Rattles Small blocks Teething Rings Bright pictures Bath toys Mobiles Pram toys Baby rockers Squeezy toys Toys with holes for easy gripping Stacking Cubes and beakers Wooden spoons Pots and pans Soft dolls Soft cloth/vinyl books Musical toys Stuffed toys Baby gyms Interlocking plastic Cuddly toys Crayons Wooden train Bath toys tins and cartons Toys to push and pull Posting box Small world, duplo Toys to ride on Balls Dressing up toys 2-3 years 3-4 years 4-5 years Picture books Dressing up clothes Water and things to pour, tip and fill Sand sieves, spades Paints Dough and clay Balls Simple puzzles Construction toys Different sizes and shapes of paper/scissors Jigsaws Matching games Farm sets, garage, train sets Toys that fit together Books Home/role play toys Space hoppers Computer toys Woodwork tools Garden tools Puppets, Painting and drawing Junk modelling materials More complex table top games Mark making Musical instruments Bats and toy description name age A toy that a child can shake and it makes a noise. A toy that babies can ‘bite’ on when they are teething. Often they can be cooled in the fridge. A toy that a can hold and squeeze. Toys that a child can place one on top of another Thick pencils without the wood. Good and safe for little hands. Chunky plastic toys that can be joined together.
The EYFS is all about learning through play. Look at the grid below. Can you think of fun activities and experiences for each of the areas of learning? Two have been included already. Can you add more? Areas of Learning Main areas for planning play Activity/Experience 1 PERSONAL SOCIAL AND EMOTIONAL DEVELOPMENT Sharing and co-operative behaviour Self confidence and self esteem Making friends and developing relationships Self care 1. Taking to share toys 2.Helping to tidy up 3. 4. 5. 2 COMMUNICATION LANGUAGE & LITERACY Speaking and listening Reading Writing Linking sounds and letters 1. Listening to stories 2. Singing songs 3. 4. 5. 3 PROBLEM SOLVING REASONING & NUMERACY Counting Matching Ordering Sorting Making & recognising patterns Adding & subtracting Shape space and measures 1.Sharing ‘Pizza’ in the Home corner 2.Building a train track 3. 4. 5. 4 KNOWLEDGE & UNDERSTANDING OF THE WORLD Designing and making things Providing opportunities for early technology including IT The concept of past and present Exploring the world in which they live 1. Looking for mini-beasts in the outdoor play area. 2.Planting seeds 3. 4. 5. 5 PHYSICAL DEVELOPMENT Opportunities to exercise and develop stamina Health and bodily awareness To move safely and develop control Use equipment and materials 1.Riding tricycles 2. Threading 3. 4. 5. 6 CREATIVE DEVELOPMENT Music, movement drama and dance Painting & drawing Modelling Sewing , weaving and using fabrics 1.Junk Modelling 2.Pretending to be a 3. 4. 5.
Most of the salt in our diets comes from the salt we add at the table. True / False Healthier catering more. True / False Margarine contains less fat than butter. True / Red meat is higher in fat than poultry. True / False Adding bran to food is the best way to increase fibre content. True / You need to take dietary supplements to have a healthy diet. True / You should avoid adding salt to babies and young children’s food. True / Savoury are less fattening than sweet foods. True / If a refuses to eat fruit and vegetables, then it’s best not to serve them again. True / False Fruit juice can be harmful to teeth. True / Uncooked eggs can be harmful to babies and children. True / False Activity 4: how much is ‘five a day’? The effects of a bad diet on children over a long period of time include: Poor growth and muscle development Weak, unable to do physical activities for too long Underweight or overweight Ill more – prone to infection Poor dental health Often tired and unable to concentrate for very long, which could lead to learning difficulties
+ room) are two word compounds. Major More important, bigger or more serious than others. Sugar is a major cause of tooth decay. Influence The power to have an effect on people or things. When children fight in the play ground it has an influence on their behaviour in the classroom. Fluent When a person is fluent, they can speak a language easily, well and quickly. The family from Germany have been in the UK for some time and they are fluent in English. Pronunciation error Making a mistake in saying a word so that it sound correct. He can say lots of different words but sometimes his pronunciation is not correct. May cause clashes A clash is when people have different ideas or opinions and disagree or argue about it. The children couldn’t agree on what they wanted to do so it may cause a clash between them. Genetic Belonging or relating to genes (= parts of the DNA in cells) received by each animal or plant from its parents. The boy had red hair and so did his mother so it must have been genetic – he got his red hair from his mother. Counters An object used to mark a place or marks numbers. The girl likes to play with toys that use numbers or counters. Yawn To open the mouth wide and take a lot of air into the lungs and slowly send it out, usually when tired or bored He found the story very boring and he was yawning all the way through it. Wavy Having a series of curves – not in a straight line. The girl had long wavy hair but her brother’s hair was straight. Fascinating Extremely interesting. The story was fascinating. Adult intervention When an adult becomes involved in a difficult situation in order to improve it or stop it from getting worse. It was only adult intervention that stopped the fight getting worse. Focus To look closely at something. The teacher focused all her attention on the children. Circumstances A fact or event that makes a situation the way it is. The was not feeling well but she came to school and did well under the circumstances.
Activity 5: child development grid - Can you ‘drag and drop’ the statements into the correct box? 0-1 year 1-3 years 3-5 years 5-11 years 11-16 years Physical Able to run and climb, walk up and down stairs using alternative feet. Can turn pages in a book and shows an interest in mark making. Children continue to grow in height and become more skilled in quicker, confident and more accurate hand movements. This period marks the start of physical changes for young people as their bodies prepare for adulthood. Intellectual They are starting to pretend play with small world activities and the home corner. Are keen to play repetitively. is an awareness of the consequences of their behaviour and increased thoughtfulness. Some problem solving and co-operation. Many have developed skills that are to those of adults and they are starting to think about their future. Language/ Communication Babbling becomes more tuneful and inventive and first words are beginning to appear Children are fairly fluent in speech and are easily understood. Though still the odd pronunciation error. Stories and writing that imagination as well as being legible and reasonably grammatical. Emotional Babies are able to recognise the of their mother and are quickly soothed when they hear her voice. Children are fairly fluent in their speech and are easily understood. Though still the odd pronunciation error. Children want to explore their own identity; this may cause clashes with parents as young people try to develop their own personality and space
Social Starting to play more with other children of their own age, although some of their time will be spent playing alongside others. Friends are important to children of this age. Many children will start to have established friendships and preferences. Enjoyment when with their friends, which is likely to be more important than family. Prefer to be part of a group.
Early year’s settings are inspected by Ofsted who regularly inspect and check that the setting carries out the legal requirements and the welfare requirements. The ‘requirements’ ensure that all children are safe and receive a good standard of care. What are the current welfare requirements? The welfare requirements are set out in the Years Foundation Stage (EYFS) which came into force in September 2008. Find the missing words. Welfare Requirement Guidance 1 _______________ and promoting children’s welfare The provider must take the necessary steps to _______________ and promote the welfare of children. The provider must promote the good health of the children, take necessary steps to prevent the spread of infection, and take appropriate action when they are ill. Children’s behaviour must be managed effectively and in a manner appropriate to their _______________ of development and particular individual needs. 2 _______________ people Providers must ensure that ___________ looking children, or having unsupervised access to them, are suitable to do so. Adults looking after children must have appropriate qualifications, training skills and knowledge. Staffing arrangements must be organised to ensure safety and to meet the of the children. 3 Suitable premises, environment and equipment Outdoor and indoor spaces, furniture, equipment and toys must be safe and _______________ for their purpose 4 _______________ Providers must plan and organise systems to ensure that every child receives an _______________ experience. Learning and development must be tailored to meet each child’s individual needs. 5 _______________ Providers must maintain records, policies and _______________ required for the safe and efficient management of the setting and to meet the of the children. stage Suitable adults Safeguarding suitable Organisation safeguard procedures Documentation enjoyable Activity 5: preventing hazards Watch the video on preventing hazards and answer the questions. 00:00-00:30 1.) In a school, who should be protected by health and safety?
A toy that a child can hold and squeeze. 5 squeezy toys 6 1-6 Toys that a child can place one on top of another 7 stacking toys 8 6-12 pencils without the wood. Good and safe for little hands. 9 crayons 10 1-2 Chunky plastic toys that can be joined together. 11 interlocking plastic toys 12 6-12 Large plastic building blocks. 13 Duplo 14 1-2 A sieve that a child plays with in the sand. 15 sand sieve 16 2-3 Soft material that can be made into different shapes. 17 play dough or clay 18 2-3 A strong plastic ball with handles that a child can bounce on. 19 space hopper 21 3-4 Materials that a child can find around the house or garden to make into models. 21 junk modelling materials 22 4-5
Games for children who can follow a game with rules and turn taking etc. 23 complex board games 24 4-5 Activity 9 answers Session 3 Session 3, activity 2 answers Group 1 – Fats/oils and or sugar. These foods are a concentrated source of energy but research has shown that too many saturated fats (animal fats) may result in heart disease in later life. They are often found in processed foods. So eat a small amount from this group and choose foods that contain unsaturated fats. A little bit of these foods every day: meat pies sausages cakes & biscuits butter Group 2 – High Protein Foods These foods along with dairy foods provide the main source of protein in the diet which is essential for growth and repair in the body. Less than a sixth (two portions) of these every day: meat & fish eggs tofu nuts & Group 3 – Milk & Dairy products These foods contain protein, vitamin A & B (for the healthy working of the nervous system) and are rich sources of calcium. One pint a day will ensure a child gets enough calcium to form healthy bones and teeth and if milk is not taken then more of the other foods from this group must be taken instead. Almost a sixth (three portions) of these every day: milk yoghurt cheese fromage frais
Social Starting to that making eye contact, smiling and laughing can keep their carer’s attention. Starting to play more with other children of their own age, although some of their time will be spent playing alongside others. Enjoys being with other children, seeking out particular playmates. Responding well to adult praise and recognition. Friends are important to children of this age. Many children will to have established friendships and preferences. Enjoyment when with their friends, which is likely to be more important than family. Prefer to be part of a group.