Early Years Education

When Students Do the Talking in EYFS: Building a Discourse-Driven Classroom

Mon, 13 Apr 2026 10:34:26 +0000

“EYFS teachers are shaping children’s ability to think, learn, and succeed for life.” In the Early Years Foundation Stage (EYFS), this statement is not just aspirational—it is foundational. The early years are a critical window where children develop the building blocks of communication, cognition, and social understanding. At the heart of all this lies one powerful tool: talk. A classroom where children do most of the talking is not noisy chaos—it is purposeful learning in action. It is where ideas are tested, language is stretched, and thinking is made visible. In such environments, children are not passive recipients of knowledge; they are active participants, co-constructors, and meaning-makers. A discourse-driven classroom, therefore, is not an “add-on” to EYFS practice—it is effective EYFS practice.

A discourse-driven classroom is one in which dialogue becomes the central mode of learning. It goes beyond simple question-and-answer exchanges and instead fosters:

•   Sustained shared thinking
•   Rich back-and-forth conversations
•   Child-led discussions
•   Collaborative meaning-making

In this environment:

•   Children initiate ideas and conversations
•   Teachers respond, extend, and scaffold thinking
•   Talk is valued as evidence of learning
•   Silence is replaced with curiosity, inquiry, and expression

This approach aligns closely with the EYFS prime area of Communication and Language, which underpins all other areas of learning.

The Pedagogical Power of Talk in EYFS

1. Talk as a Tool for Thinking

Young children often think out loud. When a child says, “If I put this block here, it will fall,” they are engaging in prediction, reasoning, and problem-solving. Through talk, children:

•   Organise their thoughts
•   Make sense of experiences
•   Develop logical connections

The more opportunities they have to verbalise their thinking, the deeper their understanding becomes.

2. Talk as the Foundation of Literacy

Before children can read and write, they must:

•   Hear language
•   Understand vocabulary
•   Use words in meaningful contexts

For example: A child who discusses a story in detail is more likely to comprehend texts later. A child who engages in conversation develops sentence structure naturally. Thus, talk is not separate from literacy—it is its foundation.

3. Talk and Emotional Development

When children articulate feelings: “I am sad because…” or “I don’t like when…, they develop: emotional awareness, empathy and conflict resolution skills. A discourse-rich classroom supports not only academic growth but also emotional intelligence.

4. Talk and Social Competence

Through conversation, children learn to take turns, listen actively, respect different viewpoints, negotiate and collaborate. These are lifelong skills that extend far beyond the classroom.

The Role of the Teacher: From Instructor to Facilitator

In a discourse-driven EYFS classroom, the teacher’s role shifts significantly. From delivering information, asking closed questions, controlling conversations to creating opportunities for talk, asking open-ended questions, listening deeply and extending children’s thinking

Key Strategies Teachers Use:

1. Open-Ended Questioning

Instead of: “What colour is this?” Ask: “What do you notice about this?” “Why do you think it looks like that?”

2. Wait Time--Giving children time to think encourages deeper responses.

3. Sustained Shared Thinking--Engaging in meaningful dialogue where both adult and child contribute ideas.

4. Recasting and Extending Language--Child: “Dog run fast.” Teacher: “Yes, the dog is running very fast because it is excited.”

Rich, Real-Life Examples from EYFS Classrooms

1. Morning Circle: Building Narrative Skills

Scenario:Children sit in a circle to begin the day.
Teacher Prompt: “Tell me something interesting that happened to you yesterday.” Child Response: “I went park.” Teacher Extension: “You went to the park. What did you do there? Who did you go with?”

Impact:

•   Encourages full sentences
•   Develops sequencing and storytelling
•   Builds confidence in speaking

Over time, responses evolve into detailed narratives:
“I went to the park with my dad and I played on the swings. Then I saw a big dog and I felt scared at first, but it was friendly.”

2. Role Play Area: Language Through Social Interaction

Scenario: Home corner transformed into a “restaurant.” Children:Take orders: “What do you want to eat?” Negotiate roles: “I am the chef, you are the customer.” Use imaginative language . Teacher’s Role: Introduce new vocabulary: “menu,” “ingredients,” “order”. Ask probing questions: “How will you cook the food?”

Impact:

•   Expands vocabulary
•   Encourages dialogue and collaboration
•   Builds real-world communication skills

3. Construction Area: Talk that Builds Thinking

Scenario: Children are building a tower with blocks. Child: “It keeps falling!” Teacher: “Why do you think that is happening?”
Child: “It’s too tall.” Teacher: “What could you do to make it stronger?”

Children begin to:

•   Hypothesise
•   Test ideas
•   Explain reasoning

Impact:

•   Develops problem-solving skills
•   Encourages scientific thinking
•   Strengthens language linked to reasoning

4. Snack Time: Everyday Opportunities for Talk

Instead of silent eating, teachers encourage: “What does your fruit taste like?” “Which one is bigger?” “Why do you think oranges have juice inside?” Children compare, describe, and explain: “My apple is crunchy and sweet. The banana is soft.”

Impact:

•   Builds descriptive language
•   Encourages comparison and reasoning
•   Makes learning natural and continuous

5. Story Time: Turning Readers into Thinkers

Scenario: Reading a storybook. Instead of passive listening: “Why did the character feel sad?” “What do you think will happen next?” “Have you ever felt like that?”

Children:

•   Predict outcomes
•   Relate stories to personal experiences
•   Develop comprehension skills

Impact:

•   Enhances critical thinking
•   Builds empathy
•   Strengthens narrative understanding

6. Outdoor Play: Language in Action

Scenario: Children playing in water or sand. Teacher: “What happens if you pour more water?” Child: “It spills!”. Teacher: “Why does it spill?”

Children explore concepts like:

•   Cause and effect
•   Volume
•   Movement

Impact:

•   Connects language with physical experiences
•   Reinforces scientific thinking
•   Encourages curiosity

7. Creative Arts: Expressing Through Talk
Child: “This is my drawing.”Teacher: “Tell me about it.”
Child: “This is my family. This is my mum, she is cooking.”
Teacher: “What is she cooking? Why is she happy?”

Impact:

•   Encourages storytelling
•   Builds emotional expression
•   Expands vocabulary

Creating a Discourse-Rich Environment

To truly embed a discourse-driven approach, classrooms must be intentionally designed.

1. Language-Rich Spaces with Labels, storybooks, and prompts And Areas that encourage collaboration

2. Safe and Inclusive Atmosphere: Every child feels heard and valued. Mistakes are accepted as part of learning

3. Routine Opportunities for Talk--Circle time, Group work and Play-based interactions

4. Adult Modelling--Demonstrating rich vocabulary and showing how to listen and respond.

Challenges and How to Overcome Them

Challenge 1: Quiet or Reluctant Speakers

Solution:

•   Use small groups
•   Provide sentence starters
•   Build confidence gradually

Challenge 2: Dominant Voices

Solution:

•   Encourage turn-taking
•   Use structured discussions

Challenge 3: Time Constraints

Solution:

•   Embed talk into everyday routines
•   Recognise that talk is learning

The Long-Term Impact

A discourse-driven EYFS classroom does more than improve language skills. It:

•   Builds confident communicators
•   Develops critical thinkers
•   Fosters independent learners
•   Prepares children for lifelong success

Children who are encouraged to talk, question, and express are more likely to:

•   Engage deeply in learning
•   Perform better academically
•   Develop strong interpersonal skills

When students do the talking, classrooms transform. They become places of curiosity, collaboration, and creativity. In EYFS, where every interaction shapes a child’s future, giving children a voice is one of the most powerful pedagogical choices a teacher can make. A discourse-driven classroom is not about reducing teaching—it is about redefining it. It is about recognising that within every child lies a thinker, a storyteller, and a learner waiting to be heard. And when we listen—truly listen—we are not just teaching children to speak.

We are teaching them to think, to understand, and to succeed for life.

By Remediana Rodrigues

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Nurturing Young Readers: The Importance of Developing Reading Skills in the Early Years

Fri, 06 Mar 2026 13:12:59 +0000

Every year in March, schools, families, and communities across the United Arab Emirates come together to celebrate UAE Reading Month, a nationwide initiative that promotes the culture of reading and lifelong learning. Established to encourage individuals of all ages to embrace reading as a daily habit, this initiative holds particular significance for young children in the early years of education.

Early childhood is widely recognised as one of the most important stages of human development. During these formative years, children’s brains develop rapidly, forming neural connections that support language acquisition, cognitive growth, emotional understanding, and social interaction. Reading during this stage is not merely an academic exercise; it is a powerful tool that shapes how children think, communicate, imagine, and understand the world around them. For educators and parents alike, fostering a love of reading in the early years is therefore not simply desirable—it is essential. By introducing children to stories, books, and rich language experiences from a young age, we lay the foundation for confident learners and curious thinkers.

Research consistently highlights the early years as a critical window for literacy development. Long before children begin to formally decode words, they develop what educators refer to as emergent literacy skills. These include listening, understanding stories, recognising patterns in language, and becoming familiar with books. Children who are regularly exposed to books begin to understand key concepts such as:

how books work (turning pages from left to right)
how stories have a beginning, middle, and end
how pictures support meaning
how language can describe feelings, actions, and ideas

In nursery and foundation stage classrooms, reading often begins through shared storytelling experiences. When teachers read aloud, children observe facial expressions, tone of voice, gestures, and rhythm. These cues help children understand meaning even before they are able to read independently. A simple picture book about animals, for instance, can spark lively interaction in the classroom. As a teacher reads about a roaring lion or a swinging monkey, children might imitate the sounds, act out movements, and repeat key vocabulary. Such experiences strengthen both language comprehension and engagement with storytelling.

One of the most powerful outcomes of early reading experiences is the expansion of children’s vocabulary. Storybooks introduce young learners to words that they may not encounter in everyday conversation. Consider the difference between spoken language and the descriptive language often found in children’s books. In daily life, a child might hear words like big, small, or happy. In contrast, a storybook might introduce richer vocabulary such as: gigantic. Sparkling, mysterious, cheerful, gloomy, enormous.

Repeated exposure to these words helps children develop a broader vocabulary and enhances their ability to communicate effectively. Teachers can further enrich vocabulary development through interactive reading strategies. For example, while reading a story about a storm, a teacher might pause and ask: “What do you think the word thunder means?” “How do you think the character feels when the sky becomes dark?” Such discussions encourage children to reflect on meaning, interpret context, and build language confidence.

Another important benefit of early reading experiences is the development of listening and concentration skills. In a world where children are often surrounded by fast-paced digital media, the ability to listen attentively to a story is an increasingly valuable skill. Storytime in the early years classroom provides opportunities for children to practise: sitting calmly and focusing on a narrative, following a sequence of events, remembering characters and plot details, responding thoughtfully to questions. Teachers often enhance engagement by asking predictive and reflective questions during storytelling: “What do you think will happen next?” “Why do you think the character made that choice?” “How would you solve the problem?”These interactions promote critical thinking and comprehension, essential skills for future academic success.

Books offer young children a gateway to worlds beyond their immediate surroundings. Through stories, children travel to distant lands, explore the depths of oceans, journey into space, and meet fascinating characters from different cultures and backgrounds. Such experiences play a vital role in nurturing imagination and creativity. For example, after listening to a story about pirates searching for treasure, children might: construct pirate ships using classroom blocks, draw treasure maps with hidden clues, engage in role-play as explorers searching for treasure. These creative activities allow children to extend the narrative beyond the book, deepening their understanding of the story while fostering imaginative thinking. Similarly, stories about forests, animals, or magical lands often inspire artistic expression through drawing, painting, or storytelling. In this way, reading becomes a springboard for creative exploration across multiple areas of learning.

Stories also provide children with valuable opportunities to explore emotions and relationships. Through characters and situations, children begin to understand feelings such as happiness, fear, disappointment, kindness, and empathy. For instance, a story about a child feeling nervous on their first day of school can help young learners recognise and express similar emotions in their own lives. Teachers can guide discussions by asking questions such as: “How do you think the character feels right now?” “What could a friend do to help them feel better?”These conversations encourage children to think about perspectives beyond their own, strengthening emotional awareness and social understanding.

In multicultural societies such as the United Arab Emirates, stories also serve as powerful tools for introducing children to diverse cultures, traditions, and experiences. Books can celebrate different languages, family structures, and traditions, helping children develop respect and appreciation for diversity.

Initiatives such as UAE Reading Month play a vital role in reinforcing the importance of literacy across the nation. Celebrated annually in March, the initiative encourages schools, universities, libraries, and families to organise activities that promote reading and intellectual curiosity. During this month, many schools introduce special programmes designed to inspire young readers. These may include: storytelling sessions led by teachers or guest storytellers, book fairs and library events, character dress-up days inspired by favourite stories, reading challenges that encourage daily reading habits and collaborative storytelling projects. For early years learners, the emphasis is not on competition or assessment but rather on creating joyful and meaningful reading experiences. A simple storytelling session, where children gather on a colourful carpet while a teacher brings a story to life through expressive narration, can leave a lasting impression. When children associate reading with warmth, excitement, and shared experiences, they begin to see books as companions rather than tasks.

Developing strong reading habits requires collaboration between schools and families. While teachers play a central role in introducing children to books, parents are equally important in reinforcing these habits at home.

Simple routines can make a significant difference: reading bedtime stories together, visiting libraries regularly, allowing children to choose their own books, discussing stories after reading. Schools often encourage family involvement through initiatives such as family reading challenges, where parents and children commit to reading together for a short period each day. When reading becomes a shared activity, children begin to associate books with comfort, bonding, and enjoyment.

Children who develop strong reading foundations during the early years often demonstrate significant advantages later in their educational journey. These include: improved academic performance, stronger communication skills, enhanced creativity and imagination, greater confidence in expressing ideas, improved problem-solving abilities. More importantly, children who grow up surrounded by books are more likely to develop lifelong reading habits. Such habits foster curiosity, independence, and a continuous desire to learn.

As UAE Reading Month reminds us each March, nurturing a culture of reading is a shared responsibility between educators, families, and communities. By creating engaging reading environments, encouraging storytelling, and celebrating books, we can inspire young learners to see reading as an adventure rather than an obligation. In the early years classroom, a simple story read aloud can spark laughter, curiosity, imagination, and meaningful conversation. These moments, though seemingly small, contribute to the development of confident readers and thoughtful individuals. When children are surrounded by stories, encouraged to explore books, and supported by enthusiastic adults, reading becomes more than a skill—it becomes a lifelong journey of discovery, imagination, and learning.

By Remediana Dias

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Early Years Education: Nurturing Communication and Emotional Intelligence as the Pathway to Self-Actualisation

Wed, 04 Mar 2026 16:12:47 +0000

In a rapidly changing and complex world, the purpose of Early Years education must extend beyond the early acquisition of reading, writing, and numeracy skills. While these academic competencies remain important, they are not the most reliable indicators of a child’s future success or wellbeing. High quality Early Years education is fundamentally about developing confident communicators, emotionally intelligent individuals, and self-aware learners who are capable of reaching their full potential. This is the true foundation of self-actualisation.

The Early Years represent a unique and critical phase in human development. During this period, the brain forms connections at a pace that will never be repeated. These early experiences shape how children think, interact, respond to challenges, and perceive themselves as learners. What we prioritise in these years determines not only school readiness but life readiness.

Communication is at the heart of all learning. It is the medium through which children express their needs, construct meaning, build relationships, and develop their sense of identity. When a child is given the time, space, and encouragement to speak, listen, question, and reflect, they are not simply developing language. They are developing confidence, agency, and a sense of belonging.

Strong communication skills enable children to become active participants in their own learning. They learn to articulate their thinking, negotiate roles during play, express their emotions appropriately, and engage in meaningful dialogue with others. These experiences build the foundations for critical thinking and collaborative learning in later stages of education.

In effective Early Years settings, communication is not limited to structured speaking activities. It is embedded in play, inquiry, storytelling, role play, and daily interactions. The role of the adult is to create a language rich environment, to listen intentionally, to model respectful dialogue, and to extend children’s thinking through purposeful questioning. Such environments empower children to see their voice as valuable and their ideas as significant.

Equally important is the development of emotional intelligence. Emotional intelligence is the capacity to recognise, understand, and manage emotions while also demonstrating empathy and building positive relationships. These competencies are essential for personal wellbeing and for success in both academic and social contexts.

Children who develop emotional awareness at an early age are better able to regulate their behaviour, cope with challenges, and persist when learning becomes difficult. They understand how to work with others, resolve conflicts peacefully, and show respect for different perspectives. These skills create a secure internal foundation that supports all future learning.

An excessive focus on early academic acceleration can sometimes overlook these crucial aspects of development. When learning becomes centred on performance rather than growth, children may achieve short term academic gains but miss the opportunity to develop resilience, curiosity, and intrinsic motivation. In contrast, when emotional intelligence is prioritised, children develop a positive learner identity. They begin to see themselves as capable, valued, and responsible for their own progress.

Self-actualisation is often described as the highest level of human development. It is the stage at which individuals understand their strengths, pursue their passions, act with purpose, and contribute meaningfully to their communities. This journey does not begin in adolescence. It begins in the Early Years when children are given opportunities to make choices, explore their interests, reflect on their experiences, and take initiative in their learning.

An Early Years environment that promotes self-actualisation is one where children feel safe, respected, and inspired. It is a place where relationships are built on trust, where mistakes are viewed as part of the learning process, and where every child’s uniqueness is recognised and celebrated. In such environments, learning is not something that is done to the child but something that the child actively constructs.

The role of educators and school leaders is therefore to design learning experiences that balance academic development with communication, emotional growth, and personal discovery. This requires a shift in perspective. School readiness should not be defined by how early a child can read or write, but by how confidently they can express themselves, how effectively they can manage their emotions, and how positively they can interact with others.

When we invest in these competencies in the Early Years, we are not delaying academic success. On the contrary, we are strengthening it. Children who feel emotionally secure and who can communicate effectively are more engaged, more motivated, and more capable of deep and meaningful learning.

As educational leaders, we have a responsibility to advocate for an Early Years philosophy that values the whole child. The future demands individuals who are adaptable, collaborative, empathetic, and innovative. These qualities are not developed through worksheets or memorisation. They are developed through rich human interaction, purposeful play, reflective dialogue, and emotionally responsive teaching.

The most successful Early Years settings are those that understand that education is not only about preparing children for the next stage of schooling. It is about preparing them for life. By nurturing communication and emotional intelligence, we empower children to become confident learners, compassionate individuals, and active contributors to society.

This is the true measure of quality in Early Years education and the strongest pathway towards self-actualisation.

By Sherine Eletriby
School General Director, APG School, Bahrain
International School Inspector and Educational Leader

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Introducing STEM in Early Childhood Education

Wed, 04 Mar 2026 16:01:39 +0000

Introducing STEM in early childhood education is crucial as it builds science, technology exposure and mathematical skills in children which are vital to enhance cognitive abilities and spark natural curiosity in a child. While it helps students think critically and develop problem solving skills it provides the hands-on exposure for children to learn through multi-sensory experiences.

Neuroscientist, early years pedagogist and researchers broadly agree that the period from birth to 6 years represents once of the most significant windows of cognitive development in human life, during these years children develop the foundational concepts of spatial awareness, casual understanding and orientation towards self. Research shows that STEM activities encourage children to interact and collaborate which polishes their socio-economic skills and lays a strong foundation of science learning and the world around us for later stages. STEM introduced in early stages of life gives identity to the child that “I CAN” figure things out and once it is formed it is remarkably durable.

STEM in early years is not primarily about complete technology dependance, it is about noticing and engaging in your surroundings and for this the resource rich provisions and everyday intentions and integrations are the key to successful implementation. It is not limited to gadgets, everyday items like hammers, wheels and magnets are all part of STEM play.

Integrating STEM into everyday classroom experiences and areas of learning

Observing the patterns of the tiles and linking it with mathematics

Engineering a tall tower with loose parts and Magnetic tiles

Making a small pulley with paper balls and rubber bands and introducing the basic concepts of force

Water wall with pipes and funnels and measuring cups

Science experiments such as frizzy volcanoes, sink and float

Role play kitchen with measuring spoons introducing the number and quantity skills

Lego structures for building a moveable car

For foundation stage child a simple coding and programming kit using the train tracks and stations and red/green light start stop kits

Literacy based STEM challenges can be from our most cherished stories such as building a strong chair for Goldilocks and a long tall bridge for gingerbread man

An easy candle wax and water paint craft is a fun way for expressive arts and design activity

For all of the above play is the primary element and children learns the most when they are intrinsically motivated, engaged and are free to lead their learning with appropriate adult guidance and support which are the guiding concepts of early years curriculum and journey.

The concept of introducing AI in early years follows the same logic. Early years education plays a major role in shaping a child’s interaction with voice assistance and algorithm-based toys, it matters enormously whether these interactions are passive or active. These should be introduced to enhance the play not to replace it! Our children will be growing up with such medium and making them future ready by Introducing such concepts in early years needs clarity and careful balanced approach. It should be introduced as a subject of enquiry and research, tasks and tools to aid the natural learning and by all means not replacing it. For example, introducing concepts of space and science, plants and solar system with hand on activities and AI presentation is a great integration. AI can never replace the human interaction, the emotional connection that children require during their early stages of life, perhaps the most interesting support could be for educators to free up the load of paper work and documentation and make more time for being present in the moment with children ensuing it child led and not Tech led experiences.

Ultimately, the aim of early STEM education is not to produce tech savy children but raise curious, intelligent, compassionate collaborative human beings who are neither afraid of technology nor completely dependent on it to progress and a well-balanced approach in Early years can honor both. When play remains at the heart of learning, and technology is guided by intention, we truly prepare children not just for the future — but to shape it

By Sana Bilal

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1 month ago

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Beyond Age: Planning Stage-Appropriate Learning in Early Childhood

Tue, 17 Feb 2026 15:43:13 +0000

In early years, “age-appropriate” is a phrase we lean on a lot. Sometimes it’s used well—as a reminder that young children shouldn’t be expected to sit still for long periods, complete formal tasks too early, or produce “school-style” work before they are ready. Other times, it becomes a shortcut. A child is three, so we assume the plan should look a certain way. A child is four, so we assume they should be writing, sitting for group time, or following multi-step instructions with ease.

But classrooms don’t work like that. Children don’t develop in neat lines. And the reality in any nursery room is that children of the same age can be in very different stages—especially in language, self-regulation, and fine motor development.

I’ve stood in many classrooms where one child is confidently telling a detailed story in role play, while another child the same age is still building the confidence to say “my turn.” Both are learning. They’re simply at different stages—and our planning needs to reflect that.

That’s why I prefer to plan beyond age and focus on stage. Stage-appropriate learning is not about lowering expectations. It’s about getting the pitch right, so children can access learning with confidence and still be stretched in a meaningful way.

Why “stage” matters more than we admit

If an experience is too difficult, the impact shows quickly. We see children avoid it, resist it, or become upset. In early childhood, frustration often comes out as behaviour—tears, shouting, refusing, pushing materials away, or “not listening.” Adults sometimes interpret this as attitude or lack of motivation. Often it’s something simpler: the task is asking for skills the child doesn’t yet have.

I’ve watched educators introduce a “simple” cutting activity and then spend the next ten minutes managing upset children—not because the children were unwilling, but because the hand strength and coordination weren’t there yet. That moment usually tells us more than the observation notes do.

If an experience is too easy, we get a different kind of problem. Children complete it quickly, repeat it without thought, or drift away. The room looks calm but learning stays surface-level. Sometimes staff describe children as “not interested today,” when actually the provision is not offering enough challenge to hold them.

Stage-appropriate planning helps us avoid both extremes. It protects children’s confidence and keeps learning moving.

Age-appropriate vs stage-appropriate: a useful distinction

Age-appropriate practice is a broad guideline. It helps with safety and general expectations. Stage-appropriate practice is more specific. It starts with questions such as:

What can this child do independently right now?
What can they do with support?
What would be a reasonable next stretch?

This matters because development is uneven. A child may be confident in construction and problem-solving, but still developing their language. Another child may speak beautifully yet struggle to cope when things don’t go their way. One child may be socially skilled but find fine motor tasks exhausting. None of this is unusual. It’s early childhood.

Stage-appropriate planning is what helps us respond to these differences without labelling children or splitting the room into “levels.”

What stage-appropriate learning looks like in everyday practice

In settings where stage-appropriate practice is strong, you can usually feel it within minutes.

Children don’t spend long waiting. They can begin independently. They are absorbed in what they are doing. The provision doesn’t rely on an adult “running” learning for it to happen.

You’ll also notice that different children are doing different things in the same area—without it turning into chaos. That’s the sign of provision with a low entry point and high possibilities. Everyone can start, and some can take it much further.

And perhaps most importantly, adults are not constantly directing. They are watching, joining when needed, modelling language, offering a challenge, then stepping back again. That balance is where skill lives in early years.

Planning without overcomplicating it

Stage-appropriate planning doesn’t have to mean endless differentiation sheets. I encourage teams to plan with a simple structure:

One intention, with more than one way in.

Choose one clear intention—something genuinely useful:

building hand strength and control
developing vocabulary linked to play
supporting turn-taking and waiting
understanding “more/less” through real experiences

Then design the environment so children can access that intention in different ways. Keep the plan simple, but make the provision clever.

Examples that feel real in nurseries

Fine motor and early writing

If the intention is “pre-writing,” many settings jump straight to pencils. But pencils are often the final step, not the starting point.

Children need strength, wrist stability, and control first.

Some children will still be developing basic grip and endurance. They need dough, squeezing, posting, pegging, tearing, and tools that build strength without pressure.
Others are ready for more precision—tweezers, small beads, pattern-making, mini construction, controlled mark-making in role play.
A small number may enjoy forming letters—but it should sit inside meaning. Writing a sign for their building. Adding names to a “register.” Creating a menu. Labelling a map.

When writing has a purpose, children stick with it for longer—and it becomes learning, not performance.

Communication and language

In multilingual settings, the gap between understanding and speaking can be large. This is where stage-appropriate practice really matters.

Some children need predictable phrases and strong modelling:

“My turn.”
“Help please.”
“More water.”
“Stop.”

They benefit from visuals and routines that repeat the same language daily.

Others are ready for richer conversation. Not endless questioning, but genuine exchanges:

“Tell me what happened.”
“What could we try next?”
“Why do you think it fell?”

When adults model language naturally within play, children absorb it. When adults over-question, play often collapses.

Early maths that isn’t a worksheet

In early years, maths is not about reciting numbers. It’s about meaning.

Some children are still building the concept of quantity. They need real objects, real comparison, real experiences:

filling containers
sharing snack
building towers and comparing height
sorting loose parts

Other children are ready for small problems:

“We have two plates but four children.”
“How many more do we need?”
“Can we make a pattern that repeats?”

The best maths in early years is usually happening inside play, not at a table.

Self-regulation and social development

This is where stage-appropriate practice changes everything. Many “Challenging behaviour ” are actually developmental needs.

If a child cannot wait, share, cope with losing, or manage disappointment, we teach those skills the same way we teach language or fine motor: with modelling, repetition, and support.

Some children need very short turns and strong adult co-regulation:

“I can see you’re upset. I’m here.”
“Let’s breathe together.”
“First you, then me.”

Other children are ready for negotiation:

“What can we do so it’s fair?”
“How can we solve this together?”
“What’s your plan?”

It’s the same area of learning, but different stages of readiness.

What leaders should look for

Stage-appropriate practice doesn’t live in a planning folder. It shows up in the room.

Look for:

children who can access learning independently
provision that invites different levels of challenge
adults extending learning through interaction, not constant control
play that evolves across the week rather than repeating in the same way

If those are present, the planning is working—even if the template is simple.

A final thought

Stage-appropriate learning is not about doing “easier” activities. It’s about choosing the right kind of challenge at the right time, so children feel successful and still grow.

When we plan beyond age, we stop teaching to a number and start teaching to the child. That’s when early years become what it should be: responsive, respectful, and full of real learning—without rushing childhood.

By May Zalat

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2 months ago

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Building a Thriving Community of Collaborative Learners in the Early Years

Mon, 23 Feb 2026 14:09:04 +0000

The early years of childhood are a critical period for social, emotional, and cognitive development. Children in EYFS are naturally curious, imaginative, and eager to interact with the world around them. Fostering a community of collaborative learners in EYFS classrooms transforms learning from isolated tasks into shared experiences, where children develop empathy, problem-solving skills, and a love of learning. Collaboration in early childhood is more than group work—it is learning with and from peers. Creating such a community requires intentional strategies, a supportive culture, and ongoing reflection, all grounded in practical classroom examples.

A safe and inclusive classroom is the foundation of collaborative learning. Children need to feel secure, respected, and valued to engage fully. Examples are:

Circle time discussions: After reading The Very Hungry Caterpillar, children can predict what the caterpillar might eat next. Children can also discuss healthy foods versus treats, encouraging dialogue and reasoning.

Emotion check-ins: Begin the day with a “feelings circle” where children choose a card or emoji representing how they feel. This builds emotional literacy and empathy as children recognize and respond to each other’s emotions.

Visual classroom rules: Display rules like “We take turns,” “We listen to each other,” and “We share ideas kindly,” reinforced with pictures for non-readers. Children can help create the posters, giving them ownership of the rules.

Inclusive role play: Set up a home corner with costumes, dolls, and props reflecting different cultures, abilities, and family structures. Children can act out scenarios like grocery shopping or doctor visits, learning cooperation, empathy, and understanding diverse perspectives.

A safe environment encourages children to take risks, ask questions, and express ideas freely, forming the basis for collaborative learning.

Collaborative learning thrives when children engage in hands-on, interactive, and meaningful activities. Examples are:

Construction and block play: Groups can create a “Reception town,” building houses, roads, and shops using blocks or recycled materials. Children negotiate roles—builder, designer, recorder—and make decisions together about the town layout.

Creative arts projects: Children collaborate on a seasonal mural, such as a “Winter Wonderland” or “Under the Sea” scene. They discuss what to include, share materials, and plan their contributions collectively.

Storytelling and puppetry: In literacy, children co-create stories using puppets or felt boards. Each child contributes a character or a line of dialogue, encouraging listening, turn-taking, and imagination.

STEM explorations: Small groups explore building towers or bridges with blocks, Lego, or recycled materials. They predict what will happen if the bridge is too high or too wide, test their ideas, and redesign collaboratively.

Nature-based learning: Children work together to plant a mini garden or investigate pond life. They decide who waters, records observations, or documents growth, practicing responsibility and teamwork.

These activities develop negotiation, cooperation, creativity, and shared responsibility, all essential collaborative skills.
Collaboration is a mindset that teaches children to see learning as a communal journey rather than individual competition. Examples are:

Shared problem-solving in maths: Children work in pairs or groups to sort shapes, count objects, or compare quantities, discussing strategies and helping each other when needed.

Normalizing mistakes: When a tower of blocks falls, children discuss: “What happened? What can we do differently?” This encourages resilience, experimentation, and reflection.

Peer teaching: A child who has mastered writing letters or forming numbers can help a friend practice. This strengthens confidence for both the helper and the learner.

Collaborative games: In physical education or outdoor play, children work together to complete obstacle courses or group challenges, fostering cooperation and communication.

By embedding a “learning together” mindset, children develop curiosity, perseverance, and respect for different approaches to problem-solving.

The physical environment plays a vital role in fostering collaboration. Examples are:

Learning corners: Set up areas for construction, dramatic play, sensory exploration, and creative arts. For example, a construction corner with blocks and ramps encourages joint planning and experimentation.

Shared resources: Provide communal materials like magnifying glasses, counting objects, art supplies, and natural objects (leaves, stones, shells) for collaborative investigations.

Documentation walls: Display collaborative work—group art, co-created stories, or science projects—so children see and take pride in collective achievements.

Flexible seating: Tables arranged in clusters, cushions, or floor mats encourage children to work side by side and share ideas comfortably.

Digital collaboration: If using tablets, children can create joint photo stories, record collaborative storytelling, or explore educational apps together.

Intentional spaces signal the value of collaboration and make group learning visible.

Reflection helps children think about what they did, how they contributed, and what they learned. Examples are: Reflection circles: Ask children questions such as “What did you enjoy doing with your friends today?” or “How did you help each other?”

Visual reflections: Children draw or annotate their favourite part of a group activity and share it with the class.

Collaborative journals: Document group projects in a class book, e.g., “Our tower held 10 toy animals!” or “We worked together to write a story about our pets.”

Peer discussion: Encourage children to discuss how their teamwork improved an activity or what challenges they overcame together.

Reflection deepens learning, promotes self-awareness, and strengthens teamwork skills.

Families play an essential role in extending collaborative learning beyond the classroom. Examples are:

Home projects: Invite families to complete simple collaborative tasks, like creating a nature collage, cooking a recipe together, or making a family storybook, then share it in class.

Parent workshops: Parents participate in shared reading sessions, craft projects, or simple STEM experiments alongside children.

Communication: Send home prompts like “Ask your child to teach you a game or rhyme we learned today” or “Work together to build a simple structure at home.”

Family involvement reinforces the value of collaboration and strengthens connections between home and school learning.

Recognition motivates children and reinforces collaborative behaviors. Examples are:

Showcasing work: Display group murals, co-created stories, or STEM projects in the classroom or a school newsletter.

Positive reinforcement: Praise specific actions: “I loved how you helped each other build the bridge today!”

Peer recognition: Encourage children to give “kindness cards,” verbal shout-outs, or a “teamwork star” to peers who contributed well.

Collaborative awards: Celebrate group achievements with certificates, photos on the class wall, or “collaboration of the week.”
Celebrating successes builds pride, belonging, and motivation to continue participating in collaborative learning.

Creating a community of collaborative learners in EYFS requires intentional strategies, supportive culture, and reflective practice. By establishing safe, inclusive environments, designing shared experiences, fostering collaborative mindsets, creating interactive spaces, encouraging reflection, involving families, and celebrating achievements, educators can nurture children who are curious, empathetic, resilient, and confident collaborators. Through these experiences, children not only develop academic skills but also learn to communicate effectively, solve problems creatively, and contribute meaningfully to a community, laying the foundation for lifelong learning.

By Remediana Dias

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Nursery Narratives: Building National Identity and Belonging Through Celebration

Tue, 17 Feb 2026 15:54:35 +0000

Tales of a Flag’s Birthday

Figure 1: Colourful Rice Artwork of the UAE Flag

Walking into nursery and hearing local pride:

“Emirati, Emirati,
Ana Al Emirati,
Emirati, Emirati,

Ana Al Emiarti”

Kicking off the vibrant Flag Day festivities! Excitement is pulpable. Flags waving around, circular movements, rectangular movements, flags becoming imaginary swords and eventually… the teacher becomes the custodian of flags until the national anthem is played.

Fingers pressing down on the rice, Abdallah grasping the red rice with both hands. Fatima sprinkling the white rice as if it was fairy dust. And Hind quietly observing the situation, her mind absorbing the quiet rhythm of the creative process. Creating the UAE flag with colourful rice is the collaborative endeavour of the moment.

Grabbing hold of the cool weather, we start off with this creative undertaking outside. As a collective the children brought out the colours of the UAE flag to life. There was a sound of distant laughter as the children admired their work and chatted in Arabic. After the last grain of rice was carefully placed, the children eagerly turned their attention to the next part of the activity.

Before the teacher could prompt them to the following experience, young hands were armoured with brushes and rollers. With a dunk, roll and splat, perhaps a few colours got mixed in the process and formed a brown moosh. A post modern interpretation of the national flag, nothing for the purists. But everything for curious, experimenting minds. The children laughed at the unexpected shade, quickly naming it and debating whether it still belonged on the flag. Instead of stopping, they adapted by adding more green here and a streak of red there.

Once complete, pupils were ushered into a line with their hands in the air, instructed not to touch anything on the way to class with their painted hands. An assistant wiped the little fingers with a wet cloth and the artwork continued. This time finger painting a template of the UAE Flag. With decorations in the backdrop, pictures taken and creativity flowing. Hands stained with paints once again, each finger print was a imprint of their own identity. It was here, in this quiet moment of finger painting, that the children truly felt a sense of connection. Some of the children experienced their first Flag Day Celebration.

Chronicles of Hag Al Leila

Figure 2: Creating necklaces with beads

Colourful dresses, goodie bags, wild anticipation of what is to come. Their eyes twinkled with excitement, wondering what treats and surprises are waiting for them. Goodie bags filled with sweets and knick- knacks. As the music was playing students danced around the class with a teacher leading the celebration. After a wiggle, a jump, the music was turned to a lower volume.

Congregating in a circle, students taking turns to hand out little delights. The colourful reflection of bedazzled umbrellas forming the backdrop. After the gift exchange students were spilt into 2 groups. One group sitting in the Sadu printed majlis having a fancifal local feast while engaging in role play filled with local props. Exhibiting the values of community and generosity by cooking and serving Al Harees and Al Machboos. While circulating the class I was offered the third course, my favourite imaginary liquamart. Using pots and serving trays, children mimiced the customs they have been taught at home. As Hessa offer me the fourth liqamart I had to decline as I much too full. Hessa looked dissapointed. “But, I wouldn’t mind washing it down with Arabic coffee.” “Within in a nano second Hessa had a cup and dala in hand and started pouring. Salma immulated Hessa and started to offer me more coffee. After copious amounts of coffee, Saeed insisted on some dates while I was making my way to the craft station.

The girls were silently focused on beading. Some found threading the fine beads through the string frustrating. After fiddling and testing they soon identifed the beads which were easier to thread. The teacher clearly had a vision, forming patterns on the necklace and customising it to their outfit. But they followed their intution to actualise their custom pieces.

The Power of Celebrations

National celebrations not only instil confidence and pride within Emirati children, but expatriate children cultivate a sense of community and belonging through participating in national celebrations of their host country. Regardless if they have different cultural or national backgrounds. According to Atzil et al. (2018), social connections formed in young children are significant for the development of the brain's social circuits. These connections are facilitated through shared experiences.

Early childhood development is a critical phase for forming cognitive, social, and emotional skills. Cultural celebrations such as Flag Day, National Day, and Hag Al Leila contribute significantly to holistic development. Chang et al. (2021) notes that engaging in community activities has a profound effect on emotional regulation and socialisation. The early years are a unique period when children are highly responsive to environmental stimuli. Therefore, positive emotions and social experiences are inculcated by such festivities and contribute to strengthening the developmental processes (Bick & Nelson, 2017).

Pseudonyms were utilised in these stories to protect identity.

By Samantha Smit

PhD candidate in Early Childhood Development
Principal of Jack and Jill Nursery, Al Ain, Abu Dhabi

Reference list

Atzil, S., Gao, W., Fradkin, I., & Barrett, L. F. (2018). Growing a social brain. Nature Human Behaviour, 2(9), 624–636. https://doi.org/10.1038/s41562-018-0384-6

Bick, J., & Nelson, C. A. (2017). Early experience and brain development. Wiley Interdisciplinary Reviews: Cognitive Science, 8(1–2), e1387. https://doi.org/10.1002/wcs.1387

Chang, Z., Schwartz, M. S., Hinesley, V., & Dubinsky, J. M. (2021). Neuroscience concepts changed teachers’ views of pedagogy and students. Frontiers in Psychology, 12, Article 685856. https://doi.org/10.3389/fpsyg.2021.685856

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Building the Foundations for Future Readiness in the Early Years

Tue, 17 Feb 2026 15:49:42 +0000

“The principal goal of education is to create individuals who are capable of doing new things, not simply repeating what other generations have done.” - Jean Piaget

For many years, conversations about future readiness have centred on secondary and tertiary education, with a strong focus on AI literacy, digital fluency, innovation and entrepreneurship. Yet the truth is unmistakable: the foundations for every future-ready skill are laid long before a child can read, write or sit an exam.

Future readiness begins in the early years, where play, curiosity and relationships shape the developing brain. In the United Arab Emirates- where innovation is a national priority- early childhood education is not simply preparation for the future; it is the future. The strategy we adopt today for our youngest learners will determine the capabilities, mindsets and resilience of tomorrow’s leaders.

At its core, future readiness is about building human capacity, not delivering content. It emerges through the development of:

Executive function –refers to the set of mental skills that help children plan, focus attention, remember information, manage their emotions and adapt to new situations. It is the brain’s ‘control centre’, enabling children to organise their thinking, solve problems and navigate daily challenges with increasing independence.
Creativity and problem solving – a child’s ability to generate ideas, explore possibilities and think flexibly when faced with challenges. Through open-ended play and experimentation, children learn to imagine, test, adapt and refine their thinking- building the innovative mindset needed for an ever‑changing world. ideas, testing possibilities and thinking flexibly.
Collaboration and communication – a child’s ability to express their ideas, listen to others, negotiate meaning and work together towards shared goals. Through social play and interaction, children learn to communicate clearly, build empathy and develop the cooperative skills that underpin positive relationships and effective teamwork.
Resilience and wellbeing – a child’s ability to feel safe, secure and emotionally balanced, while developing the confidence to cope with challenges and recover from setbacks. Through nurturing relationships and supportive environments, children learn to manage their emotions, persist through difficulties and build the inner strength needed for lifelong learning.
Curiosity and agency – a child’s drive to explore, question and make sense of the world, alongside their growing confidence to make choices and lead their own learning. When children are encouraged to follow their interests, experiment and take initiative, they develop a strong sense of ownership, motivation and independence.

These competencies cannot be cultivated through worksheets or formal instruction. They grow from rich, hands-on, experiential learning- the kind early years educators facilitate every single day.

A child mixing sand and water in the mud kitchen is not “just playing”; they are hypothesising, testing, adjusting and persisting. A child building a block tower with friends is practising communication, empathy and conflict resolution. A child selecting their own loose parts is developing agency, autonomy and decision-making. These moments are future readiness in its purest form.

In today’s world, the ability to think creatively and adaptively is far more valuable than memorising information. Play naturally nurtures these qualities, enabling children to:

Explore cause and effect
Develop symbolic and abstract thinking
Build social understanding
Strengthen neural pathways for attention and self-regulation
Learn to cope with uncertainty and challenge

Yet play is still too often viewed as a break from learning. For young children, play is learning. When children are given time, space and freedom to explore, they develop the dispositions that underpin lifelong learning- curiosity, confidence, creativity and resilience.

The environment plays a crucial role in this process. Far more than a backdrop, it is the “third educator,” shaping how children think, explore and grow. High-quality environments offer natural, open-ended materials that spark imagination, encourage risk-taking and experimentation, reflect cultural identity, support calm concentration through predictable rhythms, prioritise process over product and give children real choices and responsibilities. When children feel trusted and capable, they behave like thinkers.

Educators, too, must understand the significance of their role. They are not preparing children for the future- they are shaping it. They are the architects of children’s mindsets. Every interaction, every decision and every connection contributes to the emotional and cognitive foundations that last a lifetime. By asking open-ended questions, modelling curiosity, co-regulating emotions, supporting resilience and responding intentionally to children’s cues, educators create psychologically safe spaces where mistakes are valued, and children are partners in learning.

The final piece of the puzzle lies in leadership. For early years settings to become true hubs of innovation, leaders must evolve. They must recognise that culture shapes practice, and practice shapes children. Leaders need to champion play-based, inquiry-led pedagogy; invest in meaningful professional development; understand national frameworks and align strategy with global research; prioritise deep thinking over compliance; engage parents as partners; and use documentation to drive reflection and improvement. When leaders embed future-ready thinking across their setting, it becomes the heartbeat of the organisation.

The United Arab Emirates is bold, ambitious and future-focused, with an unrivalled commitment to innovation. Yet the most powerful innovation strategy is not found in laboratories, universities or corporate offices- it is found in the nation’s nurseries and early childhood centres.

Future readiness begins at birth. Our early years settings are not simply preparing children for the world- they are shaping the leaders who will define it.

By Lara Hudson

Education Consultant
Excelsior Group

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The Unique Child: What does this look like in Early Childhood Education (ECE)

Fri, 20 Feb 2026 11:06:39 +0000

A few years ago I was visiting a large primary school with a colleague. As we walked along a corridor a line of children came towards us meaning we had to step to one side. As they approached I said to my colleague ‘Oh look – lots of little people’. The child at the front of the line stopped, looked up at me and said ‘We aren’t little people we are children’. This comment caused me to reflect, and since then I have looked at things through a different lens.

Across the world there are curriculum documents and policies about Early Childhood Education. Many, if not all, have the child front and centre of the thinking. In England we have, what we call, the Overarching Principles. The first of these is –

The Unique Child

Every child is a unique child, who is constantly learning and can be resilient, capable, confident, and self-assured.

The comment from the child at the front of the line demonstrated this principle perfectly and it was a timely reminder. And I now quote him regularly during my training.

Whose agenda is it?

Whilst our policies and documents might be telling us that the child is at the centre of everything we do, is it actually happening? How often is it the case? How do we know?

A question I often ask those I work with is ‘Whose agenda is it?’. This is to spark a discussion about daily practice and provision. How often is the voice of the child heard, or even integral to what we do?

The answer to all of these questions is premised on how the adults involved in teaching view the children. This means that answering the question can be quite difficult as it requires self reflection.

The first aspect to reflect upon is how we refer to the children we work with, and children in general. I was pulled up on saying ‘little people’, but what other vocabulary do we use when we talk about children? For example –

Kid

Kiddie

Preschooler

Baby

Toddler

‘Ankle -biter’

Nipper

Squirt

Little person

This is just a small selection of terminology that adults use when they are referring to children. Whilst they mean well and think they are being funny in some cases, none of these respect the fact that children are people too.

Children are not ‘pre’ or ‘little’ anything as they are also people with thoughts, ideas, actions and agency. The significant difference being that they do not have the same amount of life experience as the adults around them. Whilst this means that they have a great deal to learn about the world, it does not that they have interesting problems to solve and ideas to share.

By using unthinkingly belittling terminology when we talk about children we could well be inadvertently planning poorly informed practice and provision because we are underestimating what the children we work with know and can do. It becomes our agenda.

So how can we adjust this agenda so that it becomes more balanced?

Check reality against assumptions

As adults our individual lived experiences have taught us a great deal about the world which we have interpreted through the lens of our own families and cultures. We have all grown up with our own ideas about children and childhood. And these ideas automatically influence how we see the children we work with and the provision we develop for them. In a document available online Malaguzzi writes -

The environment you construct around you and the children also reflects this image you have about the child. There’s a difference between the environment that you are able to build based on a preconceived image of the child and the environment that you can build that is based on the child you see in front of you — the relationship you build with the child, the games you play.

(Your Image of the Child: Where Teaching Begins by Loris Malaguzzi)

Modern learning environments and the teaching that happens within them are frequently dominated by ideas from the internet, or commercial packages. These, combined with opinions about how children ‘should’ be, can create misplaced assumptions about the children we receive at our settings. The ‘preconceived’ image.

If we continue with this viewpoint then we are seeing ‘little people’ not ‘children’. In order to take a more informed view, it is important to reflect on these two questions -

What is your role as ‘teacher’?

What is the role of the child?

If answered honestly these questions will enable us to challenge common assumptions. Thus steering us away from seeing the child through a preconceived image.

Once we have challenged our preconceptions and our assumptions about the children it becomes more possible to see children as unique individuals. And once this is established we can challenge further the idea of whose agenda it is in our settings.

So the next question must be -

who decides which knowledge is most important?

Once it is established that each child is a unique individual, the perspective must move away from a ‘one size all’ approach to teaching to one of the teachers planning their teaching with input from their observations of the needs and interests of the children. The role of the teacher and the role of the child must be balanced and interactive. Each informing the other -

Children’s learning has personal meaning and content. It can follow unexpected trajectories. Children’s ways of learning and knowing involve innovative thinking and thoughtful problem solving.

Children’s searches for relevant information show a connection with intellectual subject matter.

(Hedges, H. 2022. Children’s Interests, Inquiries and Identities. Routledge p177)

So how do we acknowledge the ‘Unique Child’?

We cannot make assumptions about the children we work with, as they will astound us with what they already know and can do. This knowledge may not be perceived as fitting a conventional teaching agenda. But it is the key to that child and we must use it to inform our practice and provision. Children are people too.

By Dr Sue Allingham EdD MA BA (Hons)

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A Consistent and Effective Approach to Manipulative Use in the Early Years

Thu, 12 Feb 2026 13:58:55 +0000

Young children make sense of the world by touching it, moving it, building with it, and exploring it. Manipulatives give them the chance to turn big, abstract ideas into something they can hold in their hands. When a child lines up counters, stacks blocks, or sorts shells, they are doing far more than “playing” — they are thinking, testing, discovering, and building the foundations of lifelong learning.

We value manipulatives because they:

Strengthen early brain development through rich sensory and motor experiences.
Allow children to construct their own understanding, rather than simply being told information.
Make tricky concepts visible and manageable, reducing cognitive load.
Encourage talk — the heart of early learning — as children explain, question, and share ideas.
Suppport inclusion by offering multiple entry points for children with SEND, EAL, or different learning preferences.

Manipulatives sit naturally across the EYFS curriculum, enriching:

Mathematics through counting, patterning, and spatial reasoning
Communication and language through describing, comparing, and explaining
Physical development through fine and gross motor exploration
Understanding the world through sorting, categorising, and investigating

When manipulatives are woven consistently into daily learning, children experience a curriculum that is hands-on, meaningful, and deeply connected.

We want every child to feel confident choosing and using manipulatives as tools for thinking. By the end of Reception, children should be able to:

Select resources independently and purposefully.
Use manipulatives to explore, represent, and explain their ideas.
Build secure foundations in number, shape, pattern, and measurement.
Move gradually from concrete experiences to pictorial and then symbolic understanding.

Manipulatives are not “extras” — they are essential to how young children learn. They ensure learning remains active, exploratory, and accessible to all.

To ensure consistency across FS1 and Reception, we follow five guiding principles:

1. Concrete Before Abstract

Children learn best when they can do before they record.
Example: building a tower with cubes before drawing a bar chart.

2. Purposeful, Not Random

Every manipulative has a clear learning purpose.
Example: using counting bears for one-to-one correspondence, not as general play items.

3. Exploration Before Expectation

Children need time to explore freely before teachers introduce structure.
Example: letting a child sort blocks however they choose before guiding them to sort by attribute.

4. Talk is Central

Manipulatives spark rich conversations and shared thinking.
Example: “Tell me how you built that” or “What do you notice?”

5. Depth Over Speed

We prioritise deep understanding over rushing through content.
Example: revisiting the same concept with different manipulatives to strengthen mastery.

4. Progression in Practice: FS1 to Reception

FS1

In FS1, manipulatives are about exploration, curiosity, and early concept formation.

Children:

Handle, sort, and explore materials freely.
Experience early numeracy through matching, grouping, and counting.
Explore shape, size, and pattern.
Strengthen fine motor skills through threading, pegs, blocks, and similar tools.

Teachers:

Model language naturally (“You’ve put all the big ones together”).
Encourage curiosity and trial-and-error.
Avoid over-directing, allowing children to discover for themselves.

Focus: experience, vocabulary, engagement, and early conceptual understanding.

Reception

In Reception, manipulatives become tools for reasoning, problem-solving, and representing ideas.

Children:

Use manipulatives to compare, count, measure, and represent ideas.
Solve simple problems using hands-on resources.
Begin to link concrete experiences with drawings, marks, and symbols.

Teachers:

Plan manipulatives intentionally to support learning goals.
Scaffold thinking through questions and modelling.
Encourage children to explain and justify their ideas.
Gradually reduce reliance on manipulatives as children become more abstract thinkers.

Focus: representation, reasoning, and the transition from concrete to abstract.

5. Consistent Resource Provision

To ensure continuity across EYFS, all classrooms provide a core set of manipulatives, including:

Counters, cubes, pebbles
Construction materials
Sorting and patterning resources
Shape and spatial tools
Fine motor resources such as tweezers, threading, and playdough

Resources are:

Clearly labelled with words and visuals
Stored at child height
Available indoors and outdoors
Consistent across classrooms

This consistency builds confidence, independence, and familiarity.

6. The Role of the Teacher: High-Quality Interactions

Teachers bring manipulatives to life. Consistency is achieved when teachers:

Understand the purpose of each resource
Model accurate and varied use
Use shared vocabulary
Ask open-ended questions such as:
- “What do you notice?”
- “How could you change it?”
- “Can you show me another way?”
Observe closely to spot misconceptions
Know when to step in — and when to step back

Teachers avoid:

Over-directing
Replacing exploration with worksheets
Removing manipulatives too early

Thoughtful teacher interaction ensures children’s learning is supported without limiting their independence.

7. Planning for Manipulative Use

Manipulatives are planned for intentionally in both teacher-led learning and continuous provision. Planning includes:

Learning intentions
Chosen manipulatives
Key vocabulary
Likely misconceptions
Suggested prompts and questions

This ensures consistency across staff and classrooms.

8. Inclusion and SEND

Manipulatives are a powerful inclusive tool. They:

Support children with SEND and EAL
Reduce language and memory demands
Support attention, engagement, and self-regulation

Adjustments may include:

Larger or more tactile resources
Fewer items to reduce overload
Repeated access over time

This ensures every child can access learning meaningfully.

9. Assessment and Monitoring

Observations of manipulative use inform:

Next steps
Targeted support
Adaptations to provision

Leaders monitor consistency through:

Learning walks
Planning reviews
Staff discussions
Child voice

Feedback focuses on the quality of learning, not simply the presence of manipulatives.

10. Professional Development and Staff Alignment

Consistency is strengthened through:

Ongoing professional development
Leader modelling
Peer coaching
Support for new staff

Staff share best practice in:

Effective questioning
Supporting child-led exploration
Moving from concrete to abstract learning

11. Home–School Consistency

Parents are supported to understand that manipulatives are not “toys” but powerful learning tools. The school provides:

Guidance and examples
Workshops or videos
Home learning activities using everyday objects

This partnership ensures children experience consistent approaches at home and school.

12. Impact

Through this consistent approach:

Children develop strong foundational understanding
Learning becomes inclusive, engaging, and meaningful
Progression from FS1 to Reception is smooth
Children articulate their thinking with confidence
Teaching quality is strengthened across EYFS
Children are well-prepared for the transition into Year 1

By Remediana Dias

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