Some children will want to sit at a desk, others will prefer to be sprawled on cushions on the floor. Anything you do indoors needs to be mirrored outdoors. One school I visited, as well as the usual outdoor chalks and boards, had a playhouse in their outdoor area which was the special writing house.
Boys, in particular, loved it. Some settings use digital voice recorders, some use tablets that feed direct into the e-profile. These can be used to make notes as well as to take photos and record voice.
In observations, hand-written notes are made on post-its and stuck on a planning board. Anyone involved with the children can add to these. The weekly planning meeting goes through these in detail and uses them in setting up continuous provision for the next week.
Lots of photographs are taken and annotated what they said, what you said to further their understanding , shared with child and parents and incorporated in learning journals, which parents are encouraged to add to. A learning journal forms a permanent and much-loved record and evidence base to support the e-profile as well as enhancing the partnership with parents that is at the heart of good early years practice.
Some form of standard needs to be agreed on for your setting or for a wider network. At a recent moderation of my own EYFS, the external moderator thought that writing was writing whether it be in lower or upper case or just beyond mark making, whilst our own understanding involved cursive script only.
It lets us see unexpected things around us that might stimulate our curiosity, leading to new experiments. Observations are the key to good program planning. Observations help adults understand the strengths and needs of each child. Early Childhood Educators observe children to get to know them better and get a sense of their knowledge, needs, interests, skills and how they learn best.
It was important to be able to eliminate that preconception through this brain-training exercise. I then asked the opposite question: How many of them became more relaxed as the exercise was repeated? About half the class raised their hands. I would make one adjustment to this exercise for young children: increase the drawing time to 30 seconds or even a full minute.
The use of funny toys will help keep them engaged for several cycles, as well as the challenge of making drawings within a very brief period of time. The other players have to guess what that word is. The activity described below uses the opposite strategy. The more focused they are, the more thoroughly they can describe the image. We broke the class up into four groups of four or five participants. The other members in each group were given a sealed envelope containing a photo clipped from a magazine.
They were instructed not to show the photo to their pencil pusher. The images contained random subject matter: an ancient clay figure; a pottery fragment; two Easter Island heads in a field; a blob fish. They had 15 minutes to complete the task.
This was from the clay figure group. Not surprisingly, there were varying degrees of success between the groups, depending on the complexity of the image:. In retrospect, the exercise might be more effective by choosing more similar images, so that no one group had an image with a higher degree of difficulty.
The group that received a photo of Easter Island heads had more of a challenge, which may not have been entirely fair, at least for the time allotted. The younger the student, the simpler the images used in the exercise. Success is weighed in degrees, which will be obvious to the participants after time is up. Repeating the exercise on a regular basis can help improve the ability to observe and also to describe the photo when students obtain more experience.
The final activity during the workshop involved drawing museum specimens from a selection of objects requested in advance. We provided 10 stereomicroscopes to use with the smaller specimens.
We prepared in advance a collection of preserved plants, birds, various insects, a few arrowheads, and shells, and we had also collected a wide range of live leaves from various trees.
This is where the participant could perhaps without realizing it apply his or her new, sharpened observing skills to the relaxed task of drawing. During this period, there was no judgment or criticism about the quality of the drawings produced. It was purely an exercise in recording observations. The point of this practice was not about making beautiful works of art, but in accurately recording observations of the objects each participant chose to record on paper.
Nuts are rich in oil. Remember that the purpose of the nut is to grow a new plant. The oil is an energy supply for the young plant.
We will use the energy in that oil as fuel for our candle. Stick a thin sliver of almond into the top of the banana, so that it looks like a wick. Now your illusion is ready to amaze someone. Use the lighter to light the top of the almond sliver. It burns with a nice, yellow flame, just as you get from a candle. The big difference is that it will only burn for a minute or so. That means you have to work quickly. Once the candle is burning nicely, carry it carefully into the room where someone is sitting.
They will almost certainly ask you why you have a candle. Say that you are hungry and feel like a "light" snack. Blow out the "wick" and bite the top off the candle. Unless your friends and family have seen the trick before, they will probably be amazed.
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