Sand: Continuous Provision Plan Available Resources



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Games/Puzzles : Continuous Provision Plan

Available Resources

Resource Enhancements

Various games: board games, lottos, dominos, pairs/matching games, number games, dice games, alphabet/sounds games
Puzzles: Inset and jigsaw puzzles for all ages and abilities, floor puzzles, number puzzles, letter puzzles


Source different puzzles or games related to children’s interests and abilities


Planned Experiences

To give children a wide selection of puzzles and games that encourage collaborating, turn taking, sharing and accepting rules, as well as extending their knowledge of the theme or purpose of the puzzle or game

Early Years Foundation Stage

Personal, Social & Emotional Dev:

  • Access resources independently

  • Collaborating and making choices when deciding which game or puzzle to do
  • Work with others engaged in same activity, turn taking and accepting rules


Communication & Language:

  • Take turns in conversation

  • Talk about what is seen in puzzles

  • Link sounds with letters

  • Show attentive listening by responding appropriately with actions, comments and questions

Physical Development:

  • Develop hand/eye co-ordination

  • Use fine motor skills

Language:

  • Understand that print carries meaning: game instructions

  • ‘Read’ the picture of a puzzle




Mathematics:

  • Children use puzzles and games that encourage counting and number recognition

  • Orientation/position

  • Use dice, spinners and counters

  • Number language-more/less/same/half

Understanding the World:

  • Use puzzles that promote diversity

  • Be interested in and ask questions about puzzles depicting people, animals, occupations and vehicles from their own culture and other cultures

Expressive Arts & Design:

  • Manipulate materials to achieve a planned effect

  • Select appropriate resources

  • Look closely at similarities, differences, patterns and change

Vocabulary:

Game, puzzle, picture, rules, share, take turns, join, turn, match, sort, spin, roll dice, count,

Change, complete, finish, 1st,2nd


Principles into Practice

Unique Child:

  • Provide resources, equipment that meet children’s ages and stages of development



Positive Relationships:

- Be responsive to the amount of support a child may need to reach their goal

- Give children time to manage conflicts and find an outcome that is acceptable to all


Enabling Environments:

  • Allow children time to complete game or puzzle or leave to be finished when ready

  • Ensure all pieces are there so an end result can be reached

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 particular interests

  • Initiating activities

  • Learning by trial and error
  • Maintaining focus on an activity for a period of time


  • Not easily distracted

  • Paying attention to details




  • Planning, decision making about how to approach tasks, solve a problem and reach a goal

  • Change strategy as needed

  • Check how well activities are going



Exploring & Investigating: Continuous Provision Plan

Available Resources

Resource Enhancements

Various equipment: magnets, wands, balls, discs, filings, paperclips

Non magnetic resources to experiment with

Sand/Water (see separate CP sheets)

Natural objects: shells, pebbles

Garden tools, gardening gloves, mud box

Dinosaur excavating kit, trays, tuff spots

Magnifying glasses, binoculars, microscope, slides

Bugs- play bugs, bug pots, habitat boxes, books, posters

Windmills, scarves, umbrellas, rain gauges

Follow children’s interests by adding to planning - bug hunts, make bug homes, ant farm, wormery

Plan simple experiments

Take opportunities to have live bugs/frog spawn/butterfly projects in the setting

Adults will use unplanned opportunities to enhance children’s knowledge i.e.; a rainbow appearing, very windy weather, snow, finding an insect


Planned Experiences

For children to be excited and enthusiastic to explore and investigate the world around them using all their senses, various resources to support their learning and to question why things happen

Early Years Foundation Stage

Personal, Social & Emotional Dev:

  • Explore new environments

  • Select and use resources

  • Explains own knowledge and understanding, and asks appropriate questions of others

Communication & Language:

  • Listens, showing interest

  • Maintains attention and concentrates during appropriate activities

  • Use a variety of questions

  • Extend vocabulary by grouping, naming and exploring the meanings and sounds of new words

Physical Development:

  • Shows control in holding and using jugs/pots for pouring

  • Handles tools and objects safely and with increasing control

  • Shows some understanding of hygiene – need to wash hands




Language:

  • Use books and posters to support learning

  • Enjoys an increasing range of books

  • Know that information can be gained from books and computers

  • Give meaning to marks they draw, write, paint

Mathematics:
  • Know that numbers identify how many objects are in a set i.e. legs on a spider


  • Show curiosity about numbers by asking questions, making comments

  • Measuring, capacity, size

Understanding the World:

  • Notices detailed features of objects in their environment

  • Comments, asks questions, talks about aspects of their familiar world such as the natural world, animals, and found objects

  • Develop an understanding of growth, decay and changes over time

  • Show care and concern for living things and the environment

Expressive Arts & Design:

  • Realise tools can be used for a purpose

  • Select appropriate resources




Vocabulary:

Explore, experiment, investigate, search, check, research, record,


Questions: how, why, what
Naming animals, insects, weather conditions, equipment used

Principles into Practice

Unique Child:

  • Children follow their own interests

  • All children to be given opportunities and encouragement to explore and experiment

Positive Relationships:

- Model the use of equipment

- Take opportunities that arise

- Allow children time to explore and

investigate thoroughly

- Challenge children’s thinking through

open ended questioning


Enabling Environments:

  • Resources readily available for impromptu investigation as opportunities arise

  • Offer enhancements that will increase learning opportunities

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

  • Use senses to explore the world around them

  • Show particular interests

  • Engage in open-ended activities

  • Show high levels of fascination

  • Paying attention to details

  • Enjoy new challenges

  • Show a belief that a different approach will pay off

  • Maintain focus

  • Solve problems

  • Find new ways to do things

  • Make predictions

  • Making links and noticing patterns/change

  • Check how well activities are going

  • Change strategy as needed

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ICT: Continuous Provision Plan


Available Resources

Resource Enhancements

Computer, mouse, keyboard

Various software: fizzy’s numbers, gigglebies

Hand held computer devices

Cd/tape player + tapes (stories, rhymes, songs)

Cambridge unit (multi headphone set)

Toys that require button/lever pressing/pulling to achieve desired effects

Role Play: mobile phones, walkie talkies, cameras


Give children opportunities to use real equipment – cameras, photocopier, walkie talkies

Use a storage disc to transfer and print work done in ‘draw’ programmes

Source other equipment to extend children’s interests and use of technology i.e.: beebot, remote controlled toys

Use recording equipment to record themselves singing and making music



Planned Experiences

For children to experience and understand how to use technology across all areas of the curriculum and acquire basic skills in the use of technology

Early Years Foundation Stage

Personal, Social & Emotional Dev:

  • Take turns

  • Be confident to try new activities

  • Select and use resources

  • Show confidence in asking for help

  • Can tolerate delay

Communication & Language:

  • Interact with others

  • Extend vocabulary by exploring new words


  • Listen to stories, songs, rhymes

  • Respond to instructions

Physical Development:

  • Handle objects with increasing control

  • Manipulate objects to create a desired effect




Language:

  • Increase hand/eye co-ordination

  • Understand the meaning of symbols on equipment

  • Know information can be retrieved from computers

  • Use ‘drawing’ programs

Mathematics:

  • Use CD roms with mathematical concepts: counting, sharing, sorting, number recognition, shape matching, orientation, positioning

Understanding the World:

  • Show interest in toys with buttons, flaps

  • Seek to acquire basic skills in turning on and operating some ICT equipment

  • Know how to operate simple equipment

  • Complete a simple program on the computer

Expressive Arts & Design:

  • Use the computer to experiment with sounds and musical instruments

  • Use recording equipment to listen to stories, rhymes, and songs and record their own singing, playing instruments and recalling stories

Vocabulary:

Computer, monitor, screen, mouse, keyboard, click, move, open, close, eject, pause, volume, record, press, program, cd, dvd, disc, drag, drop



Principles into Practice

Unique Child:

  • Encourage all children to access ICT

  • Provide choices in ICT

  • Allow children to take safe risks when using ICT

  • Support children to use ICT independently

Positive Relationships:

- Use photographs & examples of ICT to share with parents

- Model how children can use ICT

- Talk to children about what they can do with ICT

- Be responsive to the amount of support a child may need to reach their goal

- Encourage purposeful use of technology in role play



Enabling Environments:

  • Ensure ICT/technology equipment is suitable to meet the ages and stages of children in the setting

  • Allow children to see how ICT and technology is used on a day to day basis in the setting and wider world

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

  • Showing particular interests

  • Show a ‘can do’ attitude

  • Representing their experiences in play
  • Persisting with activities when challenges occur

  • Showing satisfaction in meeting own goals

  • Being proud of accomplishments

  • Making links, noticing patterns and change

  • Finding new ways to do things

  • Testing ideas



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