The EYFS framework:
- sets the standards that all early years providers must meet to ensure that children learn and develop well
- ensures children are kept healthy and safe
- ensures that children have the knowledge and skills they need to start school
Children are provided with experiences and support which help them to develop a positive sense of themselves and of others; social skills; and a positive disposition to learn. Provision is organized to ensure support for children’s emotional well-being and to help them to know themselves and what they can do.
Children’s independence skills are always promoted throughout the day, they are given lots of opportunities to be independent in their learning and development. Some of these opportunities are; preparing snack with an adult, choosing the activities and toys they would like out and nose blowing stations for them to access.
Mirrors are provided in the bathroom to encourage the children to develop a sense of identity as well as to assist the children with cleaning their hands and face after meal times.
Practitioners use role play activities that develop self-esteem; table top games and sand timers help children understand sharing and turn taking; children are encouraged to look at books about cultural similarities and differences, feelings, abilities and disabilities.
Outdoors, pretend play and the use of open-ended resources help children to develop relationships and an understanding of themselves and each other
Communication and Language
Support is given to children’s learning and development in communicating, speaking and listening. They are supported in developing the confidence to use their language skills in a range of situations and for a range of purposes, such as show and tell or weekend news time.
Puppets and other props are used to encourage listening and responding when singing a familiar song or reading a story.
Children are encouraged to talk about puzzles and books at an appropriate level; Makaton signing is used to support children’s communication, listening and understanding. Table top word games and books encourage children to make up rhymes and listen to the sounds which words make.
Regular singing during the day further develops language skills, and children are encouraged to listen to their peers during group time or activities.
Children’s physical development is encouraged through the provision of opportunities for them to be active and interactive and improve their skills of coordination, control, manipulation and movement. They are supported in using all their senses to learn about the world around them and to make connections between new information and what they already know. They are supported in developing their understanding of the importance of physical activity and making healthy choices in relation to food.
Children gain control and strength in smaller movements through playing with balls and beanbags, using bead frames, puzzles, scissors, paint brushes, pencils and playing with construction toys.
Larger body movements are developed though using the large building blocks and open-end resources; using ride on toys; throwing, kicking and catching large balls; exploring the climbing frame.
Daily physical activities offer the opportunity for children to notice the changes in their bodies as they exercise and at healthy snack times, adults address issues such as cleanliness and different types of food.
The children are given many opportunities to expand and develop their literacy skills throughout the day. We have literacy within every area of the room, using simple words and phrases on displays.
We have a mark making area which provides children with a self-help station to select different mark making materials to use independently.
Outside children have lots of opportunities to develop their literacy skills too. They have use of chalks, water and brushes, and mark marking in the sand or soil.
The cosy area has lots of different books for the children to read independently or share with an adult. We also have topic relevant books in every area of the playroom for children to extend their play and learning with.
Children are supported in developing their use of mathematics in a broad range of contexts in which they can explore, enjoy, learn, practice and talk about their developing understanding. They are provided with opportunities to practice these skills and to gain confidence and competence in their use.
Meaningful counting opportunities are experienced in the children’s daily routine such as cutting up fruit at snack time, counting out cups and putting away resources. Children are encouraged to count and sort objects into baskets, notice the shapes in the environment as well as in the shape sorters and play matching games.
Adults support problem solving in the role play area and children help when paying for items in the local shop or post office.
Outdoors further discussions take place about how full buckets are, how many logs are needed to create a walk way, how tall the plants and flowers have grown or how many legs a minibeast might have.
Understanding The World
Children are supported in developing the knowledge, skills and understanding that help them to make sense of the world. Their learning is supported through offering opportunities for them to use a range of tools safely; encounter creatures, people, plants and objects in their natural environments and in real life situations. We are incredibly lucky with the location of our setting, it enables us to go on walks with the children, learning lots about our local environment.
Children have the opportunity to operate computer programs and learn how to use programmable toys which offer a chance to problem solve and work out sequences.
Adults support children when using mirrors to talk about similarities and differences and use of books and activities to explore a number of cultures. Especially those relevant to the children in the setting.
Magnifying glasses and magnets encourage children to examine the natural world and regular planting and growing of fruits, vegetables and herbs support the children’s hands on learning further.
Messy activities, including sand and water give early science experiences related to texture and change
Expressive Arts and Design
Children are encouraged to be curious and to explore in the rich environment offered. They are offered opportunities to explore and share their thoughts, ideas and feelings through a variety of art, music, movement, dance, imaginative and role-play activities, mathematics and design technology.
Role play and dressing up are available at all times and in different areas of the room, such as high vis jackets in the construction area and aprons with chef hats in the home corner.
Children are encouraged to explore textures and patterns relating to cultures other than their own, we celebrate lots of different multicultural festivals throughout the year.
Imagination can be developed using small world farms, zoo, cars, trains and dolls; using their own experiences as a start of their learning.
Paint is used with brushes, sponges, marbles, twigs, string, almost anything that encourages creativity.
Musical instruments are used at group times with the children, exploring their sound and how they can be changed.