This is what OFSTED have to say…. (rather wordy isn’t it?)
“Teaching should not be taken to imply a ‘top down’ or formal way of working. It is a broad term that covers the many different ways in which adults help young children learn. It includes their interactions with children during planned and child-initiated play and activities: communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges. It takes account of the equipment adults provide and the attention given to the physical environment, as well as the structure and routines of the day that establish expectations. Integral to teaching is how practitioners assess what children know, understand and can do, as well as taking account of their interests and dispositions to learn (characteristics of effective learning), and how practitioners use this information to plan children’s next steps in learning and monitor their progress.”
Page 34 of the Inspection Handbook for Sept 2015
In a good nursery practitioners language this means how they interact with children on a daily basis. A typical day would include:
- Play with child.
- Plan for each child recognising their individuality.
- Structure the child’s day to allow for choices.
- Introduce new experiences.
- Hold conversations with the child relating to current activity.
A good nursery practitioner doing all the above is effectively teaching and learning if the tasks are balanced correctly.
To make sure you have these balanced call 07708920473.