[Rosieewles13]

My two-year check reflective log attached

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[Rosieewles13]

I really enjoyed reading ‘Welcome to Holland’ and I thought the Italy/Holland analogy was a great way of explaining what a confusing and unsettling time it can be for parents when their child is born with additional needs or they become apparent in childhood. I definitely feel it highlights how important it is as practitioners to really support these parents and give them as much guidance as we can, and to make them and their families feel accepted into the nursery community.
Amanda shared the story today of a teacher who flung it upon a parent that their child may need a screening for autism without any warning and of course the parent felt completely blind-sided. I think this shows how important it is to always be in communication with a parent if you feel there may be a possibility of the child having additional needs, so that you can help and support them along their journey.

[Rosieewles13]

Please find my completed interim tasks attached

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[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]

Thank you both, that’s really helpful!!

[Rosieewles13]

Thank you!! That’s really helpful

[Rosieewles13]

Hello,

are we allowed +10% of the word limit? I have gone slightly over the 1,500

Thank you

[Rosieewles13]

Hello,

Has anyone got ay ideas for how to evidence standard 3.1/3.2 please?

Thank you!!

[Rosieewles13]

Hello,

I am in the waiting room at the moment, I had to switch device 🙂

[Rosieewles13]

Phonics audit and reflective log attached.

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[Rosieewles13]

Thank you chloe!! 🙂

[Rosieewles13]

Great! Thank you 🙂

[Rosieewles13]

My setting 🙂

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[Rosieewles13]

Hi Nicky,

I would be really interested in joining these in future! Will the times always be 6-7? (Just a little awkward as the nursery I work in is open until 6pm!) 🙂

[Rosieewles13]

Thank you Nicky, that’s great!

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