaviour and general well-being is only just beginning to be explored.

Evaluation of Forest School: Phase 2 - England

Summary

Phase 2 of the Forest School evaluation focused on three case study areas in England: Oxfordshire, Worcestershire and Shropshire. The objective was to explore the benefits and impacts of Forest School on children over an extended period of time. The key features and themes of Forest School that emerged from an analysis of the data are outlined below.

The evaluation was participatory and involved workshops with key stakeholders who developed six specific positive outcomes that related to children's self esteem, ability to work with others, motivation to learn, language development, skills and knowledge and physical skills development.

Twenty-four children were tracked over an eight-month period as they attended Forest School. Forest School Leaders and teachers used a self-appraisal template to record changes in the children focusing on the positive outcomes mentioned above.

Report

'Such enthusiasm - a joy to see' - An evaluation of Forest School in England - report (PDF-891K)

'Such enthusiasm - a joy to see' - An evaluation of Forest School in England - appendices (PDF-436K)

Key features of Forest School

The use of a woodland setting that is framed by strict safety routines and established boundaries that allows the flexibility and freedom for child-initiated learning and other innovative approaches to learning to take place in a low-risk environment.

A high adult to pupil ratio allows for children to undertake tasks and play activities that challenge them but do not put them at undue risk of harm.

Learning can be linked to the national curriculum and foundation stage objectives whilst setting those objectives in a different context, and it is not focused just on the natural environment.

The freedom to explore using multiple senses is fundamental for encouraging creative, diverse and imaginative play.

Regular contact for the children over a significant period of time at least one morning, afternoon or day per week or fortnight from two to twelve months or more.

Key evaluation themes

Themes 1 to 6 below relate to the impact of Forest School on the children studied. Themes 7 and 8 are concerned with the wider impacts of Forest School on parents and teachers.

1. Confidence
This was characterised by self-confidence and self-belief that came from the children having the freedom, time and space, to learn, grown and demonstrate independence.

2. Social skills
The children demonstrated an increased awareness of the consequences of their actions on other people, peers and adults, and acquired a better ability to work co-operatively with others.

3. Language and communication
The children developed more sophisticated uses of both written and spoken language prompted by their visual and sensory experiences at Forest School.

4. Motivation and concentration
This was characterised by a keenness to participate in exploratory learning and play activities as well as the ability to focus on specific tasks for extended periods of time.

5. Physical skills
The children developed physical stamina and their gross motor skills through free and easy movement round the Forest School site. They developed fine motor skills by making objects and structures.

6. Knowledge and understanding
Increased respect for the environment was developed as well as an interest in their natural surroundings. Observational improvements were noted as the children started to identify flora and fauna.

7. New perspectives
The teachers and practitioners gained a new perspective and understanding of the children as they observed them in a very different setting and were able to identify their individual learning styles.

8. Ripple effects beyond Forest School
The children brought their experience home and asked their parents to take them outdoors at the weekend or in the school holidays. Parent's interest and attitude towards Forest School changed as they saw the impacts on their children.

Contact

The work was undertaken by the New Economics Foundation and Forest Research. For further information contact:
Liz O'Brien

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Forest Schools: impact on young children in England and Wales - Forest Research

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This page summarises findings from an evaluation of two Forest School projects by the New Economics Foundation.

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The Sensitive Periods | Rochester Montessori School

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Q: I’ve heard about the Sensitive Periods. Are they contagious?!?

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Teachers TV: Outdoor Learning with Forest School

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The Forest Schools concept comes originally from Scandinavia where there has been a long tradition of encouraging young children to play and learn in the o...

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Teachers TV: How Do They Do It In Sweden? - Bing video

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We used the case study in class on week 3 for Reggio

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Nutbrown and Abbott , Experiencing Reggio

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Nutbrown and Abbott , Experiencing Reggio

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The authors of this chapter are also the editors of the book, but you still have to reference them as authors chapter

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scanexperience reggio nutbrown and abbott

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Have a look on the website for the reference and there are other briefs too for you to research

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This series of six Evidence Briefs set out the case for action in the first 1001 days.

Together, they tell the story of why the first 1001 days is so important, describe the factors that are necessary to optimise the wellbeing of our babies and young children, and explain the current state of government policy and services for families in the first 1001 days.

These Evidence Briefs provide a compelling case for national and local decision makers across the UK to value and invest in babies' emotional wellbeing and development in the first 1001 days in order to give every child a strong foundation in the earliest years of life.

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Evidence Briefs - Parent-Infant Foundation

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1001 Days Updates Past Activities APPG Activities Resources Evidence Briefs Infographics Working for Babies Members Evidence Briefs This series of six Evidence Briefs set out the case for action in the first 1001 days. Together, they tell the story of why the first 1001 days is so important, describe the...

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Week 2 2023 The history of the EYFS & the Reggio Emilia Approach

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Week 2 2023 The history of the EYFS & the Reggio Emilia Approach

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Week 2 History of the EYFS and Reggio  2023

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For your reflection

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Do schools kill creativity? | Sir Ken Robinson | TED

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A series of articles from leading practitioners around the world exploring ideas about children's play.

Play is the highest expression of human development in childhood for it alone is the free expression of what is in a child's soul.

Learning and experimenting through play is at the heart of Froebelian practice.

Pioneering educator, Friedrich Froebel (1782 - 1852) recognised the importance of play when he opened the first kindergarten in 1836 for children under the age of 7.

Froebel believed that play is the principle means of learning in early childhood.

In play children construct their understanding of the world through direct experience with it.

Try our podcast

Created for educators and early years leaders interested in finding out what a Froebelian approach to early education is all about.

The Froebel Trust champions children's play. Play helps children to see how they connect with nature and the world around them.

Chief Executive Officer, Froebel Trust

Froebel advocated freedom with guidance and his ideas about learning through nature and the importance of play are well known throughout the world.

The right to play is enshrined in the UN Convention on the Rights of the Child and the importance of ensuring children have opportunities and spaces to play, where they feel safe and can enjoy themselves without adult direction, is now widely accepted.

Despite its many benefits, statistics show that the amount of time children get to play has been declining for decades. Tightly structured family and school schedules, more parents working outside the home, fewer safe places to play, and rising media use and screen time are among the reasons.

With this general decline in freedom for young children, Froebel's teachings on nature, unity, connectiveness and risk taking seem to be more pertinent than ever, and many parents, carers and practitioners are looking at his principles to guide their practice and responses to young children.

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A series of articles from leading practitioners around the world exploring ideas about children's play. Play is the highest expression of human development in childhood for it alone is the free expression of what is in a child's soul.

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A really interesting short film if you decide to use these 2 for your poster

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MONTESSORI vs REGGIO EMILIA  // Key Similarities & Differences

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In GAZZETTA DI REGGIO, the regional newspaper of Reggio Emilia, yesterday the Director of the city's preschools published an article celebrating the life and legacy of Loris Malaguzzi, the co-founder of the city's approach and development of early childhood services.

But not only is it a celebration, Nando Rinaldi brings to our attention the importance of Malaguzzi's message and mission for today - he reminds us that for all those engaged in creating a 'democratic culture of childhood', the campaign very much continues. Below are some (translated) extracts from Mr. Rinaldi's article .....

Today marks 30 years since the death of Loris Malaguzzi, the inspirer of the educational philosophy known throughout the world as the Reggio Emilia Approach. Although the city has always chosen to celebrate the birthday (February 23rd), rather than the death, of this intellectual who was both visionary and concrete, this anniversary is an opportunity for a reflection that can bring together the thoughts and continue the dialogue on education issues.

He taught us to "free up hopes for a new culture of humanity" but also that "every occupied outpost of childhood is called to resist."

He was able to intelligently give voice to children's rights A vision of a competent child with knowledge and resources "insiders". "I don't know if we are aware of being in times of great political and social risk. The destinies of childhood play difficult moments. Every occupied outpost of childhood is called today to hold on, to resist , to consolidate against any possible erosion. Childhood is a culture always at risk" (L. Malaguzzi, 1990).

Malaguzzi taught us, and I say this first of all as a child who attended those nurseries and schools, to be bearers of a new culture, "to release hopes for a new culture of humanity", which represents presents a challenge that is still current and emerging even today in certainly changed, but no less challenging conditions, which require courage and innovation and which call all of us and the Reggio community to continue in their commitment and his great work.
by Nando Rinaldi, director of the Schools and Nurseries Institution of the Municipality of Reggio

Here in the UK 'a new culture of childhood' is certainly challenged, and there are many educators, parents and advocates being valiant in championing a new outlook (and most of us are keenly aware of the acute challenges of the times. It is important to know that we are part of an international direction - and to act locally, and in connection with this direction.

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Beyond Memory - Malaguzzi's challenge

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auto-translated version of the Gazetta di Reggio article In GAZZETTA DI REGGIO, the regional newspaper of Reggio Emilia, yesterday the Director of the city's preschools published an article celebrating the life and legacy of Loris Malaguzzi, the co-founder of the city's approach and development of early childhood services. But not onl...

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You could print out for your setting?!