Observation, Assessment and Planning
2,787 topics in this forum
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Forest Schools
by Guest- 6 replies
- 3k views
I've been reading up on forest schools, much of the courses are really expensive. I've managed to put one of our assistants on a course which isn't accredited. I would like to make a forest school resource box does any one have any good ideas of what to put in it? I only have a den making kit so far...
Last reply by AnonyMouse_22993, -
I am going around in circles 1 2
by Guest- 38 replies
- 3.4k views
Dear all, I have just had an advisor in -after revising our plans and children's profiles I showed her my planning, the children's files and how we observe - "mm she said and mulled it over again - too much information" "Can not see where the children fit into the plan" where are the evaluations? I know we have to have a child's interest at heart of our planning I see this however we have 36 children on a daily basis with 36ish different ideas how are we going to cope. hairdressing diggers and trucks police and firepeople superheros bubbles and water planting. Do we add it to the continious planning? do we do a medium topic plan for each senaro? do we …
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Vacuum cleaner interest
by Guest- 1 follower
- 10 replies
- 1.8k views
We have a 4 year old who is seriously into hoovers, so far we have supported this interest with having an old hoover to take apart, providing buckets of cleaning products in the home corner, having an electrical repair shop, using well known brand names as a provocation for mark making, made model hoovers from recyclable materials and bought him a handheld rechargeable real hoover to use. Now, other than inviting James Dyson to visit, we have run out of ideas. Anyone out there have any thoughts on where to go next?
Last reply by AnonyMouse_19920, -
- 9 replies
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Hi All thought i would share with you something i learnt when i was a very small girl and stayed with me , have been using with playdough but helps with language, listening , rhyming ,and road safety etc make a worm with playdough - all children can join in with rolling , creating their own worm ' Ooey Gooey was a worm ' Ooey Gooey learnt to squirm Ooey gooey crossed the road - at this line squash the worm with hand or bang it flat on table OOEY GOOEY !!!! - very expressive - with digust and face to match 'Why do you think that happened?, what did ooey gooey forget to do ? etc reiterate stop, look , listen The children have loved this and the little ones …
Last reply by AnonyMouse_39602, -
observations
by Guest- 1 follower
- 1 reply
- 968 views
Does any one have any sample child observations in different areas. I wanted to compare my observations just to check if i am doing them right, thanks
Last reply by SueFinanceManager, -
- 1 follower
- 17 replies
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Hi All, Our setting is settling into the the new EYFS after a few weeks now. However, I have noticed that the practitioners are writing down every little thing each child does and taking hundreds of photos each week. I have tried to explain that they are creating too much work for themselves and they will end up having several learning journies per child if they continue to document in this way! I am trying not to be too harsh as I don't want to knock their confidence by getting snowed under with so much evidence. So I thought I would ask you all for your opinions and thoughts. How many observations would you expect to see being carried out? I am still battling wi…
Last reply by AnonyMouse_42829, -
Child Initiated Learning?
by Guest- 1 reply
- 1.4k views
Hi Could someone please tell me what is the difference between child initiated play and child initiated learning? Would I be right in saying that child Initiated play is when a child uses the resources initiating their own play without direction and child initiated learning is when a child says or does something that opens windows for extra learning? eg. a child on the carpet when discussing todays weather said 'the clouds were parting it will rain'. I would then build on this. Checking understanding about weather, wind etc Set up an activity eg making a kite thank you :1b
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- 9 replies
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Hi, For my past four years in Nursery I have done a short daily phonics session - either whole class or more preferably in 3 groups using a mixture of phase 1 letters and sounds activities, Singing phonics (which has proved very successful) and ideas from 'Foundations for literacy'. Of course, in addition to this we have also provided 'spontaneous' phonics - listening to sounds in the environment, making sounds to go along with stories, singing rhymes at appropriate moments, make sounds using different objects etc. I have found that although the group activities are fun and children have made progress, I always seem to be 'squeezing in' a phonics sessions - usually at th…
Last reply by AnonyMouse_14268, -
- 8 replies
- 7k views
Hello, I'm wondering if anyone can give me a little guidance, i've got an interview next week where i need to plan and deliver a 10minute lesson to 6 nursery boys around writing and i have no idea where to start or what their ability level is going to be. I'm thinking either dinosaurs or superheros but i'm unsure maybe a floor book would that work? any help would be much appreciated. Thanks in advance Jen
Last reply by AnonyMouse_79, -
- 7 replies
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Hi everyone I work in several settings (one of which I manage). In the one I run we have complete freeflow. If we run an activity which is very popular and a hug number of children want to do it we simply rearrange the space/furniture/activities so that as many as want to can join in. In one of the other settings they use a "choices board" which limits the number of children at any activity to a maximum of 4. Sometimes children forget to "choose" the activity before they start it and are then made to leave it and go and "choose"it before they can return to it. My personal opinion is that for very small children (some not quite three yet) this is not best pr…
Last reply by AnonyMouse_12805,
