Chapter 14 explores the planning required for effective science teaching and learning. Whole-school or whole-centre planning and term planning are presented. The 5Es model (Engage, Explore, Explain, Elaborate and Evaluate) is introduced and demonstrated to illustrate the constructivist approach to developing science programs. Early learning centre planning is described, emphasising the importance of an emergent curriculum. The importance of planning a science-rich learning environment to support young children’s scientific learning is also noted.

This chapter distinguishes studies on the mind from studies investigating the brain. By describing linguistic, psychological, and cognitive neuroscience approaches, some aspects which have been found to be relevant for bilingualism have only been studied in linguistic terms, leaving open whether certain findings are limited to the mind level only or whether there is any correspondence on the brain level. Other aspects, well researched in linguistic or psychological studies, have not yet been taken up in neuroscientific studies, leaving the question of whether certain variables would change the results or explain variance unanswered. We then look at details of learning in the brain and in particular at brain plasticity, a lifelong available characteristic of the brain. The chapter also addresses the notion that for linguists, acquisition and learning are not the same, since context in general and factors such as input quality and quantity must be taken into account. In brain terms, there is only learning. We then discuss different factors influencing language acquisition and learning and reveal that individual differences can be found among these factors to a great extent.

Teachers work across a diverse range of learning environments in an array of different contexts, sectors and settings. The first section of this chapter explores this theme, and provides insight into how classroom management practices are historically, socially and culturally contextualised.

In the second section of the chapter, we introduce some of the theoretical principles and practical issues associated with establishing and maintaining positive, supportive, safe and inclusive learning environments that encourage all students to participate fully in educational opportunities.

Managing the classroom environment, particularly in relation to addressing diverse student behaviours, has been shown to be an area of major concern – often the greatest concern – for many preservice and beginning teachers (Mayer et al., 2015), and this has been the case for many years (see, for example, Veenman, 1984). Managing the classroom for diverse learners is the focus of the third section of this chapter.

In the fourth section, you will gain insight into classroom management frameworks and plans.

This chapter introduces the reader to learning environments in early childhood settings. It explores different aspects of learning environments, including the physical environment, design considerations, risky play, resources and materials, and fostering responsibility for the environment. In doing so, it explores the notion that what an early childhood teacher does in the environment is a mode of scholarship. The scholarship of teaching in early childhood education and care involves systematic inquiry into children’s learning to inform educational practice. The teacher makes decisions about the construction of the learning environment – that is, the enactment of curriculum grounded in children’s learning interests – within the context of a socially just early learning environment. Reflective practice encourages us to inquire why the learning environment is constructed in the way it is, and what the environment’s construction says about what is expected to happen in that space and place. Your own identity – your values, motivations, roles and definitions – will influence your actions or the ways in which you inhabit places, and is an important starting point for inquiring about the early learning environment you intend to co-create with young children.

This chapter focuses on implementing transformative pedagogy as a solution to support students in their learning rather than feeding into their learning anxiety. The officers who join the Ecole de guerre (French War College) have been taught English through communicative and transactional methods, acquiring grammar and linguistics rather than the ability to communicate in the language. Provided in this chapter is a description of the implementation of a new approach, TLLT, based on learner autonomy and the lessons learned in the process: (1) the need for caution in analyzing the learning environment to avoid introducing a method without properly adapting it, (2) the transition from one method to another that allows the metanoic process and transformation to happen, and (3) all all the key players - the head of department/course designer, the faculty, the leadership of the college and, last but not least, the students experienced the metanoia. The most important lesson? When students realize that TLLT is about transforming their frame of reference and not re-setting who they are, their motivation rockets through the roof.

Planning is fundamental to all science teaching and learning. This chapter describes the importance of planning for effective science teaching and learning. It outlines the difference between whole-school or centre, and term planning, while describing the planning process and the constructivist approach to science planning. The 5Es teaching and learning model (known as the ‘5Es model’) is introduced and demonstrated in relation to science planning. Early learning centre planning is described, with an emphasis on an emergent curriculum. The importance of planning a science-rich learning environment to support young children’s scientific learning is also highlighted.