How will children respond to the hatching chicks?

If we continue to offer access to ‘dismantle’ the bicycle in the workshop area with real tools which children will sustain their interest?

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 ‘change’ in response to a something different happening at Nursery School and role-play of a social situation in which change occurs?
• Will children continue to demonstrate an interest in changing the colour of the water or will their interest move towards floating and sinking resources?
• Will children discover the magformers again now they are outside?

• 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’ ?

• 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?

• 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: 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?

• 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?”

• 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?

• If we introduce counting boxes at Group Time will we see more children counting for a purpose within their play?
• Will children be able to select from a range of materials to extend the small world environment for the safari animals alongside their play?
• How are children responding to the new routine of exploring a learning space with their colour groups?
• How will children respond to the introduction of challenge boxes to extend their thinking and skill progression?
• Can we encourage children to reflect on what they have been exploring in the session and talk about what they are doing?
• As children become interested in painting and mark making again can we invite them to begin to write their own names on their work using their name cards for support?
• If we introduce an amaryllis bulb will children be able to predict what might happen? Will they be inspired to make drawings in their workbooks?