[AnamariaC]

We do not use a pedagogical document, other than EYFS and Development matters. However, we are trying to have a mixed approach -adult-child led. Depends on the topic sometimes we have a full adult led approach, sometimes we have child lead learning and children’s needs are met by supporting their interests. We are looking to implement a little bit of Montessori approach in our setting especially for the outdoor area as well as some elements from the curiosity approach.

Outdoor-learning

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[AnamariaC]

There is my reflective long on 2yr check. Thanks

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[AnamariaC]

Welcome to Holland!

This is such an emotional reading! Although we all as practitioner know how hard is for those parents who “landed” somewhere-else than planned is, when reading this made me understood better their feelings, how hard and shocking can be when something like this happens and does not go as planned. We all had at some point something that did not go as planned but as a mum I cannot imagine how would’ve I felt to go through something like this. It’s overwhelming and those parents and their children need our support, our empathy and reassurance!

I personally appreciate those parents a lot, their work should not go unseen, although children are supported in schools/nurseries behind those are their parents so a big well done for all them!!

I do not have much experience with SEN but one of my key children is going now through this process of being assess and I had couple of meetings with his mum and it was very hard, seeing her so scared, with so many different feelings…just overwhelming!!!

Stories like this make me think about what I have, made me think how silly I am when I complain about silly stuff..and give me a good awakening to appreciate how wonderful the life is and make me want to live the moment as you never know what might happen tomorrow!

[AnamariaC]

Please find attached my interim tasks.

Thank you.

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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.

[AnamariaC]

Very helpful, thanks. I did mine as first one, I take pictures of whatever I add/change with numbers on it to be easy to follow (eg coloured tubs see picture 1 ).

[AnamariaC]

Thank you Amanda

[AnamariaC]

Ajames wrote:

Child-talk and self-regulation (I have loads more, feel free to ask).

This is very helpful, I will need some more if that’s ok with you? Thank you so much

[AnamariaC]

Please find attached my Reflective log- ‘Read on, get on’

Reflective-Log-1-Read-on-get-on

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[AnamariaC]

Hi, here is my phonics audit

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[AnamariaC]

Very interesting and helpful interview. Thanks for sharing x

[AnamariaC]

I did a lovely activity with my pre-schoolers on Friday for Numeral meaning, so we had pictures of objects (butterflies, cupcakes etc) on a small laminated picture with numbers at the bottom (eg 1,4,6) so they had to count how many objects are there and find the correct numeral meaning. They then had to trace over that number so this was the way we extended the learning. We talked about how to allocate numbers to quantity and they just loved it.

I shared some of the papers we have from Gill with my colleagues and discussed about Mastery and they found this very helpful and interesting. Thank you for a lovely session.

[AnamariaC]

Peer-Review-Form.docx.doc

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[AnamariaC]

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[AnamariaC]

Enclosing
Get out the building bricks and build houses.
Tiding up with boxes.
Playing hide and seek.
Sit in cars outside.
Build a tent-go camping.
Go to the park- open/close gate.

Connecting
Building a den with connecting blocks.
Puzzles/ monkey puzzle game/ cogs and wheels
3D cubes.
Macramé knot tying.
Craft activities.

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