symbol use in early years. curriculum for excellence: early years active, experiential...

Symbol use in Early YearsSymbol use in Early Years

Curriculum for Excellence:Curriculum for Excellence:Early YearsEarly Years

• active, experiential learning active, experiential learning • a holistic approach to learning a holistic approach to learning • smooth transitions smooth transitions • learning through playlearning through play

‘…‘…promoting better continuity and promoting better continuity and progression of learning across the progression of learning across the sectors’. sectors’.

daily routinedaily routine

meet and greet on arrival meet and greet on arrival play time play time

together time together time snack time snack time

large group time large group time small group time small group time

outside time outside time tidy-up time tidy-up time

story/song time story/song time home time home time

The early years curriculum The early years curriculum offers many opportunities offers many opportunities for…for…schedules/timetables schedules/timetables ‘now/next’‘now/next’

visual cuesvisual cues – shared understanding – shared understanding supporting supporting transitionstransitions

resource labellingresource labellingintroducing new vocabularyintroducing new vocabulary

making choicesmaking choicescomment/discussioncomment/discussion

learning learning andand understanding rules understanding rules andand routines routines

How symbols improve How symbols improve staff communication with staff communication with

childrenchildren• provide provide visual stimulusvisual stimulus• support support speakingspeaking and and non-speakingnon-speaking

childrenchildren• help help reducereduce number of words used number of words used

– short, simple sentences– short, simple sentences• slow slow rate of speech downrate of speech down

• improve improve comprehensioncomprehension• help to promote help to promote consistencyconsistency• help children to help children to listenlisten• improve behaviourimprove behaviour• support support self confidenceself confidence and and

independenceindependence

How symbols improve staff How symbols improve staff communication with childrencommunication with children

Why symbols and not other Why symbols and not other visuals?visuals?

• too fussytoo fussy – colours, fonts, shapes - – colours, fonts, shapes - often only text although nice to look atoften only text although nice to look at

• not always available to all or be not always available to all or be consistentconsistent throughout the nursery throughout the nursery

•meaning can be unclear

……remember a visual is only as good remember a visual is only as good

as it’s message – can’t read!!!as it’s message – can’t read!!!

How can we use How can we use them?them?

• as visual tools to help organise the as visual tools to help organise the environment and support environment and support understanding.understanding.

environmental labellingenvironmental labelling

song/rhyme/storysong/rhyme/storyboardsboards

routinesroutines

choice boardschoice boards

symbols or scanned symbols or scanned imagesimages

visual timetablesvisual timetables

self regulationself regulation

shared understanding of shared understanding of behaviour expectationsbehaviour expectations

Restorative scriptsRestorative scripts

Give consistent prompts for discussion / resolution…

What happened and how did it feel…What happened and how did it feel…

Who was affected and how Who was affected and how can we make it better…can we make it better…

Where to start?Where to start?

Introduce symbols in key areas:Introduce symbols in key areas:

•labelling areaslabelling areas

•snack time – routine and choicessnack time – routine and choices

•song/story choice song/story choice

•sequences e.g. wash strips, painting sequences e.g. wash strips, painting routinesroutines

•visual timetable/schedulesvisual timetable/schedules

Useful extrasUseful extras

• ‘now’ and ‘next’ strips to help transition

• ‘surprise’ for unusual events, changes or activities

• individual supports where appropriate e.g. choices of activities; routines …

• visual home/nursery diaries to prompt conversation with context

• visual supports for stories, rhymes and song

Do’s and Do’s and Don'ts Don'ts

•dodo be consistent with the symbol choice be consistent with the symbol choice

•dodo involve the children when starting to involve the children when starting to use symbolsuse symbols

•dodo share with others share with others

•dodo think about the size and position of think about the size and position of symbolssymbols

•don’tdon’t try to do too much at once try to do too much at once

•don’t don’t change the symbol when they change the symbol when they need replaced need replaced