CPLD day 7 and interim tasks

[kdilworth]

Critical Review of working with parents attached.

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[EmmaThornton]

Please find attached my critical review of working with parents.

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[AnamariaC]

I found this article very interesting and I will definitely be sharing it with my staff. I really like the idea of giving children cameras and is something that I would like to do at some point in my setting. Overall the article was very helpful and inspired me to do some more activities with the children.

As a setting we listen to children pretty well. Children always have the chance to express themselves and are allowed to have ‘a voice’. We often give them the opportunity to decide their own day, what kind of activities they would like to do or if they want to change something in the activity staff listen well and support them.

Also, before home time we have the reading session and sometimes children are encouraged to read to their friends so in this way they can listen to each other, ask questions etc and staff are listening too, asking questions afterwards, which in my opinion is a style of listening to children too .Some of the children opt out for making their own stories which is amazing, as whatever they tell is something that they experienced at some point and this is an amazing way of listening to them.

We have days when we ask them to be the practitioners and to plan the day and this is something that works very well in my setting as they love doing this and you can see how focused they are in this and how they work together as a team to plan the day for us and their peers.

[kdilworth]

Please find attached my Interview with a SENDCo task

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[EmmaThornton]

Please find attached my interview with my settings SENCO.

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[AnamariaC]

Please find attached my interim tasks.

Thank you.

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[LM1234]

Critical review of working with parents,

Lara 🙂

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[debs_99_uk@yahoo.co.uk]

My interim tasks.

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[summertynan]

Hello,

Please find attached my interim tasks.

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[chloefoster@e.essexprimaryscitt.co.uk]

What a lovely article! I’ve noted from the first paragraph ‘A second Study, spaces to play, adapted the Mosaic approach to listen to young children about their outdoor environment’ for my change project.

I believe we as a setting listen to the children well by allowing them to haver the opportunity to speak verbally and be listened too uninterrupted, its especially nice to see when staff use SST to further the conversation as we never know where it may lead. Not only do we listen to the children verbally to listen to them by watching their actions. A recent observation; A child drew a picture, collected some masking tape and stuck it to the wall, from that form of communication we now have ‘art pegs’ which is string strung from window lock to window lock with a Polaroid picture of each child pegged on, now the children have the opportunity for their work to be hung and displayed. Due to us being a pack-away setting we had to explain that we can not stick drawings to the wall with tape which led to multiple ‘why’ questions, we explained with the help of British values.

Our circle time duration has increased to due the children’s interests around discussions such as exploring mothers and fathers names, finding out each others surnames, re-calling on the day and digging deeper around one another and feelings. From that we now use what we’ve like about school today and what we’ve not so liked about school. those discussions really give children the opportunity to think and reflect on the day. In addition, the children particularly like voting using a tally chart system, for example they like to find out how now another got to school, they have the opportunity to mark their mark and love counting the total and most common on that day.

[sarahcampbell]

Attached are my tasks from CPLD day 7

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[sarahsaunders]

I found the article on the Mosaic approach really inspiring, and now thinking about using some of the techniques in my change project before making changes to the environment. I think it’s incredibly important to listen to the child and give them time to answer. This approach makes me reflect on my practice, and consider if particularly children who have little speech are truly able to communicate their emotions and feelings on their environment to us as practitioners. Are their views really their view? Do they have the vocabulary to let us know? Are there really areas that they value even more than the observations and views of the practitioner and vice versa? Looking at the research certainly suggests children have much more freedom to communicate using pictures and drawing maps.

[sarahsaunders]

Attached are my interim tasks from day 7

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[sarahsaunders]

Interview with SENDCO

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[Jade]

I found the article really useful. Within our setting we listen to the children in a variety of ways. Every day we get activities out for the children and we often ask them what they would like to do before we get it out. They often reply with drawing or playdough! This really benefits the children as they stay concentrated for longer and really gain the most out of the activity. At song time we always allow each individual child to choose what they want to sing which they also love. We aim to be as child-led as possible in our setting so children are given the freedom to explore activities as they want to. In the summer we offer free-flow where the children have the freedom to choose whether they want to play indoors or outdoors. After reading the article I particularly liked the idea of children being able to document their own learning through taking photographs and reflecting on this, which is something I might look at introducing.

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