ABSTRACT
This chapter considers some of the effective actions, activities and practices of teachers and practitioners, which contribute to positive outcomes for all children; in essence, good pedagogy. It examines some of the thinking behind current early years education policy and considers areas, central to children's learning and development, which should be addressed in practice. The early years framework seeks to provide a firm foundation, and outlines a framework for settings, practitioners, and practitioner-leaders in developing learning programme to meet the needs of all children. The chapter also examines how, through planning that considers the holistic development of the child, practitioners can be effective leaders of learning. The style of setting leadership, curriculum offer, and child behaviour all have a direct relationship on child learning. The successful management of the curriculum offer, in terms of planning, delivery, monitoring and evaluation are vital for ensuring a positive response from, and progress of, all children.
