Managing Cognitive load in Early Years CPD.

A case study based on best practice from the EEFs Putting Evidence to Work, A Schools Guide to Implementation.

We were planning to deliver a series of CPD sessions to local PVIs practitioners as part of the Opportunity Area Early Years Implementation Leads programme. This was to be based on the EEF Preparing for Literacy Guidance report. This scheme funded 1 day per week for the practitioner and provided an opportunity for implementation of an intervention to improve outcomes for children with a focus on the disadvantaged .

When planning careful consideration had to be made for the fact this would be the first time some of these practitioners had engaged in project work and evidence-based research. The challenge was to plan the sessions to ensure the content had intellectual rigour but also an accessibility to the practitioners. The objective was to promote learning behaviours within the cohort so they would further engage in research to improve the practice within setting with confidence. Also, to enhance their skill base to lead colleagues through this process.

To meet this criteria, careful consideration was given to content, timing and delivery of the sessions. Due to COVID all sessions had to be delivered virtually. All sessions were delivered on the same day and at a regular time. We planned the sessions for 45 – 60 minutes with an initial follow up session after delivery. The following session was a networking opportunity and led by the practitioners.

The content was very focused to a specific area rather than a general overview. There was the research aspect but also a practical aspect. The practitioners would often be unsure of certain terminology but when being presented with the practical application would be surprised that this was part of their usual offer.

The sessions planned were as follows:

Early Language Development.
Early Communication
Early Reading
Early Writing
Parental Engagement was an element of all sessions

This project CPD aspect was delivered over 1 term with the practitioners having to produce an Implementation plan (based on the EEF template)

The project was then evaluated. The practitioners reported that this time line and support given ensured they engaged with the evidence base and were pleased with the impact on both improvements on provision and outcomes for learning.

Resources:

https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/implementation

https://educationendowmentfoundation.org.uk/public/files/Publications/Implementation/EEF-Implementation-Plan-Template.pdf

Early Years Toolkit | EEF (educationendowmentfoundation.org.uk)

Guidance reports | EEF (educationendowmentfoundation.org.uk)

Evidence for the early years | EEF (educationendowmentfoundation.org.uk)