Learning in the Meadows
Learning begins at birth, occurs at a phenomenal rate in the early years and continues throughout life. Early experiences lay the foundations for future learning. Research over many years has proved that the most effective learning occurs in a social setting when the learner is wholly engaged and has choice and control over the experience, supported by highly skilled adults. They 'tune in' to the interests of the child and 'scaffold' the next steps. When parents and professionals work together in this way, the child has the greater chance of realising her/his potential.
The Foundation Stage curriculum for children aged 3 until the September following their 5th birthday, expands on this view of learning, stating that young children learn best through real experiences, play and talk with other children and trained adults.
At the Ambleside Centre we are firmly committed to the development of independent learners who have a high self-esteem, self-confidence and care for others.
We aim to be a learning community where adults constantly strive to learn more about learning and teaching, and about each individual child and family we work with. We respect and celebrate each child's unique quality, constantly striving to develop their learning.
Organisation
Children are placed in a keyworker group of around 10 children aged between 3 and 5. The keyworker has overall responsibility for supporting each child's learning and wellbeing throughout her/his time in the Meadows. She will greet you at the beginning and end of each session. The whole staff team work with all children using a consistent approach.
The Learning Environment
We have set up a learning environment that covers the Foundation Stage curriculum and includes materials that interest young children and that can be used in many different ways. Indoors there are 5 rooms: Orange, Blue, Green, Purple and Yellow. Areas have suitable materials that are set out to encourage children to choose independently which to use.
They are labelled to help selection and return, and to help children learn as they sort, match and 'read' the symbols.
The outdoor area is just as important an area for learning as indoors. It has different resources that also cover the Foundation Stage curriculum, accessible to children in a similar way.
The Daily Routine
There is a consistent daily routine which children soon learn. This helps them feel a sense of control, which in turn helps their self-confidence. It also helps them to develop a sense of time and to learn to manage their time wisely.
Keyworkers are ready to greet parent and child in one area.
Groups meet in the same place for one week then move around Meadows to enable children to become equally familiar with all of the areas.
Parents encourage children to find their name card and hang it on the hooks provided and pass any necessary information to the keyworker. |
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| Keyworkers use different ways of helping children to decide what they would like to do, e.g. using telephones, drawing, singing games. |
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| Children work with the available materials, supported by the adults in that area. They observe, encourage and extend the learning that is taking place. They do this by playing alongside the children, developing their interests by offering ideas, suggesting or offering other materials, by teaching a skill and by posing questions that challenge their thinking. |
| Everything has a place and everyone helps to return things to their place: sorting, matching and 'reading' labels. |
| Children return to their keyworker and share some of the things they have been doing with their group. This helps to fix the learning and gives a real reason for speaking and listening. The adult encourages them, the children gain in self-confidence and get ideas of things they might like to try another day. |
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Small Group Time
The keyworker group follow an activity that the adult introduces. It will cover an aspect of the curriculum and will be based on interests shown by children in Meadows recently. Most of these activities are planned by the staff team and all groups participate in them on a rota basis. Some are planned by the keyworker to follow the interests of their group. The activities enable children to explore all materials available, to develop all areas of learning and to engage in an activity with a familiar group of children and adults.
Story Time
The groups share books, developing literary skills in a variety of ways, e.g.
- by talking about pictures 'telling the story'
- by pointing to words, recognising familiar letters and words that are repeated
- by acting out the story and/or using props
- by predicting and anticipating what might come next
Songs and Rhymes
Songs, rhymes and action games are enjoyed during group times and once a week in a larger group.
Writing and Reading
The written word is a series of marks that stand for a spoken word that relates to a real experience. Children have many opportunities to experience one thing 'standing for' an object or an experience, e.g. an outline drawing shows where an object should be placed on a shelf, a photograph of a spade is used to 'stand for' playing in the sand, a picture of a tree with a cross through it means 'the garden is not available right now'. Children 'read' these signs and symbols daily.
Children are encouraged to make their own marks to 'stand for' an object or an experience, to 'read' it and to inform others.
There is a natural developmental process from a mark on a surface to the formal written word. Adults encourage children to write and read at their own level, offering help with the next steps as appropriate.
Phonics
One of the necessary tools in the writing and reading process is phonics - the sound represented by a letter. Adults use fun ways to introduce these to children and use them to help children to write.
Planning to Support Children's Needs
We have a clear vision of confident, independent learners supporting each other to develop their potential. We are constantly observing and evaluating and then planning to develop the environment, the routines and ways of interacting in order to realise our vision.
All staff observe children very closely, noting their interests, their learning and their engagement with materials. They share these observations with the whole team and parents. Staff match the learning observed to the Foundation Stage curriculum. Then they discuss together and plan for the possible next steps for each child.
The Foundation Stage Curriculum
The Government has provided a set of Early Learning Goals - expectations that most children will reach by the end of the Foundation Stage (the end of the academic year following a child's fifth birthday).
The Early Learning Goals are divided into 6 areas of learning:
- Personal, Social and Emotional development
- Communication Language and Literacy
- Mathematical development
- Knowledge and Understanding of the world
- Physical development
- Creative development
Children make their own unique pathway towards these goals. Adults observe and record the childrens' learning demonstrated through their spontaneous play.
Encouragement
Learning experiences are recognised and acknowledged by adults and children. Adults help children to recognise the steps they have taken and celebrate what they have achieved:
- by telling others
- by a photograph capturing the moment
- by a 'post-it' note being written
- by work (or a photocopy of work) being displayed or taken home or kept in a record book.
Each child has his/her own board on which they have their chosen work displayed.
Play
Young children learn by exploring their world, taking risks, posing and solving problems and learning from their mistakes. They need time and space to do so in their own way and at their own pace. This happens naturally when children play.
This is not 'playing' as opposed to working or even structured play activities set out by adults to achieve a pre-determined outcome. The activity we refer to is best termed 'free flow play' (a phrase suggested by Professor Tina Bruce). This kind of play allows ideas, feelings and relationships to be freely explored and newly found skills to be demonstrated. It is concerned with 'possible' worlds and includes supposing, imagining and creating as well as reflecting on things known. In play, children function at their highest level, regulating the amount of challenge they can cope with.
Play results in children and adults who are self-motivated, self-confident learners who are not reliant on tests, reward systems or adult approval to motivate them.
"any heavy emphasis on direct teaching or programmed instruction should be avoided in the Early Years..."
'Researching Effective Pedagogy in the Early Years'
Department of Educational Studies, University of Oxford, 2002
Helping Children Learn
Children are constantly trying to make sense of the world as they see it. We need to find out what each child is currently engaged with. Then adults can provide more resources, some ideas and challenges to support the next steps. Skills need to be taught and ideas presented at the appropriate moment and in a way that suits the individual learner. Children demonstrate their current thinking by becoming deeply involved in their activity. Signs of high level involvement have been documented by Frerre Laevers and include:
- concentration, high energy, facial and verbal expression of satisfaction, perseverance
Staff note the childrens' level of involvement when they observe.
Parents' Involvement in Children's Learning
Early Years professionals have expertise with children, parents are experts with their own child.
Children learn vital, life-lasting attitudes, concepts and skills within the unique, intimate relationships of their family, who remain the most significant factor in their success.
We strive to find ways of combining our different knowledge in order to provide the best opportunities for your children.
We are influenced and supported in our thinking about the best provision for young children by:
- Curriculum Guidance for the Foundation Stage
- Department for Education and Skills
- Children's Act 2004
- National Primary Strategy
- Wokingham Principles for the Foundation Stage
- The High/Scope (UK) approach
- Effective Provision for Pre-School Education research project
- Pen Green Early Excellence Centre research base and leadership centre
- Our own research and analysis
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