learning and development: personal social and emotional development (prime area) a unique...

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)



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)



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



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



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



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



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

learning and development: personal social and emotional development (prime area) a unique...

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