When creating their own curriculum Rosemary Lane Nursery School identified the need to highly focus on co- and self-regulation. Headteacher Jill Jones and Deputy Head Rebecca Martin discuss the need to constantly refine what they offer their children, planning for what they know, termly reviewing the curriculum and keeping it flexible. As such they are adapting their curriculum constantly. They share their main focus of identifying what they want children to achieve by the end of their time in the setting and how they can be best supported to reach those goals.

Read Jill’s and Rebecca’s article here:

https://thevoiceofearlychildhood.com/supporting-regulation-in-the-early-years-a-progressive-approach/

This episode stems from the Education Durham Early Years Curriculum Project, which involved 26 schools focusing on strengthening purposeful curriculum design and implementation, and empowering leaders and educators in creating meaningful contexts for progressive teaching and learning.

Find out more about the Education Durham Early Years Curriculum Project:

https://thevoiceofearlychildhood.com/projects/education-durham-project/

Listen to more:

If you enjoyed this episode, you might also like the episode from Jan Dubiel and Anne Brass introducing the Education Durham early years curriculum project: https://thevoiceofearlychildhood.com/early-years-curriculum-project-part-1-the-voice-of-the-project-co-ordinator/

You might also like to read:

Building sequences of learning – by Paige Hutchinson https://thevoiceofearlychildhood.com/early-years-curriculum-building-sequences-of-learning/

Curriculum and provision for 2-year-olds – by Charlotte Norman

https://thevoiceofearlychildhood.com/early-years-curriculum-provision-for-2-year-olds/

Episode break down:

00:00 – The context of the nursery school and project 03:00 – Factors to consider when building a curriculum 04:00 – Termly revisiting the curriculum 07:00 – Adapting the curriculum constantly 09:00 – What do we want children to achieve? 13:40 – Characteristics of effective learning and ‘learning behaviours’ 15:55 – Co- and self-regulation in the curriculum 16:55– Resources to support self-regulation 20:25 – Active mindfulness techniques for children 22:25 – Reducing the discomfort around staff mental health 27:55 – Making links to the behaviour policy 29:25 – Advice and resources for parents and families 30:55 – Are colours helpful for identifying emotions? 35:55 – Impacts beyond the curriculum in the setting 38:15 – Continuing work of the Durham curriculum project

For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Supporting regulation in the early years: A progressive approach 39:07 Share

The Voice of Early Childhood

What is the context of the nursery school and project?

What factors should be considered when building a curriculum?

Why is termly revisiting of the curriculum important?

How do they adapt the curriculum constantly?

What do they want children to achieve by the end of their time in the setting?

What are the characteristics of effective learning and ‘learning behaviours’?

How is co- and self-regulation integrated into the curriculum?

What resources are used to support self-regulation?

What active mindfulness techniques are used for children?

How do they reduce the discomfort around staff mental health?

How are links made to the behaviour policy?

What advice and resources are provided for parents and families?

Are colours helpful for identifying emotions?

What impacts does the curriculum have beyond the setting?

What is the continuing work of the Durham curriculum project?

Shownotes Transcript

Supporting regulation in the early years: A progressive approach