[Ajames]

This is a really thought-provoking reflective log and I’m really pleased to see that you have made the connection between the two theorists and Sustained Shared Thinking. You also correctly highlight the importance of gauging the timings of our interactions and how you must pay close attention to the smallest detail of your own practice – this will help you to develop the pedagogy of others.

Well done.

[Ajames]

Interim task – theorists.

Some exceptionally good analysis of theories and clear links to practice/provision, alongside some really interesting observations of how pedagogy can be developed.

In brief from my group:

Piaget – rigidity of stages was discussed; criticism of developmental milestones that indicate that children develop at a slower rate than subsequent theorists believe; the importance of self-discovery and the enabling environment; taking the stages of development into account when considering transition protocols and parent partnerships

Vygotsky – analysis of the role society and language play in cognitive development; much discussion around the More Knowledgable Other (MKO) and the Zone of Proximinal Development (ZPD); links between ZPD, scaffolding and ‘In the moment planning’; using a child’s current state of ZPD to inform planning; the observation that mixed age groups can be advantageous as the older children could fill the role of MKO

Bowlby – behaviours and phases of attachment; implications for transition arrangements and parent partnerships, including the ‘All about me’ documents and stay and play sessions; using the research as an opportunity to disseminate to staff and plan protocols for supporting behaviours

Schema – repetition of behaviour, moving in stages; importance of a ‘look, listen and note’ pedagogy, whereby the teacher does not interact too readily and so disrupting the play; importance of ensuring there is adequate provision to support the schema; using opportunities to incorporate a child’s schema into a social activity e.g. socio-dramatic play; opportunities for teachers to use a schema to develop and consolidate a child’s scientific/mathematical understanding of a concept e.g. weight/movement

Very well done everyone and I look forward to tomorrow!

[Ajames]

Good morning all and thank you for all your hard work with your interim tasks.

I’d like to give some general feedback for the SSTEW task in this post and will comment on the reflective logs in the next.

Having read them all, my main observations are:

– there is clearly a breadth of strong practice in your settings along with good, accessible provision to support both discrete and child-initiated learning
– some of you have highlighted some issues around points 5.2 and 5.3, with the use of props needing to be slightly limited due to COVID guidelines. Many of you have found ways around this with the use of such things as story spoons; story mats and other ‘wipe-clean’ props. It would be good to see what else you can come up with
– many of you highlighted point 7.1 (using factual books to support concepts) as an area for development. I think it is important to note here that such materials should not only be on hand in an area to discuss but should also be sought out by staff whilst children are engaged in developing and consolidating a concept to a deeper level, in order to make connections to prior learning and experiences. Such practices are a good way of helping to commit learning to long term memory.

Going forward, it would be interesting to keep a track of the frequency points 5-7 are executed and the variety of contexts, as well as how the provision and practice evolves with the interests and developing competencies of the children.

Very well done all!

[Ajames]

Hi Jade,

It doesn’t have to be long and should take the form of a reflective log (attached). In the log, use the top section to reflect on what you have found out about the theory and in the bottom section, reflect on what this means in practice. On the next CPLD day, I’ll just be asking you to share your findings with your group in the break out room. Hope that helps.

Attachments:

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[Ajames]

Ideas from my group today:
8.1: Fundamental British Values
8.3: overcoming difficulties with parents during lockdown

Cultural calendars/festivals.
How your setting approaches Cultural Capital.
Supporting apprentices.
Disseminating training.
Using audits.

[Ajames]

Ideas from my group today:

Certificates (verified and in the last 2 years) and how the training impacted on own practice and others’.
Supporting an apprentice.
Food hygiene protocols.
Daily risk assessments – including ones the children do.
Evidence of how you encourage children to take calculated risks.

[Ajames]

Ideas from my group today:

6.1: shadowing a colleague doing a two-year check

Top tips for quality observations and progress tracking.

6.3: All the different ways that you give on-going feedback to children

[Ajames]

Ideas from my group today:
5.4: use all the changes from COVID guidelines e.g. bubbles; change of routines; different provision; home learning
5.5: use of transcripts

[Ajames]

Ideas from my group today:

4.2: evidence of communication with parents e.g. transcripts; evidence of ‘In the moment planning’; photos of the provision – before and after tweaks/changes in response to children’s interests
4.3: how you approached home learning (particularly in lockdown) – the daily challenges and platforms that were used
4.5: redacted appraisals/supervisions

[Ajames]

Ideas from my group today:

Use of displays.
Evidence of training (within 2 years if in certificate form) and how this has been disseminated to staff.

[Ajames]

Ideas from my group today:

Using ‘All about me’ forms to tailor both practice and provision
2.4: evidence of how you have followed children’s interests, including during an interaction
2.5: using Makaton; visual timetables; snack and chat
2.6: observations of colleagues engaged in group activities; examples of planning for group activities.

[Ajames]

Ideas from my group today:
1.1: photos of the set up of your room
1.2: children’s next steps – from your key group and colleagues, with rationale
1.3: examples of role modelling – adult/child; adult/adult; child/child

[Ajames]

And extra reading – Leuven scales were mentioned in the video clip, so thought I’d add them. Also, an Early Education journal and examples of the Setting Plans and IDP

Attachments:

You must be logged in to access attached files.

[Ajames]

From the Education Endowment Fund:

Nuffield Early Language Intervention

Update (Aug 2020): The Department for Education is currently working with the EEF and other delivery partners to make Nuffield Early Language Intervention (NELI) available to state-funded primary schools at no cost. This will be funded as part of the Government’s £350m allocation to tutoring, through the £1bn Covid-19 ‘catch-up’ package announced in June 2020. For further information:https://educationendowmentfoundation.org.uk/covid-19-resources/neli/

[Ajames]

Hi all,

Below is a link to a super resource – a free downloadable book in over 30 languages to share with children who may be anxious about the COVID situation:

https://www.hopewhereareyou.com/home

[Author]

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