Our colleagues at Newcastle University are interested in how sign systems such as Makaton and British Sign Language are used by practitioners working with 0-5 year olds in Early Years settings.
Sign systems are thought to be commonly used in the Early Years, but there is no research yet to document this. We also don’t know who uses sign in the Early Years, or how practitioners feel about the use of sign. The Early Years Sign Survey aims to fill these gaps in our knowledge. This is the first stage in building an evidence base for the use of sign in early years education.
The survey takes less than 10 minutes to complete and does not ask for any personal details. Click here to take part in the survey. Click here to download the flier.
A significant focus of the training is to debunk common neuromyths—misconceptions about brain function that can hinder effective teaching practices. For instance, the belief that individuals are either left-brained or right-brained learners is a neuromyth that the Hub actively dispels. Similarly, the Hub addresses the widespread belief in learning styles and multiple intelligences, clarifying that these ideas are not supported by current neuroscientific evidence. By correcting such misunderstandings, the Hub empowers teachers with accurate knowledge, enabling them to adopt strategies that align with how the brain genuinely processes information, including the various types of memory involved.
A key element of the training workshops is examining the influence of neuroscience on teaching strategies and embedding these approaches within the curriculum, lesson planning, and daily methodology. The Hub’s approach is grounded in evidence-based practices that adopt insights from brain research to enhance teaching methods. Teachers learn how to apply principles of neuroplasticity, the brain’s ability to reorganise itself by forming new neural connections, which is transformative in enabling them to create more adaptable and responsive learning environments. Practical applications, discussed during the workshops, include strategies such as different modes of retrieval practice, with their lesson planning for improving memory retention, fostering critical thinking skills, and boosting overall student engagement through activities that stimulate cognitive development.
Emotion regulation, metacognitive and self-regulated learning strategies are integrated into daily teaching routines, promoting both cognitive and emotional intelligence, as well as a growth mindset, among students. By incorporating these strategies into their pedagogy, teachers not only help students manage their emotions but also support their development of metacognitive and self-regulated learning skills. When students can manage their emotions, they are better equipped to monitor and adjust their cognitive strategies, leading to improved focus and more effective engagement with learning activities. Self-regulated learning further enhances this by empowering students to set goals, develop strategies, and self-assess their progress, all while managing emotional responses that might otherwise hinder their learning.
During the workshops, I emphasise the crucial role of presenting relevant content and introducing novelty to enhance motivation and engagement, as well as evoking emotions in teaching to improve the retention of information and skills. By adopting cognitive strategies that incorporate emotional engagement, teachers can help students not only remember content more effectively but also develop the self-awareness and self-regulation skills necessary for lifelong learning. This integrated approach ensures that students are not only managing their emotions but also applying metacognitive and self-regulation strategies to achieve more profound and sustained learning outcomes.
Educational Neuroscience focuses on creating awareness of evidence-based approaches, necessitating a change in mindset. This shift fosters engaging and thoughtful discussions, making it a fulfilling experience and a pleasure to positively impact teaching approaches. The insightful questions posed by teachers during these workshops reflect their active engagement and critical reflection on their teaching practices. These interactions highlight the success of the various workshops in promoting a deeper understanding of how neuroscience can inform and improve educational practices. Engaging with experienced educators facilitates a rich exchange of ideas, enhancing the training’s effectiveness and providing newly qualified teachers with new strategies and teaching approaches.
The International Mind Brain and Education Society (IMBES) are thrilled to announce that the 2024 conference will be held from 10 – 12 July in Leuven, Belgium! The meeting will be jointly organised by IMBES and EARLI SIG 22.
