Partners in Learning - role of practitioner

On our study visit to Reggio Emilia, Italy, last year, a pedagogista raised the question, 'Who is the teacher, who is the learner in early years education?' This evoked much thought among the British visitors. In Reggio, the philosophy insists that practitioners be clear about their role. Much has been written about teaching and learning, but in the UK, early years practitioners generally have not received direct guidance about their role in the child's learning process.

Learning in different ways

The introduction of the Foundation Stage for children from three years until the end of the reception year presents an opportunity to define and understand the practitioner's role in providing a quality learning environment. The QCA document Early Learning Goals, sent to settings in November last year, states: 'Children learn in many different ways. Practitioners have a crucial role in this learning and should draw on a range of teaching and child development and care strategies.' In using this document, practitioners must begin with the principles for early years education, which stress the importance of their role in understanding:
1 the development (that is, knowing the child)
2 the learning that takes place
3 the practitioner's role in developing the learning.