EYFS ( http://www.foundationyears.org.uk) is the key to children's every day lives. We work as a team to follow the EYFS key development guidelines by 'observation - noting what we see and hear', ' learning journeys - capturing a key moment in child's development', 'report- communication to the parents on daily bases followed by every 3 months parents meeting' and ' sharing images and videos to the parents'.
How we bring in EYFS to the daily practise
Characteristics and of effective learning:
The children need an environment where they can freely explore they likes and interests. The setting is set up with marked areas, marked storage boxes and a big area to move around.
The garden provide an open area of nature exploring to physical activities. We introduce them to games which brings us all together and creates a socialising aspect of play. We adore children's game ideas and we carry them out.
Nature little creepy crawlies, mud, sand , water , bushes , magnifying glass, microscope are available to support children's exploring nature.
'Outdoors is a fantastic teacher '.
Children have an opportunity to have a go and try to do as much as they can on their own, which builds up their problem solving and self esteem. We offer children an opportunity to keep on trying as practise helps everyone to improve any skills that come in their paths.
Washing hands, nose wipe, toilet use, getting dressed, pouring their own water , taking steps up/ down , balancing , connecting puzzles , beads thread leading , preparing snacks , clearing up tables , cary out their ideas finding the material needed etc
The primary interests of the children allow us to offer play ideas which we convert to many different creative versions and possibilities.
Eg Children liking dinosaurs - we will set up dinosaur table posters , dinosaur toys, sand - fossils - brushes and let children play . We note what the children say , we ask the questions in between and challenge older children eg the fossils they would collect to make a dinosaur out of and we would ask questions at the end, stories connected to dinosaurs, drawing dinosaurs , phonics , poem ,physical dinosaur activity and more.
Children with age gradually focus more and stay interested for longer periods and we encourage all the ages as much as we can but only as long as they are happy to.
We set them up with stations that allow children to do what they feel like or activities where they can create with a given task and material and discuss results .
Dally interaction with different ages and characters allow children to form relationships and join other children in play. Home corner , construction station , marking station , garden and dance are amongst a popular play areas where children socialise and share ideas.
Children have mirrors to reflect back at themselves , practise face expressions, dress up and role play , show and tell from home , body flash cards doctors play ,rhymes, family photos are amongst activity spots in the playroom where children can practise knowing themselves as individuals.
Children go through many development changes which will reflect in some behaviour changes too. We all stand close and help all the ages to deal with any behaviour management needs.
We first would come down to an eye contact level then we would observe the cause of the behaviour and we would explain, if needed to say sorry then we would encourage the child to say so or ask the child to return a toy etc.
We use a traffic light behaviour board for 3+ year olds which has a 'green card 'but warning would get a 'orange card' and too many warnings for continues behaviour would result in a 'red card'. Children like the idea of to working towards the 'green card ' and if works well.
( we rarely have to use the ' traffic light board ')
Physical development is supported by twice a day outdoors play , dance, exercise , games , different body movement activities , large scale painting- drawing , play with large boxes , heavy bean bags , cones , parachute , ribbons, scarfs , pen - crayon grip etc.
We support children to use open cup and to drink alone, eat alone , use the toilet ,we recognise the signs and carry out toilet training , self clean etc
Communication is a constant in the setting , phonics letters and sounds are part of set and random parts of the day, We use circle times , stories , rhymes,songs , object description as a way to get children to talk and build up their vocabulary.
We encourage children to listen to simple tasks at young ages and more complex tasks at older ages.
Children get their chances to be heard at all times and the ability to express their feelings or ideas. This way children will nurture the idea of being heard but also to listen and pay attention to us adults in return.
We support math in many ways to cover a wide range of development needs such as - numbers songs and rhymes , images , books , card games , marking , water volume or sand volume play , opposites cards and snap game, puzzles , measuring , scaling , hide and seek , tracing and matching numbers, sorting , spotting numbers , counting things we come across , using shapes to create , etc
We support literacy in many ways to cover a wide range of development needs such as - songs, rhymes , stories followed by a come fed activity or role play , letters phonics and sounds , tracing letters , object descriptions using our 5 senses to create early poem writing , challenging story times etc
We take part in many cultural celebrations , birthdays , national days , support British values etc . We create activities connected to these using the world map, globe, animals , images , transport , food , dolls, masks , videos , role play etc to help children to understand what the vast world has to offer.
We go for library visits , occasional park visits, different childcare setting visits and get visits too and I am introducing trips out of the setting with the support of the parents which will be planned ahead.
Arts and design is supported by sensory activities such as water - jelly - foam- motion sand- soap bubbles -play dough- scratch paper etc , theatre play by the children and with the help of the adults , including the story and remembering simple lines eg Gruffalo story turned into a play followed by designing any of the characters from the story on a paper using a choice of material.
Children use key board, computer , mouse , calculator , sliding , clicking connecting , taking real camera pictures , watch videos etc