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Early Childhood Learning and Edutainment

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Title: Early Childhood Learning and Edutainment


1
Early Childhood Learning and Edutainment
  • Heidi Johnson Paul
  • Headteacher

Hampton Wick Infant and Nursery School
2
  • Hampton Wick Infant and Nursery School in London
    Borough of Richmond upon Thames
  • 3 7 year olds
  • 232 children on roll
  • Intake 78 are white British, 13 have English
    as an additional language 6 have learning
    difficulties
  • Staffing each class has a teacher plus
    additional support from Teaching Assistants
  • Children have access to a well resourced
    environment both inside and outside
  • Children at our school achieve higher than
    national average in national tests
  • Parents are positive, pro active and work in
    partnership with staff, school Governors and
    other school services

3
The Learning Opportunity for 3 5 Year Olds in
England
  • A great deal of learning and development takes
    place by the age of five and children can learn
    in a number of settings
  • Nursery (3-4 year olds) and reception classes
    (4-5 year olds) in schools
  • Day nurseries
  • Early Years Centres
  • Pre-school playgroups
  • Private nurseries
  • Childminders (registered adults who look after
    children in the home)
  • All three and four year olds in England are
    entitled to free, part-time education for 2 ½
    hours per day, 33 weeks a year
  • All those providing free early education must be
    registered with the Local Authority, work towards
    the Early Learning Goals and be inspected by
    education inspectors appointed by the Office for
    Standards in Education (Ofsted)

4
The Foundation Stage Curriculum a Dedicated
Curriculum for Early Learners
  • The Foundation Stage is a dedicated phase of
    learning with a dedicated curriculum for children
    aged three to five years (nursery through to the
    end of reception class)
  • This phase is recognised as a distinct stage of
    learning when children learn best through active
    play which builds on a childs individual needs
    and interests
  • The Early Learning Goals (ELGs) set out what most
    children are expected to achieve by the end of
    the Foundation Stage
  • The ELGs help people who work with 3 5 year
    olds focus on what children need to learn

5
The Six Areas of Learning
  • There are six broad areas of learning
  • Personal, social and emotional development
  • Communication, language and literacy
  • Mathematical development
  • Knowledge and understanding of the world
  • Physical development
  • Creative development

6
How do we as practitioners lead the learning?
  • Children will have had a wide range of different
    experiences, skills and interests when they join
    a setting. A well resourced, well planned
    curriculum is needed to take their learning
    forward and to provide opportunities for all to
    succeed
  • Each learning area has Early Learning Goals
  • These set out the skills, understanding,
    knowledge and attitudes which it is hoped that
    children will reach or exceed by the end of the
    Foundation Stage
  • Children will be at different stages of progress
    towards these goals depending on their age and
    stage of development
  • Each learning area has Stepping Stones which
    describe childrens typical progress towards
    these goals
  • One learning experience may develop a number of
    competences, skills and concepts across several
    learning areas
  • Staff understand the need to take into account
    different childrens learning needs when planning
    learning experiences

7
What does the learning look like?
  • A balance between adult led learning and child
    led learning
  • Practical learning experiences indoors and
    outdoors which reflect the 6 areas of learning,
    reflecting what children know about
  • Well planned play that is both challenging and
    fun
  • Time for exploration children need to have time
    and scope to follow their investigations and
    practical learning
  • Space to move around, to work on the floor, table
    tops, individual work as well as working in
    groups
  • Independence is encouraged through well organised
    and accessible classrooms
  • Role of the adult is crucial in supporting and
    developing childrens learning
  • Learning needs to be fun and enjoyable where
    children explore, investigate, discover, create,
    practise, rehearse, repeat, revise and
    consolidate their developing knowledge, skills,
    understanding and attitudes.

8
How do we know what progress children are making
with their learning?
  • Throughout the school year, adults in the setting
    carry out observations and make assessments of
    childrens learning
  • Based on evidence of what children know,
    understand and can do, adults in the setting plot
    the progress of each child against the Stepping
    Stones in each of the six areas
  • At the end of the Foundation Stage, a formal
    assessment called the Foundation Stage Profile is
    made. This summarises each childs achievement of
    the ELGs and covers all six areas
  • This information is analysed and passed on to the
    next teacher

9
What difference does the curriculum make to
learners?
  • The principles for Early Years education can be
    seen in good and effective practice in settings
  • These principles promote
  • - physical, intellectual and social
    development
  • - positive relationships, security and self
    confidence
  • - Inclusion
  • - Partnership between home and school
  • All of these impact on standards some which can
    be measured, some of which are much harder to
    measure
  • A firm foundation for later learning

10
Working with Parents
  • An obvious partnership a two-way flow of
    information, knowledge and expertise
  • Where parents and early years settings work
    closely together, children achieve better
  • Meetings, questionnaires, family learning
    sessions, parents helping in settings
  • All parents are made to feel welcome and valued
  • Learning and play activities such as reading and
    playing games, are continued at home. Experiences
    at home such as special occasions are used to
    develop learning in the setting

11
Early Childhood Learning and Entertainment
  • What do you think?
  • Education?
  • Entertainment?
  • Both?
  • Questions and discussion

12
Further Information and Help
  • info_at_hamptonwick.richmond.sch.uk
  • www.hamptonwick.richmond.sch.uk
  • www.direct.gov.uk/EducationAndLearning/EarlyLearni
    ngForUnderFives
  • www.surestart.gov.uk
  • www.dfes.gov.uk
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