Pedagogy: Bringing the theory to life in your nursery

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Debbie.theeaarlyyearsspecialist@gmail.com

Pedagogy: Bringing Theory to Life in Your Nursery

Pedagogy : it’s a word that can feel heavy with theory, but in reality, it lives and breathes in your nursery every single day. It’s in the way you set up your rooms, the conversations you have with children, and even in the choices you make about routines and resources.

As a consultant, I often hear practitioners say: “We know pedagogy matters, but how do we make it meaningful in practice?”

This blog is your practical, no-nonsense guide to unpacking pedagogy and embedding it deeply into your setting, with tips you can take straight to your next staff meeting.

What Is Pedagogy in the Early Years and Why Does It Matter?

Pedagogy is how we teach, why we teach, and how children learn.

It’s the foundation that supports every interaction, every invitation to play, and every environment we create.

Your pedagogy shapes:

• The decisions you make about what learning looks like.

• The role of the adult in play.

• How you plan (or don’t plan) activities.

• How your environment invites exploration.

It’s not just what’s written in policies, it’s alive in practice.

Reflection:

What is your personal teaching style? How does it align with your nursery’s vision?

Child-Led or Adult-Guided? Finding the Right Balance

This is a question that comes up all the time in nurseries.

Should we follow children’s interests all day? Should we have planned adult-led sessions? We believe  the answer is: both matter. It’s about balance.

 Child-led learning:

• Follows the child’s interests.

• Builds motivation, curiosity, and ownership.

• Example: A child stacking blocks, the practitioner notices, and will plan to introduce and plan activities that involve more complex building materials and books showing different structures. Printing and laminating landmarks like Stonehenge, Eiffel Tower , Big Ben and putting them in the wooden blocks box to encourage the child to build whilst also introducing knowledge about the world around us.

Adult-guided learning:

• Brings intentional teaching moments.

• Supports specific skills like phonics or early numeracy.

• Example: Small-group time for introducing initial sounds.

Think of it as a seesaw: when balanced well, it provides both freedom and structure. Neither approach is better; together, they’re powerful.

Tip: Use daily team reflections to ask: Did we achieve the right balance today? Where could we adjust tomorrow?

In-the-Moment Planning — Responsive Pedagogy at Work

One of the most effective ways to bring your pedagogy to life is through in-the-moment planning.

This means practitioners observe children carefully, tune in to their play, and extend their learning right then and there.

For example:

• A child pouring water into different containers → spark a conversation about full, empty, and capacity.

• Two children building a ramp for cars → explore speed and height.

Key to success here is confidence.

• Be curious observers.

• Use open-ended questions.

• Know that it’s okay to let plans flex and follow the child.

Quick Win: Create an “in-the-moment prompt sheet” to support staff with quick extension ideas! Please speak to Debbie – the early years specialist if you would like ideas on how to create a prompt sheet.

So, what is the difference between child led and in the moment planning?

Child -led: The child is in charge of the direction of their learning and practitioners follow the child’s interests over time and build experiences around what the child is curious/interested in. This approach is broader and more long-term.

In the moment: This is an immediate spontaneous response based on what the child is doing right now. Rather than wait to plan the practitioner sees an opportunity in the moment and responds immediately. This approach is all about turning unplanned moments into learning experiences right away.

The Environment as the Third Teacher

Your environment is more than just a backdrop, it actively teaches children. Inspired by the Reggio Emilia approach,  see the environment as the “third teacher” (alongside adults and peers). Thoughtfully designed spaces promote independence, exploration, and decision-making.

What does this look like?

• Loose parts play: open-ended materials spark creativity.

• Cosy, accessible spaces: children feel ownership and security.

• Zoned areas: clear invitations to play (construction, mark-making, role play, etc.).

Reflection question:

What messages does your environment send to children? Does it encourage curiosity, independence, and joy?

Reflective Practice, Keeping Your Pedagogy Alive

Here’s the truth: good pedagogy isn’t a one-time achievement.

It evolves, breathes, and grows within your setting.

Encourage ongoing reflective practice by:

• Holding end-of-day chats: What went well? What will we change tomorrow?

• Using peer observations as positive, supportive tools.

• Creating learning walks where staff explore the environment with fresh eyes.

For more ideas on how to implement this contact debbie.theearlyyearsspecialist@gmail.com

Celebrate the journey! Pedagogy is not about perfection; it’s about curiosity and commitment.

Action: Consider embedding a “Pedagogical Lead” role in your setting to champion ongoing reflection and growth.

Pedagogy is the heart of early years practice. When you understand it, own it, and share it across your setting, it transforms from a complicated theory into daily magic.

Whether it’s tuning into children’s interests, adjusting the environment, or reflecting as a team, every small step strengthens the quality of learning in your nursery.

If you’d like support embedding strong pedagogical practice in your setting, get in touch.

Debbie.theearlyyearsspecialist@gmail.com to arrange a consultation

©Debbie- The Early Years Specialist

Disclaimer: The information provided in this blog is for informational and educational purposes only. While every effort has been made to ensure the accuracy and usefulness of the content. Debbie-The Early Years Specialist makes no representations or warranties regarding the completeness, reliability, or suitability of the information for any particular purpose. The blog is provided “as is” and may not be distributed, sold or altered without prior permission from Debbie-The Early Years Specialist.