selection below is intended as a guide. Remember that all children are unique and some will progress much quicker than others. Look at the toys and ages on this page then try the activity on the next page. 1 -6 months 6-12 months 1–2 years 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 Soft cloth/vinyl books Musical toys Stuffed toys Baby gyms Interlocking plastic rings Cuddly toys Crayons Wooden train Bath toys tins and cartons Toys to push and pull Posting box world, duplo Toys to ride on Balls Dressing up toys 2-3 years 3-4 years 4-5 years Picture books Dressing up clothes Dolls Water and things to pour, tip and fill Sand sieves, spades Paints Dough and clay Simple puzzles Construction toys Different sizes and shapes of paper/scissors Jigsaws Matching games Farm sets, garage, train sets Toys that fit together Home/role play toys Space hoppers Computer toys Woodwork tools Garden Puppets, Painting and drawing Junk modelling materials More complex table top games Mark making Musical instruments Bats and balls 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 child can hold and squeeze. Toys that a child can place one on top of another
The EYFS identifies six of learning and development. Think about each area and then complete the activities on the next page. 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. Areas of Learning Main 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 turns to share toys 2.Helping to tidy up 2 COMMUNICATION LANGUAGE & LITERACY Speaking and listening Reading Writing Linking sounds and letters 1. Listening to stories 2. Singing songs 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 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 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 beads 6 CREATIVE DEVELOPMENT Music, movement drama and dance Painting & drawing 1.Junk Modelling 2.Pretending to be a
Glossary for Session 4 word definition example Restrain To control the actions or behaviour of someone by force. The boy had lost his temper and had to be restrained to stop him hurting himself. Throw tantrums A sudden period of uncontrolled anger. When you have a tantrum it is often said that you ‘throw a tantrum’. When the parent wouldn’t buy her sweets she ‘threw a tantrum.’ Crawling To move slowly on your hands and knees. The child crawled across the floor. He was crawling. Shuffling To walk by pulling your feet slowly along the ground rather than lifting them. Small children often move around on their bottoms over the floor. The child couldn’t walk yet but he could get across the room by shuffling along on his bottom. Tricycle A bicycle that has three wheels, designed to be easier to balance. The child’s first bike was a tricycle and he found he could ride it well. Threading to put something long and thin such as string or thread through a narrow hole or into a small space. The children enjoyed treading wooden beads on to a string. Preferences When you like something or someone more than another person or The children preferred (had a preference for) apple juice. Mark making Making a mark using a pen or crayon on paper – not writing yet but just making a mark. If you gave the little boy some crayons he could hold them well enough to make some marks on the paper, this is mark making. Consequence a result of a particular action or situation, one which is bad or not convenient The teacher was away on a course so there was no class as a consequence. Repetitive Doing something over and over again. The children liked to sing the same song over and over and it got very repetitive. Babbling To talk or say something in a quick, confused, excited or silly way. Before small children talk they often make noises that don’t make sense. The baby lay in her bed and babbled to herself. Two word compound Words that are made up of two different words – they are compounded (joined) together. The words armchair (arm + chair) and bathroom (bath + 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
Check your results: Everything belongs in the Health and Safety Policy file except for those below: No. 2 - Safeguarding children – this relates to child protection and because it is very important it always has its own separate ‘Safeguarding’ policy document No. 16 - Equal opportunities - this usually has its own separate policy document, but it is part of every policy document found in the setting. No. 9 - Employing staff – this is usually found in the ‘Organisation’ policy document, however staff can only be employed if they have an up to date CRB check (look again at session 1) No. 6 - Behaviour Management has its own policy document that sets out what to do if a child is not behaving appropriately and if there is a risk of harm No. 13 - Planning play – this is usually found in the ‘Curriculum’ policy document. No. 20 - Communication with parents – this usually in the ‘Partnership with parents policy document Activity 4: welfare requirements Overview of the Welfare Requirements 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 Early 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 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.) What must the employee do in the workplace? 3.) What should you do if think there is health and safety problem? Activity 10: preventing accidents Nearly all accidents can be prevented. Look at the comments below and decide who could prevent the accident. a.) this is an accident which I could prevent b.) this is an accident which my employer could prevent c.) this is an accident which is beyond the control of me or my employer Who could prevent this accident? a.) b.) c.) Not following instructions Faulty equipment Earthquake Failing to give warnings to others Not enough working Powercut Too many distractions such as listening to Not enough supervision Too much rain leading to the premises being flooded Not clearing up spillages quickly Poor training Not using equipment properly Working long hours and becoming tired Having an allergy which is not treated Not enough storage for materials Not using personal protective clothing or equipment Unclear instructions
Appendix (answers for activities) Session 1 answers Leaders activity – answer sheet to activity 3, Session 1 Reliable, punctual and a hard worker in the setting Experience of working with children Working as part of a team in a professional and not “mumsy” manner Awareness of child development An awareness of the EYFS curriculum GCSE standard of English/Literacy GCSE standard of Mathematics/Numeracy Good communicator with adults and children Suitable for the job Ability to manage behaviour positively A relevant years qualification Ability to use initiative Able to plan targets for self and others Well organised Ability to display work Qualities activity – answer to activity 8, Session 1 Tick which belongs in each category Personal qualities Communication skills Knowledge of children Personal skills patience energy and stamina calm and caring attitude creativity and imagination
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 Thick 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 can find around the house or garden to make into models. 21 junk modelling materials 22 4-5
Social Starting to that making eye contact, smiling and laughing can keep their carer’s attention. Starting to play more with 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 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.