Monday, 14 July 2014

HOW TO MAKE ..... YARN ART!


YOU WILL NEED:

  • Large thick paper or card
  • Lengths of coloured yarn (different lengths and different colours)
  • Old "take away" trays or similar
  • PVA glue, slightly watered down

Mix the coloured yarn, in the "take away" trays, with the watered down PVA glue to make Sticky yarn!


Encourage the children to pull lengths of yarn out of the trays and arrange them randomly on the paper/ card.


Experiment with swirls, lines, wiggles or just letting the yarn drop.

Try to make letters or numbers. Can you make your name with Yarn?


Talk about the lengths of yarn and the colours. Use mathematical language such as Long and longer. Short and shorter. Make comparisons.



Observe how children lay their yarn. Some make spirals, some let it drop. Others make long lines and create pieces that look very much like modern art!




Today's play, meets the following EYFS Prime and specific areas
  • Communication and Language
  • Expressive Art and Design
  • Mathematical 
  • Physical Development


LITTLE "B'S" PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT


Little be has really started to come out of herself. She is now 18 months old and fully mobile. She is still a girl of very few words but you can tell that there is a lot going on inside!
 She involves herself in other children's play. Following there lead and giving things a go. Sometimes this is not always welcomed, for example when she knocks down the other children towers or stands on their small world play. But on the whole he "muck in" attitude means that she is a very popular child in my setting.

She uses a lot of body language and non verbal communication to make it clear as to what she would like you to do. I sometimes find myself doing things for her or passing her toys when not a single word has left her lips.

Personal, Social and Emotional- Self confidence and self awareness- (8-20 months). 

  • Uses pointing with eye gaze to make requests, and to share an interest. 
  • Engages other person to help achieve a goal, e.g. to get an object out of reach. 




Personal, Social and Emotional- Managing feelings and behaviour- (16-26 months).
  •  Seeks to gain attention in a variety of ways, drawing others into social interaction. 
  • Interacts with others and explores new situations when 
    supported by familiar person. 
  •  Shows interest in the activities of others and responds 
    differently to children and adults, e.g. may be more interested 
    in watching children than adults or may pay more attention 
    when children talk to them. 


She can sometimes be reserved and reluctant to try new things and gives you a stern stare while keeping her hands by her side. But she usually warms up to the idea and gives it a go. If I sit back and watch her and offer reassuring words and smiles then she seems to be more willing to try. Knowing that I am close at hand.

Personal, Social and Emotional- Self confidence and self awareness- (16-26 months). 

  • Explores new toys and environments, but ‘checks in’ regularly with familiar adult as and when needed. 
  • Gradually able to engage in pretend play with toys (supports child to understand their own thinking may be different from others). 



She does tend to use me as a base of support. She happily involves herself in her own play and interests but checks back with me for a cuddle or to show me something. If she becomes upset about something or has a fall then she very quickly settles herself by finding her mussy cloth to cuddle and suck on and climbs on to my lap for some comfort and reassurance.

Personal, Social and Emotional- Managing feelings and behaviour- (8-20 months).

  • Uses familiar adult to share feelings such as excitement or pleasure, and for ‘emotional refuelling’ when feeling tired, stressed or frustrated. 
  • Growing ability to soothe themselves, and may like to use a comfort object. 




Little "B" knows her own mind and her own ideas. This does not always suit the other children and there can be the odd disagreements over toys or play activities. On occasion we have had to say "No" or use the "Danger" sign to encourage her to not do something that could be unsafe. This has been met with tears and instant upset. I am not sure if this is because she has been told no, or if it is sadness at not being able to do something she would like to.

Personal, Social and Emotional- Managing feelings and behaviour- (8-20 months).
  • Beginning to understand ‘yes’, ‘no’ and some boundaries. 

We are all learning very quickly that we can distract her by asking her where her belly is! She does like to show everyone and puts her finger in her belly button!

Personal, Social and Emotional- Self confidence and self awareness- (8-20 months). 

  • Enjoys finding own nose, eyes or tummy as part of naming games. 




Little "B" is a very loving and caring little girl. She especially wants to take care of the younger children in the setting and at toddler groups that we might visit. She gives them their dummies (and also takes them away at times!), Offers them food and drinks, brings them toys and sometimes tries to pick them up.

Personal, Social and Emotional- Managing feelings and behaviour- (16-26 months).
  • Begins to learn that some things are theirs, some things are shared, and some things belong to other people. 
  • Is aware of others’ feelings, for example, looks concerned if hears crying or looks excited if hears a familiar happy voice. 




Sometimes I have to step in and remind her to be gentle, offering her the sign with the word as I say it. Or remind her that babies are not to be picked up. She can often be redirected if i give her a doll and some accessories to play with. Especially if the doll makes a crying sound when you press her tummy! This means the dolly needs extra cuddles!

Personal, Social and Emotional- Managing feelings and behaviour- (8-20 months).

  • Responds to a few appropriate boundaries, with encouragement and support. 
  • Is aware of others’ feelings, for example, looks concerned if hears crying or looks excited if hears a familiar happy voice. 
Little "B" and I are good friends and I love our time together. She can be reserved at times but never says no to a hug and often climbs on to my lap or lays down next to me for a chat or to be tickled!

Personal, Social and Emotional- Managing feelings and behaviour- (16-26 months).
  • •Builds relationships with special people. 
  • Is wary of unfamiliar people. 



LEARNING INTENTIONS AND IDEAS FOR EXTENDING LEARNING: 
  • This observation was to note where little "B" is in her Personal, social and emotional development with regards to the EYO.
  • To support her in her next steps along this path and to help her interact with others
NEXT STEPS: 
    •  Offer more role play environments so that she can engage in more pretend play. She has very much enjoyed our Vet area and the homecorner area as well as the outdoor kitchen.
    • Support her in expressing her own wishes and interests.
    • Introduce some "Emotions" activities. Using mirrors to look at ourselves when we feel cross or happy, sad or tired. Emotions board books, face stones etc..
    • Include more signs about emotions and instructions such as "stop" "gentle" and "Danger"
    • Validate and acknowledge her emotions and help her to work through them rather than trying too "save" her from them or "Hush" her.
    CHARACTERISTICS OF EFFECTIVE LEARNING:

    Little "B" is very confident child who knows her own mind and can make herself understood. She shows curiosity in her environment. Engaging in imaginative play and showing a strong interest in taking on the role of a mum! Caring for dolls and younger children. She persists with challenging situations and when things get tricky, finds a familiar adult to support her.

    Today's play, meets the following EYFS Prime and specific areas:
    • Personal, Social and Emotional


    PRINCESS PLAY!






    The girls have been enjoying lots of role play based on the film "Frozen". They sing the songs and re-tell the story. They know the script and remind each other of how the story goes. I had been looking for some weeks at local car boot sales for something less pink, but nothing came up. On this particular trip I did find 3 dresses for the grand total of £4! Despite my very gender neutral approach to things, I just had to give in and buy them. Every day these have been enjoyed. Every day for the past 2 weeks! The white dress is our makeshift Queen Elsa dress.. It has little sparkly glitter spots on, which we have said are snow flakes. We have used an old voile curtain as a snow cape!

    So many imaginative games have been created and stories told while wearing these costumes.


    Monday, 7 July 2014

    PROJECT YARN!


    This week we will be exploring where Yarn comes from. The children love to play with balls of yarn. Tying things together and adding it to pictures and junk models. I thought it might be nice to learn a little about where it comes from and how wool from a sheep can be turned in to yarn.


    Wednesday, 25 June 2014

    BUG HUNTING!

    Little "L" chose to bug hunt this morning. She managed to collect a fly that was buzzing around the playroom and was (if we are honest) a little dazed and confused!
    She asked me if it was a Bee? 
    "Lets look shall we" I said..... and off we went to find a book about insects!


    She sat with her bug and book and looked at each of the pictures. Often she would stop to talk about one of the insects in the book and expressed her interest or fondness in a particular one, like a Butterfly.
    After some time we came to a page of fly's. She became very excited when we found a picture of the fly she had caught. It was a hover fly!


    After studying our fly and reading about it in the book, we thought it best to release it!

    Other bugs were not so cooperative about being caught so she started to collect the plastic pugs that are hidden in the flower beds!



    LEARNING INTENTIONS AND IDEAS FOR EXTENDING LEARNING: 


    • Offering lots of different resources for the children to use and to help them learn about the natural world.
    • To provide ways for the children to identify and learn about the living things in our world, such as books and support to use the internet.
    Hide more plastic bugs in the garden to be found. Place the magnifying glasses outside. Print and laminate an insect identification sheet for common garden insects and then pin to the fence. Look at some insects and how they live using David Attenborough DVD's or You tube clips.

      CHARACTERISTICS OF EFFECTIVE LEARNING:

      Little "L" was very keen to find insects to identify and spent a long time lifting bits of wood and stones to see if any were hiding. She was engaged and focused for a long period of time.She initiated this activity after finding the bug box in the garden and drew others in to her play by asking them to come and find bugs with her. She shared her knowledge of insects with me while learning new things.

      Today's play, meets the following EYFS Prime and specific areas:
      • Physical Development
      • Communication and Language
      • Literacy
      • Understanding the world

      DEVELOPING MORE CONTROL IN WALKING WHILE MANEUVERING TOYS

      Little "B" is becoming much more mobile now. She has managed to gain enough strength and control in her movements and walking, that she soon felt confident to try other things, such as pushing dolls buggies and chairs around the room. This has now progressed to a more complex task of lifting a wheel barrow and pushing it along the floor so that the wheel turns but the legs are off the ground.



      She can now negotiate small changes such as the single steps in my garden and lifting the barrow over obstacles in her way. She has managed to lift it over the ledge in to the outdoor kitchen area so that she could fill it with wood chippings and then turned in that small space and lifted it back out again. All of this while still keeping her balance. When she became stuck or found herself faced with a tricky obstacle, she tried different ways to get both herself and the barrow out and moving again! She did not become upset or frustrated at all but showed a great strength of will and perseverance.


       IDEAS FOR EXTENDING LEARNING: 

      • To offer more toys that can be lifted, wheeled, carried and pushed.
      • More trips to the parks to climb and balance on the play equipment.
      • Provide bags and baskets for items to be placed in and carried about.

        CHARACTERISTICS OF EFFECTIVE LEARNING:

        Little "B" has been slowly building her confidence and ability with walking and manoeuvring toys and items while walking. When she found herself stuck in a small space, she changed strategy from pushing to lifting the barrow and trying to carry it as she turned. Exploring what worked and what did not. Learning from this and problem solving as she went along. Persisting when challenges arose and understanding that a different approach might work when other ways did not. At one point she started to walk backwards and pull the barrow to negotiate a more tricky area. She did not become frustrated by this but showed a real "can do" attitude, patience and determination.


        Today's play, meets the following EYFS Prime and specific areas:
        • Physical Development

        OUTDOOR MARK MAKING. NUMBERS, LETTERS AND MATHEMATICAL CONCEPTS.

        The weather has been amazing the past week or so and we are truly making the most of it. Every morning the door is opened wide and the children choose to be outside for a good 90% of the day. I am having a battle at the moment over sun hats which I seem to be loosing. 

        We enjoyed lots of mark making today whilst we were outside. 
        I offered some buckets and paintbrushes to start with, adding a small amount of water in to the bottom of each bucket.


        Before long the little ones found different things to paint. Little "B" quickly noticed that the water made a nice dark mark on the patio and so dipped the brush in the water and made another mark. I took a brush and painted a "B" for her name. He then made another mark from the letter, across the patio.
        She repeated this several times in different areas of the patio. Dipping the brush and painting marks.



        She offered a brush to Little "M" and made marks on the floor as if to show her what to do. Little "B" is a very loving and caring 17 month old girl, who loves to help look after younger children.


        Little "L" and I looked at how we could make marks using other items. We had lots of fun making foot prints around the patio, comparing the size of her prints to mine. Using mathematical language such as "larger" and "smaller".  We wet our feet and then counted how many prints we could make before our feet became to dry and the prints stopped. We counted to 12 on one occasion.
        Little "L" noticed how fast the prints were drying because it was a "Hot day and the sun is out!"



        Little "L" looked closely at the prints and pointed out things that were similar and other things that were different. Here she noticed that my print was drying and that the toes had gone!


        She then had a little go at writing the letters that she knows. She knows some letters from her name and some letters from her friends names.



        A little later, we looked at painting over chalk numbers and our names. She often starts with the last number or letter on the row. When painting over her chalk name, she started with the last and worked backwards. We are going to spend some time looking at working from left to right.




        LEARNING INTENTIONS AND IDEAS FOR EXTENDING LEARNING: 

        • To offer the children with the resources to explore making marks in the garden. Encouraging number and letters with older children in the setting.
        • To use larger controlled movements to form shapes, numbers and letters.
        • Model the use of mathematical language. Talk about the sizes, shapes and make comparisons.
        Offer more outdoor water mark making activities. Use the chalk to create letters and numbers but also maybe make little "chalk pathways" for the children to follow with the paintbrush. Give the pathways a clear start and finish point staring from the left and moving to the right to help encourage the idea that English is written and read, left to right.
        Offer chalk for the children to make their own marks on the patio. Offer other things to experiment with such as watercolour paints, home made chalk paint.

          CHARACTERISTICS OF EFFECTIVE LEARNING:

          Little "B" spent a lot of the day coming back to this activity. She learnt to understand the process of wetting her brush and then using it till it stopped making marks. Repeating this process over and over. She showed curiosity in the way the water changed the colour of the floor and also how it started to change back again as it dried. She used her senses to explore. Feeling the water, putting the brush in her mouth, painting her toes and stepping on the wet patches with her dry feet. She was fascinated by this activity and showed a strong focus and concentration.
          Little "M" is 13 months and is very much at the exploring with her mouth stage, She enjoyed sucking water out of the brushes more than mark making, but once she made a mark she soon worked out how to make more. She returned to this several times over the day and even tried to do it with a dry brush and an empty bucket.
          Little "L" is keen to learn to write more Letters and especially her name. This sort of activity is something she gets a lot of enjoyment from and pride when she realises she can write and recognise some letters. She Was particularly fascinated and engaged in the footprint making. She noticed lots of things such as the size of each of our footprints. Picking out the toddlers prints, my prints and her own prints. Noticing that the dogs prints were different to ours. She counted how many foot prints she could make and then asked me to see how many I could make.

          Today's play, meets the following EYFS Prime and specific areas:
          • Physical Development
          • Literacy
          • Mathematics


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