Children’s ways-of-knowing. Learning through intent participation in the early years

Abstract

Pascal and Bertram, 2013). In England, this ongoing focus is embedded in the recent Department for Education report Unlocking Talent. Fulfilling Potential (DFE, 2017) which sets out a series of key-life-stage ambitions, starting with the early years, to "improve social mobility through education" (6).A significant aspect of government policy to ameliorate the impact of poverty is a focus on early language and literacy. This includes an often-stated commitment to phonics teaching, and a strong focus on children's spoken language (OFSTED, 2017;DFE, 2017; NCTL, 2013). Indeed, the report cited above (DFE, 2017) has as its "first key life-stage ambition" (8) an explicit aim to "close the word gap in the early years" (8). It aims to support this by ensuring that disadvantaged children have a rich early language environment and attend highquality early years provision. Raising the quality of provision in disadvantaged areas, it argues, will be achieved by spreading best practice and creating partnerships for change with children parents and families, the local authority, health and early years professionals, and expert organisations such as the "EEF [Education Endowment Foundation] and the EIF [Early Intervention Foundation]" (15). The role of the expert organisations is one of finding out "what works" (9) in supporting parents' and practitioners' knowledge and skills in this area. Good levels of funding are available for research and implementation of these initiatives. For example, the EEF (2019) currently has three large-scale early years interventions to test what works in developing parents' and early years practitioners' interaction skills to support children's language acquisition and development. The EIF has

What is the capacity of A in the contexts of STEM?

“…The example of the two sound maps shows how art activities (including artefacts and materials) in the atelier can support the development of teachers' pedagogical knowledge and teaching strategies. Children's learning takes different pathways, and the teachers are offered an opportunity to follow the children's creative exploration of the materials and the technology in order to develop their PCK and make pedagogical decisions in specific teaching situations (Atkinson 2018;Neaum 2020).…”

Impact of Educational Habits on the Learning of 3–6 Year Old Children from the Perspective of Early Childhood Education Teachers

“…With respect to the effort exerted by students to their learning, it is understood to be highly related to one's interest and motivation in learning contents [13,14], methods used by the teacher (which is a product of their epistemological viewpoint) [15,16], and the learning style inherent to the child [17,18].…”

“…In this way, it can be suggested that these indicators surmise the learning curve of their children, demonstrating that observation and good listening drive learning. This is achieved by awakening students' interests and motivations towards the topics being explored [18]. The importance of dramatization as a first-rate didactic resource must also not be ignored.…”