Programme

Development Matters: time to reflect

Dr Julian Grenier, head teacher, Sheringham Nursery School and Children’s Centre, East London, and lead on the revised Development Matters guidance

Virtual exhibition and networking break

Adult-initiated learning within an early years curriculum

Explore the role of adult-initiated activity in creating a sequenced coherent curriculum for all children, and particularly for those in most need of support

Penny Tassoni, early years consultant, author and trainer

Delivering high-quality learning for babies and toddlers

The role of observation, assessment and reflection in supporting progression in the learning and development of under-twos.

Penny Tassoni, early years consultant, author and trainer

Close of Day 1

In perspective: observation, assessment and planning

Hear how to develop a planning cycle that will free you from the burden of evidence gathering and enable you to spend more time in meaningful observation, scaffolding and assessment of children’s learning.

Stella Louis, early years consultant, trainer and author

Virtual exhibition and networking break

In partnership: children and their families

Tried-and-tested ways to develop strong and supportive relationships with children’s families, encourage real dialogue and promote home learning.

Judith Twani, early years consultant

Explorations in STEM: broadening and deepening learning

A two-part presentation looking at Science, Technology, Engineering and Mathematics (STEM) in the early years and their potential contribution in creating a broad and challenging curriculum for young children.

Jan Dubiel, early years consultant; and Becky Dolamore, head teacher, Rachel Keeling Nursery School, East London

Close of Day 2

Inclusion and SEND

Revisit the principles of inclusion within the EYFS and hear pointers on how to support the learning and development of children with emerging special needs, in particular those with Autistic Spectrum Disorders.

Dr Prithvi Perepa, lecturer, School of Education, University of Birmingham

Virtual exhibition and networking break

Cognitive load theory: the case for sequenced learning

Explore the key principles of cognitive load theory and reflect on their relationship to early years practice, with a look at:

• the place of working and long-term memory in the learning process
• Explore the rationale for sequenced learning in elements of the curriculum

Phil Armstrong, head of regional development, South and International, Early Excellence

An insight into the breadth of learning that should occur within early maths and how mathematical thinking and key concepts can be developed through first-hand playful experiences, indoors and out. 

Jan Dubiel, early years consultant

Close of Day 3

Towards self-regulation: the importance of co-regulation and relationship in helping children manage behaviour

This session will explore:

• self-regulation as a developmental process: what it is and what it isn't
• why co-regulation and relationship are crucial to its development
• how an understanding of the process helps us tune in and respond to behaviour, appreciating the extra challenges faced by some children
• key points for practice

Anne O'Connor, early years consultant, trainer and author specialising in the Prime areas of emotional and physical development and co-founder of Primed for Life Training Associates

Virtual exhibition and networking break

Loose parts play

How to inject creativity and critical thinking into the early years curriculum by developing and supporting children’s play with open-ended resources.

Ben Kingston-Hughes, early years trainer and managing director of Inspired Children

Community and curriculum: making the connections

Discover how projects encouraging children to engage with their local communities provide the basis for a meaningful early years curriculum and foster strong partnerships with children’s families.

Dr Eunice Lumsden, head of early years, University of Northampton

Close of Day 4