Does cognitive load theory apply to reception year?

The Quirky Teacher

Much of my writing about EYFS is a simple extrapolation of how I would apply what we know about the benefits of, for example, explicit instruction, and how lots of practice enables those positive changes to long term memory – my theory is that whatever applies to all the other year groups above reception year must also apply to reception year (and nursery) itself because the structure and function of the human brain is the same. Of course, EYFS experts would jump on this and parody my argument with their visions of innocent little children slaving away at desks all day long when nothing could be further from the truth – whole class instruction can also involve lots of singing, hearing great stories, for example (still leaving plenty of time for all important free play). I’ve written a lot about how the ‘best practice’ set up of your typical reception…

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