CM Club:Help with planning?

[KatyMac]

Hi all

I am working on 'threading beads' - linking to the 6 areas of learning

I have
PSE - turn taking & sharing
CLL - number & colour vocabulary
PSR&N - counting beads, creating pattens
KUS - ?
PD - developing fine motor skills
C - Creating pattens

Overall they link to Enabling Relationships, Positive Relationships & Uniue child

Can anyone help with other ideas

Or should I link to
PSE - Making relationships/Behaviour & self control etc?

No -one?

Oh poop

Bump

Are they making the beads out of clay or plasticine? In which case it would link with the properties of materials bit in K&U (sorry - not got my copy of EYFS at home).

I have done it as a sort of continual provision planning:
Enabling Environments

Toys to develop Fine Motor Skills are availble everyday indoors and can be taken outside.
Puzzles available are differentiated to accommodate a range of achievments and challenges.
Ranges of toys (beads/threading/jigsaws/scissors) can be mixed or used unusually to extend play

Unique Child

Children can share and tell us how they want to use the equipment.
There is a varied range of Fine Motor Skill toys available to meet all the children?s developmental ages and stages.
They are accessible on the floor and at tables with choices to reflect children?s varied abilities.
These resources and equipment is checked regularly for damage and safety.

Positive Relationships

These toys enable children to work together in small and large groups.
Key persons are available to participate and aid with activities like puzzles or threading or beads or drawing.
We value turn-taking and sharing

Learning & Development

These resources challenge children?s physical development with varied choices to build, thread, join etc.
They enable children to be creative. We use new vocabulary, and talk about our activities.
We can count and creat pattens.
We also incorporate them with other activities and resources to challenge and extend learning.

Hope the network co-ordinator like it

Sounds great Katymac - Are you planning to set one up for each category of toy? Once it's done, it should save you loads of time with your planning because you can just refer to it in the planning.

Good work - I'm sure your network co-ordinator will love it. (All the other childminders will want a copy too!!!!)

Is it worth putting in a few examples of the sort of vocabulary you could use e.g. same, different, copy, pattern etc.

That's a good idea about the vocab

I have done

Construction Toys
Group Time
Books
Snack
Role Play
Sand & Water

I have been thinking about what else I can do - it's about keeping it wide enough not to need 300 & detailed enough to mean something

Small world?
Songs, Dance & Music?

Are Stacker toys fine motor skills?

Do you want a copy?

Definitely do small world because there's so much CLL, K&U and PSE.

Yes please, when you're done, I'd absolutely love a copy!

Do you want me to CAT you?

Yep - or my website/email is on my profile

Don't forget water play covers everything. My inspector loved it when the children played with a bucket of water while she was here.

Sand & Water

Enabling Environments

We recognise the value of observations and assessments made during sand/water play.
Sand and/or water are made available indoor and/or outdoor frequently.
Added resources/activities with sand/water are planned and differentiated to offer a variety of experiences and learning outcomes.

Unique Child

All sand/water and added resources are appropriate for the stages and ages of our children.
The sand and water is made accessible for all.
Children are encouraged and supported in washing their hands after play and water changed daily.
Aprons are made available.

Positive Relationships

Our role play supports and encourages social interaction and working together.
Parents play an important part in supporting and contributing to our various role plays with resources and equipment.
All key persons are an integral part of supporting and engaging children within the role play area.

Learning & Development

All sand/water activities offer the potential and resources to extend play and learning.
Sand/water play incorporates all six areas of learning according to the activity, e.g. tea set etc = imaginative play, KUW = objects that float and sink.

www.durhamlea.org.uk/resources/get.html?_Action=GetFile&_Key=File0&_Id=1491&_Wizard=0&_DontCache=121 6739937

Don't know whether the link is working but is this any use?

katymac, you are a genius and you don't know it! You write it, I'll proof read it and tidy it up ( not that this needs it) and then we'll publish it!

I'd love to read a copy!

Sent

You are a wizard on the computer, you should produce this stuff professionally!

Busy day - I arranged with the school that we sign the children in & out each day - liaised with them re Early Years planning

Not sure if you still need to know this, but if the beads are made from different materials then looking at that would come under K&U - also there'd be similarities, differences, patterns etc.

Also they could be using sequential language 'first I used blue, then red, and last I put on an orange one.'

any help?

That sounds like a great idea Katymac

Can I ask, how are you all setting out your planning? I usually plan a theme or topic each week, and then plan activites around that, and what each activity will help each child to develop skills in. Does that sound okay?