Understanding the World: Science

Sink or Float

The easiest science lesson to do with little children is the sink or float lesson. It’s a very visual lesson and once completed, you can leave the water play out for the children to experiment for themselves.

It opens a discussion about suitable materials for boats, children can make predictions and easily see the results of their predictions.

I have done this lesson with children as young as 2 years old. They enjoy the instant nature of the experiments and are able to see which objects sink or float instantly.

picture from myteacherpages.com

I wouldn’t expect children to be writing anything down about this experiment. When I do this experiment, I write a lot of notes about what they children have said, or video their predictions, and take photos of their independent play.

Assessment 2013/14

Using the New Curriculum

As you must be well aware, assessment in the Early Years is a challenge now that they have change the curriculum. At a recent course run by our LEA, we met with other practitioners and it seems that everyone is doing something different, but basically the same.

There are many types of observations that is common in every setting:

• Photographs
• Quick observations as would appear on a postit or a magic moment
• Catch as You Can observations
• Small group observations
• Large group observations

It’s not until you look specifically at the assessment sheets that you see the differences.

The priority for every setting is showing progress.

Learning Through Play

It’s about Developing Knowledge

I’m having a bit of a preach I’m afraid.

Members of staff working with older children can often think that all we do in the foundation stage is play.

I have told the children in my class that we work with the toys in the classroom, and the head teacher will tell me off if I let them play when it’s not play time. The children now delight in correcting me if I say ‘play’ by accident.

Children in the foundation stage work very hard when they are playing. They are developing relationships with other children, learning about who they are and how they relate to other people. If they actually do the activity as it is intended, they will be learning about numbers, shapes, writing, sounds and ICT.

The role of the Learning Through Play Manager is essential for ensuring that the goals in the Early Years Foundation Stage are met. It is not all about teaching knowledge but it is also about developing that knowledge.

Learning Through Play Manager

It’s More than Just Playing

I talk a lot about a Learning Through Play Manager. It’s an important role in any foundation stage classroom as the children will learn using activities but sometimes they can go a bit off task, as we all know.

Picture from www.allkidsfirstnj.com

The Purpose of a Learning Through Play Manager

There of many purposes of a Learning Through Play Manager, each of them importing.

1. Assessment
   While we can assess the children in test situations, it is not until the children use the learning in their own independent play that they have truly assimilated the knowledge.
   
   The Learning Through Play Manager is in a perfect position to observe children using their knowledge in their play. The LTPM can use observation sheets, post it notes or magic moment cards to capture these fantastic displays of knowledge.
   
2. Moving Learning On
   Sometimes children can retain misconceptions in their learning. They may continue to miss out the number 4 when counting, or write their ‘s’ backwards. The LTPM can correct miss conceptions.
   
   When children are playing in the role play area or are writing a story or even counting, the LTPM can ask ‘what happens next?’ or ‘what comes next?’ This encourages the children to think about and develop their play. Asking open questions is a fantastic way to move children’s learning on.
   
3. Crowd Management
   Most teachers know that when the children are left to their own devices things can get a bit silly.
   
   While one adult is working with a focus group, the Learning Through Play Manager can ensure that children stay on task and focused on their activities. The LTPM can control the mood of the classroom and prevent children from becoming too silly.

Suggested Time Table

Just a Suggestion

Different schools have different ways of working. I would never suggest that everyone should follow the same time table or routine in their classroom.

As Early Years practitioners we should always work to our children’s levels.

The time table below is a suggested time table for those schools who teach Literacy and Numeracy as discrete subjects. It could also be applied to schools which work on a thematic structure, incorporating literacy and numeracy into topic headings.

This is more of an Autumn time table, but it could be suitable for schools where children are working below the national average. The longer sessions in the morning give children the opportunities to really get stuck into what they’re doing without having to change to a different subject or activity.

Congratulations!

You’re an Early Years Teacher!

Congratulations, you’re an Early Years teacher! You are now working in the most fun year group that there is! You will have more breadth than ever before to express your fun and creative side!

The other year groups are great too, but nothing beats the Early Years Foundation Stage!

Basic Tips for the Early Years

• Have lots of free flow!
  Children learn in many different ways, especially at such a young age. Whole class teaching, small group teaching is great but allow the children to learn independently using appropriate resources in the classroom.
  
• Small group teaching!
  The little ones can often find it difficult to concentrate in large group teaching sessions. I love teaching tables as they allow you to work almost one on one with a small group.

picture from TTS Catalogue.