Module 6 – Methods for EYFS Teaching
Methods for EYFS Teaching
Summary/What you will learn
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The different teaching techniques
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The VAK learning strategies, as well as the Honey and Mumford types of learners
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The importance of creating an enabling environment
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How to keep children motivated
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Tips for effective teaching
6.1 Module Introduction
The guiding principles surrounding the EYFS specifically state that each child is unique and teachers must strive to come up with teaching methods tailored to the strengths and limitations of the children in their care. As a result, your teaching method should constantly change and evolve, depending on the children in your care.
Learning more about the various learning styles, as well as common approaches to the field, helps new EYFS teachers develop their own methods.
Make sure you are familiar with the areas of learning as well as the expected learning goals, before beginning this module.
Keeping this information in mind as you review the various styles of teaching can help you to develop your own unique approach.
This module goes into detail about the different teaching styles, including direct and indirect. We also review the three major learning styles and go into detail about the creation of an enabling environment. A key part of any teaching method is keeping the children in your care engaged in learning. As a result, we discuss the importance of motivation in early years education. Finally, we end by giving you a few tips for effective teaching.
Fact
Physical development was the area of learning with the highest percentage of children at the expected level (85.2%) in 2022/23, whilst literacy was the lowest (69.7%)
Source: Department for Education
6.2 Major Teaching Styles
Learning the differences between direct and indirect teaching helps new early years providers determine which approach is best in any given situation.
Direct Teaching
The EYFS framework focuses on child-led and play-based learning. However, it does recognise that there are situations where this approach to education is not ideal.
It may not be safe, there may be certain goals better met through direct teaching, or you may need to correct a child’s misperception or misunderstanding. Direct teaching involves providing first-hand, accurate information to children, through demonstration or explanation.
To benefit from direct teaching, children must have the ability to comprehend, remember and apply instructions and information. They must also respond to questions about the topic discussed exactly as taught, without creative exploration or ad-libbing. This approach is best reserved for lessons that teach facts, rules, or sequences.
Direct teaching involves four distinct steps:
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The first is to gain the attention of the children in your care. Some EYFS teachers do so with an auditory and visual cue, such as repeating the same phrase whilst turning the lights on and off.
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The second step is to present the lesson itself.
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Early years providers should next model the content. For example, if you are teaching how to tie a shoe, this step would involve a demonstration of shoe tying.
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The fourth and final step is allowing the children in your care to independently practice the information taught.
Make sure the children in your care master one step, skill, or fact, before moving on to the next one in the sequence.
For example
If you teach children how to tie their shoes, be sure you start by teaching them how to tie a simple knot. Provide them with repeated opportunities to put into practice the lesson taught.
There are three ways to practice Direct Teaching, with the preferred approach depending on the subject as well as the child’s individual learning needs:
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Formal authority – This sets up the teacher as the only person in the classroom in a position of leadership. Lessons are given with teacher-designed rules, outcomes and methods of instruction.
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Expert – In the expert method of direct teaching, the early years provider is the sole expert on any given subject. The children are not given an opportunity to provide input or direction into their learning. This type of teaching method is best used when discussing important subjects such as safety.
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Personal – EYFS teachers lead the children in their care by example, showing children how to complete tasks. Children learn by watching and modelling what the early years provider does or says.
Indirect Teaching
The EYFS framework requires teachers to develop material that is child-led or considered indirect teaching. This approach is child-centric, rather than adult-directed and focuses on the needs, abilities and interests of the child.
Children must have the ability to analyse, evaluate and create if they are to benefit from this approach to learning. They must come up with unique responses to questions about material taught, rather than repeating information learned verbatim. This approach is best in situations where children learn problem-solving, basic concepts and how to express curiosity.
EYFS teachers act more like educational guides than teachers when using this approach.
It helps the children in your care learn from one another as well as their environments, instead of receiving direct instruction from you.
A key aspect of indirect teaching is a summarising discussion after the activity with the children involved, discussing what they have learned.
There are two sub-categories of Indirect Teaching: inquiry-based learning and cooperative learning:
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Inquiry-based learning – allows the children in your care room and time to explore. Your role is to guide and support their efforts, whilst giving them a chance to play a more active role in their own education by choosing materials and lesson topics. EYFS teachers should encourage students to learn from mistakes and explore new ideas.
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Cooperative learning – teaches through community, through the use of group projects and activities. Children often learn best when interacting with their peers in structured and unstructured ways. Group activities and games help children develop social skills, whilst also providing opportunities for education. Early years providers may want to consider developing group projects, where the children can work together to achieve a specific goal.
6.3 Styles of Learning
One of the founding principles of the EYFS is that each child is unique and learns in their own way. As a result, early years educators must be familiar with each learning style, to ensure that each child in their care succeeds. It may be difficult at first, but it is important to keep each of these three approaches to learning in mind as you craft your lesson plans. You want to be sure your lessons appeal and are well-received by each type of learner.
When it comes to early learners, most practitioners adopt the VAK model of learning, so named after the three primary learning styles: visual, auditory and kinaesthetic.
Visual Learning
Children who benefit from having ideas, concepts and other information presented through images and other similar representations are visual learners. Activities that include a combination of direct and indirect instruction help visual learners pick up new information.
EYFS teachers can include charts, videos and diagrams into activities to help these types of learners get the most out of each lesson. Make sure you give the children in your care a chance to sort out the information on their own, as well as with an adult.
For example
Show the children how to sort objects by size and then give them plenty of time to practice the skill on their own.
Auditory Learning
Auditory learners understand new information best through listening, relying on auditory and oral skills as their primary way of learning. Direct teaching and adult-led activities help children who are auditory learners acquire new skills and information well.
Early years educators can help the auditory learners in their care comprehend lessons by using group discussions, rhymes and songs and reading aloud. Make sure you give each child a chance to repeat information aloud as well as in writing when completing activities, to help these types of learners fully comprehend the lesson.
Kinaesthetic Learning
Kinaesthetic learning is sometimes known as tactile learning and happens when a student acquires knowledge by physically completing an activity instead of listening or watching one.
Children who fall into this category prefer to learn by doing and prefer to be as active during the day as possible. Lessons that involve physical movement help these types of learners pick up new information better. Children who learn this way may focus on two different things at once, such as the lesson at hand and a physical sensation. They learn by linking the two together, recalling the lesson when they recall or experience the sensation.
6.4 Honey and Mumford Learning Styles
Researchers named Peter Honey and Alan Mumford developed a set of four learning styles commonly seen in older children. Consider this information as well as the styles discussed above when setting your lessons, to ensure you help as many children in your care as possible to succeed.
Activists
The first type of learner in Honey and Mumford’s categorisation is called the activist. These learners have little patience for verbal instruction and prefer to dive directly into an activity. Children who are activists tend to take things apart to find out how they work, skip steps when provided with instructions and are impatient during guided seat work.
Pragmatists
These learners do not want to sit through lessons discussing the theory or the “why” of an object, they only want to know how it works and why this information is important or relevant to them. Teachers should make sure they keep pragmatists in mind when talking about important rules, such as those involving safety.
Pragmatic learners may tune out or stop paying attention if they do not understand how the information is relevant to their lives.
Reflectors
Children who want to carefully think about an idea or concept before participating in an activity are reflective learners. Reflectors need to fully comprehend a lesson before they are willing to try the activity out themselves. These learners pay close attention to theory and practical demonstrations but are reluctant to jump right into a new game or activity.
Theorists
The final category contains theorists. Theoretical learners need to know how a lesson fits into their framework of existing information. They want to know how a new piece of knowledge fits in with what they already know. Early years providers can help theoretical learners acquire new skills by making sure they build on pre-existing ones, explaining the role this new information plays in their world at large.
For example
Explaining why tying a knot is an important part of learning how to tie your shoe helps theoretical learners to understand the steps involved in tying a shoe, as well as the rationale behind each one.
6.5 Creating an Enabling Environment
A child’s surroundings play a major role in their ability to learn and meet developmental milestones. These types of environments encourage learning because children feel relaxed, comfortable and safe. When these needs are met, children can begin exploring and finding out more about the world around them.
Observation, assessment and adjustment are crucial to the creation of an enabling learning environment. Early years providers must be able to constantly learn about the children in their care, adapting their techniques to meet their ever-changing educational needs. Make sure your lessons all focus on the process, rather than a perfect final product. It is far more important that a child learns the process behind tying their shoes, than making a perfect bow each and every time.
There are three aspects to an enabling environment, as discussed in the EYFS framework: the emotional environment, the outdoor environment and the indoor environment.
Together, each one helps make your early years facility one that enables growth, learning and development.
The Emotional Environment
Emotional environment refers to the tone, mood and atmosphere of your early years facility. Everything from the type of materials present to the relationships formed between the staff and children in your care affects the emotional environment. This includes how staff members interact with each other and parents. Children are incredibly perceptive, especially to the tone and feelings of adults around them. A healthy, enabling atmosphere is filled with positive relationships and strong role models.
If possible, try to plan home visits before a child comes to your facility, to learn more about their life. It also helps them form a stronger bond with you before requiring care, which can make the transition much easier for them. If you are unable to attend at the child’s home, invite the family to visit you at the facility a few times, so they can get used to the different environment.
You may also want to implement what is known as the “Key Person Approach” to early years education. Children often need to have a special connection with someone on staff, to feel safe and comfortable in a new setting.
This is their “Key Person”, someone they can turn to and rely on for comfort in the absence of their primary caregiver.
When you develop your key person policy, make sure you clearly set out the needs of the child and the role of the key person in their education. Make sure you involve family members and other staff, always taking the child’s preferences into consideration. This policy should also contain details about the processes to follow in the event of a key person’s absence, either due to illness or planned vacation.
Early years providers should also consider the use of a visual schedule and weekly routines. Children often feel more comfortable in environments when they can anticipate the next activity or event.
If you notice a child seems distressed or experiences difficulty transitioning from one activity to the next, you may want to talk with their parents or carers about the use of visual timetables or other scheduling methods.
The Outdoor Environment
The outdoor environment offers children in your care something above and beyond what they get when they play inside. They can take more risks, experience and explore nature and find out more about the world around them. The EYFS framework requires all early years providers to offer children access to outdoor areas, spending a reasonable amount of time each day outside when the weather permits.
Effective EYFS teachers use this outdoor space for both structured and unstructured activities. You may even want to consider using this space for activities not traditionally done outside, such as quiet reading time or snack time. This encourages children to explore outdoor spaces in other ways, as well as giving them access to fresh air.
There are four main areas you should try to include when planning an outdoor space associated with your facility:
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Invest in equipment or games that allow a child to climb and offer other physical challenges.
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Children benefit from areas that are flat or slightly paved, where they can explore using wheeled vehicles in a safe way.
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Children also need the space to develop new skills, such as skipping, throwing, rolling and playing catch.
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Finally, make sure you include a “secret” space, such as a toy house or covered area, where shy or quiet children can get a small reprieve from their more energetic peers.
Your outdoor environment is not limited to just the space around the early years facility. Taking children for walks, on trips to parks and visiting allotments are all ways in which you can help to provide an enriched outdoor environment.
The Indoor Environment
An indoor learning environment must be carefully planned and designed if it is to inspire and guide a child through their early years education. Indoor spaces should continually change and evolve, to ensure you continue to meet the needs of the children in your care. Pay attention to how they interact with the environment, making changes and accommodations where required.
When planning out your space, make sure that you think about activities involving movement, quiet games and story time, as well as designating space for sleeping, eating and meeting with parents. Consider making main walkways obvious, to help children with mobility issues or delays in gross motor skill development. Keep similar activities and resources grouped together.
For example
Consider having a clearly designated reading area, a craft corner and spaces for movement games. Keep each area clearly labelled, to help children learn how to put toys and activities away. Use top shelves and the tops of bookcases to display aesthetically pleasing arrangements, instead of for storage.
Activity 1 – Planning Indoor and Outdoor Space
Estimated time: 10 to 15 minutes
Map out a simple early years facility, including the outdoor space. Think about what you need to include to ensure your environment meets the child’s emotional needs, as well as helping them reach their learning goals.
Make a list of the items you would purchase and the separate areas you would create, both inside and out. Then review the section above and see if you managed to meet all needs and requirements. If not, try again.
6.6 Keeping Children Motivated
Children who want to learn, absorb more information, meet developmental milestones as expected and achieve their early years learning goals. Motivated children tend to push themselves and are willing to work on a skill until they master it.
Most educational experts speak of motivation in terms of Year 1 students, not children involved with the EYFS. However, the concept applies to early learners just as well as it does to older children and adults. The only difference is that the methods used with respect to children offer more immediate instruction and reward.
Set SMART Goals for the Children in Your Care
After an initial observation period, work with each child in your care to develop unique learning goals. When setting goals, make sure they follow the SMART goal acronym to ensure success.
SMART goals are those that are: Specific, Measurable, Achievable, Relevant and Time-sensitive.
Ineffective goals are vague, hard to track and open-ended. When setting goals with children, make sure you only set SMART ones. Setting a vague goal such as “learn how to count” for a child who cannot yet conceptualise numbers is ineffective. If this goal is phrased differently and applied to a child with an interest in numbers, it can become a SMART goal.
An example of an effective goal is: Learning how to count to 10 by practicing a few minutes each day.
When setting goals, try to set ones that build off other recently achieved skills. This helps teach children that reaching smaller milestones can lead to a bigger accomplishment. It also reinforces the importance of sticking with a task until you get it right, as each new skill relies on a pre-existing one.
Encourage an Element of Resilience
Obviously, children from birth to age five are too young to be left to their own devices or to solve major problems. However, early years providers can still teach the building blocks of resilience, by providing them with opportunities to suss out solutions to complex tasks on their own before seeking out adult assistance.
Displaying empathy helps children come around to your way of thinking much faster, in turn helping you give them valuable life lessons without resorting to the direct teaching style.
If a child has time to solve a problem on their own before coming to you, express sympathy with their frustrations and relate to their concerns. Let them know that you understand the problem they have and that you clearly see their point of view. If you do not, ask clarifying questions. Then encourage them to try a different approach, suggesting alternate methods. If it is appropriate, consider offering multiple solutions, so they can still try to come up with the right answer on their own.
Offer Rewards
Rewarding good behaviour almost always results in its repetition. When working with children, regardless of age, come up with a fulfilling reward system that encourages them to remain engaged with the material and to continue to achieve their educational goals. Most teachers use a sticker system, offering stickers in exchange for obeying rules and completing certain tasks.
Activity 2 – Plan a Reward System
Estimated time: 10 to 15 minutes
Think about the skills, goals and rules typically in place at early years facilities. Which ones do you think are worthy of a reward system? What type of system do you think is best? Would you use a sticker system?
Research the various systems in place in EYFS facilities across the country and develop a reward system you think is most appropriate for the type of EYFS teaching you would prefer to do.
6.7 Tips for Effective Teaching
Keeping children focused, motivated, engaged and eager to learn is a tricky task, especially for early years teachers who work with children having much shorter attention spans than those in primary and secondary school. Take a look at the following suggestions on how to keep learning exciting for the kids in your care.
Use New Technology
Whilst you should avoid screen time as much as possible with younger children, this does not mean you should shun new technology altogether. Consider hooking a tablet up to the sound system, so young children can start and stop songs used for things like musical chairs or other music games. You could also use screens for interactive storybooks, encouraging children to develop their skills in reading and sound recognition.
Manage Behaviour
Effective early years teaching involves managing the behaviour of the children in your care. This task is important, not only for the misbehaving child but for all children in the facility. Disruptive children can be distracting and potentially distressing to others, especially those of the same age group who are empathetic. They may feel sympathy for the child or the teacher, or experience conflicting feelings leading to further instances of acting out.
Instead, focus on addressing and correcting bad behaviour when it happens, in appropriate ways.
Communicate with Parents
Effective teaching also involves communication with parents. Make sure you keep them in the loop about the education of their children, including strengths, limitations and recent improvements. Try to reach out between assessments, in formal ways if there are concerns, or in other, less formal ones, if there are not.
Fact
There are over 14,000 early years settings registered in the UK
Source: daynurseries.co.uk, 2024
Assignment
Methods for EYFS Teaching
Time: 30+ minutes
Hopefully, you took in as much of the information in this module as possible. To find out how well you have done, complete the following worksheet.
Download the worksheet below and complete.
Module Summary
This is the end of the sixth module in the EYFS teaching course, covering the various methods of effective EYFS teaching.
We began by discussing the different teaching styles, highlighting the differences between them and their most practical application.
We also talked about the various learning styles, both from the VAK model and the Honey and Mumford approach.
Enabling environments are crucial to a child’s success and we went into detail on how to create one in your early years facility.
Finally, we gave you tips on how to keep the children in your care motivated and engaged, as well as how to be an effective EYFS teacher.
The next module provides details about working with children with special needs or disabilities.
WELL DONE!
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