Sand: Continuous Provision Plan Available Resources



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Small World: Continuous Provision Plan

Available Resources

Resource Enhancements

Small world sets: train set, dolls house, garage, farm, happy land, dinosaurs, wild animals, sea life
Duplo sets: fire station, hospital, community
Floor mats, tuff spots, sand trays

Natural materials – rocks, pebbles, shells, leaves, twigs

Offer resources together, allow children to mix resources


Drawing materials for children to enhance their play i.e. to add bases, make flags, draw roads on large paper
Creative materials to make props


Planned Experiences

To use imagination during play, introduce a storyline into their play, take on roles, share and take turns, make connections to their life experiences

Early Years Foundation Stage

Personal, Social & Emotional Dev:

  • Sharing, taking turns

  • Collaborating

  • Playing alone or in small group
  • Select and use resources


Communication & Language:

  • Communicating with peers

  • Making sounds

  • Voicing ideas

  • Naming animals, vehicles

Physical Development:

  • Manipulate small equipment

  • Join pieces together – tracks/fences




Language:

  • Draw roads, maps, signs to enhance play

  • Recognise signs and some words

  • Show an interest in books, posters that show diversity in communities

Mathematics:

  • Show spatial awareness

  • Show an awareness of shape 2D + 3D

  • Use positional language

  • Use numbers in play

Understanding the World:

  • Talks about why things happen and how things work

  • Show an interest in different occupations, ways of life




Expressive Arts & Design:

  • Build stories around toys

  • Introduce a storyline or narrative into their play

  • Play alongside other children engaged in same theme

  • Play co-operatively as part of a group

Vocabulary:

Name animals

Vehicles - push, pull, drive, steer, emergency, mechanic, farm, plough, world, place, city, town, village, track, road



Principles into Practice

Unique Child:

  • Provide appropriate resources for age/stages of children

  • Support individual children’s’ play through sustained shared thinking

Positive Relationships:

- Support sharing, turn taking, playing co-operatively

- Model role play with small world

- Join in with children’s ideas in role



play

Enabling Environments:

  • Ensure that all children can access resources

  • Provide props and resources to enhance and extend children’s play

  • Ensure resources are available indoors and outdoors




Learning & Development:

  • Activities and resources offered along with sustained shared thinking across all areas of the EYFS will ensure that all children progress in their learning and development

Playing & Exploring

Active Learning

Creating & Thinking Critically

  • Show curiosity about objects, people and places

  • Show particular interests

  • Representing their experiences in play

  • Act out experiences with others

  • Maintain focus on their activity for a period of time


  • Paying attention to details

  • Persist with activity when challenges occur


  • Thinking of ideas

  • Planning and making decisions about how to approach a task

  • Changing strategy as needed



Construction: Continuous Provision Plan

Available Resources

Resource Enhancements

Various construction sets: Duplo, Magnetico, marble run, blocks, Mobilo, stickle bricks
Cardboard boxes, tubes, crates, logs, tyres, guttering


Instruction cards
Play mats + small world people, animals– to encourage construction of buildings and enclosures
Mark making materials – to encourage drawing props such as flags and signs to enhance play


Planned Experiences

To build and balance, see their imagination to construct, show an interest in shape by sustained construction activity, select shapes and use appropriately for tasks, use construction to support other play

Early Years Foundation Stage


Personal, Social & Emotional Dev:

  • Demonstrate friendly behaviour

  • Working together/joins in

  • Show confidence in asking for help

  • Accept the needs of others

  • Understand that their actions can affect others

Communication & Language:

  • Communication & negotiating

  • Listening to instruction

  • Develop an understanding of concepts: big/small, long/short

  • Show understanding of prepositions: on/top/under

Physical Development:

  • Begin to balance blocks

  • Handles small and large construction materials safely and with increasing control

Language:

  • ‘Reading’ instruction cards, following pictures and print

  • Know that print carries meaning

  • Draws ‘props’

Mathematics:

  • Select a small number of objects

  • Use number names

  • Show an interest in shapes

  • In practical activities begin to use vocabulary involved with adding and subtracting

Understanding the World:

  • Talk about why things happen

  • Use construction resources to enhance small world play

  • Show understanding of appropriate words to describe their models: house, castle, tower

Expressive Arts & Design:
  • Use various construction materials


  • Join construction pieces to build and balance

  • Construct with a purpose in mind

  • Use available resources to create props to support their role play

Vocabulary:

Build, construct, balance, join, press, push, link, connect, turn, twist, high, low, big, small, on, under, next to, shape names



Principles into Practice

Unique Child:

  • Support the individual child’s interests whilst recognising the interests of the group

  • Offer resources in different ways to support individual learning

Positive Relationships:

- Support children in their sharing and

collaborating skills

- Use open ended questions to

challenge children’s thinking during

play


- Offer encouragement and support

when children meet challenges



Enabling Environments:

  • Ensure children have opportunities to design and make indoors and outdoors on a small and large scale

  • Review appropriateness of available resources

Learning & Development:
  • Activities and resources offered along with sustained shared thinking across all areas of the EYFS will ensure that all children progress in their learning and development


Playing & Exploring

Active Learning

Creating & Thinking Critically

  • Show curiosity about objects

  • Pretend objects are things from their experiences

  • Initiate ideas

  • Show a ‘can do’ attitude

  • Seeking a challenge

  • Persist when challenges occur

  • Not easily distracted

  • Show a belief that more effort or a different approach will pay off

  • Show satisfaction in meeting their own goals

  • Thinking of ideas

  • Finding ways to solve problems

  • Testing their ideas

  • Changing strategy as needed

  • Planning, making decisions about how to approach a task and reach a goal



Music: Songs, Rhymes, Musical Instruments: Continuous Provision Plan

Available Resources

Resource Enhancements

Various Musical Instruments – bought and homemade, including instruments from other cultures

Regular rhymes, songs, action rhymes

Tape/Cd player – song, rhyme tapes, cd

Nursery rhyme books

Melody monkey


Songs and sounds used during daily routines to make children aware of changes, expectations: tidy up song, circle time song, tambourine sound to gain attention

Materials, resources that can be used to make different instruments and sounds.

Musical sound box (guess sounds)

Music making in ICT – 2 simple software



Invite musicians into the setting

Planned Experiences

To enjoy and join in with songs and rhymes, experiment with musical instruments, join in with ring songs and music and movement activities, make their own instruments using available resources

Early Years Foundation Stage

Personal, Social & Emotional Dev:

  • Make choices, select resources

  • Play in a group

  • Show interest, enthusiasm

  • Maintain attention, concentrate and sit quietly when appropriate.




Communication & Language:

  • Listen to and enjoy rhythmic patterns in rhymes

  • Show an interest in play with sounds, songs and rhymes

  • Use intonation in rhymes and songs

  • Develop vocabulary by naming instruments

Physical Development:

  • Handle instruments appropriately and with increasing control

  • Show high levels of energy

  • Move with confidence, imagination and in safety
  • Move with control and co-ordination





Language:




Mathematics:

  • Counting songs, rhymes

  • Uses fingers to represent numbers

  • Music & movement activities requiring a response to given number of actions

  • Count taps – tapping sticks

Understanding the World:

  • Become familiar with different instruments

  • Explore objects by banging, patting, shaking

  • Know things are used in different ways

  • Operate cd player, tape player

  • Use ICT to explore sounds, listen to songs & rhymes

Expressive Arts & Design:

  • Join in with and sing familiar songs & rhymes

  • Create sound by banging, shaking, tapping

  • Enjoy dancing & ring games

  • Explore different sounds and how sounds can be changed

  • Create movement in response to music

  • Sings to self, makes up songs

Vocabulary:

Sing, song, music, rhyme, rhythm, beat, dance, loud, quiet, soft, fast, slow, bang, shake, tap, shake, rattle, instrument names

Principles into Practice


Unique Child:

  • Sing ‘Happy Birthday’ to children in setting on birthdays

  • Support individual children’s interests

Positive Relationships:

- Take opportunities to sing to children and encourage them to join in

- Encourage children to work in a

group


Enabling Environments:

  • Give access to musical instruments at all times, indoors and outdoors

  • Ensure a range of resources are available for children to experiment with different sounds

Learning & Development:

  • Activities and resources offered along with sustained shared thinking across all areas of the EYFS will ensure that all children progress in their learning and development

Playing & Exploring

Active Learning

Creating & Thinking Critically

  • Using senses to explore

  • Engaging in new experiences

  • Show particular interests

  • Show high levels of energy and fascination

  • Enjoy meeting challenges or their own sake rather than an end result

  • Testing ideas

  • Finding new ways to do things – how to make different sounds by changing the instruments which are used




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