Ms. Sarah Nelson

A Short Bio / زانیاری کەسیی / سيرة ذاتية قصيرة :

Sarah Nelson is a Curriculum Programmes Manager at Cambridge International. She is a curriculum expert with over 15 years’ experience of working in education, initially in teaching and management within schools and latterly in providing technical support and capacity development programmes (including system level monitoring and evaluation) to schools and governments in Central Asia, South Asia, the Middle East, North Africa, West Africa, East Africa, Southern Africa and Southern Europe. She has postgraduate degrees in ‘Educational Leadership’ and ‘Education and International Development’, with a particular interest in gender in education.

Category / پۆلێن / الفئة :

Early Years Education

Seminar Title / ناونیشانی بابەت / عنوان الندوة :

From intention to implementation of play-based learning in Cambridge Early Years settings: early lessons from monitoring and evaluation

Abstract / پوختە / الملخص :

The Cambridge Early Years programme is underpinned by synthesised research and evidence on high quality Early Years education. This synthesis is articulated at a high level as the Cambridge Early Years Key Principles, covering position statements on areas including curriculum, pedagogy, assessment. In terms of pedagogy, the programme promotes learners being actively engaged and involved, experiencing balanced provision according to developmental areas, experiencing child-initiated and adult-guided play and developing awareness and control of their own thinking and emotions. During the first full year of global implementation of Cambridge Early Years, we carried out a detailed monitoring and evaluation process to assess how successfully we were supporting newly-registered centres to implement the programme. This workshop will explore some of the challenges of operationalising an intended curriculum, methods of investigating this, findings in relation to play-based teaching and learning and next steps.

Keywords / وشە سەرەکیەکان / الكلمات المفتاحية :

monitoring, evaluation, early years, implementation, evidence-based