From birth, children continually explore and process every bit of new information, in order to make sense of the world around them. We think nothing of surrounding a baby with an array of tactile materials and resources, to squish, press, rattle, and put in their mouths but – apart from being fun – sensory play is beneficial for children of all ages.
We created a beautifully realistic set of six speckled eggs that contain 3 pairs of eggs with matching sounds, to help tune in children’s ears and to support their early auditory discrimination skills. But we understand budgets are tight and so, until you are able to get your hands on the ‘real’ thing, you may like to try making your own version below!
We’ve complied six fun learning actives for you to eggsperiment with!
Continue reading…Children are born into a digital world in which technology moves at a rapid pace. In order to help them to navigate this environment, we need to be as diligent about teaching them the necessary skills as we are about other core elements of the curriculum.
One legitimate reservation about such teaching is that it will result in more screen time for children as they learn how to effectively use electronic devices and how to get them to do what they want.
This blog contains ideas that can be used with young children away from such tools to build up the skills and vocabulary needed for coding electronic devices. These have become known as pre-coding skills.
When we accompany children outdoors to learn, it can take them outside of their comfort zone; and it can do the same to us as practitioners. Many working in Early Years settings are worried about real and perceived risks that are present when children are active outdoors, and this can be one of the main barriers to settings developing an integrated approach to outdoor learning.
Outdoor learning is nothing new. Children have been learning outdoors, using their developing bodies and minds to make sense of the world around them, for thousands of years. However, there has been a decline in such involvement in the last few decades, with children spending more and more time indoors engaged in sedentary, technology-based activities or playing with machine-made toys and games. While there is nothing wrong with these types of activities in moderation, we need to be aware that children’s brains are hardwired to engage with the natural world, and unless they are exposed to such relevant environments on a regular basis, we risk denying them the opportunities they need for optimal brain development.
Young children build up an understanding of the world around them through a variety of play activities. This includes the use of digital technology. It is important, therefore, that all children become confident with this media in early years settings, especially those who do not have access to technology at home.
Digital resources need to be part of the learning environment of the current generation of children, in which the balance needs to be struck between technological confidence and screen time.
As manufacturers of early years resources, we are aware that tablet technology is readily available to young children. We are fascinated by the ways in which it adds value to the learning process, and the opportunities it offers to individual learners. We believe that such positive contributions are possible with appropriate practitioner engagement and software at the right developmental level.
It is vital for children’s optimal development that they have opportunities to take developmentally-appropriate risks in play. Being able to do so and experience the related benefits are crucial aspects of every child’s development. An environment that is risk-friendly is the best context for this to take place in. The pointers below will help to create a positive approach to risky play.
Speech and Language Therapist Wendy Lee shares with us her advice and suggestions for checking out children’s early speech and language skills. Wendy has worked as a speech and language therapist for 30 years and until recently was Professional Director at The Communication Trust. Wendy’s passion is for all children to be able to communicate to the very best of their ability. She is currently working independently, with schools, settings and national organisations on all things speech, language and communication.
Have you ever stopped to think of the dramas taking place in your setting’s outdoor space? Just like EastEnders or Downton Abbey, there is so much going on, even excluding the children’s dilemmas:
Every outside classroom is alive with stories just waiting for our children to become part of the drama. Perhaps this is what the eagle teaches us about open-air learning. We talk about people being eagle eyed, having the ability to look closely and notice things that others miss. If we pause in the outdoor spaces of our contexts and look closely we will notice how they invite us and our children to become part of their stories.
Here are some ideas to help you to pause and really look at your outdoor space throughout the seasons:
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