Issue 1 Date: 12/12/2011

What do we mean by Independent Learning?

Issue 1 Date: 12/12/2011 Interpretations of Independent Learning in the Early Years Hendy and Whitebread Teachers' & parents' perceptions of the nature of children's independence and its development 2. The extent of young children's abilities to express preferences and reflect upon their own developing abilities, together with teachers and parents perceptions of children's developing capacity for independent thinking and behaviour 3. Children's development of self-reliant ways of dealing with problems & difficulties, and teachers' and parents' perceptions of these abilities

Issue 1 Date: 12/12/2011 Methodology Interviews with children (Nursery, Reception, Y1 and Y2 ) expression of choices and preferences reflections on their own development approaches to problems and difficulties Questionnaires: teachers & parents (of children Nursery to Y2) understandings and ideas about the quality of children’s independence relative ages at which certain developments are achieved children's approaches to problems and difficulties

Issue 1 Date: 12/12/2011 Analysis of Results Categories of independence: Physical Self-help Organisational Personal Social Cognitive Strategies for dealing with problems and difficulties: Self-help Peer seeking Adult help

Issue 1 Date: 12/12/2011 Range of Teachers' Responses "being able to solve problems encountered in play" "as more knowledge is gained, they will be able to cross- reference to other subjects" "working with others and being aware of others' needs" " taking care of own emotional needs and controlling own behaviour and emotions" "fastening coats at playtime, knowing how to do it and why it is necessary" "children are encouraged DAILY to wash their hands with soap at the appropriate times" "I don't expect independent academic work at this age, because they have not yet reached the maturity level - ability level - to work without teacher input, encouragement, help and presence" (Year 1)

Issue 1 Date: 12/12/2011 Results Teachers' predominant concern with organisational aspects Parents' emphasis on self-help, personal and social aspects 3 yr olds able to express choices & preferences and aware of own abilities and difficulties Older children able to recognise learning achieved at school Teachers' judgements of rate of children's development influenced by age of their class; view not shared by parents Greater reliance by older children on adult help and support in dealing with problems; encouraged by teachers of older classes

Issue 1 Date: 12/12/2011 Some key influences on Independent Learning 1 Maria Montessori Believed that all children want to be independent Encouraged children to choose own materials and work with them for as long as it interests them “With my methods, the teacher teaches little and observes much”

Issue 1 Date: 12/12/2011 Some key influences on Independent Learning: 2 Reggio Emilia A deep appreciation of processes leading to intellectual development rather than an emphasis on outcomes Ideas taken from the children and returned for further exploration Ideas provoked through problem solving Materials organised to help children make thoughtful decisions

Issue 1 Date: 12/12/2011 Some key influences on Independent Learning: 3 High Scope Encourages children to become decision makers and problem solvers Encourages children to plan, initiate and reflect on work chosen by themselves Encourages children to work effectively individually, with other children, and with adults

Issue 1 Date: 12/12/2011 Some key influences on Independent Learning: 4 Effective Provision of Pre-School Education * In excellent and good settings a balance of who initiated the activities, staff or child, was very equal Learning is an interactive event, where the child actively constructs his/her own understandings within a social and physical environment * Sylva et al 2002

Issue 1 Date: 12/12/2011 What are your views of self regulated learning? What sorts of behaviours do you count as evidence of self-regulated learning What kinds of provision do you make,or would you like to make, in your setting to encourage self- regulated learning?