Real experiences enrich our learning, making it memorable . . . Baby Rowan

We have been learning about babies as part of an Understanding of the World project.

We have analysed objects, looked at baby photographs, learnt songs, nursery rhymes and explored a variety of books about babies.

We now know a range of vocabulary and concepts linked to this.

“When I was a baby I went in a pram because I couldn’t walk.”

“I was a baby a long, long time ago.”

“Babies need a high chair or they would fall off!”

“A crib like rock a bye baby.”

“I’m a child. I have a cup not a bottle.”

Today we had an expert visitor, a real baby visit the setting. We noticed the size of the baby, it’s clothing and the things it needed. We told his mummy what we knew and asked whether the baby drank from a bottle or had a nappy. We sang it a lullaby.

Poppy, poppy what do you say? Wear me on Remembrance Day . . .

We have been exploring our school value of respect by learning about Remembrance and poppies.

Children learnt and can recite a poem about the meaning of and symbolism of the poppy.

We used this as a meaningful way to develop our learning in art.

sequence of learning form

Each day, alongside our topic we are teaching and supporting children to . . .

  • Remember new routines such as following our rules, taking turns and respecting our resources and environment. Children are learning about the routine of the day and the expectation that they attend small group time.
  • Listen and attend to others in a range of contexts including when playing, singing nursery rhymes and looking while a adult tells a story.
  • Make secure relationships with educators and children by playing with and alongside others.
  • Regulate their feelings and develop resilience.
  • Use self-help skills such as putting on our coats and using the toilet.


European Languages Day

We have learnt some key facts about France during European Languages Day.

We can now recognise the flag of France and recreated it using our knowledge of colour and fine motor skills in the malleable area. In mathematics we have been sorting and classifying so the grown ups considered how the resources were presented to children.

We tasted some traditional french food. The adults modelled counting and using manners in french and we copied.

We sang the french nursery rhyme of Frere Jacques. We explored the meaning and added instruments. We then later used the tune and subject of this song to recall our focus text of Peace at Last. “Are you sleeping, are you sleeping? Mr Bear, Mr Bear . . . ”

An expert visitor to kick start our learning . . . Laura the hairdresser!

We design our Early Years curriculum to reflect our community and address the needs of our children.

It starts with ideas that all children can access . . . this term is identity, because all children have one. It also helps children to feel seen and heard.

As part of this we are focussing on our appearance and therefore we have a Hairdressing Salon in our role-play area. This also links to the planned Expressive Arts and Design opportunities of drawing and form as children will be creating portraits of themselves. It also links to Science and body parts.

Laura the hairdresser visited us, showing us the tools she uses and describing what she does for her job. This has already enhanced the vocabulary the children are using and helped them to take on roles and use their imagination.

Next week we are having a different hairdresser to visit in order to address and highlight diversity. Staff have shared books such as Rapunzel set in Africa and My Hair is a Garden so that children are seeing a range of hair types.

Printing inspired by Sonya Delaunay

We have been exploring printing using a variety of objects as art of our Expressive Arts and Design project.

We also linked this with the topic of pets, so that we could show our knowledge of their features. Check out the whiskers on our cats!

Practitioners make considered choices to ensure that we remember more; We used prime colours to print we as we had studied this in teh previous term.

We decided to use them purposefully as cards for Father’s Day.

Visit from Claire who works for the RSPCA

To develop our knowledge of living things further, and in particular pets, we had a visit from Claire who works for the RSPCA.

She supported us to understand that pets need food, drink, exercise and companionship.

We also met Honey the dog. She bought her ball and illustrated how pets need interaction and play, just like us!

This lesson linked to our school value of respect. We had to think about how we behaved while Claire and Honey were visiting us. We were able to observe and stroke Honey, while showing our amazing ability to self-regulate our excitement and nervousness.

Snack time is tasty and filled with learning!

We have a daily snack in which children socialise, prepare and taste healthy foods, not to mention the maths that takes place such as ensuring every child has a cup.

We promote self-regulation through offering our children china cups. The also wait their turn to pour their own milk. We are very proud of how independent they have become.

Every moment is a learning opportunity; We have been thinking about seeds and so today we tasted watermelon. Firstly, we described the watermelon in many different ways. We noticed it had stripes, it rolled and it was heavy. Then we predicted what it might look like inside! Predictions are a crucial part of our reading curriculum throughout school. We had images to scaffold our ideas. Then we cut it open! This was a joyous moment!

“Pink and seedy!”

A is for Alive; Pets!

Our learning in the EYFS always starts with our children’s existing knowledge and experiences.

As a sub topic within our project we have been studying pets. The children have shared and talked about their own pets.

This has sparked and inspired many activities including studying and describing animals, pet mathematics and vet exploration. It has led to discussions about how pets are cared for and we are very excited to have the RSPCA visit us on Friday to extend our knowledge further.

Nursery rhymes happen everywhere!

We love nursery rhymes!

They help our learning in so many ways; vocabulary, concepts and our memory.

You will hear adults and children singing everywhere . . . playfully in the toilet, outdoors, in the home corner and during our daily nursery rhyme session.

They also provide inspiration for some adult directed tasks and enhancements linked to our current projects.

Here you’ll see us making a pie as we have been studying Sing A Song of Sixpence and Three Little Kittens. This supports our understanding of nursery rhymes even further as well as a whole host of other skills such as our fine motor control and team work. By making connections, existing learning is embedded and new learning happens!

We even decorated the pie with those cheeky blackbirds!

We’ve been exploring the concept of gardens within malleable play with the help of Mary, Mary Quite Contrary too!