[LM1234]

Outdoor learning approaches.

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[LM1234]

Pedagogical Documentation

Within my setting currently, I take pictures and videos to use within the children’s observations and daily posts. I will often show the pictures back to the children and will ask questions about what they were doing. Within the room, we display the children’s individual learning stories (‘Moments that matter’ books) that are regularly updated each month and include artwork or pictures of things that they have made along with pictures of them doing it. The children enjoy looking through their books together and will talk about the different things that they have made. We also follow an ‘in the moment’ planning approach, extending individual children’s sparks and interests.

After researching more on this topic, I have realised the importance of capturing the whole process and although I do take pictures of the process I rarely show this back to the children and will often just ask questions about the finished product. For example, I may ask the children what they were making when showing pictures of them building in the construction area rather than exploring their learning process. One activity that I have recently done with the children is ‘transient art’ otherwise known as ‘moveable art’. This focuses solely on the children’s processes as opposed to a finished product and allows the children the freedom to change their mind as and when they wish. This has been a good opportunity to really see the children’s processes as they explore different materials.

Although I take lots of pictures and some videos of physical activities (such as yoga), I plan to take more videos of the children when playing together and making things in the different areas of the room. We can then watch this back together and I can ask the child to take the lead in explaining what they have done as well as talking about what they like to do. I am considering using a polaroid camera to take pictures in the moment and then the children can then look through this and discuss and evaluate some of the things they have done.

[LM1234]

Reflective log – 2 year checks,

Lara.

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Welcome to Holland:

I remember being shown this extract during my very first lecture at University, where I studied Special Education and it has honestly stuck with me ever since. I have even shared this with a parent of a child who I previously worked with who was finding her child’s diagnosis really difficult. We had a very good relationship and she shared many of her concerns and upset with me and she explained to me how much reading this helped her to see things in a different, more positive way. I think that reading this extract really makes you consider how the parent is feeling when their child is given a diagnosis which is something that they weren’t expecting and prepared for. To me, it makes me see my job role as far more than caring for the children but also ensuring to support the families in the best way that I can. It is about getting to know the child, but also the family, and identify their needs and what I can do to best support them. Whether that’s providing information and advice, being open and honest (yet positive) at handovers, celebrating all of the little achievements, or just being an ear to listen and not judge! As we said during our last CPLD day, the parents are the experts of their children, and their views and opinions should always be listened to and taken seriously, especially when they have gone through a difficult journey that they did not expect to go on.

Lara x

[LM1234]

Lara x

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Critical review of working with parents,

Lara 🙂

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Hi, I hope things are going well with this child!

Yes, I definitely agree with the 1:1 adult activities. I always try to engage in short bursts of joint attention activities between myself and the child (my turn/ your turn, imitation games, intensive interaction etc) in a quiet space. Within this time I really try to focus on eye contact and positive communication including praise and lots of enthusiasm and encouragement.

As also suggested, visual cues can be a really great resource and I tend to use these throughout the whole routine, including instruction cards where needed. I tend to make many parts of the routine or behaviour that I would like to encourage into a song (“were doing good waiting” etc if you are supporting the child to take turns. If they are becoming particularly frustrated during particular activities (preferred interests) I sometimes make a separate box/tray/set up for them with their picture on. For example, a child I have worked with had a very strong interest in shapes. Whenever we had a shape activity in the room he would like become very upset as he wanted ALL of the shapes to himself and had to arrange them in a particular way. So providing him with his own box allowed him to do this whilst learning that the shapes on the table were for everyone.

I have found that distraction is sometimes the best intervention when a child with similar needs becomes frustrated and I find it very helpful to have a busy or fiddly box at hand for when this happens. I may move the child slightly away from the situation and engage in singing or distraction games or allow them to explore the garden before supporting them to return.

Another intervention I have used before (which I cant remember the name for) consisted of two identical boxes of resources which can be changed or can have whatever you like in it. The aim is for the adult to model positive play through these toys parallel to the child and slowly encourage them to engage in the same place. After several sessions, I then get a third box with the same resources and support the child to engage in this with me and another child aswell which slowly supports interaction with other children.

Lara 🙂

[LM1234]

As a setting, we place a large importance on the ‘unique child’ and listening to each child’s voice. We use in the moment planning to identify a spark based on an individual child’s interest and use these to plan activities and daily provision. We regularly ask the children “What would you like to do today?” or “What shall we do on this table?” and reflect on the things that they have enjoyed that day at tea time. We ensure that our resources are easily accessible and at the children’s level however I have noticed that some staff members can focus too much on keeping it tidy and avoiding mess rather than tuning in to what the children are asking for when choosing other resources. We offer the children choice throughout the day including during song and rhyme time by asking each child to choose a song from the box. This also applies when choosing stories to read. As well as actively listening to children, we also observe them through play which helps us to identify preferred areas of provision. We also place a huge importance on supporting the children to explain their thoughts and feelings and do this in a number of ways. Within my room, I have created a choice board with visual cues to support a child with additional needs who is non-verbal. Where possible (due to COVID 19), we offer free flow to the garden where children can choose to stay inside or to go out. This supports cultural capital by providing opportunities to explore the outdoors for children who may not have a garden. We also celebrate a variety of religious festivals and ask the children to take the lead on telling their friends all about it. With regards to promoting British Values, we clearly outline our golden rules and involve the children by taking pictures of them demonstrating the golden rules which are displayed around the room. We listen to the children and support them to resolve conflicts together. As part of my activity plan for CPLD Day 6, I have planned an activity where the children can take pictures using cameras. I will encourage them to take pictures of their favourite things at nursery. This will hopefully support the children who do not have the language to tell us themselves.

[LM1234]

Peer observation,

Lara.

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Phonics audit,

Lara.

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Reflective log attached,

Lara.

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Picture

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Treasure basket.

[LM1234]

Trajectory:
– Supporting the children to make an obstacle course, using different levels and encouraging different ways of moving. Jumping off higher equipment and adding hoops/tunnels for the children to go through.
– Water play with funnels and pipes, encouraging filling, emptying and pouring using different sized containers.
– Make a race track in the garden, where children can follow the lines with their cars, bikes or just running themselves. Encourage the children to race, counting down “ready, steady, go”.

Containing:
– Post box activities for colour and shape sorting etc.
– Filling up ‘goody bags’ with loose parts, adding tweezers and scoops to support fine motor development.
– Set up activities within the dark den,exploring lights, different pieces of material and textures.

Lara.

[LM1234]

In my setting I am going to share the sustained shared thinking log and the transcripts with them and encourage them to reflect on their own practice. I will suggest carrying out peer observations on this and then come together to discuss any possible areas of improvement as a team.

As well as this, I will share the maths activity pack and review how we are supporting maths development within the environment. The practitioners use maths language effectively throughout the day but I would like to add more visual number support within the room.

• This reply was modified 4 years ago by LM1234.

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