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
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
Comparison Involve children in voting, e.g. for books to read at story time, using linking cubes with children’s names on. Discuss examples and display large numbers including hundreds, thousands and a million. Counting Jump with children along a number track, counting each jump or counting on. Sing counting songs and count together forwards and backwards,Continue reading “M EE R6”
Comparison/ Counting Provide a numeral rich environment, e.g. in role-play areas, mud-kitchen recipes, numbers on trikes and toilet doors. Provide numerals that children can pick up and use within all aspects of their play. Provide resources indoors and outside for children to explore and talk about higher numbers. Model using objects to illustrate counting songs,Continue reading “M EE R5”
Comparison/ Counting Provide buckets and bags for children to create collections of objects which they can count. Provide mark-making materials indoors and outdoors for children to represent their own ideas in play. Cardinality (How many?) Provide opportunities for children to explore cardinality in the environment using self-correcting resources, e.g. jigsaw with two ducks and theContinue reading “M EE R4”
Comparison Play hiding games so children notice that something has ‘gone’. Provide varied sets of objects for playful opportunities for children to independently explore ‘lots’, ‘more’, ‘not many’ and ‘not enough’. Counting Count while engaging in everyday tasks and while moving around. Sing songs with counting strings. Spatial Awareness Designate specific places or spaces forContinue reading “M EE R3”
Number Plan to sing number rhymes with actions.Involve families in sharing number rhymes from home cultures. Spatial Awareness Play games that involve curling and stretching, popping up and bobbing down. Provide boxes, cloths and bags for children to store, hide and transport items. Provide nested boxes, cups and toys of different sizes that fit insideContinue reading “M EE R2”
Comparison Model comparing numbers in problems about fair shares. Counting Play games such as hide and seek that involve counting, forwards and backwards. Talk with children about the strategies they have used to solve a problem. Spot opportunities to playfully pose composition problems for children to explore. Cardinality Discuss the order of numbers in context,Continue reading “M PR R6”
Comparison Encourage children to share items between two people or toys. Counting Capitalise on children’s fascination with counting by joining in when they count in games. Enjoy counting forwards and back (sometimes to much higher numbers). Use different voices, e.g. high or growly. Use opportunities within daily routines to support children’s developing sense of number.Continue reading “M PR R5”
Comparison/ Counting Include the number sequence in everyday contexts and songs so children experience the order of the numbers (ordinality) Cardinality (How many?) Encourage children to explore the collections they make, comparing amounts and counting some of the items, emphasising the last number, e.g. 1,2,3. There are 3 leaves. Use opportunities to model and encourageContinue reading “M PR R4”
Comparison Talk with young children about lots, more, not many and not enough as they play. Draw attention to contrasting differences and changes in amounts e.g. adding more bricks to a tower or eating things up. Counting Model counting things in everyday situations and routines. Take opportunities to say number words in order with childrenContinue reading “M PR R3”
Number Take opportunities during play to sing number rhymes.. During personal care routines make a point of using numbers. Play “peek-a-boo” hiding games with toys and people. Spatial Awareness Use spatial words during everyday play and routines.or one-word comments e.g.as you get children in and out of a highchair. Take opportunities to play hide andContinue reading “M PR R2”
Comparison Uses number names and symbols when comparing numbers, showing interest in large numbers Estimates of numbers of things, showing understanding of relative size Counting Enjoys reciting numbers from 0 to 10 (and beyond) and back from 10 to 0 Increasingly confident at putting numerals in order 0 to 10 (ordinality) Cardinality Engages in subitisingContinue reading “M UC R6”
Comparison Compares two small groups of up to five objects, saying when there are the same number of objects in each group, e.g. You’ve got two, I’ve got two. Same! Counting May enjoy counting verbally as far as they can go Points or touches (tags) each item, saying one number for each item, using theContinue reading “M UC R5”
Comparison Beginning to compare and recognise changes in numbers of things, using words like more, lots or same Counting Begins to say numbers in order, some of which are in the right order (ordinality) Cardinality (How many?) In everyday situations, takes or gives two or three objects from a group Beginning to notice numerals (numberContinue reading “M UC R4”
Comparison Responds to words like lots or more Counting Says some counting words May engage in counting-like behaviour, making sounds and pointing or saying some numbers in sequence Cardinality May use number words like one or two and sometimes responds accurately when asked to give one or two things Spatial Awareness Enjoys filling and emptyingContinue reading “M UC R3”
Number May be aware of number names through their enjoyment of action rhymes and songs that relate to numbers Looks for things which have moved out of sight Spatial Awareness Explores space around them and engages with position and direction, such as pointing to where they would like to go Shape Stacks objects using flatContinue reading “M UC R2”
Provide word banks, notebooks, clipboards, post-its and other writing resources for both indoor and outdoor play. Ensure resources enable children to draw on their out-of-school practices and personal interests, such as children’s popular culture or sports teams. Include oral stories and explore ways for both adults and children to develop oral storytelling skills. Provide aContinue reading “L W EE R6”
Write down things children say to support their developing understanding that what they say can be written down, and then read and understood by someone else. Encourage parents to do this as well. Set up environments of offices, dens in the garden, library, shop, home corner with greetings cards, etc., so that children engage inContinue reading “L W EE R5”
Draw attention to marks, signs and symbols in the environment and talk about what they represent. Ensure this involves recognition of English, other languages and scripts. Provide materials which reflect cultural diversity, so children see symbols and marks with which they are familiar, and learn that there are many different script systems e.g. Arabic, Chinese,Continue reading “L W EE R4”
Introduce a range of appropriate implements including large brushes, chalk and crayons, sticks and sponges for children to trace patterns and shapes. Offer children a range of different surfaces to make marks on, inside and out, e.g. chalkboards, light boxes, sand and pathways. Provide a broad range of opportunities for early writing experiences through sensoryContinue reading “L W EE R3”
Provide a range of materials: sand, paint, early writing apps etc. for babies and toddlers to make marks with their hands and fingers, feet and bodies. Give children large sheets of paper, trays of gloop, paint, soil etc. to make marks collaboratively.
Find out about, show interest in and legitimise children’s out-of-school writing practices and interests. Remember that not all writing formats go from left to right. Talk to children about things they might write to support their play inside and outside, e.g. they might make a map for a journey, a job list for a builder,Continue reading “L W PR R6”
Notice and encourage children’s drawing, painting and early writing and the meanings that they give to them, such as when a child covers a whole piece of paper and says, “I’m writing”. Celebrate and value children’s early attempts at graphic representation – focusing on the meaning and content rather than letter formation. Model and includeContinue reading “L W PR R5”
Listen and support what children tell you about their drawings and early writing. Write down (scribe) the words that children use and display these words, for example, with photos Co-create stories orally with individual children and in small groups. Scribe the stories and display them for children to look at independently or with a parentContinue reading “L W PR R4”