Early years' learning evaluated in research

Early educators can support young children’s development by teaching them how to be more aware of their feelings and actions.

This is according to research underpinning the Education Endowment Foundation’s (EEF) Early Years Evidence Store, an online library of evidence-informed guidance and video demonstrations which aims to support early educators in their practice.

Developed as part of the EEF’s work supporting the Department for Education’s Stronger Practice Hubs, the Evidence Store takes a deeper look at priority themes for early years’ learning and development. It explains and illustrates how different evidence-informed approaches can be put into practice with children in early years settings.

The newest theme of the store, launched today, focusses on supporting young children’s executive function and self-regulation. It highlights five approaches that early educators can weave into their practice to support children’s early development in this area.

These include creating and navigating challenge, teaching self-monitoring and self-awareness, and promoting physical activity.

They also recommend creating a community of collaborative learners and promoting talk about learning.

Specific strategies are explained and exemplified within each approach, such as explicitly summarising how children are progressing towards a common goal during group play to support their collaboration skills, or encouraging children to create hypothetical ​“Imagine if…” scenarios to extend and challenge them.

This update to the Evidence Store is part of the EEF’s increased focus on early years education, in recognition of the crucial role that early provision plays in our education system.

Professor Becky Francis CBE, chief executive of the EEF, said: "Giving every child access to great learning and development opportunities in the early years is absolutely crucial to making sure they achieve their potential. Early years professionals play a central role in this mission.

"We want early years professionals to feel empowered to use education evidence to their advantage, so that they can make informed choices about the strategies they adopt in their practice.

"This resource is designed to demystify what the evidence suggests could be effective in accelerating young children’s early development. We hope it helps early years educators to reflect on their practice and make meaningful changes with confidence."