[zoejestico]

Reflective log for Two- Year progress check

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[zoejestico]

This was such an emotional read, it highlight just how important as practitioners we support the parents around us. I know from previous experience that being there to be someone to talk to can help dramatically for a parent, to understand that how we tell the parents things about their Childs development needs to be done in such way were it isn’t a shock. I always remember my Mother in law telling me a story about my Husband who has Cerebral Palsy, she got called into the nursery office to be told about how her son wasn’t developing correctly and was slower than all of the other children, however on all of the hand overs she was always told he has be ‘fine’ even though this wasn’t a shock to her as she knew he had a development delay, it was the way in which she was called into the office. This has always been in the back of my mind when I am having to discuses things with parents.

[zoejestico]

17th March not tomorrow

[zoejestico]

Thank you Nicky!

[zoejestico]

Please find attached my completed tasks.

Thank you

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I really enjoyed reading this article and will defiantly be sharing it within my setting. I think as a setting we listen to the children; we have a system in place where two children are council leaders, on a half termly basis we have meetings with the children, and talk about their likes and dislikes of the setting, we discuss activities and resources which we may have or which they would like added onto the wish list. Children also use post it notes to recorded using smiley and sad faces around the room, this really helps us to provide a changing environment to meet their needs. We give the children the time to answer any questions, or anything that they may say. I can relate to some staff whom do not always have the patience to wait for children to answer, this is something that hopefully sharing this document and bringing up this conversation with out staff will allow them to reevaluate their own practice. Children have the ability to choose what they would like to do they have free access to all of the resources in the setting and understand that what they get out they have to tidy up. We have a voting system for our story book for circle time before lunch, on entering the setting the children can put a token into the pot relevant to the book they would like to hear.

[zoejestico]

Thank you for these! Very helpful

[zoejestico]

Hey,

I have previously worked with a child with the exactly the same behaviours.

We started initially by taking the child to.a quiet area and playing games with lots of ‘your turn my turn’ lots of sensory games, like blowing bubbles, squeezing balls. After a while of this we invited another child into our 1:1 sessions to play some turn taking games, once this was successful in our quiet space we then continued these games in the room where gradually other children came over. This really seemed to help the child by creating those initial bonds with children.

We set a space in which during circle time he knew he could come and sit down on a comfy chair if he wished, this then allowed him to make his own decision to wether he wanted to sit down and join in!

Please feel free to email me if you would like any activity ideas etc! I worked with this particular child for over two years! I have also recently completed my social emotional and mental health training for children, so I possibly could share with you the lesson plans, depending on how old your child is.

• This reply was modified 3 years, 10 months ago by zoejestico.

[zoejestico]

Reflective log

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[zoejestico]

Phonics audit

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Attached is my peer observation

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Connecting
Blocks – Mega blocks
Loose parts play to encourage construction – resources to enable connections – tape, masking tape, glue
Sand / Water play – tubes, funnels, straws, tubes to connect
Letters – connections of letters to make words
Music – connecting different resources together to make sounds – for example attach two spoons with string
Making paper chains, threading, weaving.
Train track to build and connect together
Role play – clothes fastenings, zips, buckles, buttons
Play connecting circle time games
Make paths from one area to another by building steppingstones.

Enclosing
Post box – for posting letters, cards, toys
Shape sorter
Hiding toys in the sand / creating homes for them
Make your own instruments by enclosing objects into bottles/jars
Provide many and varied containers to fill up. Give lids to pots and jars.
Den Making
Large and small tubes / boxes
Make marks on paper attached to under sides of tables. Enclose the space by draping fabric to make a den. You may even like to add torches or fairy lights
Tunnels
Tents

[zoejestico]

Piaget Task and SSTEW

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