Marion

The children made the boxes yesterday and decided they should be outside so I stapled 1-3 on the side of the shed they had envelopes with corresponding numbers to sort/ post but extended the activity themselves by fetching pens paper and more envelopes from the writing table plus a postmans bag from the role play prop box. Some decided to write letters and address the envelopes with a number. Tomorrow we plan to add 4/5/6 to the shed.

second version for me but Im not doing guided writing at this stage in the year.

Hi Becky

Do you find it works for reception? because when we tried whole class charts the children had no interest!

Praise is a great incentive for young children. They also love to stand at the front of the class and be applauded for something well done. I send home reward letters but these are as much for the parents as for the children.

We plan to start writing our nativity the week before half term bearing in mind the age of the children I would go for a single production with simple songs.

Not exactly a display board but this was today in the unit...........

Jenny Mosely has published a book on circle time for SEAL has anyone used it?

In our circle time we do quite a lot of speaking and listening activities from the Ros Bayley books (the children love Lola) we also do things like pass a beat round, pass instruments and see if the children can copy the sound made by the previous person Chinese whispers, Kims game 'I went to the shop and I bought something beginning with........ guessing whats in the parcel.

Not sure if this is the type of thing you are looking for .................this on entry and somewhere I have a follow up sheet will look for it at school.

Parents_on_entry_contribution.doc

Or me Carol

Our children love

This is the way the teacher stands

this is the way she folds her hands

Hi and welcome to the forum will look and see if I have anything that might fit the bill.

Try not to let it get you down we all suffer from 'ignorant' (don't understand the FS or young children) heads in our lives

Roll, Nichola.

A bap is soft and floury!

A cob is a round loaf of bread.

Buns have fruit in them unless you are at MacDonalds!

In Durham a round flat loaf is a fadge or a stottie

http://crdp.ac-dijon.fr/article.php3?id_article=396

AOB thats the link

My partner plays internet scrabble with a lady in Melbourne and is currently teaching her Geordie...........these are from him

Howway, haddaway come on, get away, etc

divvnt' don't

gan, ganna, gannin' go, going

aye yes

spuggy sparrow

fettle condition /mood

mebbies maybe, may, might

bonny beautiful

canny careful, clever

yammer natter

hinny darling

wors ours

knaa, know,

bairn baby

canna can't

gullies knives

penkers marbles

cuddies horses, especially old nags

skelp smack

yeeam, home (ahm gannin yeeam noo) I'm going home now

dunch punch (person), bump (car)

stott bounce

bait packed lunch

bullet / ket a sweet

clag to stick

crack talk

fash troubled/bothered

gaumless stupid

hoy throw

hunkers to sit on haunches

Our FSU will definitely be taking part..........the head wasnt in school today so will ask him tomorrow about the rest of the school.

Congratulation hope all goes well

struggles socially,doesnt like noises,very repetative speech,can be obsessive,but can easily switch on to something else,very bright especially in use of number.These are only some of the traits of my experience in children in our setting past and present.There is a vast spectrum,I would ask for help but be careful some children are just different with only mild symptoms and get thru main school quite easily on just being that. It can be a very long and rocky road when you put a childs name into the system so to speak.Good luck

Hi all

 

children with Autism tend to have a world of their own. They do not play with other children or toys in the normal manner, rather they remain aloof and prefer to play alone. may focus on pieces, such as only playing with wheels on a car and not the whole toy.

 

the child we have currently spins anything she can ge ther hands on, apparantly this is a common trait of a child with this disorder. She had a 'favourite ' bowl but will try to spin everything , as she attends a Sure Start group one day she also does it there, both settings she has focussed on a blue and white object.

 

Usually poor or no eye to eye contact,

 

Verbal and nonverbal communication skills, such as speech and facial expressions, develop peculiarly. Symptoms range from mutism to prolonged use of echoing or stilted language. When language is present, it is often concrete, unimaginative, and immature.

They often have an extreme resistance to change of any kind. Autistic children tend to want to maintain established behavior patterns and a set environment. They develop rituals in play, oppose change (such as moving furniture), and may become obsessed with one particular topic.

Other behavioral abnormalities that may be present are: staring at hands or flapping arms and hands, walking on tiptoe, rocking, tantrums, strange postures, unpredictable behavior and hyperactivity.

An autistic child has poor judgment and often at risk unaware of danger, may not cry or react when falling just getting up and continuing with same behaviour. For instance, an autistic child may run into a busy street without any sign of fear.

some or all above and in varying degrees , no exact science. If worried need to seek advice and get help.

It affect 4 times as many males than females (we have has 2 girls diagnosed and one with tendancies over the last 4 years!) the 2 diagnosed have been at the higher end of the spectrum showing all the signs above, no language, flapping of arms, no eye contact, focus on one item, not usually a toy, vocal noises hard to describe but once heard never forgotton, (sounds a bit like ieeeeeee), and a need for sameness/routine. One mum was aware the second more recent was under speach therapy but only had proper assessments once we had seen her and voiced concerns. We have had two of the children with educational statements before leaving us one completed this week.

 

 

Inge

Many of the 'symptoms mentioned above could easily fit my son...............who isn't autistic but does have ADHD. The autistic child we had last year was very sociable and loving (lots of cuddles) also the son of one of the staff who is also autistic has a well developed vocabulary and excellent communication skills.

As Inge says there is no exact science. I think its such a wide ranging condition with no two children presenting the same. Our Ed Psych is loath to 'label' younger children. Im not sure if all LA's have ASD support teams? but they could offer support and advice.

Havent used it either but there are two books Inside the black box and Working inside the black box. From what I know it is a discussion on formative assessment rather than ideas for doing assessment. Think working inside..........is more advice.

If someone asks you where you bide or stay they mean where do you live.

A friend in Fifeshire says 'stay' meaning live.

Spell = Splinter

Example: Four year old child tells me they have a spell in their finger, I naturally assume they are playing at being Harry Potter and 'go off on one' with role play. THey proceed to stick their finger in my face and say 'look, there', where I can plainly see a splinter!

[

In Durham we call splinters spelks

Thanks Marion, that's reassuring...I might just go for it as my results from data and observations have all been very good since my return...I'll let you know if I pluck up the courage!

Good Luck

Do you get PPA?

So pleased my head doesnt want anything like that ours are very simple and are working documents that change as the children dictate lots of crossing outs and alterations. We only plan for 2 days a week then the rest is retrospective mainly

Thanks for the link I lost my lappy and all my favourites with it will start clicking again:D

Not a problem if you do a search you will find we all advertise for you anyway..........maybe best leave it to others to recommend it

I never use the worksheets! Can you imagine how much paper that would have involved for 90 children?

Also think the font/script size is far too small.

I agree Susan in the past we enlarged the sheets to A3 once the children had the basic letter formation.

We do use the worksheets, but have adapted them for cursive script. It does take one adult the whole day to get through 30 children though and I long for the day when it is all finished and we can have 2 interesting focus groups intsead of JP taking up one of them. What does everyone else do in this respect?

Kellsa

I did training with Sue Lloyd a few years ago and she said the worksheets were never intended to take that long. The idea is to introduce the letter formation and not to do any colouring or give instructions to colour a very small part the rest to be completed at home. With 82 in the unit what you describe would be unworkable and in my opinion a waste of effort.

We introduce the letters in the PiPs order using the JP stories and actions letter formation will be introduced later after alot of pre writing activities and then on a large scale initially before progressing to 'normal' sized (size depending on the childs ability) writing.

I must say after using JP for over 12 years I am using less of the activities each year.

Hi

Just a question for Marion, would you rather use the FSP and especially the eprofile format than the county produced materials we use at present

I think the county materials have merit in that they break things down further than the FSP my problem with the eprofile is so many people seem to have problems (technical) so not sure if it would save time. Also we use the Flying Start 2 materials for on going assessment from entry to nursery until the end of reception (carried on into Y1 this year) and it provides a good visual indication of any gaps in children's learning.