Play
At Kintore Way, the principles that each child is a competent learner from birth, and that children learn and develop in different ways, are taken into account. A stimulating play-based educational programme is offered, to support age-appropriate learning and encourage creativity and critical thinking. It is recognised that children learn best through physical and mental challenges, and through active learning involving other people, objects, ideas and events that engage them for sustained periods, so that children are stretched through experiences which are challenging but achievable.
To support this learning, children are observed and assessed, and adults must plan for a balance of adult directed and child initiated activities in the following six areas:
- Personal, Social and Emotional development
- Communication, Language and Literacy
- Problem Solving, Reasoning and Numeracy
- Knowledge and Understanding of the World
- Physical development
- Creative development
At Kintore Way, effective practice is based on an understanding of how young children learn through:
Play and Exploration
Planning for play is based on a good knowledge of the interests of individual children, gained through observation and listening. Teaching young children requires a balance between carefully considered provision and offering support for children’s self-initiated play. Staff provide resources such as treasure baskets and heuristic play materials that encourage children to use their imagination, with a balance between natural and manufactured articles, and between real and play equipment. Children explore different roles through their play, and are given the opportunity to try out alternatives and ask questions. Parents are encouraged to express their concerns and to talk with their child’s key worker about how children learn through play.
Active Learning
At Kintore Way, children are offered challenges to help develop their understanding and abilities. They are supported in coping with manageable risks, for example on climbing apparatus and using the large wooden blocks. They are able to enjoy messy play, using such resources as paint, glue, clay, water, mud and dough. Adults support children in obtaining and putting away resources, setting up and labeling the learning environment so that children can access resources independently.
Creativity and critical thinking
Through the use of open-ended resources, children are able to develop the skills of sustained shared thinking. Staff act as facilitators, watching and waiting before engaging in children’s play, but also enabling children to participate and make choices. The emphasis is on the processes and skills gained rather than on the end product. Adults model an investigative approach to play, making comments such as “I wonder…” and “How can we fix.…” This supports the children’s natural curiosity, encouraging them to ask questions. Children are encouraged to make connections by observation of real objects and events in the wider community.
Enabling Environments
It is our policy to plan for children’s learning indoors and outdoors equally, ensuring that there is continuity throughout the whole learning environment and that children have a balance of adult directed and self initiated learning indoors and outdoors. Children have opportunities to be outdoors on a daily basis all the year round, as this has a positive impact on children’s sense of well-being and helps all aspects of children’s development. There are opportunities for children to recognise and avoid possible danger, make choices and learn how to keep themselves safe. The environment supports every child’s learning through planned experiences and activities that are challenging but achievable. Children have individual interests and their learning is extended as they meet each new challenge and build on their experiences. Practitioners develop close relationships with children and their parents and carers, so that experiences from home are used as starting points for learning.
A warm and accepting emotional environment enables children
- to feel confident and willing to try things out.
- the opportunity for large scale activities,
- first hand contact with weather, seasons and the natural world, and
- freedom to explore, use their senses, and be physically active.
- a safe, secure yet challenging space for children,
- a place for activity, rest, eating and sleeping,
- well maintained and accessible resources,
- an appropriate range of activities.
The local community offers additional opportunities for learning:
- visits to places of interest,
- members of the community sharing their expertise.
The atmosphere in which people work and learn is very important. At Kintore Way, the diversity of individuals and communities is valued and respected and no child or family is discriminated against. Stereotypical language is challenged and the centre’s resources reflect cultures in the local community. All children are entitled to enjoy a full life in conditions which will help them take part in society and develop as individuals, with their own cultural and spiritual beliefs. Practitioners ensure that their knowledge about different cultural groups is up-to-date, considering their own attitudes to people who are different from themselves, and welcoming help and advice from families about their cultural practices.
The Kintore Way buildings are suitable for wheelchair access, and there are purpose-built toilet and shower facilities for the disabled. There is a sensory/soft-play area and the outdoor play area has some soft safety paving.
Each child's progress is regularly assessed and children with difficulties in any area of learning, including problems with behaviour, are identified so that they may receive additional support. If additional support is required, this is discussed with the child’s parents or carers (and if possible the child) and an IEP is drawn up, showing clear targets for the child. This plan is reviewed regularly with parents or carers (and their child if appropriate). Further support and advice may be obtained from the LEA's support professionals: the early years learning support teacher, school inclusion team, behavioural support team, the educational psychologist, the health visitor, the speech and language therapist or the physiotherapist.
www.standards.dfes.gov.uk/eyfs