ABSTRACT
Among the many challenges and complexities involved in teachingyoung children is the recognition that, as truly ‘active’ learners, they do not just learn what they are taught; rather, they learn what they experience. The effective early years teacher, therefore, has to consider not only their own interpersonal style as a teacher, and not only the learning activities they will devise and provide for the children, but also the entire classroom environment and ethos within which they and the children will live and work.
