The project drew together findings from the analyses of national policies, a transnational survey of teachers and extensive classroom fieldwork to identify the implications for the development of practice and of teacher education. It argued that a number of key areas need to be included in Initial Teacher Education (ITE) and Continuing Professional Development (CPD) programmes to support inquiry learning and creativity in science and mathematics in the early years. Classroom fieldwork from the project identified rich examples that can be developed for use in teacher education programmes to illustrate and discuss the potential for creativity and inquiry within everyday classroom practices.
This resulted in the project developing:
Practical work to develop training materials is being taken forward by the linked project Creativity in Early Years Science (CEYS)