Teaching Writing in the Reception (Early Years and G1 - 2) Levels

Children generally begin learning to write in the Early Years (known in EFL as Very Young Learners and elsewhere as Early Childhood and/or PreSchool) or in the first grades of Lower Primary (known variously as Reception, Infant School and even Grammar School). However, writing at this level is not so much writing (composition) as it is writing (handwriting) and so should be seen by educators as a combination of fine-motor development with emerging literacy and numeracy rather than as language acquisition and development.

Teaching Reading and Reading in the Early Years

Recently, Teaching Reading and Reading in the Early Years (aka "Very Young Learners") have been widely discussed in both the general and educational media, and several popular approaches have been discredited and debunked. Join us as we review an effective and proven Philosophy and set of Practices to help you get your students reading which does not require intensive investment.

Outdoor Activities for English Learners

Gross Motor development is not the exclusive domain of Physical Education teachers; English teachers can also use these activities for students to blow off extra steam as they practise their English skills. They are especially useful in Active Learning and experiential learning programmes.

Developing and Implementing a Successful Music Programme

Research is clear. Students benefit from a core or compulsory music curriculum,ideally from PK going through at least to the end of Prirmay or Elementary school. Join as we review what went into two highly-successul comprehensive curricular music programmes, with co-curricular and cross-curricular accompaniments.

"Pets" Field Trips for Early Years (PK - K)

"Pets" and "My pet" are common Early Years topics, although finding experiential and out-of-the-classroom learning activities can be challenging. Join us as we explore some Field Trip and Field Trip activity possibilities which you can use to make your programme more lifelike and the contents more relatable for your students.

"Food" Field Trips for Early Years (PK - K)

"Food" and related topics such as "Field to Table" are common Early Years topics, although finding experiential and out-of-the-classroom learning activities can be challenging. Join us as we explore some Field Trip and Field Trip activity possibilities which you can use to make your programme more lifelike and the contents more relatable for your students.

Parts of the body for Lower Primary and Early Years

Naming and labelling parts of the body are (almost certainly) universal Early Years topics, with the addition of describing in Lower Primary, and provide some great opportunities for language and skills development. Join us as we explore some of these.

Professional Development for Early Years Teachers

Known by Cambridge International as Early Years and by Cambridge English as Very Young Learners and in the US as Early Childhood, this group spans approximately ages 3 - 8. We are pleased to offer the following sessions, just for Early Years teachers.

Play-based learning, doing it effectively

 

Play for young(er) chidren is seen as "a good thing" and is often described as the child's "work". "Play-based" programmes abound, however play is frequently misunderstood and mis-applied and can have little or no educational value. This session considers Developmentally Appropriate play and how it can be an effective learning and teaching strategy.

Active Learning : Purposeful Play

Play for young(er) chidren is seen as "a good thing". It is often described as the child's "work" and "play-based" programmes abound. However play is frequently misunderstood and mis-applied, and it can have no educational value which is where purposeful play comes in. This session considers one view of Developmentally Appropriate play and how it can appear as an effective learning and teaching strategy.

Mathematics in the Early Years : Fractions

Children in the Early Years (or PK - K) are well aware of the parts of things, also known as "fractions", and teachers should take advantage of this awareness to further develop essential concepts of number relationships. Although the examples given relate to English Language Teaching, the philosophy and approaches are developmentally appropriate for programmes in all languages. Lower Primary (G1 - 4) teachers will also find this useful.

Tabletop Science for the Early Years

Science in the Early Years should not be a subject. For students, Science should be an exploration of the world around them while they develop scientific inquiry and learn how to follow scientific practice. For teachers, Science should be incorporated into daily activities and into the regular classroom. A laboratory and specialist equipment are not required; this science can be done on the top of a table.

Active Learning in the Early Years

 

Children learn by doing, through competency-based or skills-based learning, through play (not really), through exploring, creating, imagining etc. What do these claims mean and how do they look in the Early Years (PK - K) classroom? 

Free Stuff for the Early Years

 

Consumables or supplies or materials which are used up in the activity are essential at the Early Years level, and yet are often restricted by programme leaders because of the expense. However, this need not be so and with a little time, and some boxes and shelves to store stuff, you can find most, if not all, of the consumables you need for free. This session reviews some of the strategies and lessons learnt from a leading EY centre with apparently limitless programme supplies. Lower Primary teachers will also find this useful.

Developing Executive Function in the Early Years

Executive function may be the most important "habit of heart and mind" we can develop in our Early Years students; critical for Primary and Secondary success, it is essential for life in general. More than just self-control, executive function also involves learning to learn, learner autonomy and motivations. This session provides an overview of executive function and of some approaches teachers can incorporate into their classes and programmes.

Lesson Planning for the Early Years English teacher

Early Years (PK - K) have three areas to include in any plan, with English teachers having also to overlay language acquisition and development. This session considers how to manage both aspects when planning, and although this seminar deals with English Language Teaching, the philosophy and approaches are developmentally appropriate for programmes in other languages and immersion programmes. Lower Primary (G1 - 4) teachers will also find this useful.

Games in the Early Years

Mathematics in the Early Years : Numbers 1 - 100

 

This session gives an introduction to the philosophy and research-based justification of the approach, and provides an overview of the methodologies used. Although the examples given relate to English Language Teaching, the philosophy and approaches are developmentally appropriate for programmes in all languages. Lower Primary (G1 - 4) teachers will also find this useful.

Music and Songs in the Early Years

  

Writing in the Early Years

Although this session deals with English Language Teaching, the philosophy and approaches are developmentally appropriate for Early Years (PK - K) programmes in all languages immersion programmes. Lower Primary (G1 - 4) teachers will also find this useful.