How will the introduction of our new water resources in the outdoor classroom extend the children’s interest in moving and transporting water?
Can we extend the children’s interest in mixing water and soil by providing soil and water in the tuff spot in the creative classroom?
Using mixed media how will the children embellish our collaborative piece of work in the creative classroom?
Will a provocation placed on our drawing table encourage more independent observational drawing and representation of numbers?
How can we support children in identifying their feelings and help them to manage their feelings in a positive way?
Which areas and resources are children accessing independently?
Where will children take the play in the Workshop role-play area?
If key workers move into different areas of Nursery will the children move around more freely?
How can we support children in recognising what they ‘can do’?
If we change the furniture to add different levels to the play-dough area, how will the children’s play develop?
How can we encourage children to play ‘together’ in the outdoor area and encourage the children to use their ‘imagination’?
A range of different music will be introduced in the sensory studio for the children to respond to.
In the graphic classroom children are revisiting portrait drawing and will be making comparisons with the work they completed in the Autumn Term.
The children will be supported to use various construction materials to build vertically and make enclosures.
We will be introducing more mathematical language, for example comparing heights, in different areas of the Nursery environment.
How will the children respond to the new group of children starting in Main Nursery?
How can we encourage the children to share the rules and routines of Nursery with the Pink and Sky Blue groups?
How will children from the Pink and Sky Blue groups respond to exploring their new environment and resources?
Which children are ‘noticing’ change in the environment?
Can the children talk about their experiences of the ‘ice’ as they use their senses to explore?
What other opportunities can we provide for the children to further explore colouring mixing?
How will children respond to the introduction of a small group time ‘challenge’ when they join their colour group?
How can we encourage all children to begin to make marks to represent their name?
How will children respond to the introduction of ‘finger gym’?
How will children respond to the introduction of ‘Mud kitchen’?
How will children respond to the opportunity to work with paints on a three dimensional scale?
What learning will this painting opportunity lead to?
Which children are able to use scissors effectively for cutting and which children need support?
Are children ‘noticing’ changes in their environment?
Do children show an awareness of their own and others safety in the outdoor area?
With Christmas festivities taking place in the local community and Christmas traditions starting at home, are the children talking about their experiences with adults and each other?
Children are requesting to share stories with adults during the session – is there a pattern to the timings of this and which children are they?
With the introduction of colour group post boxes will the children be encouraged to write cards for each other?
Will the introduction of the Advent bags support number recognition and any further mathematical enquiry?
How will children respond to the change of size of blocks in the construction area?
Open-ended materials, including a selection of shapes and a range of transparencies will be provided at the light table for the children to explore.
Large wooden blocks will be introduced in the outdoor classroom for the children to build with.
Zoo animals will be added to the duplo and the construction space will be enlarged.
The finger lights will be used in positional language activities in the Literacy session with Christy.
Different opportunities will be provided for the children to mix and change colours including colour changes in water using crepe paper.
Small coloured Perspex blocks and sheer coloured materials will be introduced in the block area.
The pumpkins will be introduced into the graphic classroom for the children to explore and represent them using marks on paper.
The pumpkins will be cut open to allow the children to explore the seeds inside.
A larger mark-making area will be created in the outdoor classroom.
Challenge work will be introduced. Small Perspex blocks will be used on a light box.
Christy will introduce her first literacy session to the children in their colour groups. She will play games that will focus on listening skills.
Colour mixing will be explored with different resources in the creative classroom.
Will the introduction of tweezers in the pasta challenge the children to practice their fine motor skills when filling pots?
Can we encourage the children to continue their interest in autumn leaves by providing collections of natural resources for the children to explore and sort?
If small spoons and mark making tools are introduced into the corn flour will different children choose to explore it?
Where is mark making happening in the Nursery environment?
Will the introduction of cable ties in addition to treasury tags and hole punches provoke further interest in fixing and joining?
If we place different shaped enclosures using masking tape in the block area, how and what will the children choose to build?
Which children will be interested in planting spring bulbs in our raised bed?
Our resident artist Matt Shaw will begin working alongside the children this week introducing exploration with clay and developing the atelier space.
Wheeled vehicles have been placed in the Duplo construction.
New resources have been added to the water tray including small bottles, scoops and jugs.
Several new puzzles have been introduced in the graphic classroom.
Children will stay in their colour groups after the first group time of the session and will go to a planned learning space so they can begin to explore the range of learning opportunities on offer in that space. They will explore in depth a new learning space each week for about 15 minutes before free flow. This will introduce the whole Nursery School environment before half term in a structured way.
Which children are choosing to access our new cozy space?
How are our new children settling in and responding to their new environment?
How can we best support our returning children during the settling in period?
Is the routine of meeting in Colour groups at the beginning of a session, effective in settling the new and returning children to the setting?