I have revamped the way we work and although after working in this area for so long I feel I should know all this I feel like we are starting again in some ways. I wondered if anyone would be willing to share their thoughts on what they do or comment on what we are doing.
Firstly I inherited some planning aspects and one was that the continuous provision is always itemised out on the planning along with the bits that you have changed or 'planned' so to speak. Recently when I caught myself doing this again I wondered why I am doing it? we all know the items or resources that come out every day so why do I keep logging them. It makes the bits you are changing or adding to harder to see and who is it for? Does anyone else do this? Can anyone see a reason why I can't take it for granted that everybody knows the continuous provision bit and just simplify to the bits we are changing or adding. For example the book bus for the book corner always comes out and this is on the planning, however I could just log three bears story sack in book corner, taking it for granted that everybody know the bus will be there. Hope that makes sense was the simplest example I could think of.
Also we have been exploring objective planning for the first time this term we have used Alistair Bryce-Clegg's approach as a starting point and then tried to make it our own. As a concept it is working fantastically we are much happier working in this way and taking the learning to the children. They are enjoying it more and we feel our interactions with the children have been more positively affected. However there are some things mostly the logging of it all that we are finding harder to wrap our head around.
For example we have an objective for each area and resource accordingly but only focus in or two at the moment where we then group the children by where they are now and where we want them to go and then review etc... These two areas were chosen by looking at the cohort as a whole and noticing that a large number of children needed support in following boundaries and expressing their feelings appropriately and in language and communication development. What I want to know is does anyone work like this? is this how you do it? should we be doing this for all seven areas? (which seems unworkable really)
Then there are plods I I have never used these not for individual children or for planning purposes but thought they might be good for remembering the good ideas week by week. (although as with everything they could change depending on child interest) Now how do others use these? I was thinking we have noticed that there are three distinct areas of interest in child-initiated spontaneous play:
textures (sensory play)
hibernating animals and natural resources
mark making (both pre-mark making and emergence writing)
so I thought a PLOD for each area based on activities that could extend interest or experience in each area. But then wondered if that was the 'right' use of if I should be using them for objectives and skills e.g. instead of sahra sand to support letter writing I should be using it for fine motor (although I know technically its both)
I feel a little shame faced at asking what seems basic questions but feel like I am thinking myself in circles.