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.
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