Modern early years practice has it’s root in sound research into how children learn and develop in their formative years of life.

High quality Early Childhood Education draws on research into:

  • how children think and perceive the world
  • the role of developing language in the children’s thinking
  • the role of play in children’s development and learning
  • the link between physical actions and learning

In recent years traditional Early Years practice has been further informed by development in neuroscience helping us to understand more fully the impact of physical, gross motor experience on brain development.

Reflective practice, based on observation of children engaged in free flow play, is at the heart of the work in the STEEP nursery schools.

We are working to further develop our informal action research approach to teaching and learning, through the work of our teaching school.

Current areas of research interest for STEEP include:

  • schematic patterns in children’s learning and development
  • learning styles and access to the curriculum
  • neuroscience and the impact of parenting in a modern technological age
  • the impact of Developmental Dance Programmes on readiness for learning
  • understanding the role of risk challenge in children’s thinking and learning
  • independent learning in the natural environment and attainment