High Quality Learning Environment in the EYFS

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Early Years Foundation Stage is art of attracting children’s attention, through creating a stimulating and inspiring learning environment. The role of Early Years teachers is to provide children thought provoking, engaging and challenging activities; to support and extend their learning. As Froebel nicely said ‘play is the work of a child’; thus Early Years practitioners should thoroughly prepare activities to intrigue children to explore their surrounding environment. Play encourages hands on approach, enriches children’s firsthand experiences and expands their intellectual growth. Practitioners’ imagination and creativity in preparing indoor and outdoor provision support competent and confident learners. High quality learning environment contributes to child’s development and incorporates all six areas of learning, according to English Curriculum. Play based learning develops problem solving skills and supports children’s understanding of the world. Inspirational activities initiate interaction and become the best opportunity for language acquisition for those learners whose English is a second language.

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High Quality Learning Environment in the EYFS

  1. 1. High Quality Learning Environment in the Early Years Foundation StageBy: Anna Cylkowska © Presented at Pase InternationalEmail: a.cylkowska@gmail.com Conference - May 2012
  2. 2. • Partnerships • Meaningful with: • Clear and simple • children • Easy to follow• members of staff • parents• external agencies Meaningful Golden rules relationships Well Stimulating organised activities areas of indoor and learning outdoor • Welcoming • Motivating • Purposeful • Challenging • Engaging • Inspiring • Collaborative
  3. 3. Meaningful relationships Children SynergyParents/Carers Early Years team
  4. 4. Behaviour managementParents’ partnershipEnthusiasmMotivationRole modellingConsistency I like the way youApproval clap your hands.
  5. 5. Nurturing environmentWe can never truly know what it is to bite into ripe juicypeach until we have actually taken a bite for ourselves. (Hughes,2006:3)
  6. 6. Writing/Mark making area What should the area contain?How does it link withwriting?
  7. 7. Writing/Mark making area
  8. 8. Creative area Every child is an artist. The problem is staying an artist when you grow up. Pablo Picasso
  9. 9. How to foster creativity?Creativity is like an explorer’s backpack, cramped with ideas andadventures; the younger we are the bigger the backpack is and sadlythe older we are the more empty it gets.Expose to opportunitiesProvide with variety of arts experiencesListen to unexpectedEncourage – What if? I wonder...Give time and allow freedomPraise!
  10. 10. Music areaMovement is a powerful tool to express creativity.
  11. 11. Role Play What is the purpose of the Role Play?How to create an environment that Imaginative play stimulatesencourages creativity? children’s divergent thinking.
  12. 12. Small world areaDoes the area allow children to improvise?Imagination is more important thanknowledge. Albert Einstein
  13. 13. Book areaHow can we encourage reading?
  14. 14. ConstructionHow to encourage children to experiment with theconstruction materials?
  15. 15. Computer area Case Study: Developing multimodality in the Early Years John is three years old. He loves playing computer games with two of his siblings. His mum says John spends plenty of time after school playing the games, thus she shows concerns about John’s social skills and academic performance. Once at school, John recreated the football scene on the paper, after playing the game on his 3DS. He shared his picture with the teacher and other children. What skills is John developing through recreating the football game on the paper?Planning and organisingWriting (hand coordination)CommunicationComprehensionSocialCreativity
  16. 16. Outdoor adventures Does the area encourage adventurous play?In play, children often display the positive attributes anddispositions that are considered essential to lifelong learning, suchas planning and organisation, problem-creating and problemsolving, concentration, engagement, involvement, participation,and metacognitive capabilities… (Wood 113-14)
  17. 17. What is the Displaysmainpurpose ofdisplays?
  18. 18. How tostart adisplay?
  19. 19. Who is thedisplay for?
  20. 20. Strong foundations in brain development
  21. 21. Bright futureEvery child deserves the best possible start in life tosupport their potential.A child’s experience in the early years has a majorimpact on their future life chances. (DfES 2007)
  22. 22. If we change one thing...Can you think what you would like to focus onchanging/amending/ highlighting in your setting tocreate a high quality learning environment?
  23. 23. Thank you for listening.
  24. 24. ReferencesAthey, C (1999), Extending Thought In Young Children: A Parent- Teacher Partnership, London: PaulChapman .Bilton, H (2002), Outdoor Learning in the Early Years: management and innovation, London:Routledge.Edwards, C., Gandini, L and Foreman, G. (ends) (1998) The hundreds languages of children: TheReggio Emilia approach to early childhood education. New Jersey: Ablex.Department for Education and Skills (DfES) (2003), Every Child Matters, London: HMSO.Fisher, J (ed) (2002) The Foundations of Learning. Buckingham: Open University Press.Moyles, J (ed) 2007, Early Years Foundations, Maidenhead: Open University Press.Penn, H (ed) (2000) Early Childhood Services. Buckingham: Open University Press.Pugh, G&B Duffy, (eds) (2005) Contemporary Issues in the Early Years, [4th edition] London: Sage.Riley, J (ed) (2007) Learning in the early years: 3-7, London: Paul Chapman.
  25. 25. ReferencesRinaldi, C (2006), In dialogue with Reggio Emilia: listening, researching and learning, London:RoutledgeFalmer.Sylva K.,Taggart,B.,Siraj- Blatchford, I.,Totsika, V., ereky-Stevens, K., Gilden, R. And Bell, D. (2007),‘Curricular quality and day-to-day learning activities in preschool’, International Journal of Early YearsEducation, 1 (1):49-65.Whalley, M and the Pen Green Centre Team (2007), Involving Parents in Their Children’s Learning,London: Paul Chapman.Picasso,P ‘ Every child is an artist. The problem is staying an artist when you grow up’.http://twistedsifter.com/2012/03/15-famous-quotes-on-creativity/Kay,J, Good Practice In The Early Years: Growing and Developing: Karen Hardy ‘We can never trulyknow what it is to bite into ripe juicy peach until we have actually taken a bite for ourselves.Pictures: http://ecep.uark.edu/ecep_docs/CC_logo.pnghttp://www.marlowetheatre.com/page/3200/The-Marlowe-Diddies/158,http://farm1.static.flickr.com/99/312427606_defa0dfaa8.jpghttp://kidstraveldoc.com/wordpress/dr-neumanns-kids-travel-doc-10-tips-backpacks-children/http://gymbobuzz.gymboreeclasses, http://apennedpoint.com/tag/medical-errors/http://wonderopolis.org/category/future/
  26. 26. Recommended readingAlexander, R (2009), Children, their world, their education: Final report of the Cambridge PrimaryReview. London: Routledge.Canning, N (2010), The Influence of the outdoor environment: den-making in three different contexts,UK: Open University.White, J (2009), Playing and Learning Outdoors, London: Routledge.Pahl,K (2007) Creativity in events and practices: a lens for understanding children’s multimodal texts:Blackwell Publishing.

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