Challenging traditional concepts of teaching and learning through the introduction of woodwork in early childhood education and care

Perspective Article

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Child development

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Ruth Beck, Manager, Chagford Montessori Nursery School, UK The revised Early Years Foundation Stage (EYFS) (DfE, 2021b) requires practitioners to design a curriculum addressing specific learning and development requirements. This piece investigates the developmental stage theory and sociological theory within the EYFS, with particular focus on the effects of introducing woodwork to an early childhood education and care (ECEC) setting. It shows that woodwork can offer an alternative framework for learning, embodying the characteristics of effective teaching and learning (CoETL). Woodwork provides valuable opportunities for children and practitioners as they consider the ‘intent’, ‘implementation’ and potential ‘impact’ of the activity (Ofsted, 2021). The paper concludes by reflecting on the value of the findings for the development of professional practice. The phrase ‘learning and development’ appears throughout the EYFS document: it stipulates that for learning t

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Challenging traditional concepts of teaching and learning through the introduction of woodwork in early childhood education and care

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