Early Years Teacher Status (EYTS) Pedagogy, Play and Effective Practice Syllabus

Contrast 'planning in the moment' with 'pre-planning'.

Pre-planning sets activities and learning intentions in advance of the session. Planning in the moment responds to children's interests and emerging learning as they happen, with the adult teaching at the 'teachable moment' and recording learning retrospectively. Most settings blend both.

Who is closely associated with the 'planning in the moment' approach in England?

Anna Ephgrave is closely associated with promoting and popularising 'in-the-moment planning' in English early years practice.

Define 'continuous provision'.

Continuous provision is the resources, materials and learning environments (indoor and outdoor) that are continuously available to children every day, allowing them to access, revisit and consolidate learning independently without constant adult set-up.

What is 'enhanced provision' and how does it differ from continuous provision?

Enhanced provision is the addition of specific resources or stimuli to continuous provision to extend or deepen learning, often linked to children's current interests or a focus (e.g. adding measuring tapes to the construction area). Continuous provision is the permanent baseline; enhancements are temporary additions.

Give two benefits of high-quality outdoor continuous provision.

It offers larger-scale, more physical and sensory learning opportunities (gross motor, risk-taking, connection with nature) and supports children who learn better through movement and bigger spaces; it also benefits health, wellbeing and access to natural materials and weather/seasons.

What is Forest School?

Forest School is a child-centred, long-term educational approach delivered in a woodland or natural environment, using regular sessions to foster holistic development, confidence, independence and a relationship with nature through hands-on, learner-led experiences.

State two core principles of the Forest School ethos.

1) It is a long-term process of regular sessions in a natural/wooded setting (not a one-off visit); 2) It is learner-centred, promotes supported risk-taking, and is led by qualified Forest School practitioners. (It also aims to develop holistic, lifelong learners.)

Define 'schema' in the context of children's play (Athey/Piaget).

A schema is a repeated pattern of behaviour or action through which children explore and build understanding of the world. Recognising schemas helps adults understand and support the underlying learning in seemingly repetitive play.

Name four common play schemas and give an example of each.

Trajectory (throwing/dropping objects, running in lines), Transporting (moving objects from place to place in bags/carts), Enveloping (wrapping themselves or objects, covering), and Rotation (spinning, turning wheels, going round). Others include enclosing, connecting, positioning and transforming.

What is the 'transporting' schema?

The transporting schema is a repeated pattern in which a child moves objects or themselves from one place to another, e.g. filling and emptying bags, baskets, buckets or wheelbarrows and carrying items around the setting.

List the main methods of observation used in early years settings.

Narrative/free description, post-it/snapshot (short jottings), time sampling (observing at set intervals), event sampling (recording each time a behaviour occurs), tracking (mapping movement around provision), learning stories, photographs/video, and checklists.

What is a 'time sample' observation?

A time sample records what a child is doing at regular, pre-set time intervals (e.g. every 10 minutes) over a period, building a picture of patterns in behaviour, engagement or use of provision.

What is an 'event sample' observation and when is it useful?

An event sample records every occurrence of a specific predefined behaviour, noting context (antecedent), behaviour and consequence. It is useful for understanding the triggers and frequency of behaviours such as biting or conflict (often ABC charts).

Outline the assessment cycle (observe-assess-plan) in early years.

Observe (gather evidence of what the child knows and can do) → Assess (analyse the observation against development, identify the next steps) → Plan (provide experiences and provision to meet those next steps) → and repeat. It is a continuous, child-centred cycle.

What does it mean to 'analyse' an observation to identify next steps?

Analysing means interpreting what the observation reveals about the child's current knowledge, skills, interests and stage of development, then using that judgement to decide the appropriate next learning step(s) to move learning forward.

Distinguish formative from summative assessment in early years.

Formative assessment is ongoing, day-to-day observation used to inform immediate planning and support learning ('assessment for learning'). Summative assessment is a snapshot judgement at a point in time summarising attainment (e.g. the 2-year progress check or EYFS Profile).

Name two statutory assessments in the English EYFS.

The Progress Check at Age Two (a short written summary between 24 and 36 months) and the EYFS Profile (the end-of-Reception assessment against the Early Learning Goals). The Reception Baseline Assessment is also statutory at entry to Reception.

Why must assessment inform planning rather than stand alone?

Assessment only adds value when its findings are used to shape provision and teaching; identifying next steps and then planning experiences to meet them ensures teaching is responsive, individualised and moves each child's learning forward (closing the observe-assess-plan loop).

Define 'settling in' and state its main aim.

Settling in is the gradual process of supporting a child (and family) to become familiar, secure and confident in a new setting. Its main aim is to establish a secure attachment with the key person so the child feels safe enough to explore and learn.

What is the 'key person' approach and why does it support settling in?

The key person is a named practitioner with special responsibility for a small group of children, building a close attachment and working with their families. It gives each child a secure base, easing separation anxiety and supporting emotional wellbeing and learning.

Define 'transition' in early years.

A transition is any change or move a child experiences, whether a small daily change (e.g. snack to outdoor play), a move between rooms/settings, or a major life change such as starting school or family change. Each requires sensitive support.

Distinguish 'horizontal' from 'vertical' transitions.

Horizontal transitions are changes occurring across a single day (e.g. moving between activities, rooms or carers). Vertical transitions are moves from one stage or setting to another over time (e.g. nursery to Reception, home to setting).

Give two strategies to support smooth transitions through the daily routine.

Use consistent, predictable routines with visual timetables and 'now and next' boards, and give clear warnings/signals before changes (e.g. a tidy-up song or sand timer) so children can anticipate and prepare for the change.

At what age and stage does the transition to Reception (statutory school) occur in England?

Children in England start Reception in the September following their fourth birthday, and must be in full-time education by the term after their fifth birthday (compulsory school age). Reception is the final year of the EYFS.

List three practices that support a smooth transition into Reception class.

Sharing information/records between settings (e.g. transition documents and the EYFS Profile), arranging visits and 'stay and play' sessions to familiarise the child with the new environment and teacher, and maintaining strong communication with parents/carers. Continuity of curriculum and play-based pedagogy also helps.

How can practitioners support a child experiencing change and loss (e.g. bereavement or family breakup)?

Provide a secure attachment and consistent key person, use honest age-appropriate language, allow children to express feelings through play (e.g. small-world, sand, storybooks), maintain routines for security, and work in partnership with families and external agencies where needed.

Name two internationally recognised early years approaches and a defining feature of each.

Reggio Emilia (child seen as competent; 'the environment as the third teacher'; project-based learning and the '100 languages of children') and Montessori (child-led, prepared environment with specially designed self-correcting materials and mixed-age classes). Others: Te Whāriki and HighScope.

What is the Te Whāriki approach and where does it originate?

Te Whāriki is New Zealand's national early childhood curriculum. It is a 'woven mat' framework built on four principles (empowerment, holistic development, family/community, relationships) and five strands (wellbeing, belonging, contribution, communication, exploration).

What is the HighScope 'plan-do-review' sequence?

Plan-do-review is the HighScope daily process where children plan what they intend to do, carry out (do) their chosen activity, then review and reflect on what they did. It builds intentionality, decision-making and metacognition.

In Reggio Emilia, what is meant by 'the environment as the third teacher'?

It is the principle that the physical learning environment is so influential it acts as an educator in its own right (after the child's peers/family and the practitioner). Spaces are intentionally designed with natural light, beauty, accessible materials and provocations to invite exploration and learning.