Jester Posted May 6, 2015 Share Posted May 6, 2015 I'm working with a setting that has children from 2 years up to 4 years. Some of these 4 year olds attend the school nursery in the afternoon so attend the pre school in the morning, the staff then take them to nursery after the session so these children are half a term off reception. Then there are some who have just turned two so very young and obviously have very different needs to the 4 year olds. I have suggested the following -provide activities and resources to work from 2 up offering enhancements for the 4 year olds. - using OLP to cater for the needs of the 3/4 year olds - tweak free flow so the outdoor area is more accessible I'm a bit stuck! Any other suggestions of how to support this learning further while also catering for the real tinies? Link to comment Share on other sites More sharing options...
Running Bunny Posted May 7, 2015 Share Posted May 7, 2015 Sounds a bit like our playgroup - we have children from their 2nd birthday right up to entering school (very few go to other provisions due to lack of availability in our area). We have some continuous provision out but suffer 'toddler trashing' which we are trying to resolve; we have the role play area that is enhanced with mark making opportunities so the older children access this with the younger ones tending to copy too! We have 4 tables with table top activities - jigsaws (range of lift out and loose piece), cars, diggers, gravel in a tray so children set their own direction of play, craft activities that are accessed by all if they wish and are enhanced according to stage of development. We also have a side room that we can break into, so we have key worker time and either take our whole key group and differentiate during the activity, so if we are doing phonics/sound boxes we focus on the sound for the younger ones and might get the older ones to 'treasure hunt' other items. We also do focus things with our transition children, so if they are able to, we look at mark making/letter forming/name writing or number/shape recognition will be taken to the next level so numbers 10+ or some 3D shapes. We don't do a lot of focus with the 2 year olds, so that's something to think about I guess at the other end of the scale. RB x 1 Link to comment Share on other sites More sharing options...
Running Bunny Posted May 7, 2015 Share Posted May 7, 2015 Oh and other areas such as sand, water, maths etc have a lot of open ended resources that we can use to extend the individual child's learning about weight, capacity or just developing hand/eye co-ordination for pouring and tipping. It really does come down to having the 'right' resources that can be used in a whole range of ways and the key worker really knowing their children. x Link to comment Share on other sites More sharing options...
thumperrabbit Posted May 7, 2015 Share Posted May 7, 2015 We are 2-4year olds too and operate pretty much the same as Running Bunny; but it's hard and getting harder, not sure if it's the childrens needs are greater or the staff are just getting older! We do also offer a different adult focus for our 'Funded 2yr olds' as our LEA want to see 'value added' for them too - luckily we only have 2 funded as it is becoming too much of a conveyor belt trying to get through everything in a 3 hour session these days :blink: 1 Link to comment Share on other sites More sharing options...
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