learning and development: personal social and emotional development (prime area) a unique...
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Learning and Development: Personal Social and Emotional Development (PRIME AREA)
A Unique child… Enabling Environments
Positive Relationships
MAKING RELATIONSHIPS
• Interested in others’ play (22-36)
• Seeks out others to share experiences (22-36)
• May form special friendship with another child (22-36)
• Can play in a group – extending and elaborating ideas
(30-50)
• Demonstrates friendly behaviour (30-50)
MAKING RELATIONSHIPS
At Ducklings we operate a key person system where each
child has a named member of staff who is responsible for
meeting their individual learning needs and interests. As
we have a lot of new children starting at Ducklings in the
Autumn term we will spend some time getting to know
individual children by joining in with their play and offering
support and encouragement.
Children returning for a second year will be encouraged to
become a “buddy” for new children
Adults to model caring, co-operative behaviour for all
children and to label feelings – sad, cross, happy, tired
Ring games outside and inside to encourage co-operation
between peers
Medium Term Plan Ducklings Autumn 1 2012Our planning is the result of observation and assessment of the children.
We try very hard to match planning to their interests and developing needs, so it can change direction at any time!
OUR TOPIC IS...
COLOURS
OUR STORY IS ...DEAR ZOO
SELF CONFIDENCE AND SELF AWARENESS
• Expresses preferences and interests (22-36)
• Can select and use activities and resources with help
(30-50)
• Welcomes and values praise for what they have done
(30-50)
• Enjoys responsibility of carrying out small tasks (30-
50)
• Shows confidence in asking adults for help (30-50)
MANAGING FEELINGS AND BEHAVIOUR
• Responds to the feelings and wishes of others (22-
36)
• Shows understanding and co-operates with some
boundaries and routines (22-36)
•Begins to accept the needs of others and can take
turns and share resources, sometimes with support
from others (30-50)
• Can usually tolerate delay when needs are not
immediately met, and understands that wishes may not
always be met (30-50)
SELF CONFIDENCE AND SELF AWARENESS
All adults to be involved in supporting children separating from
their parent during transition and to continue for as long as
needed on an individual basis
Key person to note children’s responses to activities and bring to
planning meetings
Adults to encourage children to explore the new environment and
seek out activities and resources with support where needed
Tidy up time – adults to encourage children to take responsibility
for tidying up and offer praise and encouragement
MANAGING FEELINGS AND BEHAVIOUR
Encouraging co-operative play – adults to model and support both
on a one to one basis and in small groups
Learning the Ducklings rules with pictures, symbols, words and
actions. Children to be involved in discussion and collaboration
and put their handprint on the rules tree.
Snack bar – waiting for their turn to collect their snack and drink
or their turn at the table.
Talking about feelings (small group) using feelings box and
stories as appropriate
Outside – adults to reinforce and remind children about the rules
for outside to keep them safe
Sharing and taking turns with new outdoor toys
Learning and Development: Communication and Language Development (PRIME AREA)
A Unique child… Enabling Environments
Positive Relationships
LISTENING AND ATTENTION
• Listens with interest to the noises adults make when
they read stories (22-36)
• Shows interest in play with songs, sounds and
rhymes (22-36)
• Listens to stories with increasing attention and recall
(30-50)
• Joins in repeated refrains and anticipates key events
in phrases, rhymes and stories (30-50)
UNDERSTANDING
• Identifies action words by pointing to the right picture
(22-36)
• Understands ‘what’, ‘where’ and ‘who’ in simple
questions (22-36)
• Shows understanding of prepositions such as ‘under’,
‘on top’ and ‘behind’ by carrying out an action or
selecting correct picture (30-50)
• Responds to simple instructions (30-50)
• Begins to understand ‘how’ and ‘why’ questions (30-
50)
LISTENING AND ATTENTION
Song time – using the Ducklings song book and other favourite
songs chosen by the children
“Hello” song (and “goodbye” song when appropriate) to
encourage children to learn each others’ names
Story time – favourite and familiar stories
Outside – rhyme and song time on the stepping stones
Listening walk in small groups
Stories in the book house or on the grass (quiet area) weather
permits
UNDERSTANDING
Action stories in small groups with key person – can you show me
who’s jumping, running etc
Circle time – activity to be differentiated (yellow and blue)
accordingly – talking time – questions
Snack bar – adult to talk about what the children have to do e.g.
Choose your snack and then come back for your drink. Adult to
support according to understanding. EAL – gestures and modelling
Outside – playing in the sand adults to use prepositions – under,
on top and behind
SPEAKING
• Uses language as a powerful means of widening
contacts, sharing feelings, experiences and thoughts
(22-36)
• Uses simple sentences (22-36)
• Beginning to use word endings (22-36)
• Beginning to use more complex sentences to link
thoughts (e.g. Using ‘and’ and ‘because’) (30-50)
•Uses a range of tenses (30-50)
• Uses intonation, rhythm and phrasing to make their
meaning clear to others (30-50)
• Uses talk in pretending that objects stand for
something else in play (30-50)
SPEAKING
Free play for the children in self chosen activities. Adults to
observe and join in play as appropriate to extend language and
offer correct grammatical structure.
Circle Time – small group talking time
Word of the Week – introducing new words to the children that
we will use in everyday activities – descriptive language
Outside – Imaginative play on the pirate ship and in the role play
house
Learning and Development: Physical Development (PRIME AREA)
A Unique child… Enabling Environments
Positive Relationships
MOVING AND HANDLING
• Can kick a large ball (22-36)
• Shows control in holding and using jugs to pour and mark
making tools (22-36)
• Beginning to use 3 fingers (tripod grip) to hold writing
tools (22-36)
• Maybe beginning to show preference for dominant hand
(22-36)
• Can stand momentarily on one foot when shown (30-50)
• Can catch a large ball (30-50)
• Draws lines and circles using gross motor movements (30-
50)
• Uses one handed tools and equipment (30-50)
• Holds pencil between thumb and 2 fingers, no longer
using whole hand grasp (30-50)
• Holds pencil near point between first two fingers and
thumb and uses it with good control (30-50)
HEALTH AND SELF CARE
• Drinks well without spilling (22-36)
• Helps with clothing (22-36)
• Can usually manage washing and drying hands (30 – 50)
• Dresses with help (30-50)
MOVING AND HANDLING
Drawing table – adults to support children in holding pencil
in tripod
Grip, modelling writing name for child to copy as
appropriate
Playdough table – provide knives and scissors (one
handed)for children to use alongside cutters and rolling
pins (two handed)
Snack time – encourage children’s confidence in pouring
their own drinks
Outside – Ring games e.g. Simon Says to encourage
different ways of moving
Chalks, water and brushes for mark making outside
Ball games – kicking and catching
HEALTH AND SELF CARE
Snack time – drinking from a cup, using toilet and washing
and drying hands
Getting ready to go outside or come back in – adults to
encourage all attempts at independence – putting
shoes/wellies and hats/coats on
Learning and Development: Literacy
A Unique child… Enabling Environments
Positive Relationships
READING
• Repeats words or phrases from familiar stories (22-36)
• Fills in the missing word in a known rhyme or story (22-36)
• Listens to stories with increasing attention and recall (30-
50)
• Looks at books independently (30-50)
• Handles books carefully (30-50)
WRITING
• Distinguishes between the different marks they make (22-
36)
• Sometimes give meanings to marks as they draw and
paint (30-50)
• Ascribes meanings to marks they see in different places
(30-50)
READING
Story time – encouraging children to join in with familiar
stories
Song time – using songs and rhymes familiar to the children
Books to support role play areas (themed)
Dear Zoo (storymaking) – see individual plan for process and
progression including differentiation according to
developmental stage/EAL
Outside – Signs and posters in the garden
Book house
WRITING
Drawing table – adult to acknowledge children’s mark
making by writing down their words about their pictures
as applicable
Activity books – photos of children with descriptions of the
activities available in the book corner
Outside – Using signs and posters
Learning and Development: Mathematics
A Unique child… Enabling Environments
Positive Relationships
NUMBERS
• Selects a small number of objects from a group when
asked (22-36)
• Recites some number names in sequence (22-36)
• Uses some number names and number language
spontaneously (30-50)
• Recites numbers in order to 10 (30-50)
• Sometimes matches number and quantity correctly (30-
50)
• Realises not only objects but anything can be counted (30-
50)
SHAPE, SPACE AND MEASURE
• Begins to use the language of size (22-36)
• Shows interest in shape by sustained construction activity
or by talking about shapes or arrangements (30-50)
NUMBERS
Counting songs – using props, pictures and fingers for
counting and sequencing
Snack bar – using number language for quantity e.g. One
breadstick, 2 pieces of apple etc. Adult to encourage
all attempts at counting. Extension by talking about
adding or taking away pieces of fruit
Outside – counting how many jumps, hops, steps to....
SHAPE, SPACE AND MEASURE
Table top construction for patterns
Outside – variety of different sized containers in the sand
tray
Learning and Development: Understanding the World
A Unique child… Enabling Environments
Positive Relationships
PEOPLE AND COMMUNITIES
• In pretend play, imitates everyday actions and events
from own family and cultural background (22-36)
• Beginning to have their own friends (22-36)
THE WORLD
• Comments and asks questions about aspects of their
familiar world such as the place where they live or the
natural world (30-50)
• Developing an understanding of growth, decay and
changes over time (30-50)
PEOPLE AND COMMUNITIES
Role play areas – house and garage, free play child
initiated
During free play making friends (buddy system)
Outside – Role play house and pirate ship
THE WORLD
Exploring the garden when the fences have been
removed. Looking at how our garden has changed –
exploring the sunflowers!
Learning and Development: Exploring and Designing
A Unique child… Enabling Environments
Positive Relationships
EXPLORING AND USING MEDIA AND MATERIALS & BEING
IMAGINATIVE
• Join in singing favourite songs (22-36)
• Creates sounds by banging or tapping (22-36)
• Experiments with blocks, colours and marks (22-36)
• Enjoys joining in with dancing and ring games (30-50)
• Sings a few familiar songs (30 – 50)
• Explores colour and how colour can be changed (30-50)
• Uses available resources to create props to support role
play (30-50)
EXPLORING AND USING MEDIA AND MATERIALS & BEING
IMAGINATIVE
Song time – using Ducklings song book to sing favourite
songs and ask children to choose their favourites
Music and movement – sticky kids CD
Art activities using our colour of the week (expanded on
weekly planning sheets )
Activities linking into Dear Zoo – moving like animals from
the story, learning a new song linked to the story
Outside – ring games
Drumming in the garden
Role play on the pirate ship and in the house
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