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. 

 

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. 

 

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.