Introduction to active learning in the early years

Early years education in Scotland

Scotland’s early education settings are very diverse. We have a wide variety of pre-school provision in the public, private and voluntary sectors. In the early years of primary school, children are taught in settings ranging from large primary schools with and without nursery provision to schools with different kinds of composite classes.

The principles of continuity and progression in learning and teaching apply to all settings, but the way these are put into practice will vary according to the stage of development of children and the local circumstances.

In the early years we already have many examples of very good practice which reflect the values, purposes and principles of Curriculum for Excellence. In these settings children in pre-school centres and early primary school are having high quality, well planned experiences based on active learning approaches. They move from one setting to another with minimum disruption to their development and progress as staff plan learning and teaching to meet each child’s emotional, social and intellectual development.

Referring to pre-school education in Improving Scottish Education, HM Inspectorate of Education (HMIE) states: 

'In the majority of instances, activities on offer to children are wide-ranging yet carefully planned to extend interest and learning’.

 

However, not all children in primary or pre-school education experience this high quality. For example, HMIE goes on to identify as a key theme for improvement in primary schools:

‘… the quality of pupils’ learning experiences is still too variable and too often lacks relevance, engagement and excitement.’

With Curriculum for Excellence, all settings have an opportunity to review and improve their approach to children’s learning and development.

Building the Curriculum

Building the Curriculum is considering key features which will make Curriculum for Excellence a reality. Successful implementation of Curriculum for Excellence will depend upon children having the highest quality of learning and teaching in the early years. Here we provide an overview of active learning in practice. Including:

• what we know about young children’s learning and how this relates to the four capacities
• how methodologies can change to support children’s learning as they develop
• the importance of continuity in children’s learning and experiences as they move into primary school
• practical aspects of active learning – staffing, space and resources
• development of staff.

By offering principles and reflective questions it aims to:

• support local authorities, schools and early education centres to review methodology and improve practice where necessary to meet the needs of all children
• be relevant to the institutions which provide qualifications, training and continuing professional development (CPD) for staff
• provide, for all staff, a stimulus for reflection, debate and review of approaches to learning and teaching. The reflective questions can be used in conjunction with other tools for reflection such as The Child at the Centre, How Good is our School?, Ensuring Effective Transitions, and The Journey to Excellence.

Leadership for learning

All staff have a role as leaders of learning in helping to bring about improvement for children. Many staff will already be practising active learning approaches while others may need to adjust their practice to meet children’s needs better.

Headteachers and heads of centres have a critical role in ensuring that all children have high quality learning experiences. They need to be clear about their vision, values and aims for curriculum change, to lead and support colleagues in identifying good practice, and to build on existing strengths to implement Curriculum for Excellence in their schools and pre-school centres.

Many staff will require opportunities and support to develop their methodology and thinking in relation to active learning. Leaders therefore need to work with their colleagues to:

• build confidence that changes to learning and teaching will be in the best interests of children
• evaluate practice and identify how it might be improved
• ensure that appropriate resources are available and used in the best ways
• plan systematically for change and manage it at an appropriate pace.