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Online Drop-In: Looking Closely at Children’s Learning
Slow down. Look closely. Think together.
We are inviting early years practitioners to join a reflective online drop-in session where we explore the richness and complexity of children’s learning through real observations from practice.
This is a space to bring a short narrative observation or a short video clip of a child at play, and—together with a community of curious practitioners—unpick what might be happening beneath the surface.
👀 What is the purpose of the session?
In early years practice, learning is often subtle, layered, and deeply relational. This session aims to:
- Make children’s learning visible through shared reflection
- Explore the depth and complexity of play and everyday experiences
- Strengthen practitioners’ confidence in interpreting observations
- Connect practice to theory (for example, how a child bouncing a ball may be exploring concepts linked to force and motion, as described by Isaac Newton)
- Value multiple perspectives—there is no single “right” interpretation
🧠 What will we be doing?
Together, we will:
- Watch or listen to a short observation shared by a practitioner
- Reflect on what we notice (What is the child doing? Repeating? Testing? Communicating?)
- Consider what the child might be learning
- Gently connect observations to theory and research
Explore possible links to:
- schemas
- characteristics of effective learning
- relationships and interactions
- wider concepts (e.g. physical, mathematical, emotional, social learning)
This is not about “getting it right”—it’s about thinking deeply together.
✏️ What do I need to bring?
If you would like to share an observation, please come prepared with:
- A short narrative observation or brief video clip (1–2 minutes is plenty)
- A willingness to talk it through with the group
- Any initial thoughts or questions you already have
You are also very welcome to join simply to listen and reflect.
🤝 What kind of space will this be?
We will create a space that is:
- Respectful and non-judgemental
- Curious and reflective
- Supportive of different perspectives
- Focused on the child, not the practitioner
💡 Why does this matter?
Early years practice is highly skilled, requiring practitioners to notice, interpret and respond to complex learning in the moment.
By slowing down and reflecting together, we can:
- deepen our understanding of children’s development
- strengthen our professional judgement
- and celebrate the expertise within the early years workforce