As we have seen in Parts 1 and 2 of this series (Nursery World, 27 May and 24 June), it is teachers themselves who are at the forefront of changing classroom practice in Key Stage 1 (KS1). While the child development literature may back up what teachers see with their own eyes, it is first-hand evidence that has compelled so many to challenge the adult-dominated agenda of recent years and to try to strive for greater balance between adult-led and child-initiated learning in their classrooms.
Part 1 reminded us that although what children learn will change as they move into Years 1 and 2, how they learn should remain similar to learning in the EYFS - with an appropriate balance between learning that is teacher-initiated alongside child-initiated learning.
For many KS1 teachers, it is the child-initiated agenda that is new and presents a challenge. Here, we consider elements of practice that KS1 teachers have identified as key to the successful introduction of a more balanced classroom experience - for children and themselves.
THE LEARNING DAY
Providing an appropriate balance between adult-initiated and child-initiated learning
Children have different strengths as learners. If they are taught only in adult-led situations, their strengths in a more pro-active, problem-solving, imaginative learning situation may never be appreciated. An appropriate KS1 classroom gives the same status to child-initiated learning as it does to adult-led learning, and they take place alongside each other. Child-initiated learning is not a 'reward' for completing adult-directed work but has its own special place in the classroom.
Enabling children to be independent (but not abandoned) learners
Teaching that draws on children's needs and interests is frequently more effective in small groups and alongside individuals. This means that while the teacher concentrates on that group or individual, the rest of the class need to be learning independently. This independent learning is every bit as important as the learning that takes place alongside the adult, and once the teacher has completed an adult-led task, they must go and observe the learning in the rest of the classroom in order to support it appropriately.
Ensuring that time for learning is not unnecessarily interrupted
At this age, children need time to follow their interests and to explore and investigate in depth. For children who are still grappling with making sense of the world, they need time to think things through and work things out. Yet in many primary classrooms the learning day is interrupted by assemblies, playtimes, PE and so on. KS1 teachers need to ask whether there are ways of reorganising the timetable so that children's learning is less fragmented.
VALUING THE PLACE OF PLAY
A key way in which children learn
Play will never find a place alongside adult-led learning unless KS1 teachers believe it has value. Understanding the potential of play can be helped by visiting a good EYFS setting, and also by giving KS1 children opportunities to instigate their own play episodes and watching to see what happens.
Of particular note is usually the level of engagement of children in their play, as opposed to the more adult-led agenda. Both teachers and headteachers need to appreciate that it takes time to develop a high-quality play environment and to learn how to support and extend children's spontaneous learning effectively.
Not 'another subject'
Sometimes teachers say that there isn't enough time for play. It is as though play is seen as another subject, something else to be fitted in to the learning day. But play is not 'something else' - it is a key way in which the rest of the curriculum can be learned in more depth and with more enjoyment. There are, of course, aspects of the curriculum that will probably not spontaneously arise through play, but these elements (such as phonics) then become the subject of the adult's focused teaching time.
Valuable for both child and adult
When children are at play, they are demonstrating skills and understandings that the adult may not see in more adult-directed learning situations.
In addition, because play is enjoyable and engaging for children, they remain involved in it for long periods of time, leaving the adult free to focus on adult-led learning or on observing independent learning.
Valuable for all children
Teachers sometimes think that particularly able children no longer need play and should be focusing on more formal ways of learning. But this is short-sighted.
In an adult-led learning situation, an able child will usually deliver what is required of them. In play, however, there are no such parameters. Children can use their abilities to solve problems, negotiate, test and hypothesise. In doing so, they push the boundaries of their learning and skills beyond those allowed by a more adult-led agenda.
It is also true that a child who is particularly able in, say, language or maths may lack social skills or be reluctant to take risks, and play offers them the opportunity to enhance these skills in ways in which more formal - and often solitary - learning does not.
DEVELOPING THE LEARNING ENVIRONMENT
Provision indoors and out
While some children choose to play indoors, most, given the opportunity, will go outside for much of their learning day. It is, therefore, sensible to harness this enthusiasm. The outdoors offers children a range of experiences that cannot be replicated indoors. It also offers space to learn without knocking into others, invading their space and being limited by cupboards, tables and chairs. An outdoor area immediately increases the size of the learning environment.
Space that facilitates interactive, independent learning
Another effective way of increasing learning space is to get rid of tables and chairs. These clutter up space and frequently present barriers to learning in more active ways. It is rarely necessary or desirable for the whole class to be seated at any one time (other than on the carpet), and space is better given to rugs or empty floor space that can have more flexible uses - for construction, for imaginative play, for making music.
As challenging and worthwhile as 'another adult'
When children spend so much of the day learning independently, it is crucial that the environment offers children opportunities that are every bit as worthwhile as those led by an adult. Independent learning should not mean low-level activities where children are waiting for the adult to arrive. Nor should it mean worksheets where learning is second-hand, repetitive and predictable. Independent learners need to be given open-ended, problem-solving tasks that engage and challenge them.
Resources that are organised and accessible
For children to be independent learners, the resources and equipment they need must be readily available to them. Shelves should be at child height, and curtains and cupboard doors removed so that children can see what is available to them.
Initially, children need to be shown where to find and replace resources. Only when children know where to find things, how to mop things up, how to replace paper or paints for themselves, and so on, can the teacher truly get on with adult-focused work without fear of interruption.
A balance of the familiar and new
At this age children are still consolidating their view of the world and how it works. They need to come back to familiar resources to test out their emerging ideas and to reassure themselves of their competency and understanding. But if all experiences and resources are familiar, then they can become predictable and, ultimately, boring. So, resources and experiences also need to provoke new thinking by being unexpected and novel.
Children's thinking is extended when their experience causes them to readjust what they currently do or know. However, too much provocation can cause children to lack consolidation and can over-stimulate them without offering the opportunity for refinement and review. The most effective classrooms carefully balance both the familiar and the new for all children.
Reviewing the adult role
In a classroom that balances adult-led and child-initiated learning, the adult moves seamlessly from a leading to a supporting role. In an adult-led situation, teachers remain in control of the outcomes. Their planned interventions mean that they steer discussions and investigations. In child-initiated situations, the adult's role shifts from leading to following. Because outcomes are in the hands of the child, the adult has to be alert to all possibilities and ready to watch, intervene or offer support as it is needed.
Involves considerable amounts of observation
Because child-initiated learning is unpredictable, the adult has to engage in significant amounts of observation to witness the learning that is taking place. Many teachers find it hard to sit without intervening. But so much can be learned from hearing what children say and watching what they do.
At this age, what children know and understand is far in advance of what they can write down, so written work is often the least reliable form of evidence. It needs to be supplemented by what the adult writes down following the observations of both adult-led and child-initiated situations.
Requires teachers to be alert to and follow children's interests and preoccupations
Observations are only of use if they impact on the planning of children's learning environment and experiences. Planning in KS1 needs to show the adult's intentions and objectives but also have sufficient space and flexibility to incorporate children's emerging ideas and interests.
Many school planning formats do not accommodate this level of flexibility, so it is crucial that headteachers appreciate that KS1 teachers may need a different format to those teaching higher up the school.
Support from senior staff and headteachers
Introducing developmentally appropriate practice in KS1 has profound implications for the whole school. Part 1 in this series stressed the need for transition to be seen as a whole school issue so that teachers were not undermined in their efforts to improve children's learning experiences by senior staff who are unaware of how young children learn and how that is provided for and supported in the classroom.
For teachers to get the support and understanding they require, there are several issues that can be addressed by headteachers and their senior staff.
PREPARING FOR THE MOVE TO KS1
- Identify teaching staff for EYFS and KS1 as soon as possible in the school year so that collaboration between key stages can be ongoing and so that both staff and children feel secure.
- Consult parents about their experiences of and any concerns about transition to Year 1, and ensure staff respond to these messages.
- Consult children about their feelings about transition and ensure that the individual concerns of children in different classes are addressed (transition will not be viewed in the same way by all children).
- Prepare governors for any changes in pedagogy that may be taking place in KS1 to build bridges between EYFS and Year 1 practice.
- Ensure that all staff, especially those with senior responsibilities, are aware of the pedagogy in EYFS and KS1 and how that affects planning for and assessment of children's learning.
- Inform parents of any changes in pedagogy and the rationale behind this. Give parents the opportunity for discussion and further explanation.
- Support teachers in making changes that give children a seamless transition into KS1.
ONCE CHILDREN ARE IN KS1
- Encourage staff throughout the school to review the school timetable and see if it interrupts children's learning.
- Allow staff to be flexible with their planning formats so that the format supports the pedagogy of the classroom.
- Ensure that all senior staff understand how young children learn and what constitutes the most effective evidence of that learning. If evidence relies on what a child writes, then all that may be assessed is the child's capacity to write.
- Plan for all senior staff to become knowledgeable and confident about early learning so they effectively support the development of good practice in KS1.
- Constantly review and ask for evidence of improvements in practice and outcomes for children. When teachers use developmentally appropriate practice effectively, then standards should rise.
CONCLUSIONS
If teachers in KS1 are to work in developmentally appropriate ways, they will need support from a range of sources.
It is to be hoped that local authorities will provide introductory training for KS1 staff. This is particularly effective if the training offers opportunities for KS1 and Reception teachers to learn alongside one another.
There is also a need for ongoing training for KS1 teachers. Many authorities are rightly opening up their EYFS training to all KS1 practitioners in recognition of the fact that topics such as play, observation and supporting child-initiated learning are relevant to staff in both key stages.
Training is also needed for headteachers and senior staff. As these articles have shown, their support and understanding are crucial if change is to be implemented successfully for children and for this change to impact on outcomes.
Experience with many thousands of KS1 teachers convinces me that the effort and energy required to implement a successful programme of transition are worthwhile, and that both children and adults will benefit from a more balanced and developmentally appropriate view of learning and teaching in KS1.
