CPLD day 7 and interim tasks

[Rosieewles13]

– Reflect on how you / your setting really listens to the children?

I found this article really interesting. at our setting we make sure the voice of the child is at the centre of everything we do, a few examples are:

Planning in the moment – everything is lead by the child. we follow their lead and follow their interests, we use their interests to implement teachable moments and we expand on what they already know. We use their interests to set up tuff trays and focus activities that provide challenge and new experiences

Meal times: we make mealtimes a sociable event and talk about what we have been up to during the day and what we have enjoyed, we talk about what we might like to do later in the day. we share experiences from home

End of the day book: at the end of the day, the children draw in a special scrapbook and reflect on what they have enjoyed doing at nursery

curiosity cube: we have a curiosity cube where we conduct different experiments and can look at growth and decay. children share their views of what they think is going to happen next and write their ideas on a sticky label and stick to the box

children who are non verbal: we follow their ques, we understand their body language and when they are expressing enjoyment, sadness, tiredness etc. We use visual prompts to help them communicate

10 second rule: all staff have been trained on the ’10 second rule’ always leave a 10 second gap whilst a child is replying to you, they may take a while to formulate what they would like to say, jumping in too soon can stop their train of thought and make it difficult for them to remember what they were trying to communicate

communication friendly space: we make sure our environment is communication friendly. that background noise is kept to a minimum and that there aren’t lots of visual distractions to make it easier for children to communicate and be heard/listened to

room set up: when we are resetting up the rooms or having a change round, we ask the children what they would like to change

– How does this connect to British Values?

it relates to individual liberty, mutual tolerance and respect as well as democracy and rule of law as really listening to a child allows them to develop their self knowledge and self esteem, It means we are talking to the children about their experiences and allowing them to reflect on activities they have been doing. It also means we are teaching children to listen to others and take other peoples point of views into account.

– How does this link to the concept of ‘ cultural capital?

Really listening to a child means you are really understanding the child. You can paint a picture of their experiences and what they may be lacking. You may find that a child has never been to the beach before, so you set them up sand and water play, read stories about the beach etc. You may find out at mealtimes that a child doesn’t understand or know where a certain food comes from, so you research it together and maybe even have a go at growing that food together. We have cultural mind maps in our setting in every room. every child in these rooms are on these mind maps, along with annotations about experiences they may be missing out on. we also ask the children what they would like to learn about. we then use this knowledge to plan additional activities or to plan resources that we need to support this child.

[Rosieewles13]

Please find my completed interim tasks attached

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[Ajames]

Hi all,

Just to ‘touch base’, Nicky and I are in the process of reading through all the interim tasks in order to collate them and provide feedback. If you haven’t uploaded yours yet, please do so by Monday (8th) evening at the latest.

Many thanks!

[Keriwood]

Please see attached interim tasks.

Thank you

[Keriwood]

[Tim Keasley]

I really enjoyed reading this article and also looking through all of your posts! Its so interesting to hear about different approaches across the settings. Just for a bit of context, I’m still quite new at my setting and getting a feel for how things are done.

I really like the point about children’s competence. Children are worth listening to and their voices contribute to our communities, in our settings and beyond.

How well does my setting listen to children? I think the picture is quite mixed. SST is not yet something I’ve heard staff talking about. That doesn’t mean there aren’t effective interactions with children but the quality of interactions definitely varies. The article also puts forward a really compelling case for listening to children while evaluating provision. I’d really like to suggest this at my setting but I’m also aware that as a new member of staff, not all employees’ voices are listened to in the same way.

How does listening connect to British Values? Listening plays a key role in democracy, the rule of law, freedom and tolerance which all manifest themselves in the day to day life of a nursery. Making children feel heard is the first step.

It seems to me that listening to children’s voices has a complex relationship with the government’s notion of the role of cultural capital in education. The DfE describes cultural capital as ‘essential knowledge that children need to prepare them for success.’ I suppose the big follow up question is who decides what classes as essential knowledge? The government’s use of cultural capital in an educational context has been criticised for being a narrow, top/down approach, prioritising white, middle class values. It doesn’t seem to come from a place of listening and valuing children’s voices.

[Nicola Robertson]

Please find attached my CPLD Day 7 interim tasks. I have also attached the listening task as I cannot find where I had originally posted it. Sorry !

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[lydiamoule@e.essexprimaryscitt.co.uk]

Hi, I am not sure if my last post was submit, as I could not see it, so am trying again- apologies if it is twice.

• This reply was modified 3 years, 7 months ago by lydiamoule@e.essexprimaryscitt.co.uk.

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[despinaarsalides]

This article was an interesting read!
Listening to children is just as important as communicating with them. My home base room caters for children between the ages of 18 to 26 months which means communication is limited but developing. With this, staff members ensure time when listening to children before asking or answering the question.
Within my setting, I do believe we listen to children in various ways. For example, we have created choices boards to provide non-verbal children to communicate their wants or needs, adults are then able to use this as inspiration to create an activity.
During children’s free play, adults will observe and listen covertly to soak up wow moments when children are communicating with peers or adults. Adults will often react upon children’s request. For example, a child may came into nursery and said ‘crazy foam’ to which practitioners will create a learning opportunity circled around crazy foam.
I have shared this article to nursery class practitioners and asked how they promote listening to children. They responded by saying, children are asked on how their opinions of an activity, describing what they enjoyed and what they did not. Circle time activities provides children the opportunity to voice their views.
Adults will ask the children “What would you like to do today?” or “What shall we do on this table?” to which children will select baskets or toys.

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[KathrynLlewelyn]

Here are my interim tasks 🙂

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[linhquanscitt2020]

Please find attached my interim tasks

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[LM1234]

Lara x

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[katieaustin@e.essexprimaryscitt.co.uk]

CPLD day 7 tasks

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[SabrinaMarano]

Hi please find attached my critical review task.

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[Jmace]

My task working with parents

• This reply was modified 3 years, 7 months ago by Jmace.

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