The Characteristics of Effective Teaching and Learning

Understanding the 'How' of Learning

In early years education, we often focus on *what* children are learning—whether they can count to ten, recognise their name, or catch a ball. However, the Statutory Framework for the Early Years Foundation Stage (EYFS) places equal importance on the *Characteristics of Effective Teaching and Learning*. These describe *how* a child learns.

If the seven areas of learning are the building blocks, these characteristics are the mortar that holds them together. They are the habits of mind that turn a curious baby into a lifelong learner. By focusing on these, we aren't just teaching facts; we are teaching children how to be resilient, creative, and motivated.

1. Playing and Exploring: Engagement

This characteristic is all about 'finding out and playing'. It is the spark of curiosity that drives a child to reach for a rattle or wonder what happens if they pour water into a boot.

What it looks like from birth to five:

• Babies: A three-month-old using their tongue to explore the texture of a muslin cloth or intently watching a mobile. They are sensory explorers, using all their senses to understand the world.
• Toddlers: A two-year-old 'testing' gravity by dropping peas from a highchair or pretending a cardboard box is a racing car. They are beginning to use 'what if' thinking.
• Preschoolers: A four-year-old initiating a complex game of 'space explorers' in the garden, gathering sticks for fuel and buckets for helmets. They show a 'can-do' attitude and a willingness to take risks.

Nurturing Exploration:

Practitioners provide 'open-ended' resources—items like wooden blocks, scarves, or pots and pans—that don't have a pre-defined way to play. For parents, the best way to support this is to follow your child’s lead. If they are fascinated by a puddle, don’t hurry them along. Let them splash, poke it with a stick, and see their reflection. Your role is to provide a safe 'base' from which they can venture out.

2. Active Learning: Motivation

Active learning is not about physical movement, though that is often part of it. Rather, it refers to the mental energy a child brings to a task. It is about concentration, persistence, and the pure joy of achieving a goal.

What it looks like from birth to five:

• Babies: A ten-month-old repeatedly trying to pull themselves up on a low coffee table, falling, and trying again until they succeed.
• Toddlers: A child who stays focused on a simple wooden puzzle for ten minutes, ignoring the distractions around them, and beaming when the final piece clicks into place.
• Preschoolers: A child who spends the entire morning building a complex bridge. Even when the middle collapses, they don't give up; they take a deep breath and start again.

Nurturing Motivation:

The key here is avoiding the urge to 'fix' things too quickly. When a child struggles with a zip, we often zip it for them to save time. However, allowing them the time to struggle—and eventually succeed—builds the internal reward system known as intrinsic motivation. Praise the *process* ("I saw how hard you worked on that drawing") rather than just the *result* ("That's a pretty picture").

3. Creating and Thinking Critically: Thinking

This final characteristic involves children having their own ideas, making links between different experiences, and choosing ways to do things. It is the beginning of logical thought and creative problem-solving.

What it looks like from birth to five:

• Babies: A baby discovering that if they pull a blanket, the toy sitting on the end of it moves closer. They are beginning to understand cause and effect.
• Toddlers: A child who notices that the blue paint and yellow paint have turned green on their paper. They might then experiment to see if it happens again.
• Preschoolers: A child who wants to build a den but finds the sheet keeps falling down. They think critically: "Maybe I need a bigger peg," or "I'll move this chair to hold the corner." They are planning, monitoring, and changing their strategy.

Nurturing Critical Thinking:

We can support this by being 'thinking partners'. Instead of giving instructions, ask open-ended questions like, "I wonder how we could stop the water from leaking?" or "What do you think will happen if we add more sand?" In settings, practitioners use 'sustained shared thinking', which involves two or more individuals working together to solve a problem or clarify a concept. At home, involve your child in everyday problem-solving, such as figuring out how to fit all the groceries into one bag.

The Role of the Adult

In the UK EYFS, our role is not to 'pour' knowledge into a child. Instead, we are facilitators. By observing which characteristics a child is displaying, we can tailor our environment. If a child is a wonderful 'explorer' but struggles with 'active learning' (giving up easily), we can provide activities that are just challenging enough to keep them engaged without causing total frustration.

When we nurture these characteristics, we provide children with the tools they need to navigate a changing world. A child who can explore, stay motivated, and think critically will be successful not just in school, but throughout their entire life.