Creativity just makes my heart sing! 

I love watching children explore and create with loose parts. One little poppety and her friend worked for a long time yesterday on this marvellous creation- I tried to stay well back whilst listening to their lovely conversation. It always amazes and fascinates me to watch friendships and relationship build and blossom over the year. The two girls who created this masterpiece have only just “found” each other over the past few weeks, but I can already see their relationship developing and growing day by day! 

   
   
I am such a firm believer in the Prime areas of the foundation stage, this gorgeous pair wouldn’t have been able to complete such a fantastic outcome had they not had a solid foundation of PSED, C&L and Physical Development.

Watching the joy on their faces as they worked together on the same theme was yet another reminder as to why I do the job I do, and also how important child led learning is! 

  
What has inspired you this week? Please leave a comment below 

Advertisements

Linked Provision 

Here are our table top activities for this week… 

These activities are linked to our gap analysis assessment (taken from baseline at the mo) 

These activities are set up in the classroom first thing in the morning- and stay out for the first session.

 Giant polydron: it has been lovely to play alongside the children here in their construction area. Lots of children drew plans of what they were going to build/had built. It was a useful tool to have the clipboards and crayons as an enhancement  

Mark making on mirrors proved to be a real hit this week! 

  
 

Inspired by stimulating learning with Rachel https://www.facebook.com/162317827297284/timeline/story?ut=43&wstart=0&wend=1441090799&hash=-7784684924675874999&pagefilter=3

The children have loved mark making in the glitter using paint brushes or their fingers 

 

 Maths tray- squirting the numbers great for ordering, numeral recognition, counting actions that can’t be moved 
 

 Chalk and pastel shapes- we are going to attach these together vertically to create hanging mobiles (watch this space) this activity was great not only for shape recognition and colour but also for children to practice their skills of resilience. It took a lot of patience and effort to complete the whole shape 

 
M ark making using marker pens attached to cars- and colour mixing in the tough spot at the end 

 
  
Fire engine role play- the children painted the fire engine before half term. They then told me what they wanted in there! Kidlets often come up with better ideas than us!   

We keep our linked provision for two weeks, but change and adapt as needed throughout the fortnight 

Xx 

Excuse the mess… 

Absolutely no explanation needed here except for- I’m so glad I’m not alone! 

Some days I look at the classroom and I think “How the hecky peck are we ever going to get straight?”

But we always do… 

With Creativity comes mess!

  

Funky fingers wk beg 12th Oct 

Ive decided to write a blog post each fortnight with our Funky Fingers activity. I hope this will be useful, but will also be a great reference for me to nip back and remember what we’ve done! 

Here’s our timetable…  

Each day one group completes dough gym… I will post a video on my FB page 

Here’s  this week’s activities… 

Sorting different types of pasta- how many can you sort in a minute?   

 Placing glass beads onto numbers 

 
Rolling dice… Building a tower with tweezers to match the number on the dice  
Water Squirters 

  
(This pic is taken from Pinterest and is not owned by EYFSmatters)

We spend just approx 10mins each day on Funky fingers. The children love it, and we definitely notice and improvement and progress with fine motor control. 

What activities do you use? It would be great to hear what you do in your setting. Please leave a comment below xx 

Spilling the beans on “Rainbow chick peas!”

Happy Sunny Sunday y’all! What better way to enjoy a Sunday morning than adding a little rainbow sprinkle to our lives! 

We are knee deep in reception baseline at the mo, it’s all going pretty swimmingly apart from observations on weighing and measuring. Last week we had playdough and scales, but the quality of observation wasn’t great. We went back to the planning drawing board, and decided to include a visual, sensory delight in the form of “rainbow chick peas”

In our sensory tray with the chick peas, the children will have jugs, containers, scoops, spoons, big pots, small pots and scales. I am hoping they will adore this provision and in turn we will see some lovely maths based learning come from their play.

They are super simple to whip up, and dry really quickly…. Here’s what you need…

  

  • Chick peas (I used 3 bags,cheap as “chicks” from Sainsbugs!”
  • Food colouring 
  • Food bags
  • Drying tray
  • Grease proof paper

Empty out half the chick peas from on bag into a food bag, add 5 drops of food colouring and give a jolly good shake 

  
  

Empty coloured chick peas onto tray to dry. They dry really quickly (much quicker than pasta and you don’t need the alcohol hand sanitiser either!) 

  
Note to self… Go easy on the blue colouring and double bag when shaking….  

 

I now have hands covered in dye, I look like I’ve been trying to rob a bank!! 

  
The colours aren’t as vibrant as I would have liked, but I’m guessing that’s due to the type of food colouring I used! 

What I do know though is that I will have 30 super excited little explorers tomorrow! 

Linked Provision 

  
I get asked lots about our time table and planning. We have started “Table Top Activities” this year. This is linked provision using gap analysis to really develop those skills that our children struggle with. Careful and considerate assessment is done to really get to grips with what our children need to move them on in their learning. This is done purely through observation based assessment. 
  
  The activities change on a weekly basis, and are put out for the first session each morning. This session lasts from 8.50-9.40am. The activities are then packed away in storage boxes and popped under the table. 

  
On each activity is a card which details the skill we plan to cover using the resources set out. The outcome of the activity is absolutely up to the child, we are teaching the skill not choosing the outcome. There are three adults in our setting, and during table top time, each adult is stationed by a table to model, and help move the learning forward with affective questioning and focused guidance. This is also the time that we hear any readers that we have identified as “Every day readers” (this hasn’t started yet as we feel it is a little too early, and are knee deep in baseline!!)