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
Offer opportunities to encounter and revisit key materials, e.g. drawing media, paper, paint, cardboard and clay in order to continue to develop expertise as tools for expression and communication. Provide a range of joining materials (e.g. stapler, masking tape, glue, string, thread, split pins, treasury tags, card strips) to support children working in both 2DContinue reading “EAD CM EE R6”
Offer resources for mixing colours, joining things together and combining materials, supporting where appropriate. Create a place where work in progress can be kept safely. Share with children other artists’ work that connects with their ideas, interests and experiences. Introduce children to a wide range of music, movement, painting and sculpture. Provide a range ofContinue reading “EAD CM EE R5”
Plan a varied and appropriate series of live performances for all young children, e.g. musicians, dancers, storytellers. Draw on a wide range of art works from a variety of cultural backgrounds to extend children’s experiences and to reflect their cultural heritages, e.g. architecture, ceramics, theatre. Continue to provide opportunities to encounter and revisit key materials,Continue reading “EAD CM EE R4”
Offer a variety of objects that will make different sounds, such as wood, pans and plastic bottles filled with different things. Create opportunities to encounter and revisit key materials, resources and tools where children can further explore their properties including form, colour, texture, composition. Create space and time for movement and dance both indoors andContinue reading “EAD CM EE R3”
Create a rich and well-ordered environment that enables babies and children to use all their senses. Choose and select with intention the materials and tools available to children. Create the time and space that will ensure that children can engage in depth with a diverse range of materials.
Draw attention to children’s choice and use of: materials, tools and techniques, experimentation with colour, design, texture, form and function. Use individual, small group, and large group discussion to regularly engage children in explaining work in progress. Recognise the importance of drawing in providing a bridge between imaginary play and writing, and that all areContinue reading “EAD CM PR R6”
Support children’s talk by sharing terms used by artists, potters, musicians, dancers, e.g. as children show interest in exploring colour mixing, support them in using terms such as tint, shade, hue. When children have a strong intention in mind, support them in thinking about what they want to create, the processes that may be involvedContinue reading “EAD CM PR R5”
Help children to listen to music and watch dance when opportunities arise, encouraging them to focus on how sound and movement develop from feelings and ideas. Recognise that children can become fascinated by a pattern of actions or interactions with tools and materials, gaining confidence over extended periods of time. Encourage and support the inventiveContinue reading “EAD CM PR R4”
Listen to and enjoy with children a variety of sounds, and music from diverse cultures. Sensitively introduce children to language to describe sounds and rhythm, e.g. loud and soft, fast and slow. Understand that young children’s creative and expressive processes are part of their development of thinking and communicating as well as being important inContinue reading “EAD CM PR R3”
Attend to how babies and children are using their whole body in sensing, exploring and experimenting with space, texture, sounds, rhythms, materials, and tools. Welcome the ways in which babies and children arrange, combine, transform, group, and sequence materials that both natural and manmade.
Begins to build a collection of songs and dances Makes music in a range of ways, e.g. plays with sounds creatively, plays along to the beat of the song they are singing or music they are listening to Uses their increasing knowledge and understanding of tools and materials to explore their interests and enquiries andContinue reading “EAD CM UC R6”
Explores and learns how sounds and movements can be changed Continues to explore moving in a range of ways, e.g. mirroring, creating own movement patterns Enjoys joining in with moving, dancing and ring games Sings familiar songs, e.g. pop songs, songs from TV programmes, rhymes, songs from home Taps out simple repeated rhythms Develops anContinue reading “EAD CM UC R5”
Joins in singing songs Creates sounds by rubbing, shaking, tapping, striking or blowing Shows an interest in the way sound makers and instruments sound and experiments with ways of playing them, e.g. loud/quiet, fast/slow Experiments with ways to enclose a space, create shapes and represent actions, sounds and objects Enjoys and responds to playing withContinue reading “EAD CM UC R4”
Continues to explore and experiment with an increasing range of media and movement through multi-sensory exploration and expression Moves while singing/vocalising, whilst listening to sounds and music, while playing with sound makers/instruments Mirrors and improvises actions they have observed, e.g. clapping or waving Sings/vocalises whilst listening to music or playing with instruments/sound makers Notices andContinue reading “EAD CM UC R3”
Experiments with a range of media – tools, materials, sound and whole body movement — through multi-sensory exploration