Early Years Professional

Enjoying maths through games, rhymes and songs

scameron — Wed, 20 Jul 2011 13:46:44 +0100

Maths is an area of learning that many of us find challenging. Our previous experience may make us think maths is ‘hard', dull and not very exciting! However, maths is an essential part of everyday life so it is very important that we don't pass on these negative messages to our children.

Using stories to support children's personal, social and emotional development

scameron — Tue, 21 Jun 2011 16:24:11 +0100

‘A story is a door to another world, a world inside us, in the imagination. Child readers find many of their role models here, characters they want to resemble, heroes, ideals. The message is...however powerless you think you are, you can still overcome, by determination, cooperation with others, and refusal to be afraid' (Bigger, 2009).

Supporting young children to meet the challenges of transition

scameron — Thu, 19 May 2011 15:28:30 +0100

Life is full of change; some we are able to plan and prepare for, while others take us by surprise and we have to adjust to new situations. How well we are able to do this will depend to a great extent on the resilience that we have built up during our lives. This is no different for young children; just as for adults, there are changes that they have no control over, and others that they may be able to have some input into.

Engaging with parents

scameron — Tue, 29 Mar 2011 15:08:05 +0100

The importance of recognising parents as their children's first and most enduring educators, and the value of finding effective ways to support them in this role, has been clearly evidenced in a number of wide-ranging research studies. In 2003 Professor Charles Desforges carried out an extensive literature review which showed that the influence of the home learning environment was ‘enduring, pervasive and direct' (Desforges and Abouchaar, 2003).

The joys of sharing stories with children

scameron — Fri, 24 Dec 2010 11:01:55 +0000

Storytelling is a tradition that is alive and well in many countries and cultures, particularly those where books and written material are not easily available. Such cultures have the most wonderful collection of oral stories to be shared and passed on. A glance back into our own history shows that stories told from mouth to mouth and tales read from the page were a treasured part of family and community life.

Putting risk in perspective

scameron — Tue, 14 Dec 2010 12:05:50 +0000

Amma is climbing a weeping willow tree in her nursery garden. The trunk of the tree curves gracefully, almost parallel to the ground, a couple of feet above the bare earth - the perfect height for the four-year-old to test her nerves. She doesn't realise it, but some adult eyes are keeping a watch on her. One of the nursery staff has spotted her going under the canopy, and is monitoring her progress from a discreet distance.

Professional development in the early years: the impact of Early Years Professional Status

scameron — Thu, 11 Nov 2010 16:48:30 +0000

There are now nearly 5,000 Early Years Professionals (EYPs) across England and it is timely to consider the impact of this high-profile training and assessment programme. The vision for EYPs is that they are change agents, building on and extending existing strengths within settings to transform practice.

Developing partnerships with parents

scameron — Tue, 19 Oct 2010 16:31:09 +0100

Studies carried out over the last 10 years have demonstrated the benefits of supporting parents to be fully involved in their young children's learning and ensuring that the influence of the home learning environment is ‘enduring, pervasive and direct' (Desforges & Abouchaar, 2003).

Writing your own policies

scameron — Thu, 12 Aug 2010 16:15:45 +0100

Policies in early years settings are there to guide the actions which practitioners need to take to fulfil the vision and aims of the setting and to act as a point of reference against which decisions can be made. Developing a wide range of policies in an early years setting will help to:

Exploring outdoor learning with early years

scameron — Mon, 07 Jun 2010 16:18:34 +0100

This is an ideal time of year for children of all ages to be outdoors for long periods of time, exploring the natural world around them. Although not all early years settings have access to large gardens, with a little forward planning it is possible to create growing spaces in even the smallest outdoor area. Small raised beds, large planters and grow bags can all be positioned around the outdoor space to enable children to cultivate their own seeds and plants and to experience the pleasure of growing and looking after plants.

Developing social and emotional skills in early years

scameron — Fri, 04 Jun 2010 15:52:09 +0100

The development and roll out of the SEAL curriculum and its approaches (DCSF) is currently ongoing across all key stages. An overall awareness of the importance of developing these skills has been raised significantly in recent years. It now appears to be more commonly accepted that basic social skills and the development of an emotional vocabulary are essential to children, and are best instilled early on. Young children need these skills if they are to develop appropriately and function effectively within both the social and learning contexts.

Out and about – exploring the built environment with early years

scameron — Thu, 06 May 2010 17:21:14 +0100

Investigating the local environment provides many opportunities to:

The A-Z of school life – Children, Decisions and the Early Years

scameron — Fri, 30 Apr 2010 10:23:32 +0100

As I write this e-bulletin the weather is fabulous. Gardens are blooming, the sun is shining and everyone is talking about how much better they feel when they see the sun. No doubt by the time you read the article it will be raining and we will be saying, ‘we’ve had our summer!’ But I don’t want us to lose that feel good feeling we get when the sun is shining. Why not? Because that’s the feeling you want when the sun metaphorically shines in your school.

Getting the best out of your early years team

scameron — Mon, 26 Apr 2010 15:52:33 +0100

In Early Years Update eBulletin December 2009 , we looked at the make-up of teams and the different roles people play as team members. As the leader of an early years team you have a vital role to play in coordinating these different roles, and using the skills and abilities of individual team members effectively.

A quick roundup of the main political parties’ school manifesto points

scameron — Thu, 22 Apr 2010 12:58:34 +0100

With the 2010 general election looming, if you want to know more about what the main political parties want to do with education should they get the chance, this information sheet excavates the relevant sections of their manifestos for an at-a-glance guide.

Heuristic play for toddlers

scameron — Tue, 13 Apr 2010 11:47:34 +0100

Heuristic play for toddlers continues the theme developed in the last Early Years Update when we looked at using Treasure Baskets with babies. Treasure Baskets are suitable for use with non mobile babies while heuristic play is appropriate for toddlers from 12 months onwards.

Accelerate learning in early years using Treasure Baskets

scameron — Mon, 29 Mar 2010 12:02:26 +0100

Very young babies are dependent on the adults who care for them to provide a wide range of interesting multisensory experiences to support the healthy development of their maturing brains. Treasure Baskets are an ideal way to provide these experiences. A Treasure Basket is a collection of interesting natural and reclaimed resources and household objects put together to give a baby a safe yet intriguing range of objects to explore.

The collection of objects in the Treasure Basket offers a baby the opportunity to make choices about:

How your setting can foster communication skills in early years

scameron — Wed, 17 Mar 2010 17:14:07 +0000

Communication involves giving and receiving messages in many different ways – often using spoken words, written words, symbols and pictures. Ideas, feelings and information are also communicated through movement, gesture and body language, as well as musical and artistic expression.

How to nurture relationships with early years parents

scameron — Tue, 09 Mar 2010 16:24:32 +0000

Develop partnerships with parents encourages mutual respect which will positively contribute to a child’s experience in an early years setting, leading to good outcomes for both the child and the family. Making parents feel welcome in your setting is an important first step in this process, creating a firm foundation on which to build.

Taking maths outdoors for early years

scameron — Tue, 16 Feb 2010 16:49:33 +0000

Opportunities for developing mathematical skills occur in all the different play opportunities children experience in an early years setting. Outdoor play and games often require the knowledge, skills and understanding found in this area of learning. For example:

How to be a reflective early years practitioner

scameron — Wed, 03 Feb 2010 11:03:57 +0000

The quality of provision in any early years settings is dependent on the skills, attitudes, knowledge and experience of everyone who works there. Reflective practice is the key to quality improvement as it helps to identify the strengths and weaknesses of different aspects of a setting’s provision.

Exploring light and dark with early years

scameron — Wed, 06 Jan 2010 09:32:07 +0000

Playing with light and dark creates magical experiences that both adults and children will enjoy. Light and darkness hold fascination and intrigue, as well as an element of risk and challenge and the opportunity for young children to experience what early years consultant Marion Dowling terms ‘gratuitous fear’. Experiences involving light and shadow enable children to appreciate the awe and wonder of the world around them and provide a rich environment in which to develop their natural curiosity.

Identifying your role within an early years team

scameron — Wed, 09 Dec 2009 11:37:13 +0000

Teamwork is essential to the successful delivery of high-quality early years services for children and their families. Within your setting you will be well aware of the benefits of working as part of a team made up of individuals with a variety of skills, attitudes and personal qualities. The qualifications and experience which individuals have are clearly of paramount importance, not least to comply with the statutory requirements of the EYFS.

Festive celebrations with early years

scameron — Thu, 26 Nov 2009 16:20:12 +0000

During their time spent in early years settings children will become increasingly aware of their own surroundings, their cultural identity and the many exciting celebrations and festivals which occur throughout the year. At this time of year there are many opportunities to share and enjoy the different ways in which families celebrate. A number of religious festivals take place in the winter months and New Year is celebrated in a variety of ways and at different times.

Child-initiated learning

scameron — Fri, 13 Nov 2009 14:35:49 +0000

Adult-led activities are based on our own professional understanding of what we should teach young children and what experiences they should have. Through adult-led activities we can introduce children to new ideas, provide opportunities for them to develop their skills and ensure that they experience all six areas of learning in the Early Years Foundation Stage (EYFS).

Early years outdoor play in autumn and winter

scameron — Wed, 04 Nov 2009 12:23:01 +0000

With the onset of winter approaching, November may not be the obvious month to focus on the importance of children playing out of doors. However as the weather changes and temperatures drop it is even more important that we plan appropriate activities for children, and adults, to enjoy in the fresh air.

Listening to babies

scameron — Wed, 21 Oct 2009 10:54:39 +0100

Babies are born with an innate desire to communicate. For their survival and wellbeing they must build relationships with one or more caregivers who they can rely on to fulfil their physical and emotional needs. Although they have yet to master the complexities of spoken language, babies can nevertheless communicate very effectively in other ways. Babies use body language and facial expression to communicate what they are thinking, often mimicking the expressions which adults use when talking to them.

Coping with swine flu with early years children

scameron — Tue, 06 Oct 2009 11:40:36 +0100

As the colder, damper weather of autumn arrives, we can expect to see a rise in the number of children and adults affected by swine flu. The swine flu virus is now already circulating widely in the community. The Health Protection Agency has therefore changed its guidance which will affect how early years settings and schools are advised to manage suspected cases of swine flu. Instead of treating all suspected cases and their contacts with antiviral drugs such as Tamiflu, the focus will now be on trying to control the spread of infection.

Getting it right for boys in early years

scameron — Tue, 06 Oct 2009 11:36:35 +0100

Ensuring your setting provides opportunities for all children to thrive will lie at the heart of all that you do. All children are different, with their own particular preferences, interests and ways of engaging with the world. That said, boys as a group have been singled out by many practitioners as needing particular attention when planning appropriate provision.

Being a creative early years practitioner

scameron — Tue, 08 Sep 2009 11:33:20 +0100

Welcome to the first edition of our new e-bulletin, Early Years Focus. This fortnightly electronic newsletter will provide you with topical information and advice to support your work with young children in the Early Years Foundation Stage (EYFS). It will highlight key issues in the world of early years care and education, providing you with practical ideas and guidance to help you secure good outcomes for the children and families you work with.

How to teach boys through play

scameron — Fri, 03 Jul 2009 14:11:09 +0100

Having taught largely in Key Stage 2 during my teaching career, I decided to try my hand with younger children for three very clear reasons. Firstly, in working with many schools and individual teachers around the country, I had come to realise that where the really important, ground- breaking stuff is going on in education at the moment, is in the early years. It wouldn’t be an exaggeration to say that there is a revolution going on in the world of birth to five.

Gender differences in school: implications for education

scameron — Fri, 03 Jul 2009 13:40:48 +0100

We live in a world rich in data – possibly too rich! The statistics from the Foundation Stage Profile Results for England for 2007-08 show that girls continue to outperform boys in all 13 assessment scales. The gap is particularly wide in the following areas:

Early Years PiP Cards: 3.2 Supporting every child

scameron — Mon, 01 Jun 2009 16:54:45 +0100

Theme: Enabling environments
‘The environment plays a key role in supporting and extending children’s development and learning.’

Commitment 3.2 Supporting Every Child
‘The environment supports every child’s learning through planned experiences and activities that are challenging but achievable.’

Areas of knowledge covered:

Early years learning environments

scameron — Wed, 18 Mar 2009 16:33:17 +0000

Children need…

Planning quality provision for early years

scameron — Wed, 18 Mar 2009 14:39:43 +0000

During the past year, I have had the privilege of training many practitioners from a wide range of settings on the Early Years Foundation Stage (EYFS). It has been an excellent opportunity to reach new audiences and to continue affirming key messages about effective working with young children. The practitioners have bought a range of experience and expertise to the training and, as I have found during my long career in early years, all are keen to do the very best for the children and families they work with.

Early Years PiP Cards: 3.1 Observation, assessment and planning

scameron — Mon, 16 Mar 2009 15:47:14 +0000

Theme: Enabling environments
‘The environment plays a key role in supporting and extending children’s development and learning.’

Commitment 3.1 Observation, assessment and planning
‘Babies and young children are individuals first, each with a unique profile of abilities. Schedules and routines should flow from the child’s needs. All planning starts with observing children in order to understand and consider their current interests, development and learning.’

Areas of knowledge covered:

Completing the early years SEF

scameron — Fri, 13 Mar 2009 15:29:37 +0000

The Ofsted Security Token – your password

Healthy Living in the Early Years Foundation Stage

scameron — Thu, 26 Feb 2009 15:39:47 +0000

Written by Pat Brunton and Linda Thornton

Living a healthy lifestyle is important for us all. Being physically active, eating a healthy diet, taking sensible precautions to ensure our own personal safety and recognising the importance of good mental health, all play an important part in determining our overall health and wellbeing.

A healthy lifestyle can:

SEN observation recording sheets

scameron — Wed, 11 Feb 2009 13:54:13 +0000

A-Z of Special Needs for Every Teacher (2nd edition) is designed to help busy special needs coordinators provide support for pupils, parents, class teachers and teaching assistant across all key stages.

It is an invaluable, quick and comprehensive guide.

Written by Jacquie Buttriss and Ann Callander

Self-evaluation to improve early years provision

scameron — Tue, 03 Feb 2009 15:57:33 +0000

Reflective practice and self-review has played an important role in many early years settings for some time, and is now crucial as Ofsted begins to look closely at how improvement is being promoted through providers’ self-evaluation. From September 2008, Ofsted will expect all providers to have up-to-date information about the quality of their practice, based on a system of self-evaluation; this information will then be used as a starting point for their inspections.

The EYFS principles: a breakdown

scameron — Tue, 03 Feb 2009 15:47:52 +0000

We have such a long tradition of excellence in nursery education in this country, reaching back to the McMillan sisters at the turn of the last century and before. Our nursery schools were once the envy of the world; and in 1978, Margaret Donaldson, describing children totally absorbed in their learning in a school garden, wrote:

Early Years PiP Cards: 2.4 Key person

scameron — Tue, 03 Feb 2009 15:43:30 +0000

Theme: Positive Relationships
‘Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.’

Commitment 2.4 Key Person
‘A key person has special responsibilities for working with a small number of children, giving them the reassurance to feel safe and cared for and building relationships with parents.’
Areas of knowledge covered:

Managing early years staff performance

scameron — Tue, 03 Feb 2009 15:14:07 +0000

Monitoring and supporting the performance of staff is an essential part of helping them to fulfil their roles successfully. Performance management enables the manager/leader of a setting to evaluate a staff member’s overall performance in relation to the key roles and responsibilities set out in his or her job description (see EYU 57). This evaluation will lead to detailed plans for the ongoing professional development of that individual, set within the context of the setting’s strategic plan for quality improvement.

Performance management provides a way to:

What’s the point of early years assessment?

scameron — Thu, 22 Jan 2009 16:34:18 +0000

It would be fair to say that the word ‘assessment’ has acquired something of a negative reputation. For many practitioners, it conjures up notions of measurement, statistics, graphs and external scrutiny. In some cases it can even create a sense of disempowerment and frustration; that the process, practice and outcomes of assessments are something wholly separate from the day- to-day reality and purpose of early years settings, and that assessments are being undertaken for no apparent purpose other than they have to be.

A healthy diet for early years

scameron — Thu, 22 Jan 2009 12:00:09 +0000

As an extension of their work on healthy eating in schools, East Sussex County Council Trading Standards recently conducted the Nippers’ Nutrition study, to look at the nutritional content of food provided to children in childcare. Increasingly, children are spending full days at nursery so their main source of nutrition will be obtained there. Eating patterns are established in childhood, and if the current trend in obesity and other dietary related illnesses is to be reversed, action should be taken here.

Ofsted inspections for early years

scameron — Tue, 20 Jan 2009 16:37:29 +0000

Since the introduction of the Foundation Stage in 1997 there have been concerns raised by providers of early education and childcare in the private, voluntary, independent (PVI) and maintained sectors over the disparity in inspection arrangements in the different sectors.

Early Years PiP Cards: 2.3 Supporting Learning

scameron — Tue, 20 Jan 2009 15:28:35 +0000

Theme: Positive Relationships
‘Children learn to be strong and independent from a base of loving and secure relationships with parents and/or key person.’

Commitment 2.3 Supporting Learning
‘Warm, trusting relationships with knowledgeable adults support children’s learning more effectively than any amount of resources.’ Areas of knowledge covered:

Effective school staff induction for early years

scameron — Tue, 20 Jan 2009 13:08:16 +0000

When any new member of staff is appointed, it is important that he/she benefits from a thorough and well-structured induction process. Comprehensive induction procedures minimise the time it takes for new recruits to become fully functioning members of the team, by giving them access to all the information they need to perform their role successfully.

Fostering thinking skills in early years

scameron — Fri, 12 Dec 2008 16:57:00 +0000

‘When children have opportunities to play with ideas in different situations and with a variety of resources, they discover connections and come to new and better understandings and ways of doing things. Adult support in this process enhances their ability to think critically and ask questions.’
(‘Creativity and Critical Thinking’, EYFS 2007)

Involving early years children in planning and evaluating their own learning

scameron — Thu, 11 Dec 2008 17:22:22 +0000

St Joseph’s Pre-school, based within an increasingly diverse socio-economic community in the suburbs of Bristol, is a busy voluntary-sector group operating in a church hall, where equipment and resources have to be set up and packed away every day. It has expanded over several years – from three pre-school sessions a week ,to nine sessions plus lunch clubs, a toddler group and two ‘drop in’ sessions – and now serves the needs of more than 50 families.