Development Matters
81 topics in this forum
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Writing at 40-60+m
by Guest- 14 replies
- 3.4k views
What evidence would you use to support continues a rhyming string, and can segment the sound in simple words and blend them together and knows which letters represent some of them? Thank you!
Last reply by AnonyMouse_51737, -
- 1 reply
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Hi we have some tablets for the children to use and wondered if you have any recommendations. It's an android tablet. Thanks in advance.
Last reply by AnonyMouse_7227, -
- 1 reply
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I just read a tread where some settings are using Education City for ICT. I have had a quick look at their website and they are offering a free trial. I can't find the EYFS section as someone mentioned. There are only two choices, Primary and Families. Also, can you tell me what the cost is after the trial for a pre-school please? I probably had too quick of a look and it is staring me in the face!
Last reply by AnonyMouse_8885, -
CL: Understanding - expectations
by Guest- 6 replies
- 2.9k views
'Able to follow a story without pictures or props' What would you expect to see when assessing this statement? Would you want the child to re-tell the story or would you expect the child to answer questions?
Last reply by AnonyMouse_47736, -
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Can anyone tell me should I be looking for anything different between the statement .. Listens to stories with increasing attention and recall Which is in both C&L 30-50m and Lit 30-50m Many thanks
Last reply by AnonyMouse_22106, -
- 12 replies
- 3.7k views
Those of you who subscribe to the foundations 4 children site will have been posted a link to a new resource for parents about learning and development in the EYFS. I think at first glance it looks rather good. If you haven't yet seen it, you can click on the link below: http://www.foundationyears.org.uk/2015/03/what-to-expect-when-a-parents-guide/
Last reply by AnonyMouse_47736, -
- 9 replies
- 5.1k views
Wouldn't it be good to compile a list of examples/observed characteristics on fsf for C&TC that we could use as a reference? ... ... 1. M is able to group things - when counting the cars she noticed that some had numerals on them and sorted them, saying "one, two, three with numbers ... one, two, three, four, five ... they got no numbers". 2. "This doesn't fit ... it's too small!" 3. "When I go to big school Mummy will be bored at home." 4. G is confident to take risks. He will put up his hand to answer questions during whole class discussions and offer new suggestions and his own ideas. 5. G will put himself forward and took on an acting role during dr…
Last reply by AnonyMouse_22106, -
- 4 replies
- 1.5k views
I think we have discussed this before but i just wanted some opinions. When you are assessing children in relation to learning outcomes do you only assess what they can do in English? If assessing in home language how do you do this if you do not speak their language?...or is there a point in their learning where you would expect them to do this in English? There are only 3 ELG's that could possibly be achieved without speaking ....what do you do in this situation?
Last reply by AnonyMouse_3307, -
C of E L help
by Guest- 8 replies
- 1.6k views
Just can't get my brain into gear - can anyone suggest a 'characteristic' for the following? A little girl (50m) notices that another child (39m) is not wearing an apron at the water trough and says "Does he need his sleeves pulled up?" She takes him by the hand and leads him to the aprons where she helps him into an apron. Any thoughts?
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- 3 replies
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Hi, I know this is a statement which has come up before on here! With the part 'explaining what is happening and what might happen next' - I look at this both when they are looking at something happening e.g. ice melting, plants growing, but also within their imaginative play e.g. what's happening to the people? What might happen to them next? Just been thinking whether this is right or whether it's more to do with things that are happen and not imaginative play? Thanks Green Hippo x
