‘I would recommend this book to students and trainees who wish to extend their knowledge and understanding of early years practice beyond level 3. This book is accessible, up to date and focuses on translating theory into practice, incorporating the essential higher order skill of reflection. The pedagogical foundations within place children firmly at the centre, whilst acknowledging the highly influential early years practitioner in the wider context of family, community and inclusive practice.’ Sarah Barton, Senior Lecturer and EY ITT Programme Leader, School of Education and Continuing Studies, University of Portsmouth Are you studying to become an early years teacher or educator, or studying for an early years degree, and looking for a book to guide you through your qualification? With stories of practice, questions for reflection, further reading and links to the Teachers’ Standards (Early Years), this book links professional practice with theory and research and will help you: • understand how children learn and develop • engage with the curriculum and the practice of teaching • learn more about the structure and reality of early years provision and practice for children aged from 0-8 years • develop ways to reflect upon your practice • develop professional skills and attributes needed to take a leading role • understand how to apply all of this to practice. This core textbook is ideal for students of early years and early childhood courses and will support you in your practice in the early years.
Children’s exploratory and investigative learning for developing knowledge and understanding about the world in which they live is the focus of this chapter. The role of practitioners, educators and teachers in creating enabling environments for children to explore, investigate and discover is discussed. Provision for children to problem-solve, investigate and inquire for mathematical and scientific knowledge, understanding and development of skills is considered through examples of pedagogy and practice in enabling children’s exploratory learning within outdoor and indoor spaces. The teachers’ and educators’ role in facilitating exploratory, investigative and inquiry learning is considered, with opportunity to reflect on examples of practice.
An enabling environment
Babies are born into an unknown world of people and places; they are born curious and try ...