Research and analysis

Teaching and play in the early years: a balancing act?

Early years good practice survey exploring perceptions of teaching and play.

Documents

Teaching and play in the early years – a balancing act?

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Teaching and play in the early years – a balancing act?

This file may not be suitable for users of assistive technology. Request an accessible format.

If you use assistive technology (such as a screen reader) and need a version of this document in a more accessible format, please email enquiries@ofsted.gov.uk. Please tell us what format you need. It will help us if you say what assistive technology you use.

Details

Her Majesty’s Chief Inspector commissioned this good practice survey to gather evidence to address the recurring myth that teaching and play are separate, disconnected endeavours in the early years.

Her Majesty’s Inspectors visited a sample of the most successful early years providers to observe the interplay between teaching and play and evaluate the difference chosen approaches were making to the learning and development of disadvantaged children, especially funded two-year-olds.

All providers, which included maintained schools, pre-schools, children’s centres and childminders, were selected because they were successful in achieving good or better outcomes for children in some of the most deprived areas of the country.

Four videos accompany the report.

A balancing act - teaching and play, no one way

A balancing act - teaching and play, no one way

A balancing act – working in partnership to meet the needs of every child

A balancing act – working in partnership to meet the needs of every child

A balancing act – continuity of learning in an integrated setting

A balancing act – continuity of learning in an integrated setting

A balancing act – a family-focused approach to teaching two-year-olds

A balancing act – a family-focused approach to teaching two-year-olds

Published 13 July 2015