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About skylight

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    Feet firmly under the table!

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  • ICQ

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  • Your interest in Foundation Stage education
    Nursery practitioner
  1. Thanks for the relpies. I agree with all and fully back Sue's stand for child centred & lead in learning. Hopefully this document will help bridge the overall curriculum for what is regarded as 'Early Years'. I've since found alsorts of updated planning proformas and info to help with the general admin for planning ( thanks to the kind people who have shared on the forum/ resources) This hasten to add I do plan for each year group, but requirements in our school planning met a lot of new admin work to adopt re-wording of new document! Many I ask a general question? How has the Letter & Sounds document effected your planning?
  2. Has anyone placed this into their planning yet? I'm probrably thinking too hard on this .... but don't you find there are a lot of new words that place a slight shift of presentation .. but generally derive from the orginal document? Or am I missing something? At the school that I work at there is such a focus on phonic work & gettin the reading (& new handwriting scheme) that they're pretty much on top it there.(opinions differ on this as I waould love to work with continious provision & have no insecurities with taking the childrens lead). I find the annoying thing is having to rescript my planning with new objectives instead of having time to think creatively/ apply in the restrictions of such a narrow way of working with the EY curiiculum. I can do the paperwork & trying to be positive it does help review last years planning, but I would have done that anyway (with a document I was just getting to know!) I feel thrown by this now ............... Have I missed something, or is it just doubting thomas moment???!
  3. Phonics Planning

    Thanks Mookie - look great Have to ask ... what does PWS stand for? Also - how do you practise timetable this in your daily routine? Reason I am asking is that I am slightly banboozaled by expectations at my school. There is a really big push on handwritting and they want me to integrate this with the phonic sessions/ group work. Not opposed to this completely - but logic and intuition also suggests that until children are secure in reading, decoding and segmenting - this is rather burdening their confidence. Is it possible to see your daily timetable, so hat I could see if ther was a way in which I could make a slot for handwriting separate to the phonic work? Cheers Skylight
  4. Questions And Questioning

    Hope your little one is o.k ... sounds like you've had a tough and scary w/end. Agree with what you have said so far, good food for thought and one of those moments when you are comfirming what I didn't know - if you know what I mean?! First things first, hope your son makes a speedy recovery and then if you get chance would love to hear your thoughts on the matter. I would like to pursue the PEC's training I think... sounds as though it would be valuable in a multitude way of things. All the best Skylight
  5. Naughty Chair/naughty

    I agree Bunny - I wouldn't want to or expect a child to treat myself or anyone else in a mannor I wouldn't like to be trated myself! Only thorn in the issue is the hard hitting fact of life - we sometimes have to learn we can't always do as we like. The quality issue come from the practitioner in response to the child's behaviour and how they can contribut to them taking responsibilities and choices independantly in a positive fashion.
  6. Questions And Questioning

    Hi sqpeg and Nicola (let us unite in anorak tradition!) Communication is at the hart of existance. That doesn't restrict itself upon just human ... but upon nature and all that it embraces. Think of hos nature responds to it's environment. Fundimental, straight forward, out of necessity and yet highly complex. I believe in 'real' communication and trust. Children simply don't learn unless this is established. The confusing factor (as you have pointed out) id that one rule does not fit all. The english language and conventions are not the easi-est to be understood at the best of times - wether spoken, read, written or recieved (and I'm dyselxic!)So where does this leave us as practitioners? Do we fall into a grind of asking questions to simple confirm what children already know? extend their thinking by asking abstract questions? reflect their langiage in the hope they will extend? and so on.... (I'm feeling philosopical tonight!) I have a little person joining us next term who really shouldn't be in mainstream. Professionals involved have realised this and yet the 'system' has let him down for now. His communication skills are very poor. Uncertain of what he understands and yet know it is more than I have been advised. When thinking of questioning (it feels) really unproductive with him. They are closed questions which comfirm his understanding and then I vocalise and model a response hoping that repitition etc, will develop his 2 worded sentences. Really feel lost here. If you have any ideas as I have the Pics for PEC's CD/ but have not been on any training - please feel free to advise me! All the best Skylight
  7. Questions And Questioning

    Cheers for that Wolfie Certainly sounds like you are on the case with good insights, all that you say I can agree with and see the logic in (bearing in mind I am a humble/ if not older NQT!!) The Tizard/Hughes study and work of Gordon Wells ... is it worth reading to gain more insight? Will it help develop my understanding and communication skills with children? Find methods, strategies of making those enquires with parents, facilitating the environment for new in take and scaffolding communication skills with more focus etc. especially in regards to questioning techniques and getting children to question/!!
  8. Hi Gillie I would also love to see the other documents also! Might sound daft as it looks obvious but could you clear how you impliment these in you setting ie: you don't collect evidence for the points? ... unless 'If there is no number next to statement you need 3 pieces of evidence before you can give the child the profile level' as stated at the bottom of sheet? all points on the sheet have a number next to them. Is this not he case on others? Cheers for sharing Skylight
  9. I Don't Understand

    I know this is an old post - just wanted to offer my empathy. I have a little girl in exactly the same situation (just resloved to the fact she isn't ready yet) although the powers that be mean I will be trying to find ways in which to engage her learning the sounds and linking them to reading and writing. I do think she just needs a little more time to develop in maturity though (she's a bright spark with lots of personality!) I can't help it (I appologise beforehand) but i loave, detest and hate the idea of rubbers being used unles in specific art activities eg. rubbibg and drawing into charcoal with them. I've watched my niece (5 years old) play with her etcher-scketch. She gets me to sit beside her and role plays writing and then rubbing it out. I guess she's picked this up by the amount of mistakes she's made at school. (she has limited language & therefore cannot explain what she is doing) I think they breed a fear for making mistakes and sometimes it is the mistakes that we as teachers can help children children to learn by. I'd rather teach it's o.k to make a mistake and not reinforce the need to 'cover it up' or erase it! Hope I haven't offended Skylight
  10. Seal And Pshe

    We use Seal material. I'm quite happy to share my plans - but will have to wait till later due to it being on laptop (at school!) Have you seen the SEAL material, the brochures are quite self explanatory linking ELG. I pick and choose the course of work needed to be covered (focus whole class teaching/ circle time etc) and a lot of it can be embedded in daily routine or cross-curricular. SEAL brochures give lots of examples (and sometimes it doesn't actually give enough to be taught in isolation ie: you have to teach/ facilitate with other activities). For example, setting a goal. We discussed and contextualised what a goal was (we used the term target instead as chil;dren already knew this term). Then we held a circle time to decide what our own personal goals were. Some children said skipping, doing their own coat up, etc. They were guided to lend towards short term goals initially eg. this afternoon I want to mak a model with mark. We put a tick list up and children ticked against their name when they felt they had a chieved their goal. Once the concept had been established they decided upon longer term goals like the skipping etc. We revisited in circle times etc. The rest of the term really was intergrated with the curriculum, reminding and celebrating when goals were achieved. Children decided upon another one etc. Hope it helps (There is loads of support material and resources that go with the pack also)
  11. Naughty Chair/naughty

    I forgot to mention ... Running Bunny I do like your photo (just feel a bit sad for the duck!) Skylight
  12. Naughty Chair/naughty

    We use the term 'time out' mat for a little one with special educational needs. We have a behaviour system in place (J.Mosely/ sun & cloud.. move to the cloud and loss of golden time). Our SEN child doesn't understand this (has severe language delay) and although it does sound 'humiliating' he is totally oblivious to the separate repemind he recieves for unwanted behaviour (which is challenging at times). If anyone has any other ideas - quite open to recieve them. The rest of the class are quite clear when they have showed underiserable behaviour. I personally discuss with children what they think they have done wrong and then encourage them to 'put the wrong' right. I try my best to focus and reinforce the good behaviour (occassionally checking the repremands I make angainst the amount of praise I hand out!) I/ and my training considered it not really good practice to use the word 'naughty'. I haven't seen this in print anywhere but I guess it derives from the fact that stating unwanted behaviour and getting children to develop a sense of responsibility for their actions seems clearer to them - it is the behaviour that is unwanted. Using the word naughty can sometimes be confused with the child themselves and promotes a low self-esteem. Don't know if that made sense & just my own personal point of view. But I don't like the word 'naughty' being used in class (and still need to try to get my collegue to stop using it!)
  13. Wall Hanging Finished Today!

    Looks fantastic tinkerbell ... well done! Could I place a request? If you are too busy don't worry .... but it would be lovely to hear how you did it and a more detailed photo of the work close up Skylight
  14. Questions And Questioning

    Marion, Have now spent time (that I shouldn't have as I am supposed to be planning!!!) looking at links you've given. They are good, especially the handout which provides a good starting point - so thankyou. I will definitely be using and sharing back at the ranch. I liked the children thinking site. Thought it was strong - so found it sad the notice board so unreponsive etc. No-ones posted for over a year etc. The scotish site is great. Do you already use some of these teaching strategies? or do you feel you have to wait for a whole school implimentation? obvious the benefits, but I'd be interested to hear more if your school does go ahead and the practical implications/contacts etc. Peggy - you raised some good issues. Especially that of asking questions to test or comfirm childrens knowledge rather than engage, strech and explore curiousity and interests etc. We place so much importance on 'modelling' quite rightly so.... but to what degree? a fine balancing act! (as the last thing we want to encourage is a 'herd of sheep!' and we all know that most children have the beautiful intention to 'please') I'm glad you caught up with your nephew! (It also reminds me exactly how impressionable children are). I'm keen on this thread ... it would be good to collaborate in some way with any interested parties. Reflection on how and when we question etc. and ideas to move forwards. Don't know if anyone has any interest or suggestions on how to go about this. The material that Marion looked good. ... set up some sort of 'template' so there is continuity and comparison? Interested?!!
  15. Questions And Questioning

    Wolfie ... I think you hit the nail on the head (to quote Susan earlier!!) ''I think one of the main differences between our communication with our own children at home and those at nursery/school is that our questioning at home is often much more purposeful - we only ask questions that we really want to know the answers to....and that we don't ALREADY know the answers to! wink.gif - and children do the same!'' You have an insight I sadly lack (my own children) and yet what you say makes so much sense. To bring in what Sqpeg has stated ' not being able to hold the class together' during questioning due to other children becoming restless etc. also makes so much sense .... This is the fundimental reason why I want to improve questioning during activities on a more specific interest level and simultaniously not inflicting the rest of the class with 'wait' time. Children also sometimes loose their grasp of the question due to everyone 'waiting' etc. and the moment gone. I'd be interested to hear more about your training 'communication matters' Wolfie, and any ideas regarding how to find more out about how children communicate at home. Would a home-school link be a good way of investigating... forging interest from parents etc? In some sort of embedded research etc.? What do you think?