Enrich the environment inside and out with materials, resources, natural objects, images, music, dance (via image, film) for children to inspire their imagination. Make materials accessible so that children are able to imagine and develop their enquiries and ideas while they are still fresh in their minds. Provide children with opportunities to develop their enquiriesContinue reading “EAD BIE EE R6”
Tell stories based on children’s experiences and the people and places they know well as well as stories that stimulate the imagination. Create spaces for children to respond to stories and their representing their ideas of what they hear, imagine and enjoy through a variety of art forms and materials. Offer children a wide varietyContinue reading “EAD BIE EE R5”
Offer a variety of stimulating resources that can be used in different ways both inside and outside e.g. fabric, boxes, sound makers, water, string bags and planks. Create time and space for children to develop their own creations, e.g. photographs, sounds, movement, constructions, stories, collages.
Provide a range of resources including familiar and non-specific items that can be used in a range of ways, such as magazines, real kitchen items, fabric, hoops, sponges, rope etc.
Create a rich environment that enables babies and children to use all their senses. Provide babies and children with a range of. experiences to feed their imaginative potential, e.g. stories, images, music, natural and urban experiences, social encounters (mealtimes, shopping, visitors).
Support children to gain confidence in their own way of representing and sharing ideas. Be aware of the link between children’s imaginative play and how they develop a narrative structure. Recognise and promote children’s agency in expressing their unique and subjective viewpoint through the arts. Support children in communicating through their bodies by responding to,Continue reading “EAD BIE PR R6”
Ensure children have opportunities to experience the world outside the setting, e.g. through walks, visits, visitors, links with children’s homes. Support children’s development of imaginary worlds by encouraging new experiences, inventiveness, empathy and new possibilities. Share a diverse range of text, image-based and oral stories to stimulate imaginative responses. Co-create stories with children based onContinue reading “EAD BIE PR R5”
Observe and sometimes take part in children’s make-believe play in order to gain an understanding of their interests. Observe and reflect on the children’s own explorations and creations.
Show genuine interest and be willing to play along with a young child who is beginning to pretend. Model or join in pretend play, such as pretending to drink from an empty toy cup.
Notice the ways in which babies react to other babies and adults and the world that surrounds them. Tune into and sensitively respond to babies’ and children’s expressive and communicative actions.
Creates representations of both imaginary and real-life ideas, events, people and objects Initiates new combinations of movements and gestures in order to express and respond to feelings, ideas and experiences Chooses particular movements, instruments/sounds, colours and materials for their own imaginative purposes Uses combinations of art forms, e.g. moving and singing, making and dramatic play,Continue reading “EAD BIE UC R6”
Uses movement and sounds to express experiences, expertise, ideas and feelings Experiments and creates movement in response to music, stories and ideas Sings to self and makes up simple songs Creates sounds, movements, drawings to accompany stories Notices what other children and adults do, mirroring what is observed, adding variations and then doing it spontaneouslyContinue reading “EAD BIE UC R5”
Uses everyday materials to explore, understand and represent his world – his ideas, interests and fascinations Begins to make believe by pretending using sounds, movements, words, objects Beginning to describe sounds and music imaginatively, e.g. scary music Creates rhythmic sounds and movements
Expresses self through physical actions and sound Pretends that one object represents another, especially when objects have characteristics in common Creates sound effects and movements, e.g. creates the sound of a car, animals
Responds to and engages with the world that surrounds her, e.g. sounds, movement, people, objects, sensations, emotions (her own and others