3. Learning strategies

What is CoETL?

The three EYFS characteristics of effective learning examples identified are:

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  Playing and exploring - children investigate and experience things, and ‘have a go’.
  
• 
  Active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements.
  
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  Creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.
  

It covers the ways in which children should learn from their environment, their experiences, and their activities and how this is to be reflected in teaching lessons.
The EYFS characteristics of effective learning examples describe the different ways in which young children learn.
PLAYING & EXPLORING
Conclusion
Children will realise that they’re capable of things they never thought they could achieve, and be proud of themselves when they accomplish difficult tasks. 
By allowing children the freedom to explore, it’ll see that little ones are getting plenty of necessary physical activity.
Play helps to give children a sense of adventure. Through this, they can learn essential skills like working with others, sharing, problem-solving, and much more.
When young children are left to their own devices, they’ll likely learn best through their own discoveries and inquisitive minds.
By interacting with their surroundings, observing their environment and peers, and obeying their instincts and impulses in a safe, educational space, children can craft their own education.
ACTIVE LEARNING
Active learning, as a part of these EYFS characteristics of effective learning examples, young children can become engaged through hands-on experiences and discussions.
By being active learners, and through sensory motor experiences, children can become engaged and get a lot more out of their learning environments.

References:

Biber, et al. (1999). Longman Grammar of Spoken and Written English. Harlow: Longman, 41.
Conklin, K., & Schmitt, N. (2008). Formulaic sequences: Are they processed more quickly than no formulaic language by native and nonnative speakers? Applied Linguistics, 29, 1-18.
Cortes, V. (2004). Lexical bundles in published and student disciplinary writing: Examples from history and biology. English for Specific Purposes, 23, 397–423.
Coxhead, A., & Byrd, P. (2007). Preparing writing teachers to teach the vocabulary and grammar of academic prose. Journal of Second Language Writing, 16, 129–147.
Erman, B., & Warren, B. (2000). The idiom principle and the openchoice principle. Text, 20, 29–62.
Flowerdew, L. (1998). Integrating ‘expert’ and ‘interlanguage’ computer corpora findings on causality: Discoveries for teachers and students.English for Specific Purposes, 17, 329–345.

Use of Web-sites:

www.academia.edu
https://core.ac.uk
www.researchgate.net