Research for Both2006 Structure Mrs Tinik had idea of using inside of carpet. The Class upholsted the structure ourselves. We decided on choice of keywords to use such as: Community. Used paints and permament pens to cover the walls. Mrs Tinik gave direction but found it was important as Year6 Children that we were given full control of the project including of mantling and designing. Used as a picnic space. Miss Pritchard and Mrs Antoniou– Reception Focus on Communication and Language Children are allowed to be expressive and innovative. Telling of their stories – Feeds into how they write Talking and Acting – Using signs and symbols (visual and kinesthetic) to understand words. Act out before writing a story. Learning the Patterns of Stories. Role play areas to invoke different play scenarios. Small World – Area to create their own worlds, in control of the story. Model play, Construction Area – Scenarios started of as builders but developed into an obstacle course. – Shows adaption of one environment into another. Weekly Themes – T for literacy and 6 for numeracy. Classroom split into maths area and literacy area. Use of objects, shapes, colour and tactile learning throughout the week to repetitively embed the understanding. Given a range of activities in each area to choose from and take the initiative to move onto the next activity – independence. Still having to learn their gross motor skills before refining detailed motor skills such as fingers. Children who attend the school are from deprived areas, leaving their development behind the average. After starting school, they begin to develop quickly with those on average. Social aspect of school peers helps encourage development. As both my target audience and child development progression are in Schools, I felt it was really important that I visit a primary school and ask some questions.
I wanted to visit my primary school due to a past project when I was in Year 6. The whole school, took part in this project where each class had to work together to build an outdoor "structure". I couldn't remember much of the process of our class's reasonings for the structure. What intrigued me to remember about this project was because it involved the class working together like a community, and that we, the children, took control of the design and construction. Whilst at the school I had the opportunity to speak with other teachers who taught the reception year. I hadn't even thought about how much consideration goes into teaching plans with skills for child development. It was good to be aware about the importance of gross and fine motor skills, as important as it is to learn and broaden the mind, being able to do things physically is just as important! I really found the compositioning of certain areas interesting as well. A lot of the outdoor play was cheap simple items that got children playing. Inside was clearly labelled for simplication for the class tasks as well. The seperation of areas of learning was good to see because it was about giving children clarity about what the spaces can be used for in retrospect. As important as it was to see the classrooms layout, I'd love to be able to see how the children use and behave within the space. Hopefully I'll be able to return during school hours and be able to witness child development happening in the classrooms. Comments are closed.
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