Inventors.... Playing and Learning

Quote...

New Winter Menus...

Are there any dishes you would you like to see on the menu for your children?  Please let us know or pop your suggestion in the box in the entrance... we use the 'eat better ,start better' guidance to ensure that all our meals are healthy, balanced and nutritious.   

Thank you 

https://www.gov.uk/government/publications/example-menus-for-early-years-settings-in-england

Quote of the day....

Inventors

Curiosity Box 

Intent - To promote language and critical thinking....

Implementation

Just a few of the comments made by the children.... 

"wow, look "

" oh look a dinosaur egg"

"who brought it" 

"it's not been born yet"

"oh look a crack"

whilst tapping on the tank - " come on baby dinosaur, come out now"

"it's a duck"

"a cat inside" - staff discussed animals that hatch from eggs and animals that are born.

"they are sleeping"

"the egg will hatch"

"let's wait here"

"it will crack tomorrow and a big massive dinosaur will pop out and say roar"

The next day the team cracked the eggs and washed out the shell whilst the children were having lunch. The children then commented 

"oh no, it's gone"

"it must of escaped" 

" Gail, did you see the baby dinosaur?"

"i'm sad, I want to play with it"

" where did it go?"

"can we fix the egg?"

"Where's the footprints"

"let's look outside"

Impact 

CofEL

Creating and thinking critically 

-Making predictions 

-Thinking of ideas 

-Finding ways to solve problems

Active Learning

-Maintaining focus on their activity for a period of time

-Showing high levels of energy, fascination
-Not easily distracted 

-Paying attention to details

Communication and Language - Speaking 

Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts. 

•Learns new words very rapidly and is able to use them in communicating.

 •Uses gestures, sometimes with limited talk

 •Uses a variety of questions (e.g. what, where, who). 

•Uses simple sentences

 •Beginning to use word endings (e.g. going, cats).

 •Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences. 

•Questions why things happen and gives explanations. Asks e.g. who, what, when, how. 

•Uses a range of tenses (e.g. play, playing, will play, played). 

 •Uses vocabulary focused on objects and people that are of particular importance to them.

 •Builds up vocabulary that reflects the breadth of their experiences.

 •Uses talk in pretending that objects stand for something else  

Plus many more fun and learning opportunities...