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Unit 8

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power point to support needs of children as they prepare for school

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Unit 8

  1. 1. UNIT 8 Support The Needs Of The Child in Preparing For School. Session 1 15/1/15
  2. 2. STARTER ACTIVITY Read the article below take notes and discuss your thoughts with the group. http://www.bbc.co.uk/news/education- 26976726
  3. 3. LEARNING OUTCOMES To identify the meaning of ‘School readiness’ Explain the term ‘School readiness’ To produce a circle wheel diagram to explain how the practitioner can support the child to prepare for school Explain how the early years practitioner supports children to prepare for School Describe the holistic needs of children as they prepare for school
  4. 4. School readiness What does ‘School readiness mean?’ There are 3 key elements of the term ‘School readiness:- Children's readiness for school - What children should know and be able to do in order to enter school ready and eager to learn, thereby enabling a successful transition to a primary school environment. Schools' readiness for children - School environments and practices that foster and support a smooth transition for children into primary school and later years. These practices also promote the learning of all children. Ready Families - Family and community supports and services that contribute to children's readiness for school success Parental and caregiver attitudes towards and involvement in their children’s early learning and development and transition to school.
  5. 5. TASK Matching pairs activity Communication Skills Children who rely heavily on adults to carry out basic activities may find starting School more challenging. Seemingly simple things such as putting on and doing up their own coat or remembering to go to the toilet without being reminded are important, as well as being able to get themselves changed for PE, or use a knife and fork. Children will increasingly need to be able to think for themselves and act independently – for example, remembering to put their lunch box or book bag in a particular place in the morning. Self – confidence This refers to children who are able to manage their feelings and talk about what is happening. Children who understand the need for appropriate behaviour and follow the rules will find it easier to settle into school routines. Independence Children who are more confident in themselves may be more willing to try new activities or to tell adults when they need help. This will affect their experiences and how they work with others. Co-operation Children who have limited pre-school experiences may find it difficult to adapt to their new routines. Starting school may be daunting and they may be reluctant to leave parents and carers.
  6. 6. HOW CAN THE PRACTITIONER SUPPORT THE CHILD IN PREPARING FOR SCHOOL ? Supporting children’s preparation for School Stories Visits from teachers Talking to parents Giving out information
  7. 7. RESEARCH Using the Nabies or your mobile device work in pairs to research suitable stories that can be used to settle children into School What are the benefits of inviting parents into talk to the children? What conversations can you be holding with parents? What information will you be able to give out? Write your answers on sugar paper present your findings to the group.
  8. 8. LOOK AT YOUR COPY OF THE EYFS Communication and language development • Physical development • Personal, social and emotional development • Literacy • Mathematics • Understanding the world • Expressive arts and design
  9. 9. TASK Work in small groups to develop ideas of how we can prepare Children for School under each area of the EYFS
  10. 10. SCENARIO The Nursery and local Primary Schools have always worked together in order to support the needs of children as they move from Nursery to School at the age of four or five years of age. Each year staff from the Nursery and the School have to ensure that appointments are in place so that information can be exchanged in time for planning to take place in order to support the individual needs of each Child who will be joining them. What sort of information will staff from the School require from the Nursery? How will this information help the staff from the School plan for each individual Child? Who else might be involved in information sharing to support the child during this transition?
  11. 11. CLASS DISCUSSION What are the holistic needs of Children as they start School? Board Blast
  12. 12. TASK Produce a hand-out to give to parents to :- Explain the term ‘School readiness’ Explain how the early years practitioner supports children to prepare for School Describe the holistic needs of children as they prepare for school Page 13 of the EYFS will support you with this www.foudationyears.org.uk/wpcontent/uploads/ 2012/11/2013eyfshandbook.pdf
  13. 13. UNIT 8 Support The Needs Of The Child in Preparing For School. Session 2 15/1/15
  14. 14. STARTER ACTIVITY Watch the clip list the benefits of working with others when supporting children into School http://www.educationscotland.gov.uk/video/p/vi deo_tcm4651067.asp
  15. 15. LEARNING OUTCOMES To define the term working with others Identify others in helping children prepare for School Describe information required in supporting children to settle into School
  16. 16. DISCUSSION What is meant by working in partnership with others?
  17. 17. WHO COULD YOU WORK WITH Other key workers Parents carers SENC O Occupational therapist physiotherapists Behaviour support therapists Sensory support teachers Autism specialists Medical specialists SALT Class teacher s Local authority represent atives Working with Others
  18. 18. OUTLINE THE ROLE OF EACH PROFESSIONAL Co key workers and other colleagues Parents and carers Early years SENCO Occupational therapists Physiotherapists Behaviour support therapists Sensory support teachers Autism specialists Medical specialists Speech and language therapists Class teachers Local authority representatives
  19. 19. READ YOUR ARTICLE School Arrangements to Meet Individual Needs Write a short description of the information in which the School would require to ensure they are meeting the individual needs of the child during their transition into school https://www.youtube.com/watch?v=KJTOQxYrdqU
  20. 20. CASE STUDY Anya is about to move into reception. She has a disability which means that she is mainly wheel chair bound, although she can use a walking frame and should be encouraged to do this some of the time. Her disability does not affect her learning. A meeting has been set up between your setting and Anya’s new school and you have been asked to write a report to present at the meeting. What do you think the school will need to know about? Apart from Anya’s new reception teacher, what other professionals do you think will need to be present at the meeting?
  21. 21. UNIT 8 Support The Needs Of The Child in Preparing For School. Session 3 22/1/15
  22. 22. STARTER ACTIVITY How many words can you make out of: Language Rich Environment
  23. 23. LEARNING OUTCOMES Explain what is meant by a ‘language rich environment’. Describe how to contribute to a language rich environment for children from birth to 5 years Plan and prepare activities to carry out with children whilst in placement
  24. 24. Literacy Development Reading Writing Speaking Listening
  25. 25. SPEECH AND LANGUAGE Babies will tune in to speech through linking sounds with communication Speech is the physical process of us being able to pass on our thoughts and ideas Children will be able to hear the patterns of language
  26. 26. SPEECH AND LANGUAGE Language is the medium in which we choose to talk and communicate. For example; written, verbal, signing. Speech and language are crucial to children’s literacy development as its supports children to be able to communicate. Children need to extend their vocabulary, share their ideas and experiences.
  27. 27. EYFS Communication and language is one of the prime areas of the framework Listening and attention Understanding and speaking Explore the skills children are expected to develop.
  28. 28. NATIONAL CURRICULUM Children will learn literacy. Speaking and listening Reading Writing
  29. 29. BOARD BLAST How can you promote a language rich environment?
  30. 30. Self registration Labelled displays Book areas Literacy areas Toys and equipment labelled Interactive boards Behaviour charts Singing Stories/singing Questions Conversations
  31. 31. WHAT ACTIVITIES CAN WE PROVIDE TO DEVELOP CHILDREN’S LISTENING AND SPEAKING ? Activity Plan – for __________age children
  32. 32. READING Reading is the understanding of written symbols and print It is an important skill as it underpins many other areas of learning
  33. 33. WHAT IS YOUR FAVOURITE CHILDREN’S STORY TO READ.
  34. 34. CHOOSE A STORY TO READ In your pair read your story- What pre-reading skills will a child develop? What other experiences do you need to give to children to support reading?
  35. 35. PRE- READING SKILLS Handling books Hearing stories Being read to Opportunities to speak and listen.
  36. 36. WHAT ACTIVITIES CAN WE PROVIDE TO SUPPORT PRE READING SKILLS? Development of fine motor skills Listening activities Speaking activities Matching and sequencing activities Sharing books with children Recognising letters and words in the environment
  37. 37. WRITING SKILLS
  38. 38. WRITING Writing consists of taking the sounds of oral language and changing them into symbols that can be recorded. Writing is essential in every day life.
  39. 39. QUESTION What is the link between learning to write and learning to read?
  40. 40. These are interrelated and should be taught this way. Historically they were taught separately. Children will need a range of literacy experiences. Children who read more grasp writing easier.
  41. 41. WHAT DO CHILDREN NEED TO KNOW? Writing involves a lot of learning, The skills that children need to know are How to write individual letters uppercase and lower case How to write using different scripts such as joined up writing, computer text and print Spell words correctly and use grammar and punctuation
  42. 42. MOTIVATE CHILDREN TO WRITE FOR A PURPOSE. Early years What activities can we provide to develop children’s writing skills?
  43. 43. WHITEBOARD Independently list as may reasons as possible to why children may not progress with literacy. Think pair share your responses.
  44. 44. DIGITAL LITERACY What resources have you seen in your placements to support Digital Literacy?
  45. 45. PLAN FOR CHILDREN’S PARTICIPATION IN ACTIVITIES WHICH ENCOURAGE: Speaking and listening Reading Writing Digital literacy UNIT 8 3.3 http://www.bbc.co.uk/cbeebies/searchresults?sc ope=cbeebiesfind&q=literacy UNIT 8 3.4 You are required to carry out these activities within your placement’s
  46. 46. UNIT 8 Support The Needs Of The Child in Preparing For School. Session 4 22/1/15
  47. 47. STARTER ACTIVITY Lets play beetle Roll a d ic e a nd b uild your b eetle 1= Bod y 2= Hea d 3= Eyes 4= Antenna e 5= Ta il 6= Leg s
  48. 48. LEARNING OUTCOMES Identify how we can integrate maths activities into every day life Identify how mathematics fits within the EYFS curriculum Describe how to create an environment which supports children’s mathematical development Explain what needs to be considered when providing maths activities to children Plan a range of mathematical activities to carry out within your placements
  49. 49. MATHEMATICS IS AROUND US How do we use mathematical skills everyday? • Shopping • Pouring a drink • Filling a bowl or plate with food • Placing objects down • Picking objects up • The list is endless
  50. 50. LEARNING THESE SKILLS On your tables discuss how you learnt mathematical concepts. Think about activities, experiences, teacher involvement.
  51. 51. AREAS/STRANDS OF MATHEMATICS EYFS Number, shape and measures Primary Framework for Mathematics Using and applying mathematics Counting and understanding number Knowing and using number facts Calculating Understanding shape Measuring Handling data. Sept 2013
  52. 52. SUPPORTING CHILDREN It is important you are observing and assessing your children so you are able to be aware of the stage they are at with their mathematical skills and know how you are able to move them.
  53. 53. NUMBERS
  54. 54. MEASURE
  55. 55. SHAPE
  56. 56. AREAS/TOPICS
  57. 57. WHAT NEEDS TO BE CONSIDERED WHEN PLANNING AND ORGANISING MATHEMATICS? Meaningful Purposeful Concrete experiences Encourages problem solving Encourage s prediction Follow the sequence of strands
  58. 58. ACTIVITY Group one – build a big house for Peppa Pig out of shapes Group two – count the bears in the hoop adding all the time and subtracting Group three – measure the length of the room using your feet and hands Group four – sort various heavy and light objects.
  59. 59. UNDERSTAND HOW TO SUPPORT CHILDREN’S MATHEMATICAL DEVELOPMENT Why is it important you are linking activities to the children’s experiences? Consider you were setting up a morning session with young children, what activities would you plan? Highlight what mathematical skills you would be promoting.
  60. 60. Board games Environment Making patterns Water and Sand Play Timers to count down tidy up, tasks. Singing and stories Role play area Cooking activities Trips Incorporate mathematical concepts IT activities KS1 KS2Sorting activities Matching activities
  61. 61. DISPLAYS In your groups you are going to design and complete a display to reinforce mathematical knowledge. Group 1 = shapes Group 2 = number Group 3 = mathematical language Group 4 = colours
  62. 62. PLAN DO REVIEW Plan activities to encourage children to gain an understanding of: Number Shape, size and pattern Weight, volume and capacity Matching and sorting
  63. 63. RESOURCES http://www.primaryresources.co.uk/maths/mathsB4.ht m http://resources.woodlands- junior.kent.sch.uk/maths/interactive/numbers.htm /http://www.teachingideas.co.uk# http://www.bbc.co.uk/cbeebies/searchresults?scope=cbee biesfind&q=numeracy

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