Building better beginnings: a case study of how a daily physical skills session is supporting overall learning and development for young boys

Abstract

This case study argues for the consideration of an adult-directed physical skills session as an approach to supporting boys learning in the Early Years Foundation Stage in England. It exemplifies a model of professional development that utilises the individual knowledge and expertise of practitioners to support and extend others’ practice. It recounts an action research project undertaken by a small nursery group to facilitate boys' learning in the areas of physical development, communication and social and emotional skills. It argues for the ability of structured and planned sessions to be personalised so that individual children's needs and interests are catered for.

KEYWORDS:

• Physical development
• early year practice
• boys' learning
• adult-directed learning

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Joy Chalke is a Principal Lecturer in the School of Education and Continuing Studies at the University of Portsmouth and HEA Senior Fellow, with responsibility for the school's learning, teaching and assessment strategy. Her research interests focus around professionalisation of the early years workforce and improving practice in learning and teaching. She has achieved a University Learning & Teaching Excellence Award for her contribution to students' learning experiences in relation to a group project on enhancing critical thinking, and a Foundation Direct Prize for exceptional contribution to the development and delivery of (HEFCE funded) Foundation Degrees.