How Can Teachers Promote The Skills Of Self-Regulation In Young Children?

‘Self-regulation’ has become a hot topic, appearing in materials and publications from both the DfE and Ofsted and it will be in n of the EYFS statutory framework due to come into force from September 2021. Sue Cowley draws from her new book to explore the learning behaviours required

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      string(5421) "successfully develop pupils’ learning habits. Alexis Shea provides a step-by-stepguide.library.teachingtimes.com/articles/how-to-plan-for-pbl.htmReferences1. Winch, J. (2013). 10 well paid jobs of the future. The Telegraph,[online] 25 February. Available at: www.telegraph.co.uk/finance/personalfinance/9892011/10-well-paid-jobs-of-the-future.html [Accessed 18 September 2015].2. CBI (2015) Inspiring growth. CBI/Pearson education andskills survey 2015. [online] Available at: news.cbi.org.uk/reports/education-and-skills-survey-2015/education-and-skills-survey-2015 [Accessed 21 September 2015].3. Department for Education (2015) Character education: applyfor 2015 grant funding. [online] Available at: www.gov.uk/government/news/character-education-apply-for-2015-grant-funding [Accessed 21 September 2015].4. Hattie, J. (2009) Visible Learning: A synthesis of over 800meta-analyses relating to achievement. Oxford: Routledge.5. Education Endowment Fund (n.d.) Self-regulation strategies.[online] Available at: educationendowmentfoundation.org.uk/toolkit/early-years/self-regulation-strategies [Accessed 2October 2015].film pupils without them realising (obviouslynot keeping the film or using it unethically!).On playing it back to pupils, an interestingreflection discussion always ensues with pupilsengaged in considering how they have beenlearning. It doesn’t always result in lastingchanges in the learning environment but canact as a bit of a wake-up call for some pupilswho, until actually seeing themselves in theirlearning environment, had been unawareof how they approached their tasks and theimpact on other pupils around them.These examples also highlight that reflectioncan be carried out by the individual learneron their own or with support from others.Nonetheless, regardless of who is involved,whether it’s planned, the level of structure orwhat format it takes, pupils will need guidanceon what constitutes quality reflection. It is a skillthat they will improve as they practise. Initially,a pupil may simply recite learning habits, butover time, they should be encouraged to digdeeper, adding detail as they consider theirlearning habits more closely.Key questions may include:n Which learning habits do you tend to employmost easily and why?n What has prevented you from makingprogress with certain learning habits? Whatstrategies could you try out to improve inthese in future situations?n Which new contexts would challenge you todevelop your learning habits in different ways?Furthermore, if pupils have been introduced toother metacognitive theories and ideas abouthow we learn, they will have a knowledge baseto draw on, which they can apply to their ownexperiences.No simple processDespite your best intentions, pupil reflectioncan swiftly become something learners viewas a chore and may not fully appreciate. It isimportant, therefore, to ensure that pupilsunderstand the purpose of reflection incultivating their learning habits, so they realisethere is a valuable reason for them to engagein the reflection process. Consequently, it’sworth taking time to introduce the concept ofreflection to learners, sharing famous examplesof people who keep diaries and even thestatistics about self-regulation (such as fromJohn Hattie4 and the Education EndowmentFund5) so that they can see it works. Eachtime you ask learners to reflect, remember toreinforce the importance of reflection.It is clear that developing learning habitsis not a simple, linear, or easily measurableprocess. However, it is the central purpose ofPBL because it is these learning habits whichwill stand young people in good stead for theirfuture lives.Alexis Shea is a teacher at WestonbirtSchool, Gloucestershire. Previously, shewas Head of Project-Based Learning atMatthew Moss High School in Rochester.http://library.teachingtimes.com/articles/becominglearningmindedhttp://library.teachingtimes.com/articles/how-to-plan-for-pbl.htmhttp://www.telegraph.co.uk/finance/personalfinance/9892011/10-well-paid-jobs-of-the-future.htmlhttp://www.telegraph.co.uk/finance/personalfinance/9892011/10-well-paid-jobs-of-the-future.htmlhttp://www.telegraph.co.uk/finance/personalfinance/9892011/10-well-paid-jobs-of-the-future.htmlhttp://news.cbi.org.uk/reports/education-and-skills-survey-2015/education-and-skills-survey-2015/http://news.cbi.org.uk/reports/education-and-skills-survey-2015/education-and-skills-survey-2015/http://news.cbi.org.uk/reports/education-and-skills-survey-2015/education-and-skills-survey-2015/http://www.gov.uk/government/news/character-education-apply-for-2015-grant-fundinghttp://www.gov.uk/government/news/character-education-apply-for-2015-grant-fundinghttp://www.gov.uk/government/news/character-education-apply-for-2015-grant-fundinghttps://educationendowmentfoundation.org.uk/toolkit/early-years/self-regulation-strategies/https://educationendowmentfoundation.org.uk/toolkit/early-years/self-regulation-strategies/67Volume6.1nCreativeTeaching&LearningProject-BasedLearningLearninghabitstrackerThistracker providesanexampleformattotrackpupil progressindevelopinglearninghabits. It usesBristol University’sELLI dimensions,althoughthesecanbereplacedwithwhicheverlearninghabitsyourschooluses.Thetrackercanbedownloadedasaninteractivespreadsheetat:"
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Creative Teaching & Learning

The key to rigorous project-based learning

3 Dec 2015

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Monitor the development of children’s self-regulation and ensure activities remain suitably challenging. Effective parental engagement is challenging but has the potential to improve children’s communication, language, and literacy. Promising strategies include:encouraging parents to read to children before they can read, then to begin reading with children as soon as they can; and running workshops showing parents how to read and talk about books with their children effectively. Less promising strategies include occasional home visits or homework tasks. Ensure clarity of purpose about the different assessments used in your setting. Collect a small amount of high quality information to ensure that: children who are struggling receive the right type of support; and time is used efficiently by avoiding rehearsing skills or content that children already know well. Use assessments to inform, not replace, professional judgement. Monitor children’s sensory needs to ensure they do not impede learning. Avoid using assessments to label children and split them into fixed groups. High quality targeted support can ensure that children falling behind catch up as quickly as possible. Small-group support is more likely to be effective when: children with the greatest needs are supported by the most capable adults; adults have been trained to deliver the activity being used; and the approach is evidence-based and has been evaluated elsewhere.In addition to using evidence-based programmes, some specialist services are likely to be best delivered by other professionals, such as speech and language therapists Recommendations: Prioritise the development of communication and language. Develop children’s early reading using a balanced approach. Develop children’s capability and motivation to write. Embed opportunities to develop children’s self-regulation. Support parents to understand how to help their children learn. Use assessment to ensure all children make good progress. Use high quality targeted support to help struggling children. WEB LINK Preparing For Literacy: Improving Communication, Language And Literacy In The Early YearsKeywords Literacy skills, improving communication, language, early years, school, children, professionals, poorer pupils "
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Leadership

Preparing For Literacy: Improving Communication, Language And Literacy In The Early Years

9 Jul 2018

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Leadership

Early Education Use And Child Outcomes Up To Age Four Years

1 Nov 2018

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      string(3701) "outcomes, and help close the attainment gap between advantaged and disadvantaged young people. As Heckman (2011) emphasises, any early education programme seeking to reduce social inequalities between children must focus on the crucial role of skill formation, but that this requires more than basic intellectual skills. He states that just as important are ‘life skills’ such as conscientiousness, perseverance, motivation, sociability, attention, self-regulation, self-esteem and the ability to think critically. He also notes that the critical period for such skills formation is in the pre-school years. The evidence makes a strong case for advocating play-based, relational and participatory pedagogic approaches in the Foundation years and, importantly, in Reception classes,  which are not only highly effective for fostering creativity and critical thinking, but are increasingly acknowledged as being the most effective approaches for securing long-term attainment and life success for children. Professor Chris Pascal and Professor Tony Bertram are founders and co-directors of the Centre for Research in Early Childhood. www.crec.co.ukReferencesCsikszentmihayli, M. (1979). The concept of flow. In: B. Sutton-Smith, Play and learning (pp. 257-273). New York, Gardner. Heckman, J. (2011). The economics of inequality: the value of early childhood education. American Educator, 35(1), pp. 31-35. Laevers, F. (2005). The curriculum as means to raise the quality of ECE. Implications for policy. European Early Childhood Education Research Journal, 13(1), pp. 17-30.OfSTED (2017). Bold beginnings: the reception curriculum in a sample of good and outstanding primary schools. OfSTED: London. Pascal C. and Bertram T. (2017). How to catch a moonbeam and pin it down: creativity and the arts in early years. Birmingham: Amber Publications and Training. Vygotsky L. (1978). Interaction between learning and development. In Gauvain & Cole (Eds), Readings on the development of children (pp. 79-91). New York: Scientiﬁc.*BECERA is an independent organisation for those early childhood practitioners, researchers and practitioner researchers working in the British Isles who want a space to meet, enquire and discuss issues relevant to their work with young children and families.BECERA aims to stimulate, support, create and disseminate rigorous, grounded and conceptual knowledge and its applications to our early childhood services. It does this through an annual conference where research is presented and subjected to peer-review.BECERA is run by the Centre for Research in Early Childhood (CREC), which has dedicated itself to improving services for young children and families in the UK for more than 25 years. CREC’s Directors are Professor Tony Bertram and Professor Christine Pascal OBE.Centre for Research in Early Childhood (CREC) specialises in early childhood research which has relevant and meaningful outcomes for practice and policy.Some of its research is transformed into training and development programmes designed for the specific needs of the early years sector. CREC also offers undergraduate and postgraduate research degrees.CREC has worked in an advisory capacity with a number of government bodies and providers of early childhood services, internationally, nationally, regionally and at a local authority level.CREC also has a strong reputation for undertaking reviews, reports, evaluations and consultancy with a wide variety of organisations."
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Early Years

Bold Beginnings …Down The Wrong Path

17 Apr 2018

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