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Here is my interim task, sorry its late.

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My reflective log on 2 year progress checks

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Reading the extract really brings home the difficulties and emotions a family could be feeling when they realise their child may be different and their life journey might not be as they had planned. I think sometimes as professionals seeing things in children who may need extra support is part of our everyday job and maybe we take it in our stride that the child may have difficulty with speech, or they struggle to engage with their peers or show signs of ASD. I think i underestimate the conversations we then have with parents that will affect them not only just that day but potentially for the rest of their lives. The uncertainty this brings and where they turn to next for support must be so taunting so keeping those friendly open door opportunities there for the family must be some comfort to them and we should not underestimate the importance of the parent partnerships we have.

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My interim tasks.

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Here are my peer observations and planning, forgot to upload it before Christmas, sorry

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A few years ago i had to do a lot of research into the Mosaic approach as part of my degree. I had to carry out a project in my setting using the different methods to hear the child’s view. In my setting i have mixed ages from 3 months – 5 years in one room so found this a challenge but also a way of picking different approaches for different children depending on their age and ability.

For one part i chose a group of the oldest children to take me on a tour of the setting. My setting is very small and i don’t think the children really understood what i was doing with them. They loved it when i said they could go in normally out of bound spaces like the office which created the most conversation but the room got rushed through. We took the camera with us and i asked the children to take photos of all their favourite things. It was interesting to find they took photos of their friends, the staff and of their friends photos on their name tags or on wall displays, not so much of the equipment. A conclusion i drew from this was the importance to them of their friends.

I then drew a setting map with them. I don’t think the children had any experience of maps before apart from pirate treasure maps as they asked “where we will put the X to mark the spot”. I tried to explain that it was our room and different parts represented different areas but it was hard for them to relate the two. We printed off photos and we stuck some of them on the map. The photos of the children’s friends we made into books which the children loved. I wanted to get their ideas of what new things we could add to the room so i gave them an early years catalogue which we looked through and cut out pictures.

As part of the project i observed children in the room, especially the non verbal ones to see what areas they accessed and interviewed the most chatty ones.
Looking back the children gained so much from this project and i learnt a lot about what areas of the room are accessed, what are not and what is important to the children.

I think i’m off to buy a new children’s camera as our last one broke but want to give the tour and book making another go as it a whole new group of children now. My change project is about the outside area to it would be good to use the mosaic approach to gain the children’s views on changes i could make.

[debs_99_uk@yahoo.co.uk]

Thank you. I have done mine like the first one with a layout of my setting, each month i add notes along the side to show changes. It’s getting quite busy already. I think i need to work out a way to add each months changes in a different colour to make it easier to read.

[debs_99_uk@yahoo.co.uk]

Thank you for sharing this, just downloaded

[debs_99_uk@yahoo.co.uk]

I have just come across this website. After talking today about the importance of reading thought it might be useful to some of you if you are looking to expand your range of books.

Every child deserves to see themselves in a book

[debs_99_uk@yahoo.co.uk]

Hi

Here is my phonics audit and interim task

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I found it a really interesting day. I went back to my setting and noticed how many numbers we already have around in the environment. Just in the home corner there was a clock, scales, numbers on the oven and phones.
We have a small white board on the wall where we write the number of children in, since the day I have shared with my team about displaying the number in various ways and the patterns of numbers we find on things like dice. We now write the number, write the number as a word and draw out a combination of dice or a 10 frame with dots to show the number again.
I planned an activity for a little boy who loves keys. I bought some padlocks and wrote numbers on them, I then put a dice picture of matching numbers into key rings with the keys. The idea was to count the dots on the dice and then match with the correct number padlock. If he was correct the padlock would open, he loved it.

[debs_99_uk@yahoo.co.uk]

Thank you Sarah, that was a good listen and i have shared this with my team.

[debs_99_uk@yahoo.co.uk]

Black, white, red and Autumn sensory bottles

• This reply was modified 4 years, 3 months ago by debs_99_uk@yahoo.co.uk.
• This reply was modified 4 years, 3 months ago by debs_99_uk@yahoo.co.uk.

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I am going to start by asking my team what they know about schemas. I think they have all heard of them and learnt about them in their own training but its not something we actively observe or plan for. If each key person could observe their children and see if they are following a particular schema they can plan some next steps to really extend their interests and learning.

There is a nice paragraph in the ‘understanding schemas and young children’ book in our book bags that I just flicked through on page 134, which says that if children have a right to be heard and a right to convey their views then we have a responsibility to hear and respond to these views and share in the child’s interests.

Some ideas after thinking about my own 3 year old son this afternoon and realising I think he is working through containing and connecting.

Containing
He loves wearing trousers with zipped pockets so he can fill them with small toys. He loves bags with zips so he can collect objects up and at preschool will hide his bag of objects in a box at tidy up time so he knows where to find them next time! He loves his big green dustcart that he can fill the back up with small toys. To further this I can provide more bags, boxes, containers and bottles.

Connecting
My son has always loved building train tracks, Duplo, puzzles, tractors with trailers and sticking and joining things together. To further this I can provide more connecting toys like bricks, Lego, Sellotape, glue, scissors and boxes. This could support fine and gross motor skills and help with early literacy.

Debbie

[debs_99_uk@yahoo.co.uk]

I am going to look at introducing sustained shared thinking into my setting. I think it is something that we do a lot of without realising we are doing it. We observe the children and model play, turn taking and sharing. We have conversations with the children and extend their thinking about a subject but there are missed opportunities and times when staff should just step back like in transcript 1. I like the idea of sharing the transcripts with my team at a staff meeting and getting them to discuss. I feel I have learnt so much today I just want to share it with them and want my whole team doing the course!
If anyone finds any good you tube clip examples of good practice could you share?

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