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Child development in the Early Years - London

Date
21/09/2018 09:00 - 15:30
Description
What does research in neuroscience and child development tell us about how young children learn best? What should effective teaching and learning in nursery and reception look like?

This is a course for school leaders and head teachers (particularly for those without first-hand teaching experience), working in or having responsibility for the Early Years Foundation Stage, Phase Leaders and Advisory Teachers who want to know more about effective early years pedagogy. It covers essential aspects of physical, emotional and cognitive development from birth to seven and the role of adults in providing the positive relationships and enabling environments that best support and extend young children’s natural love of learning.

School leaders will leave this course with:

  • tools to audit and improve their provision for young children’s learning and the quality of teaching
  • more confidence in their own leadership responsibilities with regards to early years
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London

To enable school leaders to:

       
  • better understand some key aspects of young children’s emotional, social, cognitive and physical development
  •    
  • reflect on the implications of child development for effective early years pedagogy
  •    
  • to explore how support for playing and exploring, active learning and creating and thinking critically (the characteristics of effective early learning) builds learning power
  •    
  • affirm areas of current effective practice and think about areas for development

For school leaders to:

       
  • have some tools to audit and improve their provision for young children’s learning and the quality of teaching
  •    
  • more confident in their own leadership responsibilities as regards early years

Member - £225
Non-member - £300

Schools leaders and head teachers, working in or having responsibility for the Early Years Foundation Stage; Phase Leaders; Advisory Teachers

It will be of particular value to those leaders without first–hand teaching experience in the Early Years

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