ABSTRACT
This chapter discusses how children's well-being and resilience can be supported and developed through the early year's foundation stage framework and the Key Stage 1 curriculum. It challenges the reader to consider the centrality of having high expectations for children's learning and development, enabling them to develop as confident learners. The chapter presents how the social dimensions of the setting practitioner knowledge, understanding and skills and other related factors, particularly the manner in which learning goals are communicated, all impact on children's learning and achievement. It also addresses the role of practitioners in helping children to develop their reasoning skills and ability to solve problems. Hypothesisinga theory/provisional explanation of something which can be proved/disproved by fact Mastery oriented children both believe in their own ability as learners and want to achieve success in learning. Multi-sensory teaching means using separately or at the same time a visual, auditory or kinesthetic-tactile approach to help children's learning.
