Transcript The journey of children’s interest and how we support them.

Facilitating children’s learning.
Confident Individuals
Responsible citizens
Effective contributors
Successful learners
All children have the right to relax, play and join in with a wide variety
of activities. Article 31
The history.
Why change?
During my last module I had to examine the
planning process and reflect on my role as
an educator.
We as professionals reflect in two ways, for
reflection in action: we respond to children’s
needs and interest as they occur and
reflection on action: we reflect, analyse and
consider past events.
The previous format predicted what the learning
outcomes would be before the learning had
taken place. There was also limited room for
additions, progressions, the child and the
families' voice as the month progressed.
Considering all this, the new format provides a
more seamless record of children’s learning
and how we provide for this.
We respond to children’s interest’s and learning
daily , lets celebrate children’s learning and
the work we do.
Proposed opportunities and learning possibilities are informed by previous reflections,
observations and the educator's knowledge of the child. A true record of children’s
interests and learning opportunities develops over time, space on the format provides the
educator the opportunity to record their observations, how they have scaffold and support
this further and progressions throughout the month.
Skills
Learning
progress
Proposed opportunities
and
Learning possibilities
Learning
outcomes
The child
Families
voice
Reflections
and
Progressions
In learning
Core learning
and
Emerging inquiry
Vocabulary
Why?
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To ensure the record is a true reflection of
children’s experiences and learning.
To make children’s learning visible to all
stakeholders.
To be ‘a shared’ working/live document.
To ensure children’s voices are heard and
acted upon.
To further enhance, value and recognise us
as professionals.
To evidence how we scaffold and support
children’s interests and learning.
To identify how the experiences, reflections
and core learning link to the Curriculum for
Excellence learning outcomes.
To provide a clearer view of how each
aspect informs the next.
To further inform our understanding of the
children we work with.
To recognise and value the learning from
home.
Proposed Opportunities/Learning Possibilities:
are informed by observations, reflections and our knowledge and
understanding of the child.
Doune Nursery
Short Term Plan B
START DATE: 1st September 2011
Proposed Opportunities/Learning Possibilities
Partnership working with Wellgreen Nursery – Continue to provide opportunities for the children to create links with our sister nursery
Wellgreen, swapping garden produce, writing letters and sending photographs.
 Introduce/
reintroduce
children toplanning
planning in
their journals,
which will support them in accessing their environment fully.
Working
with others
Collaborative
Sharing
own opinions
 Invite the children to bring in their favourite books from home and share them with their friends at story time.
 Suggest to the children they may like to create images of themselves to display in the foyer, encouraging a sense of community and
ownership.
 Active schools – continue to support the children in participating in the active schools classes.
 Transitions – continue to support the children in developing new friendships and familiarising themselves with nursery routines. Encourage
the returning children to be big buddies to the new children starting the nursery.
 Promote children’s understanding of caring for the environment and safe play through children’s meetings and rule making.
 Consult and support children to create a mind map of the favourite foods they would like for snack, supporting conversations about healthy
eating.
 Continue to support the interest in construction by encouraging children to plan what they are going to build with the large bricks, introduce
other materials for construction e.g. small blocks, plastic blocks, material, machinery.
 Introduce the dolls, baby clothes, nappies etc to the playroom to support the interest of the children who are having new brothers and
sisters.
 Encourage children to participate in pruning the garden bushes and willow in preparation for Autumn.
 Garden: families will be invited to participate in a Family Garden day to help prepare the garden for Winter and to plant the seeds donated
by Ewan’s family.
 Community Outing: visits to the Miller Homes construction site in Doune will be arranged by PJ’s family.
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Terms which can be used to denote differentiation: “some children”, “a few children”, “most children”, “one child”.
Core Learning/Emerging Inquiry:
is informed by our knowledge of the child and what we identify as their
progressions in learning.
Core Learning/Emerging inquiry
I know and understand how to:
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Use technology to make contact with other settings and develop friendships through this.
Make decisions about what I want to learn, how I want to learn and with whom I want to learn.
Recall my favourite stories (some children)
Explore and chose stories and can share my likes and dislikes.
Explore different materials for writing and mark making. I am developing recognition of my name and simple words
in print (some children)
Create a representation of myself using different media.
Manage and control my body movements in different ways (most children)
Respect and care for my environment and friends through contributing my opinions in meetings
Represent my ideas and thoughts through mind mapping
Share my thoughts with others to help further develop my ideas and solve problems
Look after and care for babies
Play a part in caring for the environment
Explore my local environment
Develop an understanding of skills and occupations (builders)
Key Vocabulary
Planning
Respect
Responsibility
Care
Mindmap
Building site
Skills
Working with
others
Sharing opinions
Collaborative
learning
Taking
responsibility
Reviewing and
evaluating learning
Learning processes
Listening talking
planning expressing
investigating
questioning
predicting
Reflections:
are informed by what we observe
Reflection:
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Some of the children are supporting their peers in following the rules e.g Blair reminding one of his friends not to run
The children have enjoyed hearing about their sister nursery Wellgreen and have been swapping garden produce and sending letters via e-mail, some of the
children have had the opportunity to speak to Wellgreen using the web cam. A few of the Wellgreen children came to visit the nursery to deliver some of the
jam made with the shared nursery produce
The children have been consulted in making rules to help care for the nursery environment, discussing how to look after the art area and the children’s
toilets.
A few of the children asked for more help to learn their friends names. New circle games and songs were introduced as well as the ‘emotional check in’ game
which gave the children the opportunity to express how they are feeling by using a simple thumbs up/down/middle signal.
Staff are continuing to monitor the areas in the nursery to ascertain if interests are going to be sustained in the areas as they are set out currently. The
interest in the large wooden blocks appears to be slowing while an interest in transport and site machinery is emerging. This has been supported with PJ
bringing in photographs from home of one of his dad’s building sites and of the machinery used. From this came discussion from other children around where
their parents work and what their parents like to do.
A number of children are expressing an interest in using the digital camera and have shown interest in the new webcam which will allow us to communicate
with the children from Wellgreen Nursery. Staff will continue to observe this interest to see if a possible learning group may emerge.
A working party has been formed between Wellgreen and Doune to create a new set of values and aims. Parents’ feedback will be sought through a
questionnaire and the children’s views will be recorded on a mindmap,
Active Schools- The children are continuing to develop their ball skills, co-ordination and balance through active schools mini kicks sessions.
The family garden day was a great success, the children and family had lots of fun even though it was wet! The children helped plant bulbs, prune bushes,
tidy up leaves and weed the flower beds .they were learning how to care for their environment.
The children are learning to plan their activities and make choices through planning in their journals.
We have had lots of positive feed back about the television displaying the children’s images, the children are using this resource to recall their nursery
experiences with their families.
The children recorded their thoughts and ideas about what they would like for snack at the nursery on a mindmap helping the children to understand their
choices are being recognised and recorded.
PJ has brought in his favourite book on worms to support an interest which emerged with a group of children on the garden day.
A number of children have been enjoying the new numeracy puzzle at the jigsaw table, matching quantities with the corresponding numbers
Learning Outcomes:
Progressions in Learning:
are identified from previous reflections.
can be identified from reflections.
These both inform the next months proposed learning opportunities and experiences.
CURRICULUM FOR EXCELLENCE
Health and Wellbeing
Numeracy and Maths
Science
Literacy and English
Expressive Arts
Religious and moral education
Learning outcomes
I am aware of and able to express my feelings and am
developing the ability to talk about them
Within real and imaginary situations, I share experiences
and feelings, ideas and information in a way that
communicates my message
I have explored numbers, understanding that they
represent quantities and I can use them to count, create
sequences and describe order
I have helped to grow plants and can name their basic
parts. I can talk about how they grow and what I need
to do to look after them.
Social Studies
Technologies
Progressions in learning
Reciprocal visits for the Doune children to visit Wellgreen
Nursery.
Bread making for the children to enjoy with their jam and to
give to the Wellgreen children
Continued gathering and collation of feedback from values and
aims questionnaire
Some children to visit Doune primary to plant bulbs with the P7
children
Journals to go home with the children over the October break
for family contributions
Consult with children to ascertain interest in forming a
Photography Learning Group
Families Voice:
Donation of plant, flower and vegetable seeds from Angus
Setterington’s family
Rights of the Child
Article 31,
And finally ……………..or is it the beginning!!!!!
This is by no means the finished product.
Doune Nursery
Short Term Plan C
START DATE: 3rd October 2011
Proposed Opportunities/Learning Possibilities
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Welcome new children and families to the nursery. Encourage the children to be buddies and to extend peer support to the new children introducing and
supporting them in their new nursery environment (all)
Celebrate PJ, Hannah, Ben, Fraser and Ellie’s 4th birthdays
Plan reciprocal visits for the Doune children to visit Wellgreen Nursery. Encourage the children to share their thoughts and feelings about visiting another
nursery.
Possible bread making session with the children to enjoy eating with the nursery jam and to support understanding about how bread is made. Link with
harvest time.
Continue to gather and collate feedback from values and aims questionnaire and children’s mindmap
Community Links: Some children to visit Doune primary to plant bulbs with P7 children.
Home Link: Encourage the children to take their journals home to share their experiences with their families and friends during the October break
Photography: Tempest photography coming to take photographs of children and families. Consult with children who have demonstrated an interest in the
digital camera if they wish to further explore this interest through forming a Photography Learning Group
Confirm date for visit to Miller Himes building site
Invite the children to a fun party to celebrate Halloween giving the children opportunity to dress in fancy dress if they wish and participate in traditional
games e.g dookin’ for apples, Halloween Corners, 5 orange pumpkins etc (most)
Invite children to graphically represent pumpkin faces to be carved onto the pumpkin (most)
Support and encourage children to vote for their favourite pumpkin face (most)
Introduce weighing scales and compare and contrast the weight of the pumpkin with the weight of the children (all)
Number line to be added to support developing numeracy awareness and interest
Terms which can be used to denote differentiation: “some children”, “a few children”, “most children”, “one child”.
Reflection is key to change.
• Schön (1987)
differentiates between
reflection-in-action thinking on one's feet and
responding immediately
to the demands of the
situation – or reflectingon-action - reviewing of
what has happened in
verbalised or written
accounts after the event.