Teacher-led approach 'best for learning' in early years

The results from research by CfBT Education Trust highlight the debate about the value of child-initiated learning, because unstructured free play was not a defining feature of any of the early years programmes it singled out as the most effective programmes for three-to-five-year-olds in group settings.

Report author Oli de Botton said, 'There always has to be a balance between child-initiated learning and teacher-led practice.'

He added, 'There is a consensus that early intervention is important, but less consensus about what you actually do in nursery.'

However, he said that support for practitioners was the most important feature of the successful programmes and that it had to be intensive and challenging.

'Practitioners need to have non-contact time to be able to learn, improve and reflect,' he said. 'Professional development has to be as good as in-service training.'

CfBT Education Trust reviewed 29 different early years programmes and then identified the most successful for further analysis. Mr de Botton observed practice at the six programmes considered the most successful, which were all in the United States. He identified the characteristics of their success and concluded that the most effective early years programmes:

• Offered intensive support to practitioners to implement the programme fully

• Provided a planned curriculum

• Emphasised teacher-led practice supported by structured, child-chosen activities

• Linked programme design and practice to academic research

• Emphasised academic outcomes such as sound, letter and word recognition.

Three of the six programmes were specifically designed to improve outcomes for children from 'tough neighbourhoods', Mr de Botton said. The report concludes that a focus on academic outcomes particularly benefited children from poorer backgrounds.