Under the Sea Introducing story sacks to your school or setting is an excellent way in which to stimulate children and bring stories to life.
You would see adults moving to where the children are engaged and interacting with them as they play. You would see a superb environment that is equipped to meet the needs, interests and stages of development of each child. You would see children who are making outstanding progress.
You would not see any forward planning, nor would you see any focus activities and you would not see adults telling children which activity to do. To work in this way involves complex arrangements and yet the reasoning is simple.
After more than 25 years teaching I am confident that this child-led approach to teaching in the early years including Reception is best for the children. In summary this is my pedagogy: We do this by creating an enabling environment both physical and emotional and through the relationships and interactions that the children experience.
Our observations, interactions and the outcomes are recorded afterwards. This is a simple message — Let the children choose what to do, join them and support them in their pursuits and then write up what has happened.
The rest of this book will explain in detail how this looks in practice and what outcomes are achieved.
That is without any forward planning and without any focus activities. What is more important is that, since adopting this approach, I have seen happy, relaxed children making accelerated progress as well as staff who are relaxed, inspired and enthusiastic, having regained a love of their job.
Brain Development Babies are born with billions of brain cells and with stimulation these cells connect and form synapses. Without stimulation the brain will not develop fully. This has been illustrated all too starkly in the case of the children from the Romanian orphanages.
These children were fed and clean but they were left in cots without interaction or stimulation, for up to three years of their lives. Their brain scans show huge gaps in their brains, particularly in the temporal lobes — areas which regulate emotions and receive input from the senses.
These children struggle to develop empathy and have cognitive delays. It is vital, therefore, that young children are stimulated and that the opportunities for synapse development are maximised. Brain activity and synapse formation are at their highest when a child is deeply engrossed in something which fascinates, challenges and makes them happy.
Every child is unique and we cannot predict or impose what will spark that deep fascination. Each child is at a different level of development and therefore something that will challenge one child will be mundane for the next.
Equally one child will be at their happiest digging in the mud while another will enjoy sitting and drawing a wonderful picture. We need to organise the setting so that each child can excel in their own unique way. We can use a very simple measure: The scale has five levels see appendix A.
Level 5 is high level involvement and is characterised by the child showing continuous and intense activity with concentration, creativity, energy and persistence. In contrast, low level involvement Level 1 is characterised by activity that is simple, stereotypic, repetitive and passive, with little or no challenge and with the child appearing absent and displaying no energy.
When children are operating at this level, there is very little brain activity and minimal learning. For example, a child who is consistently displaying low level involvement, in spite of an outstanding environment and excellent practitioners, is very likely to have some emotional problem — perhaps related to an issue at home.
However, the assessment of the level of involvement is the first step in assessing an individual or a setting. Anyone who visits our nursery or Reception classes comments on how calm and purposeful the children are.
They are actually assessing the levels of involvement, the amount of brain activity and the amount of progress that is happening.20 Autumn and Fall Science Activities Over the many years I've been writing Science Sparks, autumn is always my favourite season to design themed activities for.
I love the colourful leaves, dark nights and cooler weather and of course. The EYFS spells out the need for a policy under the heading Child Protection.
It states, ‘The safeguarding policy and procedures must include an explanation of the action to be taken in the event of an allegation being made against a member of staff, and cover the use of mobile phones and cameras in the setting.’.
Welcome to our Early Years Foundation Stage (EYFS) Communication and Language activity! This is one of the seven learning goals in the EYFS framework. Early years foundation stage statutory framework (EYFS) The standards that school and childcare providers must meet for the learning, development and care of children from birth to 5.
The EYFS supports children's learning and development from birth until 60 months, which is usually when they move up to school. Most children will still be on the EYFS framework in reception.
Children who go to any type of childcare facility will be working on this framework. This Pin was discovered by Clare Askmo. Discover (and save!) your own Pins on Pinterest.