9th October 2014

� Defining Siolta, Aistear & Childminding

� Understanding how children develop and learn

� Observations: Learning Stories

� Activities

� Environment/Materials

� Role of the Adult (Scaffolding)

� Curriculum Planning: Long-term, Medium-term & Short-term: Setting up your folder

4 Themes4 Themes4 Themes4 Themes4 Aims4 Aims4 Aims4 Aims under each ThemeThemeThemeTheme

6 Learning Goals6 Learning Goals6 Learning Goals6 Learning Goals under each AimAimAimAim________________________________________________________________________________________________________________________________

ThemesThemesThemesThemesWellWellWellWell----BeingBeingBeingBeing

Identity & BelongingIdentity & BelongingIdentity & BelongingIdentity & BelongingCommunicatingCommunicatingCommunicatingCommunicating

Exploring & ThinkingExploring & ThinkingExploring & ThinkingExploring & Thinking

Each theme offers some ideas and suggestionsFor the types of learning experiences that adultsMight provide for children in working towardsAistear’s aims and goals. These ideas andsuggestions are known as sample learningopportunities. They are presented in threeoverlapping age groups:

� babies (birth to 18 months)babies (birth to 18 months)babies (birth to 18 months)babies (birth to 18 months)� toddlers (12 months to 3 years) toddlers (12 months to 3 years) toddlers (12 months to 3 years) toddlers (12 months to 3 years) � young children (2young children (2young children (2young children (2½½½½ to 6 years). to 6 years). to 6 years). to 6 years).

Get a pen and paper and draw the Get a pen and paper and draw the Get a pen and paper and draw the Get a pen and paper and draw the person sitting beside youperson sitting beside youperson sitting beside youperson sitting beside you……………………in one in one in one in one

minute. minute. minute. minute.

� Baby – sensory learners – what happens I do this?

� Toddler – becoming aware of their environment (still egocentric )

� Preschool – Learning about their social environment – I can see your sad/happy –outward thinking

Active Learners Abstract Learners

Play Play Play Play � Infant play (0Infant play (0Infant play (0Infant play (0----1yr)1yr)1yr)1yr)

� Solitary (1Solitary (1Solitary (1Solitary (1----2)2)2)2)

� Spectator (2Spectator (2Spectator (2Spectator (2----2222½½½½))))

� Parallel (2Parallel (2Parallel (2Parallel (2½½½½----3)3)3)3)

� Associate (3Associate (3Associate (3Associate (3----4)4)4)4)

� Cooperative (4Cooperative (4Cooperative (4Cooperative (4----6)6)6)6)

� See Folder – Example of a Learning Story

�Video: Activity

Photo:

Describe

Learning Story/Record

Child’s Name:_____________ Date of observation: …../..…/..…Signed:_____________ Date: _____________________.

What does it mean?

Aistear Links:

What could we do next to extend the learning?

Aistear Links: E&T, A 1, LG 3, A 2 LG 3.Aistear Links: E&T, A 1, LG 3, A 2 LG 3.Aistear Links: E&T, A 1, LG 3, A 2 LG 3.Aistear Links: E&T, A 1, LG 3, A 2 LG 3.

Group Learning StoryDocumenting and Displaying the

Learning Process

Notes to remember: Take photographs of the activity. Observe and take brief notes detailing the children’s interest and conversations.

Activity: Being Constructive“Digging & Building”

An example of how you could display the children’s work and learning

Children’s Conversations & Observed Play:Include comments the children

made or observational notes

about their play.Children’ Conversations

“Look, the big truck doesn’t fit but

the small truck fits on the digger”

ObservationsThe children really enjoyed

transporting objects back and forth,

especially when the natural materials

were introduced.

What did we learn?We used our fine motor

skills to pick up objects and

construct buildings.

We problem-solved – we

visualised, planned and

created.

We learned about how much

our digger could carry.

We learned mathematical

concepts: height, weight,

size and composition.

We learned about different

textures, using natural

materials

Extension Ideas: What we could do next….

We could develop & extend the construction area in the playroom – add natural

materials & miniatures (lollipop sticks, play dough, trailers, big & small bricks etc)

Aistear Links:

� Josies Learning Story

� Children’s work

Time Activities Dev. Benefits Links with Aistear

8.00 to 8.30am Children Arrive Settling in: Social & Emotional Well-being: Aim 1, LG 2 & 3

Breakfast Socialisation & Communication

Free Play: Free to chose from the equipment availableJigsaws, Blocks, Cars & Miniatures, Pretend Play, Drawing, Play dough,

Sensory Play

Making decisions, confidence, problem-solving & exploring

SnackWash up, toilet time, nappy changing

Sleep-time

Healthy attitudes to foodPersonal hygiene Body Awareness

Outdoor Play: Nature & Physical Activity

Gross & Fine Motor Dev.Awareness and understanding

of their environment

Lunch-time Socialisation, Healthy eating habits

. The planned Programme will include;Songs, Music, Movement, Constructive Play, Arts & Crafts, Pretend

Play, Sensory Play, Physical Activity & Cooking

See Weekly Activity Plan (Short-term Planning)

Seasonal & Interest based

Holistic Learning Goals

(See Weekly Activity Plan)

Free play/ Outdoor play: Free to chose from the equipment availableJigsaws, Blocks, Cars & Miniatures, Pretend Play, Drawing, Play dough,

Sensory Play, Nature, Planting, Digging. Bikes, Balls etc

Physical Play, Choice, Independent Thinking.

Problem-solving and Active learning

Snack Socialisation & Healthy Eating Habits

Story-time/ Relaxation Wind down time

Emotional well-being, Learning to know when they are tired:

Coping skills

5.00 to 5.30pm

Home-time S/Emotional & Communication –what happened today….

Babies/ToddlersBabies/ToddlersBabies/ToddlersBabies/Toddlers-Sensory Boxes: Home based Environment

-Heuristic Play: Treasure basket

Remember: stage of dev.Remember: stage of dev.Remember: stage of dev.Remember: stage of dev.

Imitation, sensory learners, cause & effect & anticipation.

�See Video

See Folder:See Folder:See Folder:See Folder:

Music & MovementMusic & MovementMusic & MovementMusic & MovementPhysical PlayPhysical PlayPhysical PlayPhysical Play: Gross & Fine Motor PlayArts & CraftsArts & CraftsArts & CraftsArts & Crafts: play dough, clay, drawing, painting, cutting etc.Sensory Play /Messy PlaySensory Play /Messy PlaySensory Play /Messy PlaySensory Play /Messy Play– Sensory boxes, Gloop, sand & water playConstructive PlayConstructive PlayConstructive PlayConstructive Play: Blocks,Storytelling: Storytelling: Storytelling: Storytelling: Books, making books, acting out stories, putting on plays. Creative Storytelling (story sacks & bags).Role playRole playRole playRole play: puppets, small world play, pretend play. “Big Sheets, dress up clothes – hats “Cognitive playCognitive playCognitive playCognitive play; jigsaws, matching & sorting. Language Play: Language Play: Language Play: Language Play: waiting , cues, choices, eye contact, inflection, repetition.

Music Cue: Song to begin

Warm up – Body Awareness

Vocal warm up

Turn-taking: passing the ball & sing a song

Equipment & Materials: Instruments, Ocean Drums, Puppets, Balls, Scarves, Pom Poms, Scaris, Bean Bags, Ribbon Sticks, Lycra

Theme Section: Instruments- free movement, “The Box” – Storytelling.

Video: Outdoor Play – Space for exploration

Play and Learning Video

Stella Skinner Book

Product vs Process

Light, Colour, ShadowsLight, Colour, ShadowsLight, Colour, ShadowsLight, Colour, Shadows�See-through, gauzy fabrics�Light table with varied shapes and textures, transparent materials, colours�Mirrors of varying sizes placed at child’s level for viewing or holding to reflect light�Overhead projector with shapes, coloured pens to use with transparencies�Overhead projector behind white bed sheet for shadow play with cut-out shapes and props�Prisms�Paints of various colours and eye droppers, ice cube trays

Machines and ToolsMachines and ToolsMachines and ToolsMachines and Tools�Magnifying glasses�Small machines (calculators, radios, keyboards, telephones).�Safety glasses and work gloves�Microscopes�Maps and globes�Magnets�Scales�Wheels

Including natural materials in the learning environment gives children opportunities to interact with nature. Mixing natural with commercial or recycled resources enhances the learning experience with appealing aromas, colours, sounds and textures. Natural materials provide children with a range of sensory

experiences.

� Areas for display of children’s projects and creations

� Spaces for small, active groups

� Places that encourage interaction and relationship building

� Private, quiet spaces for talking, thinking and planning

� Multilevel areas

� Wet and dry areas

(a)(a)(a)(a) Focus on the process (rather than the goal) of Focus on the process (rather than the goal) of Focus on the process (rather than the goal) of Focus on the process (rather than the goal) of play. Be in the momentplay. Be in the momentplay. Be in the momentplay. Be in the moment………….tune in.tune in.tune in.tune in…………

(b) Ask exploratory questions that help extend the (b) Ask exploratory questions that help extend the (b) Ask exploratory questions that help extend the (b) Ask exploratory questions that help extend the childchildchildchild’’’’s play.s play.s play.s play.

� A child is making honking noises as he pushes a truck.Teacher: “Where is that truck going?” or “That is such a noisy truck. What is it honking at?”

� A child holds a baby doll in the kitchen play area.Teacher: “I wonder what does the baby like to eat?”

Elaborate and build on childrenElaborate and build on childrenElaborate and build on childrenElaborate and build on children’’’’s play or s play or s play or s play or interests. Make comments, offer new and varied interests. Make comments, offer new and varied interests. Make comments, offer new and varied interests. Make comments, offer new and varied materials.materials.materials.materials.

�A child is busy racing and crashing trains.Teacher: “Those trains really must be in a hurry. I wonder what they are doing.”

� Talk about what the children are doing or ask questions to support and extend their play.Teacher: “You are washing that baby. She must have been dirty,”

� Playing with the miniatures “I wonder where that pig is going now”..

� First, children progress through stages of play, and through levels (complexity) of play. As children master new concepts and practice them through repetitive play, they progress to the next level. In essence, children create their own curriculum. Because children like to learn new information and want to master new tasks (ever watched a child persist in learning) and because they hate to be bored, children self-diagnose what they know and what they can learn next.

� A baby is observed looking at a spot of light reflected onto the carpet. The practitioner gathers a few shiny reflective objects and paper and places these near the baby, talking about the light as the baby shows interest in the objects.

Appropriate intervention in childrenAppropriate intervention in childrenAppropriate intervention in childrenAppropriate intervention in children’’’’s plays plays plays play

�Observe the children’s play before joining in, unless you have been invited from the beginning.

�Don’t be afraid to join in, but be aware of what your involvement does to the quality of play. If play stagnates and conversation stops when you enter an area or game, find a way to politely leave! Then continue to observe from a distance.

�Listen carefully to the language the children are using and think about how to introduce new vocabulary as part of the play.

� Practitioners can support and extend young children’s learning by building on the ideas and interests displayed during self-initiated learning.

� Observing and joining in with the children’s play means that you can constantly review the resources available to the children.

� Ensure that children have the opportunities to repeat activities.

Review the opportunities to extend learningReview the opportunities to extend learningReview the opportunities to extend learningReview the opportunities to extend learning�Review the children’s levels of understanding and give them challenges based on their play choices. For example, with babies and very young children this may involve introducing a different resource into the water play area to extend their thinking. Be aware that challenges are adult-led ideas, so encourage older children to set challenges for each other and for the adults!�Most important of all – enjoy playing with the children.

� Listening, observing � Open-ended questions (“I wonder…What happens…..let the child have ownership over their ideas)

� Descriptive language: extends their understanding, learning and language skills, inflection in voice - interested (Assimilation & Accommodation).

� Encouragement & support � Enthusiasm (tone of voice)� Could you add something to extend the learning – suggest? –“I wonder”…

� Remember some of the scaffolding stages (they will help – for example: simplify the task, reduce frustration (perhaps model a solution- demonstration – ask for help from the child) marking critical features.

� Reflecting/Mirroring what the child is doing: make it meaningful (similar to parallel play.

“Encourage possibility thinkingEncourage possibility thinkingEncourage possibility thinkingEncourage possibility thinking””””

� Video: Playing with blocks

� Tell me about …� I wonder…� What would happen if…� How did you make…� What would you like to change� What made you think of doing…� How would you figure out …� What else can you try..� Describe your favourite part

(1)(1)(1)(1) LongLongLongLong----term planterm planterm planterm plan - the ethos/approach to how you work with the children.

(2)(2)(2)(2) MediumMediumMediumMedium----term Plan (a brief term Plan (a brief term Plan (a brief term Plan (a brief outline)outline)outline)outline)Discuss with staff re; upcoming seasonal celebrations, dev. goals and the children’s interests. (once a term)

(3) (3) (3) (3) Observations (ongoing)Observations (ongoing)Observations (ongoing)Observations (ongoing)e.g. Learning Stories

(4) (4) (4) (4) ShortShortShortShort----term Activity Planterm Activity Planterm Activity Planterm Activity Plan(weekly/fortnightly) (weekly/fortnightly) (weekly/fortnightly) (weekly/fortnightly)

This is a visible This is a visible This is a visible This is a visible activity planactivity planactivity planactivity plan

See Template: See Template: See Template: See Template:

� www.ncca.ie – click on Aistear – for more information.

� www.ncca.ie – click on Aistear – Aistear Toolkit – choose a theme (you will be able to access the sample learning opportunities for each age category.

� To access the sample Aistear documents: Go to www.ncca.ie, click on Aistear - Aistear Toolkit - Planning, documenting and assessing. – link available on Galway City and County Childcare Committee website: www.galwaychildcare.com

� Books: Stella Skinner Books: Stella Skinner Books: Stella Skinner Books: Stella Skinner � WebsitesWebsitesWebsitesWebsitesOutdoor play:http://www.learningwithsouthglos.org/eyfs/http://www.learningwithsouthglos.org/eyfs/http://www.learningwithsouthglos.org/eyfs/http://www.learningwithsouthglos.org/eyfs/acrobat/resources/outdoorplay.pdfacrobat/resources/outdoorplay.pdfacrobat/resources/outdoorplay.pdfacrobat/resources/outdoorplay.pdf

101 + Way to Keep Kids Busy.http://betterkidcare.psu.edu/Units/Workboohttp://betterkidcare.psu.edu/Units/Workboohttp://betterkidcare.psu.edu/Units/Workboohttp://betterkidcare.psu.edu/Units/Workbooks/101KidsBusy/101KidsBusy.pdfks/101KidsBusy/101KidsBusy.pdfks/101KidsBusy/101KidsBusy.pdfks/101KidsBusy/101KidsBusy.pdf

Guide to games and activities for 0 – 5 year-olds. Barnardos:

http://www.barnardos.ie/assets/files/publichttp://www.barnardos.ie/assets/files/publichttp://www.barnardos.ie/assets/files/publichttp://www.barnardos.ie/assets/files/publications/free//guide_games_and_activities.pations/free//guide_games_and_activities.pations/free//guide_games_and_activities.pations/free//guide_games_and_activities.pdfdfdfdf

Guide to books for 0- 5 year-olds, Barnardos’

http://www.barnardos.ie/assets/files/publihttp://www.barnardos.ie/assets/files/publihttp://www.barnardos.ie/assets/files/publihttp://www.barnardos.ie/assets/files/publications/free//guide_to_books.pdfcations/free//guide_to_books.pdfcations/free//guide_to_books.pdfcations/free//guide_to_books.pdf

Ideas Bank of Creative Activities for Children at Drop-in or Residential Centres

http://www.childtrafficking.com/Docs/ecphttp://www.childtrafficking.com/Docs/ecphttp://www.childtrafficking.com/Docs/ecphttp://www.childtrafficking.com/Docs/ecpat_ideas_bank_of_creative_activities_for_chiat_ideas_bank_of_creative_activities_for_chiat_ideas_bank_of_creative_activities_for_chiat_ideas_bank_of_creative_activities_for_children_at_1.pdfldren_at_1.pdfldren_at_1.pdfldren_at_1.pdf

� National Council for Curriculum and Assessment (2009) Aistear: Well-being. Dublin: NCCA [Online]. Available at:

� http://dccc.purposemakers.net/wp-content/uploads/2010/01/Theme-ExploringThinking.pdf

� National Council for Curriculum and Assessment (2009) Aistear: Identity and Belonging. Dublin: NCCA [Online]. Available at:

� http://dccc.purposemakers.net/wp-content/uploads/2010/01/Theme-IDBelonging.pdf

� National Council for Curriculum and Assessment (2009) Aistear: Communicating. Dublin: NCCA [Online]. Available at: http://www.ncca.biz/Aistear/pdfs/PrinciplesThemes_ENG/Communicating_ENG.pdf

� National Council for Curriculum and Assessment (2009) Aistear: Exploring and Thinking. Dublin: NCCA [Online]. Available at:

� http://dccc.purposemakers.net/wp-content/uploads/2010/01/Theme-ExploringThinking.pdf

www.dltk-kids.comDLTK's Crafts for Kids website has a variety of printable colouring pages and creative projects for holidays and educational themes .www.freekidscrafts.comA fun website that has a wide selection of arts and crafts activities for young children.www.playmusic.orgThe site is aimed at teaching children about music. Children canlearn all about strings, woodwinds, percussion, and brass instruments, including a brief history about how to hold them, and how to play. Audio clips help add to the experience.www.creatingmusic.comThis is a creative music website for children of all ages. Children can learn about composing music and play music games and puzzles.

Thank you

Any Questions