UNIT 8

Support The Needs Of The Child in Preparing For School.

Session 1 15/1/15

STARTER ACTIVITY

Read the article below take notes and

discuss your thoughts with the group.

http://www.bbc.co.uk/news/education-

26976726

LEARNING OUTCOMES

To identify the meaning of ‘School readiness’

Explain the term ‘School readiness’

To produce a circle wheel diagram to explain how the practitioner can support the child to prepare for school

Explain how the early years practitioner supports children to prepare for School

Describe the holistic needs of children as they prepare for school

School readiness What does ‘School readiness mean?’

There are 3 key elements of the term ‘School readiness:-

Children's readiness for school - What children should know and be able

to do in order to enter school ready and eager to learn, thereby enabling a

successful transition to a primary school environment.

Schools' readiness for children - School environments and practices that

foster and support a smooth transition for children into primary school and

later years. These practices also promote the learning of all children.

Ready Families - Family and community supports and services that

contribute to children's readiness for school success

Parental and caregiver attitudes towards and involvement in their children’s

early learning and development and transition to school.

TASK

Matching pairs activity

Communication Skills

Children who rely heavily on adults to carry out basic activities may find starting School more

challenging. Seemingly simple things such as putting on and doing up their own coat or

remembering to go to the toilet without being reminded are important, as well as being able

to get themselves changed for PE, or use a knife and fork. Children will increasingly need to be

able to think for themselves and act independently – for example, remembering to put their

lunch box or book bag in a particular place in the morning.

Self – confidence

This refers to children who are able to manage their feelings and talk about what is

happening. Children who understand the need for appropriate behaviour and follow the rules

will find it easier to settle into school routines.

Independence

Children who are more confident in themselves may be more willing to try new activities or

to tell adults when they need help. This will affect their experiences and how they work with

others.

Co-operation

Children who have limited pre-school experiences may find it difficult to adapt to their new

routines. Starting school may be daunting and they may be reluctant to leave parents and

carers.

HOW CAN THE PRACTITIONER SUPPORT THE

CHILD IN PREPARING FOR SCHOOL ?

Supporting children’s

preparation for School

Stories Visits from teachers

Talking to parents

Giving out information

RESEARCH

Using the Nabies or your mobile device work in pairs to research suitable stories that can be used to settle children into School

What are the benefits of inviting parents into talk to the children?

What conversations can you be holding with parents?

What information will you be able to give out?

Write your answers on sugar paper present your findings to the group.

LOOK AT YOUR COPY OF THE EYFS

Communication and language development

• Physical development

• Personal, social and emotional development

• Literacy

• Mathematics

• Understanding the world

• Expressive arts and design

TASK

Work in small

groups to

develop ideas

of how we

can prepare

Children for

School under

each area of

the EYFS

SCENARIO The Nursery and local Primary Schools have always worked together in order to support the needs of children as they move from Nursery to School at the age of four or five years of age. Each year staff from the Nursery and the School have to ensure that appointments are in place so that information can be exchanged in time for planning to take place in order to support the individual needs of each Child who will be joining them.

What sort of information will staff from the School require from the Nursery?

How will this information help the staff from the School plan for each individual Child?

Who else might be involved in information sharing to support the child during this transition?

CLASS DISCUSSION

What are the holistic needs of Children as

they start School?

Board Blast

TASK

Produce a hand-out to give to parents to :-

Explain the term ‘School readiness’

Explain how the early years practitioner supports children to prepare for School

Describe the holistic needs of children as they prepare for school

Page 13 of the EYFS will support you with this www.foudationyears.org.uk/wpcontent/uploads/2012/11/2013eyfshandbook.pdf

UNIT 8

Support The Needs Of The Child in Preparing For School.

Session 2 15/1/15

STARTER ACTIVITY

Watch the clip list the benefits of working with

others when supporting children into School

http://www.educationscotland.gov.uk/video/p/vi

deo_tcm4651067.asp

LEARNING OUTCOMES

To define the term working with others

Identify others in helping children prepare for

School

Describe information required in supporting

children to settle into School

DISCUSSION

What is meant by working in partnership with

others?

WHO COULD YOU WORK WITH

Other key workers

Parents carers

SENCO

Occupational therapist

physiotherapists

Behaviour support

therapists

Sensory support teachers

Autism specialists

Medical specialists

SALT

Class teacher

s

Local authority represent

atives

Working with

Others

OUTLINE THE ROLE OF EACH PROFESSIONAL

Co key workers and other colleagues

Parents and carers

Early years SENCO

Occupational therapists

Physiotherapists

Behaviour support therapists

Sensory support teachers

Autism specialists

Medical specialists

Speech and language therapists

Class teachers

Local authority representatives

READ YOUR ARTICLE

School Arrangements to Meet Individual

Needs

Write a short description of the information in

which the School would require to ensure

they are meeting the individual needs of the

child during their transition into school

https://www.youtube.com/watch?v=KJTOQxYrdqU

CASE STUDY

Anya is about to move into reception. She has a disability which means that she is mainly wheel chair bound, although she can use a walking frame and should be encouraged to do this some of the time. Her disability does not affect her learning. A meeting has been set up between your setting and Anya’s new school and you have been asked to write a report to present at the meeting.

What do you think the school will need to know about?

Apart from Anya’s new reception teacher, what other professionals do you think will need to be present at the meeting?

UNIT 8

Support The Needs Of The Child in Preparing For School.

Session 3 22/1/15

STARTER ACTIVITY

How many words can you make out of:

Language Rich Environment

LEARNING OUTCOMES

Explain what is meant by a ‘language rich

environment’.

Describe how to contribute to a language rich

environment for children from birth to 5 years

Plan and prepare activities to carry out with

children whilst in placement

Literacy

Development

Reading

Writing

SpeakingListening

SPEECH AND LANGUAGE

Babies will tune in to speech through linking

sounds with communication

Speech is the physical process of us being

able to pass on our thoughts and ideas

Children will be able to hear the patterns of

language

SPEECH AND LANGUAGE

Language is the medium in which we choose to talk and communicate. For example; written, verbal, signing.

Speech and language are crucial to children’s literacy development as its supports children to be able to communicate.

Children need to extend their vocabulary, share their ideas and experiences.

EYFS

Communication and language is one of the

prime areas of the framework

Listening and attention

Understanding and speaking

Explore the skills children are expected to

develop.

NATIONAL CURRICULUM

Children will learn literacy.

Speaking and listening

Reading

Writing

BOARD BLAST

How can you

promote a

language rich

environment?

Self registration

Labelled displays

Book areas

Literacy areas

Toys and equipment

labelled Interactive boards

Behaviour charts

Singing

Stories/singing

Questions

Conversations

WHAT ACTIVITIES CAN WE PROVIDE TO DEVELOP

CHILDREN’S LISTENING AND SPEAKING ?

Activity Plan – for __________age children

READING

Reading is the understanding of written

symbols and print

It is an important skill as it underpins many

other areas of learning

WHAT IS YOUR FAVOURITE CHILDREN’S STORY

TO READ.

CHOOSE A STORY TO READ

In your pair read your story-

What pre-reading skills will a child develop?

What other experiences do you need to give to

children to support reading?

PRE- READING SKILLS

Handling books

Hearing stories

Being read to

Opportunities to speak and listen.

WHAT ACTIVITIES CAN WE PROVIDE TO

SUPPORT PRE READING SKILLS?

Development of fine motor skills

Listening activities

Speaking activities

Matching and sequencing activities

Sharing books with children

Recognising letters and words in the environment

WRITING SKILLS

WRITING

Writing consists of taking the sounds of oral

language and changing them into symbols

that can be recorded.

Writing is essential in every day life.

QUESTION

What is the link between learning to write and

learning to read?

These are interrelated and should be taught this

way.

Historically they were taught separately.

Children will need a range of literacy experiences.

Children who read more grasp writing easier.

WHAT DO CHILDREN NEED TO KNOW?

Writing involves a lot of learning,

The skills that children need to know are

How to write individual letters uppercase and

lower case

How to write using different scripts such as

joined up writing, computer text and print

Spell words correctly and use grammar and

punctuation

MOTIVATE CHILDREN TO WRITE FOR A

PURPOSE.

Early years

What activities can

we provide to

develop children’s

writing skills?

WHITEBOARD

Independently list as may reasons as possible

to why children may not progress with literacy.

Think pair share your responses.

DIGITAL LITERACY

What resources have you seen in your

placements to support Digital Literacy?

PLAN FOR CHILDREN’S PARTICIPATION IN

ACTIVITIES WHICH ENCOURAGE:

Speaking and listening

Reading

Writing

Digital literacy

UNIT 8 3.3

http://www.bbc.co.uk/cbeebies/searchresults?scope=cbeebiesfind&q=literacy

UNIT 8 3.4 You are required to carry out these activities within your placement’s

UNIT 8

Support The Needs Of The Child in Preparing For School.

Session 4 22/1/15

STARTER ACTIVITY

Lets play beetle Roll a d ic e and build

your beetle

1= Body

2= Head

3= Eyes

4= Antennae

5= Ta il

6= Legs

LEARNING OUTCOMES

Identify how we can integrate maths activities into every day life

Identify how mathematics fits within the EYFS curriculum

Describe how to create an environment which supports children’s mathematical development

Explain what needs to be considered when providing maths activities to children

Plan a range of mathematical activities to carry out within your placements

MATHEMATICS IS AROUND US

How do we use mathematical skills everyday?

• Shopping

• Pouring a drink

• Filling a bowl or plate with food

• Placing objects down

• Picking objects up

• The list is endless

LEARNING THESE SKILLS

On your tables discuss how you learnt

mathematical concepts.

Think about activities, experiences, teacher

involvement.

AREAS/STRANDS OF MATHEMATICS

EYFS

Number, shape and measures

Primary Framework for Mathematics

Using and applying mathematics

Counting and understanding number

Knowing and using number facts

Calculating

Understanding shape

Measuring

Handling data. Sept 2013

SUPPORTING CHILDREN

It is important you are observing and

assessing your children so you are able to be

aware of the stage they are at with their

mathematical skills and know how you are

able to move them.

NUMBERS

MEASURE

SHAPE

AREAS/TOPICS

WHAT NEEDS TO BE CONSIDERED WHEN

PLANNING AND ORGANISING MATHEMATICS?

Meaningful

Purposeful Concrete

experiences

Encourages

problem

solving

Encourage

s

prediction Follow the

sequence

of strands

ACTIVITY

Group one – build a big house for Peppa Pig out of shapes

Group two – count the bears in the hoop adding all the time and subtracting

Group three – measure the length of the room using your feet and hands

Group four – sort various heavy and light objects.

UNDERSTAND HOW TO SUPPORT CHILDREN’S

MATHEMATICAL DEVELOPMENT

Why is it important you are linking activities to the children’s experiences?

Consider you were setting up a morning session with young children, what activities would you plan?

Highlight what mathematical skills you would be promoting.

Board games

Environment

Making

patterns Water and

Sand Play

Timers to count

down tidy up, tasks.

Singing and

stories

Role play area

Cooking

activities

Trips

Incorporate

mathematical concepts

IT activities

KS1 KS2 Sorting activities Matching

activities

DISPLAYS

In your groups you are going to design and

complete a display to reinforce mathematical

knowledge.

Group 1 = shapes

Group 2 = number

Group 3 = mathematical language

Group 4 = colours

PLAN DO REVIEW

Plan activities to encourage children to gain

an understanding of:

Number

Shape, size and pattern

Weight, volume and capacity

Matching and sorting

RESOURCES

http://www.primaryresources.co.uk/maths/mathsB4.htm

http://resources.woodlands-junior.kent.sch.uk/maths/interactive/numbers.htm

/http://www.teachingideas.co.uk#

http://www.bbc.co.uk/cbeebies/searchresults?scope=cbee

biesfind&q=numeracy