The characteristics of effective learning
We all know that young children are like little sponges, soaking up so much of what goes on around
them and developing new skills at a rapid rate. However, it is interesting for us all to reflect on how
they learn and what we, as adults, can do to support this.
The Early Years Foundation Stage (EYFS) outlines the characteristics of effective learning and how, as
practitioners, early years teachers can help children to become life long learners. As adults, we know
that we all learn differently, and it is the same for children - some like to be active, some like
repetition, some enjoy time to reflect, and some like to watch first, before they join in. We try and
ensure that the activities that we plan and the resources that are available for the children allow for
these different learning styles throughout the session at nursery.
So, what makes an effective learner? Children clearly need to be physically comfortable, not hungry,
tired or under pressure. They like praise and they need to be encouraged when they try something
new. Some like to watch and some like time to respond to instructions or requests. Children also need
to be secure and to have good attachments, which is why we have a key person system to ensure that
they are in the right state to be open to learning and new experiences. Once this is in place, we need
to build self-confidence in the child, giving them the opportunity to learn and explore, to develop
resilience and persistence and to think of more than one approach to a problem.
As children move into the school system, they need to become adept at regulating their own learning,
which is something we can encourage from birth upwards. By giving them praise and asking openended questions, 'I wonder what would happen if......?', 'What do you think happens next......?' we can
make them enthusiastic learners and set them on the road to enjoy learning. Whether at home or
nursery, it is important to remember that every child is a unique learner and as adults supporting
them we need to find out what motivates them and what makes them an effective learner.
The 3 characteristics of effective learning identified within the EYFS are as follows:
Playing and exploring
Play is the most effective way for children to learn and allows them to explore the world and make
sense of it, in a multi-sensory way. We encourage children to ask questions, to try out experiments
and to speculate, rather than to accept information unthinkingly. In nursery this means we pay
attention to children's different ways of thinking at different ages, as we know that children need to be
ready to learn. We also need to look at how we are using resources in our settings, do we have mark
making in all areas, not just the art area? Do we have books in all areas? How flexible are we about
allowing children to take resources from one area of the room to another?
A child who is playing and exploring will:
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show curiosity
explore the environment
engage in activities
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use their imagination
use their experiences in play
take on roles in play
role play with others
take risks,
have an 'I can do' view
initiate activities
seek challenges
Active learning
This is all about children being involved and concentrating. They need to keep on trying, so as adults
we need to know when we should help and when we can provide realistic challenge to further their
learning. They also need to be enjoying achieving what they set out to do, so this reinforces what we
know, but often forget - play is about the process, not the product, so it is better to have a rather
abstract piece of painting from a child, which they have done themselves, using their imagination and
skill, than a prescriptive adult-led painting which might look more like something we recognise, but
which they have not really been involved in.
As Thomas Edison said, 'our greatest weakness lies in giving up. The most certain way to succeed is
always to try just one more time'.
A child who is engaged in real active learning will:
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have a focus fascination
persevere
be intrinsically motivated (doing something to please themselves, not others)
appreciate others valuing both the process (how they are doing something) as well as the
product (what they have done/created)
set their own goals
concentrate and pay attention
try different approaches, showing resilience
Creating and thinking critically
A child who is creating and thinking critically will:
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have their own ideas
make links between what they are doing and what they have done/seen before
choose ways to do things for themselves
Effective learners are aware of themselves as thinkers and they learn how to talk about things in the
most constructive ways. As adults, we need to use provocations, or themes, to encourage critical
thinking. For example, the children might come in to nursery one morning and find that there are
dinosaur footprints in the garden. This could lead to lots of 'what if?' conversations and could develop
a theme of play and exploration to follow. If children join in the planning for a trip or activity, they can
see adults actively 'thinking' about what to do and can learn to do that themselves.
To support our promotion of the characteristics of effective learning, we will be introducing 3 new
characters into Pre-School, although we may well let the younger children meet them too! They will
be:
Have a go Harry, who embodies playing and exploring. Harry is always happy to have a go at doing
new things. He likes to play and find out about things and people.
Try hard Tilly, who embodies active learning. Tilly tries hard even when things get tricky. She takes
her time and likes it when she finishes what I meant/wanted to do.
Thinking Theo, who embodies creating and thinking critically. Theo thinks of his own ideas and likes
to choose how to do things and solve problems.
By introducing the children to the 3 characters (and characteristics), we hope to be able to reinforce
how they can become great learners themselves, in a fun and friendly way. The characters will be part
of a display about the characteristics of effective learning, but the children will be able to access the 3
toys to bring them to join in discussions and activities in the room. For example, Have a go Harry can
join in circle time at the start of the session and ask children 'what do you want to do at nursery
today?'. To encourage parents to join in, perhaps we could have a question on the nursery door as
they pick up children, suggesting they ask their child, 'what have you had a go at today?'.
How do we give meaningful praise?
To support children in developing the characteristics of effective learning practitioners (and parents)
should consider:
What are we praising for?
Is it non-judgmental?
e.g. 'I love what you've done with that playdough'. 'The colours you've used make me feel really
happy.'
Pick something special about what they've done - not just 'great painting' but 'I like the way you've
painted the house such a bright pink colour'.
Show that you've taken time to look at what they've done/are doing and that you care.
'Great problem solving!'.
'Great thinking!'.
'Tell me about your........'
'I wonder what would happen if.......'
'I like the way you changed what you were doing to make it work'
'What made you think of doing it that way......'
Use open questions or statements to provoke thinking.
Remember the Every Child a Talker (ECAT) guideline of ‘the hand’:
Use your five fingers to remind you to ask 1 question to every 4 statements you make – not the other
way round!