I wrote this blogpost for Childcare Expo last year, and as I currently have lots of work in infant schools, it seemed timely to give it another airing:
How Can We Use Creative and Performative Techniques in the Classroom?
On the surface, there may not seem to be a particularly obvious correlation between the working life of a professional performer and that of an EYFS practitioner, but the similarities are there. Our Statutory Framework lays down three different ways that children learn: playing and exploring; active learning; and creating and thinking critically - not just characteristics of effective teaching and learning, but essentials in the toolkit of any performer!
We glibly talk about how the cycle of life brings us back to a childlike existence once we reach our dotage, but I had this brought home to me last week, through a very specific example.
I was on the phone to my elderly mother, and once we’d made arrangements to meet for lunch, she said, “Well, at least that’ll give me something to do.”
I asked her if she often found herself with nothing to do, or at a loose end, and she told me that these days she regularly got really bored.