1.3 Describe a range of pedagogical approaches, to include: • play • direct teaching • adult explanations • adult modelling • learning from peers • guided learning

This guide will help you answer 1.3 Describe a range of pedagogical approaches, to include: • play • direct teaching • adult explanations • adult modelling • learning from peers • guided learning.

Play as a Pedagogical Approach

Play is central to learning in early years. Children explore, test ideas and make sense of the world through play. It is active, hands-on and can be led by the child or guided by adults. Play supports all areas of development, including social, emotional, physical and cognitive growth.

There are different types of play in an early years setting:

• Free play – Child chooses the activity, materials and pace. This builds independence and confidence.
• Structured play – Adult sets up or leads the activity with a clear learning goal, such as a matching game to learn colours.
• Fantasy or role play – Children act out scenarios, which supports language development and creativity.
• Physical play – Activities such as climbing, running or skipping, which promote motor skills and coordination.

Play is linked to the EYFS framework. It meets the developmental needs of young children by allowing them to explore and repeat actions until they are secure in their skills. In practice, a practitioner might provide open-ended resources like blocks or natural objects to encourage imagination and problem-solving.

Through play, children learn to share, cooperate and manage feelings. It is important that adults observe play to identify learning opportunities and progress. This helps in planning future activities that meet each child’s stage of development.

Direct Teaching

Direct teaching involves the adult leading and explaining new concepts or skills in a clear and structured way. It is often planned with a specific outcome in mind. This approach works well for introducing new ideas that children have not yet experienced.

In direct teaching, the adult gives precise instructions or demonstrations. For example, during a phonics session, the practitioner may show letter sounds and model how to blend them into words. Direct teaching may be used for:

• Introducing numbers, letters or shapes
• Explaining a scientific process, such as planting seeds
• Showing how to use a tool or piece of equipment safely

Direct teaching can be short and focused, as young children have limited attention spans. The adult may follow it with a practical task so children can apply what they have learned. This reinforces the teaching and helps children connect abstract ideas to real experiences.

During direct teaching, clear language, visual aids and repetition are important. This ensures children grasp the new skill or concept. Feedback is given instantly so children can correct mistakes and feel a sense of achievement.

Adult Explanations

Adult explanations involve providing clear verbal information or reasoning during activities or routines. The aim is to help children understand why things happen, how something works or why certain behaviour is expected.

An adult explanation might take place during everyday moments. For example, while washing hands, a practitioner may explain how germs can make people unwell and why soap is helpful. This links daily routines with learning concepts.

Effective adult explanations are:

• Simple and age-appropriate
• Related directly to what the child is doing
• Supported with visual cues or demonstrations

This approach builds vocabulary and comprehension skills. It also supports critical thinking, as children begin to connect actions with outcomes. For example, during a baking activity, the adult explains why certain ingredients are measured, which introduces basic maths concepts.

Adult explanations help children make sense of rules and boundaries. If a child takes a toy from someone, the practitioner can explain why sharing is fair and how it helps friends play happily together.

Adult Modelling

Adult modelling means showing children the correct way to perform a skill, behave or use language. Children often copy what they see and hear. Practitioners become role models for positive actions, communication and problem-solving.

In adult modelling, the adult demonstrates the desired behaviour or skill step-by-step. Children watch and then attempt to copy. Examples include:

• Modelling courteous language, such as saying “please” and “thank you”
• Showing how to use scissors or pencils correctly
• Demonstrating safe climbing on play equipment

Adult modelling works in both planned activities and unpredictable situations. For example, if a child struggles to put on a coat, the adult can model the process slowly, then let the child try. This reinforces learning through observation and practice.

Observation is key in adult modelling. Practitioners assess whether the child is ready to try a skill alone or needs more support. Positive reinforcement, such as praise, encourages children to repeat the modelled behaviour.

Modelling is powerful in language development. When adults model rich vocabulary and correct grammar, children often adopt these patterns naturally. This builds communication skills and confidence.

Learning from Peers

Children learn a great deal from watching and interacting with other children. Peer learning involves children observing behaviour, skills and language from their friends and applying them in their own play.

Peer learning happens naturally in group activities and play. For example, a child may watch a friend build a tower and then try the technique themselves. This approach supports social skills and builds confidence in experimenting with new ideas.

Key benefits of learning from peers include:

• Developing turn-taking and cooperation
• Introducing problem-solving strategies through shared play
• Expanding vocabulary by hearing others speak

Practitioners can create conditions that promote peer learning by grouping children in ways that balance skills and abilities. This encourages less experienced children to learn from those who have mastered certain skills.

It is important that adults monitor peer interactions to prevent the spread of unsafe or incorrect habits. Gentle guidance can redirect children if needed, while still allowing them to learn through observation and imitation.

Peer learning boosts motivation. Seeing a friend succeed can inspire a child to try and match that achievement. It can also foster empathy and patience, as children support each other to reach goals.

Guided Learning

Guided learning is when the adult supports the child’s activity while allowing them to take the lead. It bridges the gap between free exploration and direct instruction. The adult offers prompts, questions and encouragement to help the child reach a higher level of understanding or skill.

Guided learning often starts with observing what the child is doing. The adult then joins in, adding information or suggestions that enrich the play or task. Examples include:

• Helping a child notice patterns during block building
• Asking open-ended questions to extend a story they are telling
• Suggesting ways to solve a problem during a science experiment

This approach keeps the child engaged because it builds on their interests. The support is flexible. When a child shows confidence, the adult steps back. When they reach a point of difficulty, the adult steps forward with extra guidance.

Guided learning encourages critical thinking. Instead of giving direct answers, the adult can prompt the child to find solutions. This keeps the child actively involved and thinking about their choices.

The quality of guided learning depends on the practitioner’s ability to listen and respond to the child’s needs in the moment. Good questioning techniques, such as “What do you think will happen if…?” help expand the child’s thinking.

Linking Approaches to Practice

In a well-rounded early years environment, these pedagogical approaches work together. A child’s day may include:

• Free play to spark curiosity
• Direct teaching for new skills
• Adult explanations during routines
• Adult modelling of safe behaviour and manners
• Peer learning during group games
• Guided learning to extend ideas and problem-solving

Practitioners select the most suitable approach based on the child’s age, stage of development and the learning aim. Flexibility is important so the child experiences a variety of ways to learn.

Observation and assessment help decide which approach to use at each moment. For example, a child struggling with proper pencil grip might benefit from adult modelling. Later, during a peer art activity, they observe and learn from friends.

Final Thoughts

These pedagogical approaches give practitioners tools to support learning in different ways. Each approach offers unique benefits and can be adapted to suit individual children and group situations. Using a mix keeps learning engaging and responsive to children’s needs.

In early years settings, it is about balancing guidance with independence. Children flourish when they can explore freely while knowing that adults are there to teach, explain, model and guide. Peer learning adds another layer by showing that friends can be teachers too. By using all these approaches, practitioners create rich and varied learning experiences that help each child progress confidently.