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Teachers carefully balance the planning and documenting of the learning and progress of the group by monitoring and responding to the learning development of individuals. Challenge of balancing this planning and documenting, as well as time to respond to individual students.

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Moment-by moment teacher actions, reactions and interactions with children are key to their cognitive development (Copple, Bredekamp 2009).

Students who are emotionally invested stay more engaged in their learning (Rushton, Juola-

Rushton 2010).

Students use play to make meaning and understandings of the world, and to develop oral language and

symbolic competence. From an early age, language is the central operating system that generates and supports cognition.

According to Bird and Edwards (2015), children begin engaging with a technological object/device-digital or non-digital, with exploration in mind to investigate, learn and test their theories about its functionalities. When they believe they have understood its functionalities, they move to the innovation phase where they use the object/device in a new context.

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Play is the primary driver for inquiry.

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Teachers have the flexibility to use year long units, and to dip in and out of units. This may cause some tension if different teachers want to try different things. Parents may also struggle with these flexible time frames.

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In some communities play is not considered learning. Parent and support staff may require additional training/workshops to appreciate the value of learning through play- especially for 6 year olds.

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Schools that are only early years no longer have to do the exhibition.

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Play should be the primary vehicle of inquiry for 6 year olds.

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Student-initiated action is considered a dynamic outcome of agency.

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Students who are aged 5 turning 6, can now have just 4 units of inquiry.

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INQUIRY and AGENCY - Play is the primary driver for inquiry. Play involves choice, promotes agency and provides opportunities to inquire into important concepts and personal interests.

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LEARNING SPACES - PYP early years teachers need to create stimulating learning spaces, listen deeply to students, document learning and craft exciting avenues for inquiry.

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POSITIVE RELATIONSHIPS - Encouraging and nurturing positive relationships between home, family and school provides a strong basis for learning, behaviour, health and well-being.

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LANGUAGE LEARNING - Teachers support language learning by providing opportunities for physical movement, imaginary and cooperative play.

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TECHNOLOGY - The aim for young learners is not so much about mastering technology, but about using technology to extend their investigations through touching, seeing and hearing.

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PYP early years teachers need to create stimulating learning spaces, listen deeply to students and craft exciting avenues for inquiry. Importance of creativity and communication skills.

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Planning uninterrupted time for play - IMPORTANCE OF TIME

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Noticing students’ emerging thinking processes, interests and theories, and responding in ways that extend learning (thorough documentation and record/note keeping is required).

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Offering appropriate scaffolded learning experiences for individual students and small groups (knowing how early years students learn, updated PD).

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Recognizing opportunities for students to learn to self-regulate during play and offer support and feedback when needed (need to be proactive re ongoing and relevant feedback and support).

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Through play, children actively construct meaning from their interactions with their physical and social worlds.

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Play involves choice, promotes agency and provides opportunities to inquire into important concepts and personal interests.

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The following features are central to learning in the early years: play, relationships, learning spaces, symbolic exploration and expression.

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The PYP transdisciplinary framework is highly relevant to support young students to be self-regulating learners. They must complete two units under the themes "who we are" and "How we express ourselves" (minimum of 4 units all together).

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Teachers also need to support children in developing social-emotional competence.

Building strong relationships with students and their families - being intentional.

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Encouraging and nurturing positive relationships between home, family and school provides a strong basis for learning, behaviour, health and well-being.

Regular conversations with parents and legal guardians (good communication skills).

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The driving force for learning and experimenting in the early years is play. The early years have been extended to include 5-6 year olds who should have many opportunities for play-based learning and inquiry.