How can early years teachers use retrieval practice in the classroom?
With my growing interest in neuroeducation and lack of specialism in the early years, I’ve realised there’s not much available in cognitive science to help teachers working with our youngest children.
In an earlier post, I explored the science of effective learning with spacing and retrieval practice (Carpenter, Pan and Butler, August 2022) and shared some recommendations on spacing and retrieval practice.
Having took an active interest in both areas for a number of years, the more I dig deeper, the more I assumed there is not much education research available in early years for classroom practitioners.
Now, there may be a good reason for this.
