Continuous Provision A Guide for Practitioners Working With Young Children
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Early Years Continuous Provision for Practitioners Continuous Provision A Guide for Practitioners Working With Young Children www.edulink.networcs.net
Continuous Provision
Interest Area: CONSTRUCTION/BLOCK PLAY
2
Continuous Provision
Drainpipes Interest Area: CONSTRUCTION/BLOCK PLAY Block play
Construction equipment can be expensive. In order to
offer the children a range of materials, could you share Large boxes
Lego
equipment with other groups (e.g. those within your
local partnership group)?
Equipment Space for construction play may have to be temporary or
multi-purpose; however, it should be sited away from Vocabulary
large bricks luna park walkways and work areas. If situated adjacent to the build
lego quadro role-play area, play can flow from one to the other. high/higher/
duplo boxes highest
technical lego mosaics A block play area is a wonderful resource!
tall/etc
mobilo tubes Adult Role short/etc
bauplay natural objects Commenting on child's play while playing alongside. long/etc
lasy Model the safe use of tools. wide/etc
tecko Model vocabulary and encourage the children to describe their actions.
large/etc
Celebrate the children’s creativity.
wooden building blocks Make observations of the children’s learning and interests and use small/etc
strong cardboard boxes and tubes these to plan further experiences. more than
Ask open-ended questions to stimulate discussion. less than
a selection of wheeled and/or
motorised toys upon which few/many
children's models can be fixed in high/low
order to make them move Activities
top/bottom
blank labels for identifying work building shape
same/different
pre-cut bases or strands on which balancing size
similar
to display work matching pattern
next to
boxes or trolley for storage of sorting recognition
equipment under
grading symmetry
clipboard and camera for recording in between
classifying predicting
children's own work area
estimating hypothesizing
space
NB Large blocks or bricks can be spatial awareness discussing process
pattern
attractively stored on shelves or number
against shape
walls.
Taken from 'Learning Together' Worcestershire County Council 3
Continuous Provision
Interest Area: BOOKS AND PICTURES
4
Continuous Provision
Understanding Interest Area: BOOKS AND PICTURES
Conversation
Try to make the book area an inviting and stimulating place for
children to be in.
Reading
Most rooms can accommodate a book area. Try to site yours
Sharing
in a quiet, well-lit part of the setting where children and adults
Listening can relax and enjoy reading together or alone.
Include reading materials such as magazines and maps in the
role-play area. Turning Pages
Equipment
quiet, carpeted, well-lit area Adult Role
shelving (wall-mounted and Share stories, rhymes, poems and non-fiction books with the children.
free standing) Tell stories using props, masks and story sacks and support the children
to do so. Vocabulary
comfortable chairs Model use of book related language. book
cushions Model the application of phonic knowledge when reading.
Make observations of the children’s learning and interests and use these page
soft toys
to plan further experiences. picture
display boards
illustration
good quality reading
material, attractively Activities illustrator
displayed author
developing vocabulary retrieving
fiction information publisher
looking at books
non-fiction listening to stories print
sharing books (with
magazines practitioner, with other read by adults, by binding
photograph albums adults and with other children and on cover
children) tape
books made by children in dust cover
the group silent reading telling/reading
stories onto tape hardback
tape recorder reading aloud paperback
relaxing
headphones discussing books story poetry
(content, format and sequencing events
selection of story tapes fairy tale
layout)
blank tapes myth/legend
predicting
maps comic strip
Taken from 'Learning Together' Worcestershire County Council 5
Continuous Provision
Interest Area: CREATIVE DEVELOPMENT
6
Continuous Provision Collage
Painting Interest Area: CREATIVE DEVELOPMENT
There is a huge variety of materials, including natural and man-made Drama
resources, that can be collected for use in this area.
Modelling
Ensure that you can expand your creative area for large collaborative Music
pieces.
Drawing
Adult Role Vocabulary
Model the safe use of tools. fabric
Model vocabulary and encourage the children to describe their actions.
Printing colour names
Ask open-ended questions to stimulate discussion.
Discuss the children’s projects supporting them with ideas, plans wool, ribbon, thread, string
and adaptations. tools (hammer, saw, pliers)
Imaginative Celebrate the children’s creativity and avoid ready made model.
role play recyclable materials
Make observations of the children’s learning and interests and use
glue, paste, sticky tape,
these to plan further experiences.
masking tape
Activities paper, card, cardboard
Equipment mixing paint cutting tools (scissors,
open ended resources types and sizes) sticking/gluing modelling cutters)
easily cleaned/covered work storage (accessible and sorting paint
surface of appropriate height labelled) rolling brushes, sponges, rollers,
wipe-clean flooring containers (various types sponge painting sticks
and sizes for mixed paint, pots
easels fabric printing
glue, etc.
aprons joining palettes
scissors
cloths modelling clay, play dough trays, boards
cutters
mop and bucket and plasticene crayons, charcoal, pens,
glue spreaders ink
dustpan and brush sorting
brushes (various types and beads, buttons, lace
rubber gloves cutting
sizes)
newspaper threading cotton wool
rollers
plastic covers hammering wood shavings
woodworking tools
wipe-clean boards sanding leaves
drying rack
storage containers (various estimating twigs
measuring grass
Taken from 'Learning Together' Worcestershire County Council 7
Continuous Provision
Interest Area: FINE MOTOR SKILLS
Mark Making
8
Continuous Provision
Interest Area: FINE MOTOR SKILLS
Developmental
Mark Making
Children will enjoy using a writing area for different writing
activities, but writing for a purpose can take place in many setting Practitioner as scribe
areas (role-play, science, etc) if appropriate materials are
provided.
Creative
A writing area may best be situated in a quiet part of the room or
building. Children may need access to writing materials for other
activities such as role-play or art work. Could your writing area be
Equipment the resource area for all writing activities or will you provide Shared
variety of paper (large/ appropriate materials where required?
small, white/coloured,
lined/unlined) Adult Role
Create meaningful contexts for mark making.
pencils/pens/crayons Model the process of mark making in meaningful contexts.
charcoal/chalk Model how print can convey meaning through changing the
rubbers tone and pitch of voice.
Introduce and support the use of new vocabulary. Vocabulary
rules
Make observations of the children’s learning and interests In writing, children will draw
scissors and use these to plan further experiences. upon and use language they
paper clips have been encouraged to
glue develop both in and out of the
stapler Activities setting. This will come from
contact with parents,
dictionaries mark making writing practitioners, other adults,
thesaurus pattern making letters other children, television,
news items radio, books, comics, etc.
words/word banks drawing
reports
computer story telling stories They will draw upon their
labels recalling stories and books knowledge of the written word
events posters in their environment – for
notice board example, shop signs, cereal
sequencing events lists of all kinds
post box packets, and their own name.
display area
Taken from 'Learning Together' Worcestershire County Council 9
Continuous Provision
Interest Area: ICT
10Continuous Provision Interactive
Computer Interest Area: ICT whiteboard
Tape Photocopier Digital
Television recorder Camera Projector Telephone
Roamer/pip Calculator CD player
Adult Role
Demonstrate how to use equipment safely and DVD player Videocassette
effectively. recorder
Equipment
hardware (computer, printer, Model the use of key vocabulary.
Support and comment on the children’s play using
touch screen)
ICT resources.
software (a range of Encourage children to access resources
programmes at levels independently.
appropriate to the children's Vocabulary
Make observations of the children’s learning and
needs) interests and use these to plan further experiences. program dial
storage (trolley/table, dust disk volume
covers, boxes and folders for tape control
disks, tapes, instructions, etc)
audio left/right
video recorder/player
Activities (individual, small group, large group) video add/subtract
video tapes
handling data planning display numbers (1, 2, etc)
audio tapes
keyboard skills shapes print colours
projector (red, blue, etc)
matching numbers keys
camera/digital camera shapes
comparing reading mouse
video camera (circle, square, etc)
drawing listening switch
microphone projector
writing talking on/off
headphones select
drafting discussing DVD
screen drag
editing estimating laptop
paper/pencils/pens erase
programming insert
digital microscope copy
return/delete
Taken from 'Learning Together' Worcestershire County Council 11Continuous Provision
Interest Area: INVESTIGATION/SCIENTIFIC ENQUIRY
12Continuous Provision
Equipment Interest Area: INVESTIGATION/SCIENTIFIC ENQUIRY Observing
small world
coloured acetate Science activities are intrinsic to many other areas of learning such
as through stories, sand, water, construction, cooking and music,
string both inside and outside. Sorting
construction toys
hand lenses Science areas should contain interactive displays and be attractive
tripod magnifier and well laid out, where children are encouraged to investigate,
observe and inquire through first-hand experience.
midi spectre Purposeful play
tockers Adult Role
sand timers and stop watch Commenting on child's play while playing alongside.
thermometers Model vocabulary and encourage the children to discuss their
thinking. Solving
magnets and mirrors Ask open-ended questions to stimulate discussion. problems
colour paddles Model investigative skills and language e.g. commenting while
torch exploring new materials/resources.
non-fiction and fiction books Model the use of books and ICT to find out about something.
Scribe children’s thoughts and ideas.
plastic aquaria for fish, frog Make observations of the children’s learning and interests and
spawn, insects, snails, use these to plan further experiences. Vocabulary
worms and plants A wide-ranging
variety of containers, vocabulary should
dishes, etc. for develop, depending on
holding/displaying objects the activity and materials
Activities
feely bag or box used together with
estimating counting appropriate adult support.
collections of stones,
fossils, shells, bark, bones, comparing solving problems Children should be
corks, feathers, wood, seed measuring formulating hypotheses encouraged to ask
heads, toys, springs, etc. timing designing and making artefacts questions, solve
(carefully stored) problems, design
planning asking questions
plants showing a variety of solutions and artefacts,
building recording investigate alternative
colours, textures, shapes,
fragrance, flowers and fruit testing developing mathematical, strategies, co-operate,
observing language and manipulative skills discuss and try out new
bulbs, seeds, and sprouting and sensory experiences ideas without fear of being
seeds sorting
wrong.
digital microscope
Taken from 'Learning Together' Worcestershire County Council 13Continuous Provision
Interest Area: MALLEABLE MATERIALS
14Continuous Provision
Pastry Interest Area: MALLEABLE MATERIALS
Clay
Manipulating and exploring objects and materials are
important skills to support their developing curiosity as
Equipment well as fine motor skills needed for reading and writing
aprons
Create a separate malleable area with open shelving so Gloop!
plastic trays
that resources are easily available.
wooden boards
tweezers Label your boxes/baskets/trays of resources clearly with a
tongs label and picture.
cotton buds Vocabulary
Make waterproof aprons easily available for children to put push
tough spot
on/off for themselves.
dough pull
tools Adult Role squeeze
knives Commenting on child's play while playing alongside. flop
Providing time for children to use all of their senses to drop
cutlery
investigate objects and materials.
natural materials –cones, Offer and model safe use of different tools, techniques flatten
pebbles, twigs and materials. mould
cutters shape
rollers Play Dough turn
baking trays Bread Dough
press
bowls share
pictures/images smooth
books bumpy
Activities
textured rolling pins rough
patting twisting
printing materials – beads, soft
tyres, buttons stroking rolling
poking squashing sticky
candles mathematical
feathers squeezing mixing
vocabulary
sequins pinching kneading
size, shape,
glitter position, length,
rice pattern
Taken from 'Learning Together' Worcestershire County Council 15Continuous Provision
Interest Area: MUSIC
16Continuous Provision
Interest Area: MUSIC
Singing
A music area will probably have to be temporary in most Clapping
settings, with larger instruments centrally resourced
A small variety/selection of simple musical instruments is
preferable for young children.
Equipment
rhythm sticks (or other simple A music area can be set up inside or out, away from quiet Listening
wooden instruments) areas of the room and near to a power source if required.
shakers (bought or home- Relevant books, pictures, suggestions and materials will
made; different contents can help to make it more stimulating and productive.
produce pleasingly different
sounds) Adult Role
Indian bells (or other simple Teach children how to use the CD player.
Joining in
Teach songs and rhymes.
metal instruments)
Support children to make up new songs and rhymes.
tambour Provide and explore instruments alongside children.
variety of beaters and brushes Model vocabulary used to describe sounds.
guiro or other instrument for Encourage children to talk about likes and dislikes of music.
scraping sounds Vocabulary
simple tuned instruments sound rhythm
(chime bars, xylophone)
Activities silence loud/quiet
keyboard (with batteries or
singing (whole class, experiencing pitch sing louder/quieter
access to power)
large group, small group, composing (whole chant stop/start
tape recorder (with batteries solo)
or access to power) for group, group, individual) play fast/slow
children to record their own listening storing music by graphic clap faster/slower
music making or listen to pre- playing percussion representation body percussion long/short
recorded music. using body percussion storing music by pitch high/low
selection of music books with dancing recording
songs, rhymes and rhythms moving editing
NB Concepts of higher and lower are
pictures may be useful to experiencing rhythms collaborating usually too difficult for young children.
stimulate creative work
Taken from 'Learning Together' Worcestershire County Council 17Continuous Provision
Interest Area: OUTDOORS
18Continuous Provision
Weather Interest Area: OUTDOORS Multisurface
Use natural materials (twigs, branches, logs, bones,
Freedom pebbles, shells, bark, cones).
Seasonal changes
Make your outdoor area as flexible as possible. Limit the
amount of fixed equipment to ensure that the children
Environment have a variety of experiences.
Activity
open ended resources Adult Role skills
digging area or raised planter Commenting on child's play while playing alongside. (throwing/catching,
different surfaces (tarmac, Model and teach correct use of equipment. running/jumping,
grass, bark) Plan to be outside in all weathers. skipping/hopping,
different areas (for sitting, for Ask open ended questions to stimulate discussion. climbing/balancing)
running, for ball games, for Make observations of children's learning and interests and use free play
wheeled toys) this to plan further experiences.
role play
painted areas to encourage ring games
play
Equipment singing games
plants and shrubs (for shade,
prop boxes (magnifying baskets to sit in team games
for attracting insects, for
glass, whellies, binoculars, thinking kit bag (camouflage work with small
children to grow)
coats) netting, blankets, mats, carpet, apparatus
environmental garden
static and moveable tarpaulin with eyelets, ropes, observation and
willow tunnels, mazes objects (climbing frames, pipes, wheels, tubing, hooks, recording of birds,
children's garden boxes, logs, tyres, sand pulleys, pebbles, doweling, plants, animals,
pond (large/small – even a with cover, tunnels, collecting buckets, masking tape, insects, the sun,
large barrel or sink will do) benches) chain, trowels, briquettes, plastic weather, traffic, etc
small apparatus (hoops, crates, planks, corrugated card, gross and fine
bird table
bean bags, balls and bats rubber hammers/mallets motor skill
seats and tables
in a variety of sizes and dressing-up clothes development
places to ‘hide’ types) parasols language
log piles barrels with pumps builders’ trays development
teepees garden equipment (rakes, big decorating brushes developing thinking
ropes to swing on spades, trowels, pots, skills by
clothes horse
logs and balancing beams to grow-bags) constructing using
wallpaper table (chopped to right
climb on large boxes large equipment
height)
pipes and guttering
19
Taken from 'Learning Together' Worcestershire County Council 20Continuous Provision
Interest Area: PROBLEM SOLVING, REASONING AND NUMERACY
20Number Continuous Provision Length
Interest Area: PROBLEM SOLVING, REASONING AND NUMERACY
Pattern
Many aspects of maths will be covered in other areas of the section
through role-play (shops, post office, home corner), cooking, sand, Weight
Shape water, etc. Look in the activity and vocabulary sections of other areas
for more ideas.
Vocabulary
Equipment Don't try to have all the maths equipment on display all the time! Keep it The development
games (a sets of 2D/3D interesting by changing the focus. Be aware of all of the maths opportunities of language is one
selection shapes that can be created for children to experience independently. of the most
encompassing a boxes (parcels important parts of
wide variety of Adult Role maths, and
and presents)
mathematical Demonstrate how to use equipment. opportunities can
irregular Model the use of simple mathematical vocabulary in meaningful be found in every
activities)
shapes (home- contexts. area of the setting.
jigsaws (ordering made) Look for and create links between children’s play in other areas and Positional
and sequencing)
tessellation mathematical resources. e.g.
die (various sizes (Clixi, Provide resources that link to children’s interests in a meaningful way.
and types) before/after
Polydron, tiling Look for ways to include mathematical language and ideas into high/low
spinners mats and 'drip' everyday routines. first/last
sorting toys (e.g. mats) Make observations of the children’s learning and interests and use
these to plan further experiences. Measure
Logi clocks e.g.
People/House sand timers long/short
Sorts/Tree Sorts) tall/short
tockers Activities
number puzzles large/small
calendars sequencing making number patterns
pegs/pegboards Number
stop watches ordering ordering numbers
lacing toys e.g.
time lines matching making 'nets' one/two
(beads and
cotton reels) rulers (varying playing and making up games timing activities first/second
lengths) sorting by a variety of attributes making 'tockers' many/few
wooden bricks
tape measures making/copying making 'time lines' (of different Time
number
lines/cards ribbons/tapes patterns periods of time) e.g.
of varying sequencing days, months, etc early/late
carpet tiles with predicting before/after
lengths and
numbers counting comparing minutes/hours
widths
large calculators adding/subtracting measuring non-standard and days/months
standard units
practical
Taken from 'Learning Together' Worcestershire County Council 21Continuous Provision
Interest Area: ROLE PLAY
22Continuous Provision
Shop
Interest Area: ROLE PLAY
Equipment
Role-play areas can be situated in different parts of the setting or School
tables building, on a temporary or more long-term basis, according to the
chairs needs and interests of the children. Travel/
sink Transport
cooker Resources can be stored and shared in order to create a variety
of interesting and stimulating role-play areas. Domestic/
bed Home
cupboard Adult Role Café
iron/ironing board Interact with children, modelling and commenting on the play.
mirror Support children to develop a storyline.
Support children to negotiate roles and scenarios. Post Office
pots/pans Talk to the children about their previous experiences.
plates/cups Use stories, information books, photographs, ICT to stimulate discussion. Hospital
knives/forks/spoons Model reading and mark making in context.
bowls Make observations of the children’s learning and interests and use these
to plan further experiences.
rolling pin
scales
Vocabulary
trays Activities
large/small cooked/raw
table cloth matching coming to terms
with things same/different hot/cold
cash register/money sorting
language heavy/light dry/wet
cushions counting
development full/empty far/near
blankets ordering
investigating sort early/late
bandages weighing
sharing match 1:1 old/young
first aid kit measuring
shape count (1, 2, etc) family
telephone/directory estimating
size shape (circle, square, work
clock sequencing
number/quantity etc) nurse/doctor
ornaments/vase planning
volume/capacity colour (red, blue, etc) shop assistant
dressing-up clothes evaluating
money/value/cost buy/sell teacher
(hung for tidy storage) thinking of others
distance/time sick/well waiter/waitress
shopping/handbags developing
social awareness turn taking
'food'
Taken from 'Learning Together' Worcestershire County Council 23Continuous Provision
Interest Area: SAND PLAY
24Continuous Provision Rice
Interest Area: SAND PLAY
Wet
Lentils
Give children room to work in the sand tray by storing equipment in a
Dry separate container. You can extend your sand play by having a dedicated
sand area outside in a pit or large box. Cones
Coloured
Consider children’s emotional response to the sand tray, and use it as part
of play areas.
Vocabulary
Try to site your sand activity area away from walkways. Provide equipment full
Equipment for sweeping up spillages. Try using two or three stacking plastic storage empty
containers (large/small, boxes, one for dry sand, one for wet sand and one for sand equipment. If
half full
trays) space is limited, stack the boxes in a small area of the setting when not in
use. half empty
aprons
more than
brush and pan Adult Role most
buckets Commenting on child's play while playing alongside.
less than
spades Model the use of equipment.
Model related language of number, size, shape, properties of sand. least
trowels
Encourage children to solve problems, ask questions, and use their taller than
sieves
imagination. shorter than
spoons Encourage children to create scenarios and backgrounds to a role play
larger than
funnels – beach, building site.
Encourage children to retell or imagine. smaller than
rakes
Make observations of the children’s learning and interests and use contain
combs
these to plan further experiences. under
wheels
on top
moulds
Activities flow
cars
digging weighing imaginative pour
shells
pouring tracing play sprinkle
stones
building houses, filling sorting trickle
boxes or trolley for
roads, harbours, comparing collecting sieve
storage of equipment out
etc
of the sand making shape
moving patterns
other natural materials wet
balancing
dry
Taken from 'Learning Together' Worcestershire County Council 25Continuous Provision
Interest Area: SMALL WORLD
26Continuous Provision
Interest Area: SMALL WORLD
People
Equipment Small world play provides opportunity for children to interact with each other, to
tables make plans and create stories to explore their world. Labelling your resources
chairs with a picture and title will help the independent child's self selection. Vehicles
sink
Often children will become very involved in the activity of their choosing, persisting
cooker for long periods of time.
bed Homes
cupboard By considering your resources you can introduce the children to the natural world,
features of their environment and different cultures and beliefs.
iron/ironing board
Animals
mirror Create a specific area for small world on a table, on a carpeted floor or as part of
pots/pans an interactive display.
plates/cups Dinosaurs
Adult Role
knives/forks/spoons
Commenting on child's play while playing alongside.
bowls Model the use of imaginative language and encouraging the child to
rolling pin retell or imagine.
scales Encourage the use of books to inspire or gain information. Vocabulary
Give time for children to pursue their learning without interruption. large/small hot/cold
trays
Do the resources on offer challenge and extend children's thinking, or same/ dry/wet
table cloth have they become routine? different far/near
cash register/money
heavy/light early/late
cushions
Activities full/empty old/young
blankets
matching evaluating sharing sort family
bandages
sorting developing shape match 1:1 work
first aid kit
counting social awareness size count (1, 2, nurse/doctor
telephone/directory etc)
ordering coming to terms number/quantity shop assistant
clock shape (circle,
with things
ornaments/vase weighing volume/capacity teacher
language square, etc)
dressing-up clothes measuring money/value/cost waiter/
development colour (red,
(hung for tidy storage) estimating distance/time waitress
thinking of others blue, etc)
shopping/handbags sequencing turn taking buy/sell
investigating
'food' planning sick/well
cooked/raw
Taken from 'Learning Together' Worcestershire County Council 27Continuous Provision
Interest Area: WATER PLAY
28Continuous Provision
Sequins Interest Area: WATER PLAY Warm
Beads If possible, site your water activity area on a suitable Cold
wipe-dry surface close to the source of the water and
away from walkways and routes. Coloured
Pebbles
Make waterproof aprons available for children to put on/off Bubbly
for themselves.
Equipment Cut the handle down on a mop so that children can easily
use it to clear up. Vocabulary
containers (large/small, baby bath,
full
plastic boxes, clear 'fish' tanks)
An outside tap can extend your water play! empty
aprons
half full
mop and bucket Adult Role
Model the use of equipment. half empty
towel
Model related language of number, size, shape, more
waterproof, non-slip surface
quantities, and properties of water. less
measures (arbitrary and standard) Encourage children to solve problems, to retell or
most
containers (different sizes and imagine.
shapes) Make observations of the children’s learning and least
bottles interests and use these to plan further experiences. pour
funnels contain
water wheels Activities float
water pumps pouring sink
sponges floating under
variety of objects for floating and sinking beneath
sinking blowing on top
boxes or trolley for storage of splashing splash
equipment washing drip
natural materials drying spill
bubbles (washing-up liquid) comparing overflow
ice moulds reflecting absorb
food colouring absorbing wet
corn flour displacing water-resistant
places to hide
Taken from 'Learning Together' Worcestershire County Council 29Continuous Provision
Interest Area: INTERACTIVE DISPLAYS
30Continuous Provision
Interest Area: INTERACTIVE DISPLAYS
31Continuous Provision
Interest Area: INTERACTIVE DISPLAYS
32Continuous Provision
Interest Area: INTERACTIVE DISPLAYS
33Continuous Provision
Interest Area: INTERACTIVE DISPLAYS
34Continuous Provision
Types of Questions to Support Reflection
Types of Questions to Support Reflection
Describe what Reflective – how? Speculative questions
you can see
I wonder what
you are going What would you
Can you tell me remember to do for
to do next?
Tell me about what you have next time? That looks interesting,
what you are done so far? what are you going to
thinking do next?
What does that
feel like?
I wonder if there What will you do
is anything I can do How did you feel next?
to help you? when that
What do happened? Could we do this
you need? outside?
What does that
look like? What would
How did you know happen if…?
to do it like that?
I wonder what
would happen if…?
Have you ever
done something
else like this?
You seem to like this sort of
learning, can you tell me what it is What are you going
that you enjoy about it? to do next?
35You can also read
