And so to Lent and celebrating Easter; with a topic of shapes. Most of the children in the setting are confident with 2D shape labels, but the youngest are just beginning their 'labels' journey. However, extending this topic through the exploration of the symbolism of Easter, with eggs and crosses etc., enables the older children to become engaged with this months theme without feeling belittled.
For the continuous provision we have the dressing-up collection out - some of which is character prescriptive but most is open ended, some magnetic 'scribblers' and an 'Aqua mat' for free form mark making, shape themed puzzles, home-made play-dough with shape cutters and associated tools, construction materials - paper, card and junk modelling as well as fabric, felt, ribbons and pegs to facilitate both large and small scale projects, shape bean-bags for all manner of games and conceptual learning and finally Tap-a-shape's. The treasure basket is filled with objects to relate the 3D labels such as twig balls, a marble egg, a wooden cross left over from our Remembrance Day investigations (without a poppy), kitchen funnels, large wooden dice, photograph cube and so on... There is a new poster with 2D and 3D shape images labelled and some self-adhesive blackboard shapes on the wall in the kitchen. For the first week we also had a basket of Easter related craft accessories on the large table too - pipe-cleaners, pom-poms, coloured feathers, chicks, twigs from the many dog walks - sterilised in the microwave as if it works for toilet roll inners, why not twigs and dry leaves, shredded yellow paper, pastel shades bank cards and hollow plastic eggs, for the more artistically creative ones to indulge their imaginations :)
This month I haven't broken down the weeks into specific learning areas; rather I have spread throughout opportunities for the older ones to cascade down knowledge of shapes and their role in our environment. In addition to the continual resources we have planned opportunities to create dances that incorporate 'shape' movements, face painting each other - and me, nail varnish art to celebrate the Hindu festival of Hana Matsuri, shape hunts in various environments - town centre, local park and a soft play centre, string art and baking... thus the month will be more about adding a narrative to the children's learning rather than prescriptive activities that require a formal outcome. This creates an issue with plenary elements of assessing learning.
Moreover I am focused on children following their own 'next steps' in accordance to the EYFS focus of development. This is a sheet with space for the child's photo linked to the initial observation, and 4 speech boxes to have a brief comment and date recorded, arranged in an arc with the last connected to a smiley face to represent to the child that they have achieved their objectives. There is also a box for comments so that if further explanation is required there is space available in a targeted format. Each child has an A5 ring binder with a note pad for their daily diary and dividers for each element of the EYFS. The next steps sheets are filed under each of these and children can have more than 1 next step sheet active within each aspect. By using this format also allows children, families and other carers a clear understanding of how learning is characterised for each child at every stage of development, giving a comprehensive overview of development. Families are actively encouraged to use them too, so linking learning between the setting and home environment and utilise the knowledge family members have of their own children in this simple record of their child's development. Photographs and other forms of evidence are also kept in the folders; although not always under specific dividers as so many learning opportunities are cross curricula.
This month I will focus observations on gross motor skills, a specific personal and social element, pencil control and number concepts in particular - despite the fact that only 1 child is actually specifically under the EYFS protocols due to the levels of attendance of my charges at the moment. Just because I am not charged with conducting the EYFS curricula doesn't mean it can be ignored - it is still a relevant guide to structuring our setting and planning.
Now if you will excuse me - I have hot cross buns and a 'button' cake to devour ;)
