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Values in Education: Advocating for individual potential and unique capabilities of every child

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Values in Education: Advocating for individual potential and unique capabilities of every child

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In chapter 2 of Guy Claxton’s book, “The future of teaching and the myths that hold it back”, he presents an analysis of the myths that hinder progression in education. As a trainee early years educator, this chapter inspired a period of self-reflection on the principles and ideals that I ought to uphold and instill in my students as an educator.

Claxton (2021), theorises that all education contributes to character development: to the shaping of young people’s attitudes, beliefs and habits of mind. He discusses how we are always conveying attitudes to, and beliefs about, learning to our students, whether we know it, or intend it, or not. It's emphasised that it is important for schools to consider their ethos and the values that they are promoting to children as we are responsible for a portion of children's character development. In my role as an early-year teacher, I hold a deep conviction in the individual potential and unique capabilities of every child. I have observed firsthand that during the early stages of development, children exhibit a natural curiosity, an eagerness to explore, and an innate ability for rapid learning and growth. Therefore, as a proponent of the free-flow classroom style, I advocate for an approach that is both flexible in its use of time and provides boundless learning experiences, both indoors and outdoors. To achieve this, I find that the Froebelian philosophy is particularly apt, as it emphasizes the importance of recognizing and valuing each child's natural curiosity. He considers children ‘thirsty plants’ using this as a metaphor for the natural curiosity of the young child, relaising that curiosity was childrens leading assest and that they should invent problems as well as just solving them (Johnson and Watts, 2019).

By encouraging children to invent and solve problems, we can create a supportive environment that allows them to explore and develop their unique qualities. We can use questioning techniques to further childrens exploration and learning of a certain topic or area and make statements showing appreciation for questions and show interest in child-initiated exploration (Ashbrook, 2016).  I firmly believe that every child is unique, with a distinct set of intellectual, social, emotional, and physical qualities that demand to be understood, respected, and nurtured. Therefore, I strive to tailor my teaching approach to the individual needs of each child, providing a supportive learning environment that enables them to thrive. By empowering children to develop a strong sense of self-esteem, confidence, and an enduring love for learning, I aim to recognize and value their inherent talents, abilities, and potential. Ultimately, my goal as an early-year educator is to foster an environment that nurtures each child's growth and development, helping them to realize their full potential and become the best version of themselves.

References:

Ashbrook, P. (2016) ‘The early years: Encouraging curiosity’, Science and Children, 053(08). doi:10.2505/4/sc16_053_08_22.

Claxton, G. (2021) ‘Values’, in The future of teaching: And the myths that hold it back. Abingdon, Oxon: Routledge, Taylor & Francis Group, pp. 18–30.

Johnson, J. and Watts, A. (2019) ‘The nature of curiosity and imagination’, in Developing creativity and curiosity outdoors: How to extend creative learning in the early years. Abingdon, Oxon: Routledge.

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Progressivism in EYFS: What does the child-centered focus and emphasis on active learning approach look like in EYFS education.

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Progressivism in EYFS: What does the child-centered focus and emphasis on active learning approach look like in EYFS education.

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Progressivism in the Early Years Foundation Stage (EYFS) is an educational approach that has gained recognition for its child-centred focus and emphasis on active learning. According to Dewey (2011), a prominent figure in progressive education, learning should be grounded in children's interests, experiences, and active engagement. This philosophy aligns with the principles of the EYFS framework, which promotes play-based learning and individualized instruction (Department for Education, 2017). Aubrey & Riley (2022) stated that Dewey proposed that learners needed direction and that teachers have an important responsibility in facilitating learning by encouraging and channelling individuals’ curiosity and motivation so they can develop intellectually. Research suggests that this approach enhances children's motivation, engagement, and social interaction (Whitebread et al., 2017). By integrating play and real-life experiences, progressivism in EYFS supports the holistic development of children, fostering their cognitive, social, emotional, and physical skills (Siraj-Blatchford et al., 2002). However, critics argue that it is important that policymakers, researchers and educators have adequate methods for determining child-centred and didactic approaches, to ensure they are balanced appropriately (Veraksa et al., 2021). Overall, progressivism in the EYFS provides a framework that promotes active learning, child agency, and holistic development in early childhood education.

I have observed this approach during placement and have found it to be an incredibly effective method of learning. This approach is great because it caters to the unique needs, interests, and learning styles of children, which helps promote their individuality and self-expression. It accomplishes this by incorporating play and real-life experiences into the curriculum, which encourages children to explore, experiment, and solve problems. As a result, their cognitive, social, emotional, and physical development improves. Additionally, this approach enhances creativity, critical thinking, and communication skills. A potential weakness of using a progressive teaching approach in the EYFS is finding a balance between structured learning experiences and child-led activities. I have spoken to several teachers over the last 3 years, during my placements, about this approach and some have expressed concerns that focusing too much on child-directed learning may result in a lack of foundational knowledge and skills, particularly in academic subjects. This approach also requires skilled educators who can effectively guide and support children's learning, which can be challenging in terms of training and resources, especially for new teachers like myself who are lacking the experience that other teachers have gained over several years. In general, the EYFS progressive teaching method has many benefits for child development. However, it's important to carefully plan the curriculum, provide adequate teacher training, and use effective assessment strategies to ensure a comprehensive education.

References:

Aubrey, K. and Riley, A. (2022) Understanding and using educational theories. London: SAGE.

Department for Education (2021) Statutory framework for the early years foundation stage: Setting the standards for learning, development and care for children from birth to five.

Dewey, J. (2011) Democracy and education: An introduction to the philosophy of education. Free Press.

Siraj-Blatchford, I. et al. (2002) Researching Effective Pedagogy in the Early Years. rep. Department of Educational Studies.

Veraksa, N., Sheridan, S. and Colliver, Y. (2021) ‘Balancing child-centred with teacher-directed approaches to early education: Incorporating young children’s perspectives’, Pedagogy, Culture & Society, pp. 1–18. doi:10.1080/14681366.2021.1955736.

Whitebread, D. et al. (2009) ‘Play, cognition and self-regulation: What exactly are children learning when they learn through play?’, Educational and Child Psychology, 26(2). doi:10.53841/bpsecp.2009.26.2.40.

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What does a traditional approach to teaching and learning in EYFS look like? 

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What does a traditional approach to teaching and learning in EYFS look like? 

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In the Early Years Foundation Stage (EYFS), adult-led learning is crucial for providing intentional teaching and structured experiences to young children. This type of learning has numerous benefits, such as promoting learning outcomes and preparing children for school. Research conducted by Melhuish, et al (2008) shows that high-quality adult-led interactions positively impact children's cognitive development. Through adult-led learning, teachers can intentionally introduce specific skills, concepts, and knowledge to children, ensuring a comprehensive and balanced curriculum that covers essential learning objectives. Additionally, this approach provides a structured framework for children's learning, which can help them understand expectations, develop routines, and build foundational skills. Teachers can provide guidance and scaffolding during these activities, supporting children's learning and extending their thinking (Sylva, et al, 2014) which helps towards deepen their understanding of concepts. On placements I have observed how this has support learning by enabling teachers to identify and address specific learning gaps or areas of development that children may require additional support. Through targeted instruction, teachers were able to provide focused interventions and help children make progress.

While adult-led learning can certainly be advantageous for a child's growth and development, it is important for educators to be aware of the potential obstacles that may arise when employing this method. Over-reliance on adult-led learning can stifle children's imagination and autonomy. If children are constantly being dictated to by adults, they may miss out on opportunities to explore their own creativity, make decisions for themselves, and engage in imaginative play, all of which are crucial for their overall development. Additionally, some children may become disinterested and disengaged if the activity does not align with their particular interests or developmental stage. This can have a negative impact on their motivation to learn and their overall learning experience. In highly structured adult-led activities, children may miss out on the chance to interact and collaborate with their peers, which can be vital for their social-emotional development and social skills. It is therefore imperative for educators to adopt a well-balanced approach to early childhood education, combining adult-led learning with child-initiated play and personalized learning experiences. By integrating these different approaches, educators can foster an environment that supports children's holistic development, curiosity, and independent learning.

References:

Sylva, K. et al. (2014) Students’ educational and developmental outcomes at age 16: Effective pre-school, primary and secondary education (Eppse 3-16) project. London: Dept. for Education.

Melhuish, E.C. et al. (2008) ‘Preschool influences on mathematics achievement’, Science, 321(5893), pp. 1161–1162. doi:10.1126/science.1158808.

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The future of teaching: What might the future of teaching look like in EYFS 

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The future of teaching: What might the future of teaching look like in EYFS 

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No one can confidently say they know what the future holds for teaching in the Early Years Foundation Stage (EYFS), however we can theorise what we believe it will look like. I believe that it is likely to be shaped by ongoing advancements in educational research with pedagogical approaches continuing to evolve and grow. I think that we are likely to witness a greater integration of technology which could enhance learning experiences. In the years to come, we could expect to see a greater emphasis on child-centred, individualized learning experiences that aim to honour each child’s unique strengths, interests and needs. If funding were to improve, schools could see the improvement of resources and possibly even have the opportunity to hire more staff so that children can get more support and focus in smaller groups and in one-on-one time. Technology could allow for teachers to better track students' progress and keep parents well informed on development and education progression. Additionally, the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education may gain prominence, fostering interdisciplinary and hands-on learning experiences that promote critical thinking, problem-solving, and creativity. Furthermore, an increased focus on social-emotional development and well-being is likely to be integrated into the curriculum, as research recognizes the significance of emotional intelligence and resilience for children's overall growth. Collaboration between educators, families, and communities will remain essential, fostering strong partnerships that support children's learning both inside and outside the classroom. With the advancement of technology, virtual and augmented reality tools may be used to create immersive environments that allow children to explore and interact with virtual objects and scenarios, promoting active learning and sensory experiences. While some schools already use technology such as iPads to enhance children's learning experiences, more educational apps and interactive digital platforms tailored for young learners may become more prevalent, providing access to interactive games, simulations, and multimedia resources that support learning across different areas of development. Additionally, the use of data-driven tools and learning analytics can provide valuable insights into children's progress, enabling teachers to personalize instruction and provide targeted support. We may also see further development into tools that aid teachers in planning and preparing lessons for day-to-day learning which can make the teaching process more efficient and effective.