ABSTRACT

Learning is not directly accessible. In fact I make the argument elsewhere in the book (see page 87) that often learning takes place in the time and space between lessons rather than within a lesson. So finding ways to gain access to children’s learning is a fascinating challenge for teachers. It is for me, why I enjoy working with children in the Early Years, where staying in touch with children’s learning is most challenging. This chapter explores some strategies for gaining access to children’s learning in the least invasive ways possible.