Title: Early Childhood Learning and Edutainment
1Early 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
3The 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)
4The 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
5The 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
6How 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
7What 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.
8How 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
9What 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
10Working 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
11Early Childhood Learning and Entertainment
- What do you think?
- Education?
- Entertainment?
- Both?
- Questions and discussion
12Further 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