1. The characteristics of effective learning
Polly Calvert, EYFS leader

2. What are the characteristics of learning?
A key part of the EYFS statutory curriculum along with the 7 areas of learning
They do not have point scores or grades attached to them – part of the holistic learning of children
Children display the characteristics from birth

3. Why are the characteristics of learning important?
We need to think about how children learn, not just what they need to learn
Children are born with a natural desire to learn
Children need to become self-regulated learners
Too much direct instruction in the early years linked to higher rates of delinquency and imprisonment in later life

4. How do you learn?
With the person next to you, share something you have learned recently.
How did you learn it?
What did you do?
What helped you to learn?
What obstacles were there?

5. The characteristics
Playing and exploring – engagement
Active learning – motivation
Creating and thinking critically – thinking
Can I do this?
Do I want to do this?
How do I do this?
All of this happens in the context of a warm, supportive environment and positive relationships

6. Playing and exploring – engagement
Play is a right highlighted in the UN convention on the rights of the child
There is a biological drive to play
Play:
Is freely chosen and under control of the player
Is intrinsically motivated
Is open-ended and spontaneous
Involves exploration and imagination
Actively engages the player

7. Playing and exploring – engagement
Through play children rehearse skills needed for life
Stimulates nerve growth, shapes the brain
Helps to develop socially complex groups, creativity and empathy
Play has its own set of rules and helps children to develop self-control
But…
Play is not the only way children learn
Children aren't always learning when playing

8. Engagement – finding out and exploring
Exploratory learning – children are driven to understand and control their environment
We need to make sure we don't curb this drive
We can help by:
Watch, wait and wonder
Model discovery learning

9. Engagement – playing with what they know
Children move from 'what is?' To 'what if?'
Pretend play is the beginning of abstract thought
Children involved in socio-dramatic play with others develop better self regulation
Private speech is a big part of imaginary play

10. Engagement – playing with what they know
We can help by:
Modelling play
Supporting children to play in a way that's non-violent and isn't repetitive
Sebastian with playdough?

11. Engagement – being willing to 'have a go'
Trying new things develops self-confidence
'our reach should exceed our grasp' to be successful learners
We can help by:
Giving children a sense of independence – give just enough help
Letting children take risks (in a safe environment)
Thinking about our body language and facial expressions!
Learned helplessness vs mastery orientation (Dweck)

12. Active learning – motivation
Ruby reaches for a toy

13. Active learning – motivation
Children often begin life highly motivated in all areas
INTRINSIC MOTIVATION
Doing a task for its own sake
Basis for effective learning
Leads to 'flow' – the experience of doing something becomes its own reward
Links to a growth mindset
Supports a mastery orientation
EXTRINSIC MOTIVATION
Completing a task as a means to an end – i.e to please others or for a reward
Involves comparing yourself to others
Can lead to a fixed mindset
Goals become performance related
Risk of 'praise junkies'
But some external pressure is necessary for helping children to achieve longer-term goals… Responsibility and reasons!

14. Motivation – being involved and concentrating & enjoying what they set out to do
Deep level learning happens when a child wants to explore something new with the goal of making sense of the experience
Children get satisfaction from setting their own goals
We can help by:
Focusing on process rather than product
Building on children's interests and fascinations
Giving children the time to pursue their interests

15. Motivation – enjoying what they set out to do
Carole Dweck - praise and motivation
Carole Dweck Clip

16. Motivation – enjoying what they set out to do
The role of praise in motivation
Too many rewards and too much general praise makes children feel compelled to perform for adults – reduces their learning power
Telling a child they are 'good' or 'clever' leads to a fixed mindset and makes them risk-averse – often evident by age 5
Instead, we need to:
Give specific praise that includes clear feedback on the quality of engagement, problem-solving skills, ideas and concentration
Give occasional and unexpected external rewards
Growth praise Handout
Carole Dweck Clip

17. Motivation – keeping on trying
Mastery orientation leads to greater perseverance
We can help by:
Giving children the opportunity to struggle
Demonstrating what having a growth mindset looks like
Providing practical, verbal and emotional support to children whilst respecting their point of view
Encouraging children to set their own goals and reflect on their successes

18. Creating and thinking critically – thinking
Creativity – thinking flexibly and having original ideas
Being creative is exciting and scary – we need to feel confident to be creative
Creativity involves: pursuing goals (which might change); originality of thought and the ability to reflect on the value of what is being done
Critical thinking – analysis, comparison, evaluation, classification, reasoning
Self-talk/private speech very important in controlling thought. Supports the development of metacognition – thinking about thinking

19. Thinking – having their own ideas & making links
We can help by:
Listening and responding
“The quality of your attention determines the quality of other people’s thinking.”
Nancy Kline (1999:37)
Reminding children of previous approaches
Modelling the creative process – show children techniques and possibilities
I wonder…
Acknowledging other points of view
Avoiding seeking resolutions to questions or problems too quickly

20. Key messages – how can I help My child to become an effective learner?
Play with them!
Listen to them and respond
Act as a sounding board
Support them to pursue their interests
Model discovery learning
guide and support them without taking over
Model learning for life