Category Archives: Nursery

A Planned Environment: Professional Questions

  • If we now offer the bicycle wheels and tyres alongside the blocks how will children use them creatively in their constructions and imaginative play?
  • Will children continue to explore 2D and 3D shape constructions using the magformers outside in response to pictures of actual objects that also represent the shapes?
  • Can we continue to invite children to work in different combinations as they develop new relationships for learning?
  • Will children explore how water travels down and through resources if we add additional resources for them as they continue to explore floating and sinking?
  • If the colour group moves to a new space for a day will children be able use the colours to guide them to the correct new spaces?

Can children explore feelings around ‘friendship’ in response developing relationships for learning and decide what makes a good friend?

What’s New This Week

  • The children have really enjoyed role-playing the story of the three little pigs and have built and tested houses for them from different materials. From this work children are now interested in ‘fixing and joining’ materials to make them strong and allow them to build effectively.
  • Living Eggs will be in the classroom in their incubator from Tuesday and all children will be introduced to information about the hatching chicks and their lifecycle.
  • We will continue to offer opportunities to ‘dismantle’ the bicycles into their component parts using actual tools in our workshop space.
  • Mr Vaughan will visit on Wednesday and bring with him additional equipment related to the bicycle.
  • On Thursday colour groups will all change Group spaces for the day.
  • Children are really enjoying making marks with paint using their hands to explore colours and the textures of the paint.
  • Orange group will be looking for signs of ‘change’ in the garden.

A Planned Environment: Professional Questions

 

  • As children continue to show an interest in mixing colours can we offer a range of experiences in which they can mix, make marks and then explore print?
  • Can we ensure all groups of children have the opportunity to role play the story of The Three Little Pigs?
  • If we provided straws and additional Kapla will children create homes for The Three Little Pigs and test their strength?
  • Children have really enjoyed accessing the Sensory Studio to make music and move in response to music, can we ensure it is accessible at least once each session and notice how the play develops in that space?
  • Can we ensure all groups have had the opportunity to take part in a physical challenge in the outside space over the coming weeks?
  • Can we provide time for key workers to observe children take part in music and dance and respond to ‘We’re Going on a Lion Hunt’ ?

A Planned Environment: Professional Questions

 

  • Can all of the children use the i-pad to recognise and collect evidence of change?
  • If we add a physical challenge to the first group time can we also incorporate counting and number recognition?
  • If we offer children Kapla alongside the blocks how will they respond?
  • Will children be inspired to make observational drawings of the bicycle that will arrive in school?
  • How will the children respond to the introduction of cornflour in the creative classroom?

A Planned Environment: Professional Questions

  • How will children respond when listening to music that represents winter? Can they use scarves to support them to move in a way that represents ice? (music and dance)
  • Can children identify objects and words beginning with the letter sounds s, t and p and add examples to the new ‘I Spy’ book? (literacy)
  • Can the children build a ‘hide’ from the camouflage netting so they can continue to watch the birds accessing the nesting box and feeders?
  • Will children continue to demonstrate an interest in trajectory, using the guttering and tubes?
  • What progress will we see when we challenge children to come and write their names in their workbooks?
  • Children have noticed how ice melts in water, can we now focus upon supporting them to notice colour change as coloured ice melts?
  • What other ways will children find to explore colour mixing and changing?

A Planned Environment

A Planned Environment: Professional Questions

  • Children continue to be interested in the winter weather, if we ensure a range of materials are outside to support their explorations can we follow their interests?
  • If we hang bird feeders in the tree will children continue to be interested in observing and noticing the birds they attract?
  • If we offer children a range of small resources will they continue to explore the guttering and develop their understanding of trajectory further?
  • Will children be able to test whether coloured ice melts faster in warm or cold water?
  • Will they notice the way in which the colour mixes in the water?
  • How will children respond to the opportunity to taste frozen fruits?
  • Will children be able to reflect on their learning as we share their workbooks at group time?
  • What impact has the ‘kapla’ challenge had on children’s construction skills in the wider setting?

A Planned Environment: Professional Questions

  • Children are beginning to use the word “challenge” in their explorations can we continue to explicitly set “challenges” for the children in free play to engage and encourage them?
  • Some children have spontaneously added colour and detail to their drawings of the amaryllis as they observe it flowering, can we share their work to encourage others to revisit their drawings and notice change?
  • Can we introduce a simple turn taking game that provides opportunities to count?
  • Can we provide materials for children to add to the tough spot containing dry sand so they may create habitats for the small world animals?
  • What ideas for running games and collaborative play will children suggest if we direct them to more purposeful running experiences and collaborative play, using the question “what else could you play together?”

A Planned Environment: Professional Questions

  • If we introduce counting boxes at Group Time will we see more children counting for a purpose within their play?
  • Can the children use the rules they have been learning in the different areas of the Nursery throughout their Nursery session?
  • How will children respond to being invited to revisit the Kapla challenge box activity to extend their thinking and ideas?
  • Can we introduce more challenging puzzles for the children to explore to extend their skill progression?
  • Can we introduce spontaneous challenge work in different areas of the Nursery environment?

What’s New – 10th January 2017

  • Children will be invited to observe and discuss an amaryllis bulb, making predictions about what might happen before making an observational drawing in their workbooks.
  • Children will be invited to explore the first new challenge basket with Kapla construction inside. They will work beside the adult looking at the possibilities and extending their skills. A record of the constructions and process will be kept using photographs and children will be encouraged to use the i-pads to record this.
  • An empty tough spot will be placed alongside the small world safari animals and children will be asked to select materials to create an extended environment for their play.
  • All children will be supported to follow the new routine and explore a learning space in their colour group, looking at possibilities for learning and remembering boundaries for safety and play.
  • Children will be invited to collect their name cards and add their own name to paper before painting. All name writing attempts will be supported and praised.
  • Counting boxes will be re-introduced and will also be provided in the environment to support children developing 1:1 correspondence in their counting.
  • All children will be supported to make relationships as new children begin their sessions this week.