Practice and Provision: General issues
A general area for discussion, queries or suggestions
1,013 topics in this forum
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Hi! Question number 2 of the evening! Just wondering how often others provide messy play activities and other messy activities e.g. creative activities that require a level of adult supervision? E.g. once a week/everyday/as and when as informed by interests and needs? Do you have a long-term CP plan that covers messy play where the possible learning is identified? I try to offer different messy play/sensory experiences regularly - usually to support a particular need or interest, but it doesn't happen every week. But I also know how much learning children can get out of it, so was wondering if I should do a long-term CP plan for it and ensure that it is offered at some…
Last reply by SueFinanceManager, -
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(New to the forum, so not sure if I have posted in the right place) I am looking for some ideas for outdoor practical phonics activities for Reception children. Wondering if anyone has any fun and engaging practical blending and segmenting activity ideas that we could use in our outdoor classroom? Any ideas would be really helpful. Thank you. :1b
Last reply by AnonyMouse_43825, -
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Hi, I know that setting up 'cut and stick' activities is not a great learning experiences and tend to avoid them e.g. have pre-cut pieces that the children just have to stick together. However, I'm always a bit confused about how much to provide and demonstrate to children when they have asked to make something. E.g. next week the children have asked to make spiders, so I've planned to provide black paper, googly eyes, black pipe cleaners, pictures of spiders, sparkly paint to spiders webs etc. Would you demonstrate how they might make a spider or just let them know that the resources are available? I don't want to stiffle their creativity but want to give them enough …
Last reply by AnonyMouse_3307, -
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Hi, I am getting myself a little bit in a muddle about offering fine-motor development resources and activities and was wondering what others do? Of course there are many areas in the classroom that already offer resources and activities that support children's fine (and gross motor, of course!) development both indoors and outdoors. And I often put out other additional resources to support this - usually to support the needs of a particular child or group of children. However, I have seen and read about a number of different examples where there appears to be a designated area for fine-motor with differentiated activities to support the different levels of ability. I …
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Hi Feeling a bit :huh: and wondered if anyone can advise me where i would find in the use of mathematical language such as big/small, wide/narrow, tall/tiny, long/short ect in the new EYFS? Thank you in advance
Last reply by AnonyMouse_19802, -
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Hi, The children's favourite music cassette tape (!!) has finally broken. We have found most of the songs on CD's but cannot find...... I'm a brave , brave mouse I go marching round the house And I'm not afraid of anything. For danger I'm prepared, And I'm never scared, Never sacred? No! I'm not afraid of anything. Does anyone know of a CD which has this on? Thanks Joanne
Last reply by AnonyMouse_30128, -
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I'm planning to do some work on addition this week. The objective is 'Finds the total number of itmes in two groups by counting all of them'. My boys are very into Power Rangers at the moment and the girls into Disney princesses. I was thinking of the following activity. Work with a partner - each pulls a number card out of a bag. You have to collect that number of Dino gems/ordinary gems (depending on whether you're a power ranger or a princess) - was planning to bury them in the covered sandpit if it's wet, hide them around the whole outside area if dry. Then to find out which dinosaur you can free from the trap you have to count how many you have all togeth…
Last reply by AnonyMouse_26037, -
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Just wondering how and what kind of things you provide for with regards creative development and creative activities. Would you say creativity always has an end product- a picture, a painting, a model, and how do you explain creativity to others?
Last reply by AnonyMouse_2821, -
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Please can I just ask how you are carrying out and recording baseline assessments for your Nursery children? Are you just concentrating on the prime areas - it does seem hard to gather evidence for some of the areas after such a short period. I would also be interested in finding out how you have inducted your children - are they all in now and how have you done it?
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Okay, let me compose myself....arrrraaaagggghhh!... thats better! sorry, just had a visit re our Quality Review. Not too bad, little niggles and updates re policies and PLANNING!!! but our 'Advisor' was mostly happy We run a free flow, child initiated, happy clappy group over flowing with supported child interest activities...in fact we provide so many interests that it takes an age to get it all out and provide, what we thought was a pretty good effort at an ' enabling environment' indoors and out! ( pack away setting). But whoaa..... Advisor said, looking around. 'No free choice then?'. Totally know what she is getting at. .........no apart from aski…
Last reply by SueFinanceManager,
