Category Archives: Nursery

A Planned Environment: Professional Questions 22th November 2018

* Can the children revisit their Diwali dancing routines in the garden studio using the 4 beat pattern?

* If we make a gingerbread man to eat will the children notice and talk about the changes to the ingredients as they are mixed together and cooked?

* What threads of learning are the children exploring when using the found materials in the play dough?

* How will the children respond to the new atelier space in the garden studio?

* If we introduce found materials in the outdoor classroom, how will the children incorporate them into their play?

* Which children are able to retell the main parts of a story considering the beginning, middle and end of a story?

* Are the children noticing change in the outdoor classroom?

* What characteristics of effective learning are the children demonstrating in the Nursery environment?

* Can we build on the children’s interests in fixing and joining by introducing hole-punches and treasury tags in the graphic classroom?

A Planned Environment: Professional Questions 7th November 2018

* Will the children recreate their experiences of fireworks displays using paints and black paper on a larger scale collaborative piece of work in the creative classroom?* *Can the children recall their music and movement session based on fireworks and will they link movements they made with the movement when painting?

* How will the children respond to their first introductory Forest School session?* How will the children respond to their first Literacy session focusing on rhythm and rhyme?

* Now that we have introduced 2D shapes in our group time which children will notice these shapes in the Nursery environment?

* Using their photograph from home, can the children talk about their families at group time?

* What descriptive language will the children use when they are invited to complete a drawing of their family?

* If we introduce more tubes in the sand pit can we encourage more collaborative play?

* Following the children’s interests in musical instruments how will they use them if we place a selection in the outdoor classroom?

* Can the children retell the story of “the 3 Billy Goats Gruff” using the small world resources in the outdoor classroom?

A Planned Environment: Professional Questions 4th October 2018

* How will the children respond to being invited to their first adult focused activity; drawing their self-portrait?

* How can we continue to support children in building relationships with adults and peers?

* What are the children showing interest in as they explore the Nursery environment?

* Where in the environment are we noticing children counting and using number in their play?

* If we introduce tonal colours in the painting area can the children’s interest in colour mixing be explored further?

* In the outdoor classroom will the children continue to explore trajectory and movement?

A Planned Environment: Professional Questions From 2nd July 2018

  • Now that all children have explored the feeling fans will they be able to discuss how they feel about visiting their new schools?
  • Can we introduce more props to support the developing shop role-play in the outdoor classroom?
  • Can the children explore heavy and light and begin to use mathematical language when comparing different objects?
  • Can we introduce another sensory experience for the children to explore in the creative classroom?
  • How will the children respond if we investigate and experiment with bubbles and paint?

A Planned Environment: Professional Questions        From 14th June 2018

  • 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?

 

 

 

 

A Planned Environment: Professional Questions        From 7th June 2018

  • How will the children respond to the introduction of focused Rainbow groups in our afternoon sessions on Mondays, Tuesdays and Fridays?
  • Can we introduce non-standard units of measurement in the Nursery environment to support children’s mathematical understanding?
  • If we move the dinosaurs to the outdoor classroom, can we extend the children’s interest in them?
  • How will the children use the large chalks to mark make in the outdoor classroom?
  • How will children respond to the introduction of a large-scale collaborative piece of work in the creative classroom?
  • How can we support children in identifying their feelings and help them to manage their feelings in a positive way?
  • Can we encourage children to take responsibility to use their workbooks independently in the graphic classroom?

 

 

A Planned Environment: Professional Questions        From 3rd May 2018

  • 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 Planned Environment: Professional Questions From 22nd March 2018

  • How can we support children in identifying their feelings and help them to manage their feelings in a positive way?
  • If we provide longer strips of paper on the painting table will this encourage the children to use the watercolours to make marks in a different way?
  • Will the introduction of the play oven alongside the play dough encourage more role-play?
  • Will the introduction of turn-taking games in the graphic classroom encourage more cooperative play?
  • How will the children respond to the introduction of dry sand in the workshop classroom?
  • Can we encourage the children to explore caring and nurturing for our babies by providing bathing resources in the workshop classroom?
  • How will the children develop their gross motor skills when using our new high net in the outdoor classroom?

A Planned Environment: Professional Questions        From 13th March 2018

  • How can we support children in identifying their feelings and help them to manage their feelings in a positive way?
  • How will the children respond to the introduction of the desktop computer in the graphic classroom?
  • Can the children follow instructions when taking part in our new group music and movement games?
  • If we provide more writing resources in the Vets Surgery will more children write for a purpose in their role-play?
  • Will the children develop their fine motor skills when using the duplo tulo tool kit for the first time?
  • If we add different resources to the cornflour in the workshop classroom, how will the children use them?

 

A Planned Environment: Professional Questions        From 8th March 2018

 

Now the children have experienced water colours, can they begin to use colours for a purpose to make representational paintings of the chicks?

With the introduction of some softer materials, will the children use their technology skills to develop ideas around ‘habitats’?

By changing the role-play to a Vets, will children have opportunity to further develop care and concern for living things?

What learning experiences will arise through the Living Eggs experience?

What mathematical thinking will arise from discussions around the eggs and chicks?

What questions will the children ask and what experiences will they share within their groups?