Development Matters
81 topics in this forum
-
- 15 replies
- 4.5k views
What does one do when completing a simple program? Not sure I could do that, but then I'm of a different generation from people aged 30-50 months...
-
- 2 replies
- 3.1k views
The planned effect, can it be an adult's idea? It's about the manipulation to achieve the effect that matters, not the creativity, isn't it so? For example, can I ask a child to figure out how to make something smooth or tall and then observe how the child goes about it, and determine if a child 'manipulates materials to achieve a planned effect' based on their involvement in the experimentation?
Last reply by AnonyMouse_33773, -
- 3 replies
- 2.1k views
What do you look for to decided that children have moved on from using construction materials and being interested in textures and describing them to experimenting to create different textures and understanding that different materials can be combined to create different effects? Thanks Green Hippo x
-
- 1 follower
- 25 replies
- 3.6k views
Reading 40-60: Can segment the sounds in simple words and blend them together and knows which letters represent some of them. I really need some good ideas of how best to achieve this. I have got the metal mike robot and cards, but this I feel is quite boring. I need some ideas for some active four year old boys. Please help. :1b
Last reply by AnonyMouse_8282, -
- 1 reply
- 1.4k views
Hello I have been asked by the head of room in my baby room to receive some ideas from the following statements and learning outcomes: 1. "Notices changes in groups of up to 3" (birth-11 months) 2. "Develops an awareness of number names through enjoyment of action rhymes and songs that relate to their experience of number" (8-20 months) Thank you Sally
Last reply by AnonyMouse_44476, -
Builds stories around toys...
by Guest- 3 replies
- 1.9k views
The staff in our unit disagree on this statement. E.g one member feels that if a child is pretending to be a vet and making the animals better this counts as evidence, but another member feels it is more about making up a story e.g. with small worls animals -'Oh no the dog is running after the rabbit, quick rabbit down the hole ....etc. What are your thoughts on this statement. Has anyone got any evidence of the DM that they would be willing to share. Thanks for any advice in advance.
-
moderating 40-60+ PSE and C+L help
by Guest- 4 replies
- 1.3k views
nursery and reception staff are meeting to discuss the overlap wooly statements,as reception concerned that the skills are not demonstrated when they move up, so any advice gratefully received!! these are the ones we disagree on Aware of the boundaries set, and of behavioural expectations in the setting Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy Maintains attention, concentrates and sits quietly during appropriate activity they say there is lots more going on in reception - assemblies every day (we just go to one or two a term), play time in the playground, lunchtime, ICT suite etc etc. but i do not…
-
Development Matters - 40 pc puzzle
by Guest- 4 replies
- 2.2k views
I have a child (40m) who loves doing puzzles - she will persevere and complete a 40+pc puzzle; I am interested to see where others would put this in terms of phases of learning - 40-60+m?
Last reply by AnonyMouse_30128, -
Being Imaginative
by Guest- 6 replies
- 2k views
Can someone explain to me what things I need to look out for when looking at this statement - Thank you
Last reply by AnonyMouse_44055, -
- 7 replies
- 1.2k views
'Represents their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.' I assume that representing one's feelings through art is more than making a picture of oneself with a happy mouth. Any ideas what to provide and look for?
Last reply by AnonyMouse_30128,
