Areas of Learning – Photos

Mathematics

  • Following recipe.
  • Weighing.
  • Making cakes.
  • “I have too many.”
  • “How many more do I need?”
  • Sequencing.
  • “I can do this.”
  • Successfully fits shapes into space.
  • “What shape do I need?”
         Shows interest in shape by talking about  shapes or arrangements.
  • Paying for shopping
  • “How many cakes can we eat?”
  • Counting game

                                                                                                   

Number recognition

Understanding the World

Life cycle of a Frog

  • “They are so tiny we can hardly see them.”
  • “They are growing.”
  • Time to transfer into the big net.

Life cycle of a Butterfly

Growing

  • Growing cress.
  • Our beans are growing.
  • We ate the beans.
  • Planting bulbs.
  • Look they are growing. Hope the snow hasn’t hurt them!

ICT

Literacy

Shows interest in illustrations and print in books and print in the environment

Diwali storyboard, children taking turns to interpreting the story.
Meaning to marks they make as they draw, write and paint.
Painting bubble wrap to use as the jungle background.

We made maps to follow, from pre-school to the playground.

Mixing Colours

Experimenting

  • How does it feel?
  • What’s inside the coconut?
  • What happens when we add water?
  • “How tall can we build a tower?”
  • Experimenting with milk.
  • “How do they float up and down?”
  • Kim’s game, which animal is missing?

Outdoor play

  • “Look what we built.”
  • Loving the mud kitchem

Making the most of the snow before it melts

Physical Development

  • “Practicing my cutting.”
  • “”Look how I hold the scissors.”
  • Having fun on a pre-school outing.
  • Indoor climbing unit.
  • Practicing their balancing.

Moves freely and with pleasure and confidence in a range of ways, such as sliding and climbing.

Role Play

Role-Play is a very important part of children’s development. An excellent way to develop the child’s Communication, Language and Literacy skills is through role-play. Role-play can be very cathartic as children may wish to play through the experience, working through their own thoughts and/or fears within a safe, non-threatening environment. Children’s confidence and self-esteem can also be boosted from role-play. It gives children the chance to use their imagination however, it is important that the children and adults realise that they are playing.

This idea of ‘learning through play’ can be linked into the curriculum guidance for the foundation stage’s areas of learning and early learning goals, under the topic of Communication, Language and Literacy. According to this document we give children the opportunity to imagine and recreate their experience through play. It would appear that language can be developed further and links made with literacy as the children play. They will practise saying and doing things that they would not normally undertake as they progress.

The role-play area should be regularly changed in order to give children a wider experience.

  • Choosing a new hairstyle.
  • “Not too short please.”
  • Styling the wig.

By offering children a variety of costumes and clothes, the children are able to extend their imagination and creativity. Costumes also give the opportunity for staff to differentiate the role-play.

Communication and Language

Beginning to use more complex sentences to link thoughts.
  • “What a mess.”
  • “Opps the cow knocked him over.”
  • “somebody bit the dogs tail.”
  • Team work
  • “Can i help you?”
Identifying animals and learning the names of the baby animals. “The mummy pig is feeding the piglets because they are hungry.”
  • Junk modelling.
  • “What can we build now.”
  • Budding musicans.
  • Large climbing frame and slide.
  • “Where shall we go?”
  • “Look what I have made.”

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