Provide a range of materials and objects to play with that work in different ways for different purposes, for example, egg whisk, torch, other household implements, pulleys, construction kits. Provide a range of programmable toys for children to play with, as well as equipment involving ICT, such as computers, touchscreen devices and internet-connected toys.
When out in the locality, ask children to help to press the button at the pelican crossing, or speak into an intercom to tell somebody you have come back. When in the community and on trips to places such as the park, encourage children to take photographs and use mobile apps of things that interestContinue reading “UW T EE R5”
Provide safe equipment to play with, such as torches and walkie-talkies. Let children use machines like the photocopier to copy their own pictures. Provide a range of materials for children to “stain” and have a go at washing, rinsing and drying outside in the sunshine. Provide a range of pipes, funnels, containers, water wheels andContinue reading “UW T EE R4”
Have available robust resources with knobs, flaps, keys or shutters. Incorporate technology resources that children recognise into their play, such as a camera
See Playing and exploring, Thinking creatively and critically
Encourage children to speculate on the reasons why things happen or how things work. In conversation highlight technology in aspects of nature, e.g. encouraging models of birds showing purposes and functions of wing feathers, body feathers, beaks, feet reflecting differences of different kinds of birds. Support children to coordinate actions to use technology, for example,Continue reading “UW T PR R6”
Support and extend the skills children develop as they become familiar with simple equipment, such as twisting or turning a knob. Draw young children’s attention to pieces of digital apparatus they see or that they use with adult supervision. Talk to children about their uses of technologies at home and in other environments to beginContinue reading “UW T PR R5”
Support children in exploring the control technology of toys, e.g. toy electronic keyboard. Talk about digital and other electric equipment, what it does, what they can do with it and how to use it safely. Talk to children about “low technologies” such as washing and drying, transporting water and using water to make things “work”.
Comment on the ways in which young children investigate how to push, pull, lift or press parts of toys and domestic equipment. Talk about the effect of children’s actions, as they investigate what things can do.
See Playing and exploring, Thinking creatively and critically
Completes a simple program on electronic devices Uses ICT hardware to interact with age-appropriate computer software Can create content such as a video recording, stories, and/or draw a picture on screen Develops digital literacy skills by being able to access, understand and interact with a range of technologies Can use the internet with adult supervisionContinue reading “UW T UC R6”
Knows how to operate simple equipment, e.g. turns on CD player, uses a remote control, can navigate touch-capable technology with support Shows an interest in technological toys with knobs or pulleys, real objects such as cameras, and touchscreen devices such as mobile phones and tablets Shows skill in making toys work by pressing parts orContinue reading “UW T UC R5”
Seeks to acquire basic skills in turning on and operating some digital equipment Operates mechanical toys, e.g. turns the knob on a wind-up toy or pulls back on a friction car Plays with water to investigate “low technology” such as washing and cleaning Uses pipes, funnels and other tools to carry/transport water from one placeContinue reading “UW T UC R4”
Anticipates repeated sounds, sights and actions, e.g. when an adult demonstrates an action toy several times Shows interest in toys with buttons, flaps and simple mechanisms and begins to learn to operate them
The beginnings of understanding technology lie in babies exploring and making sense of objects and how they behave (see Playing and exploring, Thinking creatively and critically)
Give opportunities to record and creatively represent findings by, e.g. drawing, writing, making a model or photographing, through music, dancing or dressing up. Provide stories that help children to make sense of different environments. Provide first-hand experiences to support children in making sense of micro environments, the specific conditions which enable each plant or animalContinue reading “UW W EE R6”
Use the local area for exploring both the built and the natural environment. Regularly take small groups of children on local walks, taking the time to observe what involves the children’s interest. Provide opportunities to observe things closely through a variety of means, e.g. magnifiers and photographs, phone apps to listen to and recognise birds.Continue reading “UW W EE R5”
Make use of outdoor areas to give opportunities for investigations of the natural world, for example, provide chimes, streamers, windmills and bubbles to investigate the effects of wind. Provide story and information books about places, such as a zoo or the beach, to remind children of visits to real places.
Develop the use of the outdoors so that young children can investigate features, e.g. a mound, a path or a wall, and experience weather, large spaces and seasonal change. Provide a collection of sets of items for children to explore how objects can be combined together in heuristic play sessions.
Provide lift-the-flap books to show something hidden from view. Play hide-and-seek outside. Provide a variety of interesting things for babies to see when they are looking around them, looking up at the ceiling or peering into a corner. Display and talk about photographs of babies’ favourite places. Take babies on regular outings to a rangeContinue reading “UW W EE R2”
Provide a range of everyday and natural objects to explore such as in treasure baskets for sitting babies. Provide additional interest – make small changes in the predictable environment. Provide spaces that give young babies different views of their surroundings, such as a soft play area, under a tree, on a lap, looking at bushesContinue reading “UW W EE R1”
Help children to notice and discuss patterns around them, e.g. tree bark, flower petal or leaf shapes, grates, covers, or bricks. Examine change over time, for example, growing plants, and change that may be reversed, e.g. melting ice. Use appropriate words, e.g. town, village, path, house, flat, cinema, skyscraper, hydrant, cirrus, cumulonimbus, temple and synagogue,Continue reading “UW W PR R6”
Use parents’ knowledge to extend children’s experiences of the world Support children with sensory impairment by providing supplementary experience and information to enhance their learning about the world around them. Arouse awareness of features of the environment in the setting and immediate local area, e.g. make visits to shops or a park. Use conversation withContinue reading “UW W PR R5”
Tell stories about places and journeys.
Talk with children about their responses to sights, sounds and smells in the environment indoors, in playgrounds, with nature in gardens and parks and discover what they like about playing outdoors. Encourage young children to explore puddles, trees and surfaces such as grass, concrete or pebbles. Introduce principles of recycling, planting and care for ourContinue reading “UW W PR R3”
Play hiding and finding games inside and outdoors. Plan varied arrangements of equipment and materials that can be used with babies in a variety of ways to maintain interest and provide challenges. Draw attention to things in different areas that stimulate interest, such as a patterned surface.
Encourage young babies’ movements through your interactions, e.g. touching their fingers and toes and showing delight at their kicking and waving. See also Characteristics of Effective Learning – Playing and Exploring, and Physical Development
Looks closely at similarities, differences, patterns and change in nature Knows about similarities and differences in relation to places, objects, materials and living things Talks about the features of their own immediate environment and how environments might vary from one another Makes observations of animals and plants and explains why some things occur, and talksContinue reading “UW W UC R6”
Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world Talks about why things happen and how things work Developing an understanding of growth, decay and changes over time Shows care and concern for living things and the environment Begin to understand the effectContinue reading “UW W UC R5”
Notices detailed features of objects in their environment Can talk about some of the things they have observed such as plants, animals, natural and found objects Enjoys playing with small world reconstructions, building on first-hand experiences, e.g. visiting farms, garages, train tracks, walking by river or lake
Is curious and interested to explore new and familiar experiences in nature: grass, mud, puddles, plants, animal life Explores objects by linking together different approaches: shaking, hitting, looking, feeling, tasting, mouthing, pulling, turning and poking Remembers where objects belong Matches parts of objects that fit together, e.g. puts lid on teapot
Closely observes what animals, people and vehicles do Watches toy being hidden and tries to find it, watches intently where a spider has scuttled away under leaves Looks for dropped objects Becomes absorbed in combining objects, e.g. banging two objects or placing objects into containers Knows things are used in different ways, e.g. a ballContinue reading “UW W UC R2”
Moves eyes, then head, to follow moving objects Reacts with abrupt change when a face or object suddenly disappears from view Looks around with interest when in a room, garden, balcony or park, visually scanning the environment for novel, interesting objects and events Smiles with pleasure at recognisable playthings Repeats actions that have an effect,Continue reading “UW W UC R1”
Plan extra time for helping children in transition, such as when they move from one setting to another or between different groups in the same setting. Provide activities and opportunities for children to share experiences and knowledge from different parts of their lives with each other. Provide ways of preserving memories of special events, e.g.Continue reading “UW PC EE R5 R6”
Share photographs of children’s families, friends, pets or favourite people, both indoors and out. Support children’s understanding of difference and of empathy by using props such as puppets and dolls to tell stories about diverse experiences, ensuring that negative stereotyping is avoided. Ensure children have resources so that they can imitate everyday actions and eventsContinue reading “UW PC EE R4”
Collect stories for, and make books about, children in the group, showing things they like to do and things that are important to them, in languages that are relevant to them wherever possible. Provide books and resources which represent children’s diverse backgrounds and which avoid negative stereotypes, ensuring different cultures are represented but especially theContinue reading “UW PC EE R3”
See Personal, Social and Emotional Development and Communication and Language Provide opportunities, both indoors and out, for babies and toddlers to see people and things beyond the baby room, including the activities of older children.
Encourage children to share their feelings and talk about why they respond to experiences in particular ways. Explain carefully why some children may need extra help or support for some things, or why some children feel upset by a particular thing. Help children and parents to see the ways in which their cultures and beliefsContinue reading “UW PC PR R6”
Encourage children to talk about their own home and community life, and to find out about other children’s experiences. Be aware that some children’s home lives may be complicated or disrupted, and talking about them may be difficult. Ensure that children learning English as an additional language have opportunities to express themselves in their homeContinue reading “UW PC PR R5”
Talk to children about their friends, their families, and why they are important. Be sensitive to the possibility of children who may have lost special people or pets, either through death, separation, displacement or fostering/adoption.
Help children to learn each other’s names, e.g. through songs and rhymes, and use them when addressing children. Be positive about differences between people and support children’s acceptance of difference. Be aware that negative attitudes towards difference are learned from examples the children witness. Ensure that each child is recognised as a valuable contributor toContinue reading “UW PC PR R3”
See Personal, Social and Emotional Development and Communication and Language
Enjoys joining in with family customs and routines Talks about past and present events in their own life and in the lives of family members Knows that other children do not always enjoy the same things, and is sensitive to this Knows about similarities and differences between themselves and others, and among families, communities, culturesContinue reading “UW PC UC R6”
Shows interest in the lives of people who are familiar to them Enjoys joining in with family customs and routines Remembers and talks about significant events in their own experience Recognises and describes special times or events for family or friends Shows interest in different occupations and ways of life indoors and outdoors Knows someContinue reading “UW PC UC R5”
Has a sense of own immediate family and relations and pets In pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea, going to the barbers, being a cat, dog or bird Beginning to have their own friends Learns that they have similarities and differences that connectContinue reading “UW PC UC R4”
Is curious about people and shows interest in stories about people, animals or objects that they are familiar with or which fascinate them Is interested in photographs of themselves and other familiar people and objects Enjoys stories about people and nature (birds, bees, snails, cats, dogs, etc) and is interested in photographs of themselves withContinue reading “UW PC UC R3”
Starts to realise they influence people, e.g. as they laugh and smile so do the people they are with Develops a sense of belonging to their family and their key carer Recognises key people in their own lives