The City Of Peterborough Futsal Centre

Futsal sessions for 18 months to 6 years.

Tiny Tots & Mighty Tots

What we do;

During our Tiny Tots and Mighty Tots sessions children are encouraged to be independent and explore using various co-ordination skills. During our Tiny Tots sessions we have activities on for both children and parents to participate in. These activities are a fantastic way to help your child develop their personal, social and emotional development, physical development and also their communication and language. Our Mighty Tots sessions consist of individual activities and group games which encourageevery child to gain confidence in experiencing social interactions with others aswell as to support sharing and turn taking. The individual activities are mainly to help develop and support co-ordination skills for the younger children such as gross motor skills, 3 year olds learn step over's and toe taps who'd of thought it.

Why we do what we do;

Our head coach is a well experienced Level 3 childcare practioner who works within a nursery, she has a passion for sports and has been within

the sector for 6 years.

Sport is limited for children especially younger children whom attend a nursery setting but we feel it is vital that they are giving the opportunity to experience the benefits of being active, leading a healthy and social childhood from such a young age. By providing a session each week children begin to understand routine it’s a sense of

belonging when putting their futsal kit on for their sessions. All of our sessions are planned around the Early Years Foundation Stage which is the curriculum from birth to 5 years. If your child is attending a setting, the nursery or school

will be following this framework to ensure your child is developing in all areas of development. By attending our sessions this is enhancing various skills and often parents will use images of their child during the session to send a parent

observation to their child's nursery to support their development. Below shows the benefits of using the sessions and how they link to every child’s development following the Early Years Foundation Stage. Every child should be giving the opportunity to develop their skills to their fullest potential; this is a fun filled session which supports every area of development. If you have any questions

please don’t hesitate to come and speak to me or contact me on 07850492601 or via email jaderamm@hotmail.com

Below are the Areas of the Early Years Foundation Stage which each of our session links in with and covers the key areas of a child's development.

We bring Phoebe to futsal as she has expressed she wanted to go to football like her daddy. She is learning new skills weekly especially using her feet kicking, dibbling, controlling the ball also interaction with other children to boost her confidence, Listening skills and talking to others as she is very shy. Phoebe observed the first couple of weeks and Jade would encourage her but never pushed her into doing something that made her uncomfortable. As a parent this was very reassuring and lovely to watch. This is also a good bonding session with her and her daddy. Phoebe is very stimulated with the different activities offered weekly. Great value for money too. Jade is always encouraging, praising, energetic, enthusiastic with all the children meeting their individual needs which is a fantastic ability. Jade is great at communicating about events coming up eg Halloween dress up, photos etc.

I take my 22 month old to futsal because I believe it teaches several important life lessons - it teaches children the values of teamwork and how to work as a team; how to lose as well as win, and cope accordingly; I also firmly believe it will help build his confidence, helping him grow into a well rounded individual. Anecdotal evidence at work (children’s nurse, through discussions with parents) appears to support my thoughts. Additionally there is research that suggests sports helps build a child’s IQ and confidence, and helps the child develop focus and emotional control. While at 22 months he is too young for a lot of these life lessons, I believe it is good for them to be introduced as soon as possible. Having a new brother recently, futsal is also something that is ‘just Olivers’, that he currently doesn’t have to share with his brother, and allows him time to play with mummy or daddy.

Oliver enjoys his sessions with Jade at Peterborough Futsal club, and I feel most of that is to do with her attitude. She fully understands the limitations of a 22 month old playing sports, and provides encouragement without the child feeling forced into something. The sessions are relaxed and fairly informal, with the right amount of structure. There is an educational undertone to some of the games (for example colours and animals) which is also beneficial. We are very pleased we started Futsal with Jade, and as soon as our youngest is 18 months old we will start him with sessions too. Jade is fantastic coach and doesn't push anyone to do what they don't want to do! The way she interacts with the children help them with their confidants and come out their shells!

I take my little girl to futsal ( tiny tots) because she has always loved balls, and now she had somewhere, where she is able to have fun but also learn the skills of team work. It also help with social skills with the other children. It will also keep her fit and healthy. Jade is fantastic coach and doesn't push anyone to do what they don't want to do! The way she interacts with the children help them with their confidants and come out their shells!

Our sessions do not just focus on the 'futsal' side of things we are helping to aid the young children's development and for each area I will give a short brief on how our sessions will help benefit our Tiny Tots and Mighty Tots.

Personal, Social and Emotional development this is everything from self confidence and awareness to building relationships. This can be with their peers within the session with their parent or guardian and also the coaches who attend the session. This will help build a child's confidence whether it be interacting with another child or asking an adult for help as well as turn taking and sharing.

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

16-26 months

o Plays alongside otherso Plays cooperatively with a familiar adult, e.g. rolling a ball back and forth.o Explores new toys and environments, but ‘checks in’ regularly with familiar adult as and when needed.o Demonstrates sense of self as an individual, e.g. wants to do things independently, says “No” to adulto Is aware of others’ feelings, for example, looks concerned if hears crying or looks excited if hears a familiar happy

voice.o Growing sense of will and determination may result in feelings of anger and frustration which are difficult to handle,

e.g. may have tantrums.o Responds to a few appropriate boundaries, with encouragement and support.o Begins to learn that some things are theirs, some things are shared, and some things belong to other people.

22-36 months

Interested in others’ play and starting to join in. Seeks out others to share experiences. May form a special friendship with another child. Separates from main carer with support and encouragement from a familiar adult. Expresses own preferences and interests. Aware that some actions can hurt or harm others Shows understanding and cooperates with some boundaries and routines. Can inhibit own actions/behaviours, e.g. stop themselves from doing something they shouldn’t do.

30-50 months

Initiates play, offering cues to peers to join them. Keeps play going by responding to what others are saying or doing. Can select and use activities and resources with help. Welcomes and values praise for what they have done.

Begins to accept the needs of others and can take turns and share resources, sometimes with support from others. • Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met. • Can usually adapt behaviour to different events, social situations and changes in routine.

Enjoys responsibility of carrying out small tasks. Is more outgoing towards unfamiliar people and more confident in new social situations. Confident to talk to other children when playing, and will communicate freely about own home and

community. Shows confidence in asking adults for help. Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and

familiar adults.

40-60+ months

Explains own knowledge and understanding, and asks appropriate questions of others. Takes steps to resolve conflicts with other children, e.g. finding a compromise.

The communication and language area links in with a child's confidence to speak as well as their understanding and listening and attention. This is anything from following what the instruction is for the games to asking questions and talking with their peers.

COMMUNICATION AND LANGUAGE

16-26 months

Listens to and enjoys rhythmic patterns in rhymes and stories. Enjoys rhymes and demonstrates listening by trying to join in with actions or vocalisations. Rigid attention – may appear not to hear. Selects familiar objects by name and will go and find objects when asked, or identify objects from a group. Understands simple sentences (e.g. ‘Throw the ball.’) Copies familiar expressions, e.g. ‘Oh dear’, ‘All gone’. Beginning to put two words together (e.g. ‘want ball’, ‘more juice’). Uses different types of everyday words (nouns, verbs and adjectives, e.g. banana, go, sleep, hot). Beginning to ask simple questions.

22-36 months

Shows interest in play with sounds, songs and rhymes. Single channelled attention. Can shift to a different task if attention fully obtained – using child’s name helps focus. Identifies action words by pointing to the right picture, e.g., “Who’s jumping?” Understands more complex sentences, e.g. ‘Put your toys away and then we’ll read a book.’ Understands ‘who’, ‘what’, ‘where’ in simple questions (e.g. Who’s that/can? What’s that? Where is.?). Developing understanding of simple concepts (e.g. big/little). Holds a conversation, jumping from topic to topic. Learns new words very rapidly and is able to use them in communicating. Uses gestures, sometimes with limited talk, e.g. reaches toward toy, saying ‘I have it’. Uses a variety of questions (e.g. what, where, who). Uses simple sentences (e.g.’ Mummy gonna work.’)

o Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.o Focusing attention – still listen or do, but can shift own attention.

30-50 months

o Is able to follow directions (if not intently focused on own choice of activity).o Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct

picture.o Responds to simple instructions, e.g. to get or put away an object.o Beginning to understand ‘why’ and ‘how’ questions.o Questions why things happen and gives explanations. Asks e.g. who, what, when, how.o Uses a range of tenses (e.g. play, playing, will play, played)o Uses intonation, rhythm and phrasing to make the meaning clear to otherso .Uses vocabulary focused on objects and people that are of particular importance to them. o Builds up vocabulary that reflects the breadth of their experiences.o Uses talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’

40-60+ months

o Maintains attention, concentrates and sits quietly during appropriate activity. o Two-channelled attention – can listen and do for short span.o Listens and responds to ideas expressed by others in conversation or discussion.o Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past

experiences.o Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.o Uses language to imagine and recreate roles and experiences in play situations.

The physical development will be one of the main areas of a young persons development this is where they will learn about how their body moves and works and how to control it. Through fundamental movements we are able to help aid

the development in our session encouraging them to move their bodies in different ways such as running, jumping, hopping and crawling. It isn't all about learning 'how to kick a ball'. They will also begin to learn and feel the effects that

exercise has on their body and understand how and when they need a drink to hydrate themselves.

PHYSICAL DEVELOPMENT

16-26 months

Makes connections between their movement and the marks they make. Holds cup with both hands and drinks without much spilling. Clearly communicates wet or soiled nappy or pants. Shows some awareness of bladder and bowel urges. Shows awareness of what a potty or toilet is used for. Shows a desire to help with dressing/undressing and hygiene routines

22-36 months

Runs safely on whole foot. Squats with steadiness to rest or play with object on the ground, and rises to feet without using

hands. Climbs confidently and is beginning to pull themselves up on nursery play climbing equipment. Can kick a large ball. Drinks well without spilling. Clearly communicates their need for potty or toilet. Beginning to recognise danger and seeks support of significant adults for help. Helps with clothing, e.g. puts on hat, unzips zipper on jacket, takes off unbuttoned shirt. Beginning to be independent in self-care, but still often needs adult support.

30-50 months

Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping.

Can stand momentarily on one foot when shown. Can catch a large ball. Can tell adults when hungry or tired or when they want to rest or play.

Observes the effects of activity on their bodies. Understands that equipment and tools have to be used safely. Gains more bowel and bladder control and can attend to toileting needs most of the time themselves. Can usually manage washing and drying hands. Dresses with help, e.g. puts arms into open-fronted coat or shirt when held up, pulls up own trousers, and

pulls up zipper once it is fastened at the bottom.

40-60+ months

Experiments with different ways of moving. Jumps off an object and lands appropriately. Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or

changing direction to avoid obstacles. Travels with confidence and skill around, under, over and through balancing and climbing equipment. Shows increasing control over an object in pushing, patting, throwing, catching or kicking it. Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can

contribute to good health. Shows understanding of the need for safety when tackling new challenges, and considers and manages some

risks. Shows understanding of how to transport and store equipment safely.

This is one area people will question 'well how does that link in with football?' for the little ones it is all about making it fun and engaging for them. This could be from singing nursery rhymes and linking the actions with body movements and also

movements while holding a ball to being able to categorising objects such as cones into the correct piles.

LITERACY

16-26 months

Interested in books and rhymes and may have favourites.

22-36 months

Has some favourite stories, rhymes, songs, poems or jingles. Repeats words or phrases from familiar stories. Fills in the missing word or phrase in a known rhyme, story or game, e.g. ‘Humpty Dumpty sat on a …’.

30-50 months

Enjoys rhyming and rhythmic activities. Shows awareness of rhyme and alliteration. Recognises rhythm in spoken words. Listens to and joins in with stories and poems, one-to-one and also in small groups.

40-60+ months

Hears and says the initial sound in words. Can segment the sounds in simple words and blend them together and knows which letters represent some of

them. Links sounds to letters, naming and sounding the letters of the alphabet.

Maths is again a crucial part of our sessions incorporating shapes and numbers into the session from counting how many balls they have collected into their circle hoop or identifying the area they need to stay in as a square.

MATHMATICS

16-26 months

Knows that things exist, even when out of sight. Beginning to organise and categorise objects, e.g. putting all the teddy bears together or teddies and cars in

separate piles. Says some counting words randomly. Enjoys filling and emptying containers.

22-36 months

Selects a small number of objects from a group when asked, for example, ‘please give me one’, ‘please give me two’.

Recites some number names in sequence. Beginning to categorise objects according to properties such as shape or size. Begins to use the language of size. Understands some talk about immediate past and future, e.g. ‘before’, ‘later’ or ‘soon’.

30-50 months

Uses some number names accurately in play. Recites numbers in order to 10. Knows that numbers identify how many objects are in a set. Shows an interest in shape and space by playing with shapes or making arrangements with objects. Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.

40-60+ months

Counts up to three or four objects by saying one number name for each item. Counts actions or objects which cannot be moved.

Counts objects to 10, and beginning to count beyond 10. Counts out up to six objects from a larger group. Can describe their relative position such as ‘behind’ or ‘next to’.

Understanding the world has a large spectrum on the EYFS from understanding who their parent and carer is when the coach says 'find your adult to join in' and creating 'friends' within the group. Also this area links in with understanding

animals and what noises they make which we incorporate into our sessions.

Snack = Step over's while saying 'ssssssss'Elephant = Toe Taps while saying 'Stomp Stomp Stomp'

Bunny Rabbit = Ball in knees and hopping

UNDERSTANDING THE WORLD

16-26 months

Is curious about people and shows interest in stories about themselves and their family. Remembers where objects belong. Matches parts of objects that fit together, e.g. puts lid on teapot.

22-36 months

Has a sense of own immediate family and relations. Beginning to have their own friends. Learns that they have similarities and differences that connect them to, and distinguish them from, others.

30-50 months

Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family.

Talks about why things happen and how things work

40-60+ months

Enjoys joining in with family customs and routines. Looks closely at similarities, differences, patterns and change

This area is for children to express themsleves whether it be with the movements they make or the sounds and words they say. It is a sense of belonging when joining in with group activities or being recognised for what you have done with

clapping and waving good bye at the end.

All children say goodbye by giving the coaches a high 5 at the end this is also a way for them to understand the routine of the session.

EXPRESSIVE ARTS AND DESIGN

16-26 months

Imitates and improvises actions they have observed, e.g. clapping or waving.

22-36 months

Joins in singing favourite songs. Creates sounds by banging, shaking, tapping or blowing

30-50 months

Enjoys joining in with dancing and ring games.

40-60+ months

Begins to build a repertoire of songs and dances