Category Archives: Nursery

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?

A Planned Environment: Professional Questions        Week beginning 5th March 2018

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?

How can the children use technology to record our experiences and the changes they notice with the eggs and chicks?

Can the children use the language of ‘first’, ‘next’ and ‘last’ to sequence simple events?

How will children use mark making to represents their observations of the Living Eggs?

How can we support children to develop a new technique for painting with watercolours?

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

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 Week beginning 5th February 2018

  • How can we support children in identifying their feelings and helping them to manage their feelings in a positive way?
  • How can we inspire children with work at cushion time to further develop their work with the found materials?
  • How can we develop the children’s skills in joining different materials and using different techniques?
  • Using their experiences from storytelling in Literacy and group time, what ideas can the children share to map out a story with a simple beginning, middle and end?
  • How can we support children in their physical play in a positive way?
  • If we open the mud kitchen, what needs to be in place for the children to access it independently?

 

 

A Planned Environment: Professional Questions

  • How can we support our children in understanding the importance of tidying up and looking after our school environment and resources?
  • How can we encourage the children to ‘work together’ to tidy up at the end of each session?
  • How can we support children through different transition times e.g. getting ready for Forest School?
  • What ideas have the children got for developing the role-play area and what resources can we offer to support this?
  • Which children are ‘noticing’ change in the environment?
  • What resources can we provide to encourage children to begin making their own books for story-telling?

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