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Welcome to the Early Years Foundation Stage Information Evening How can I help my child?

Welcome to the Early Years Foundation Stage Information Evening How can I help my child?. What is the Early Years Foundation Stage. Nurseries Pre-schools Reception Classes Childminders Early Years Foundation Stage Framework

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Welcome to the Early Years Foundation Stage Information Evening How can I help my child?

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  1. Welcome to the Early Years Foundation StageInformation EveningHow can I help my child?

  2. What is the Early Years Foundation Stage Nurseries Pre-schools Reception Classes Childminders Early Years Foundation Stage Framework • Established by early years experts and parents • Statutory, legal requirement

  3. The EYFS Framework A unique curriculum 7 areas of learning and development (17 areas in total) Fundamentally based on play and child-centred learning Teaching based around age and ability Observations

  4. The 7 Areas of Learning and Development • Personal, Social and Emotional Development • Communication and Language • Physical Development • Literacy • Mathematics • Understanding of the World • Expressive Arts and Design

  5. The 7 Areas of Learning and Development • Personal, Social and Emotional Development -Making Relationships -Self-confidence and self-awareness -Managing Feelings and Behaviour • Communication and Language -Listening and Attention -Understanding -Speaking • Physical Development -Moving and Handling -Health and self-care 3 Prime Areas Most essential for healthy development and future learning

  6. The 7 Areas of Learning and Development Literacy -Reading -Writing Mathematics -Number -Shape, Space and Measure Understanding of the World -People and communities -The World -Technology Expressive Arts and Design -Exploring and using media and materials -Being imaginative 4 Specific Areas

  7. Characteristics of Effective Learning (COEL) • Interlinked with the Prime and Specific areas • Engagement (Playing and Exploring) • -finding out and exploring • -playing with what I know • -being willing to ‘have a go’ • Motivation (Active Learning) • -being involved and concentrating • -keeping trying • -enjoying achieving what I set out to do • Thinking (Creating and thinking critically) • -having my own ideas • -making links • -choosing new ways to do things

  8. Why are the Characteristics of Effective Learning (COEL) important? • Life long attitudes • Creative, adventurous learners • Independence

  9. How can you help at home? • Prime areas • Value play • Be specific with praise (value effort) • Talk about the process- not the product • Reading, Writing, People and Communities, The World

  10. Sharing books at home Enjoy and share books together – read and re-read those they love best! Listen to story CDs. Teach nursery rhymes or action songs. Let them see you reading. Read, read, read! Individual reading – children need to take ownership of the book. Let them turn the pages. Ask them to show you where to start reading and where you go next – left to right, return sweep. Give them tricky words if stuck and find them on each page – put them in your window. Encourage sounding out unknown words.

  11. Readings tips • Let your child hold the book and turn the pages. • Encourage your child to follow the text with their finger. At first your child will be taught to point at each word, moving on to sliding their finger smoothly under the text. • When your child is trying to sound out an unfamiliar word, give them time to do so. Remind your child to look closely at the first sound of the word to help them. • Ask your child to use the pictures to help them as they read too.

  12. Reading tips • Gently encourage your child to re-read a word or sentence to check it makes sense. • As your child becomes more confident they will start to self-correct – give them time to do this. • Ask questions about the book you have read, such as, “Why did Chip do that?” • As they progress, you could ask your child to make predictions as they read.

  13. How to support reading at home • Play sound games such as I Spy • Give a selection of words that begin with the same sound and an odd one out, ask the children to identify it. • Play snap or pairs with letter cards, this helps with letter recognition • Reading on a regular basis.

  14. Writing • Part of everyday phonics • Focused writing groups • Writing opportunities around the classroom • Handwriting •Pencil grip •Letter shapes and letter formation •Whole words •Short sentences (capital letters, finger spaces etc.) •Different forms of writing –labels, lists, cards, captions

  15. How can you help? •Writing Materials • Modelling e.g. lists, notes, letters

  16. Ideas for home • Write sounds/ words on concrete using chalk then call them out and they run to the correct one. • Practise writing the sounds/ words on the floor using water in a squirty water bottle. • Play pairs to match the sounds- we will eventually do this with words! • Play snap with the sounds and get your child to say the sounds as they puts the cards down • Using magnetic letters and board to find the sounds and eventually make words • Go onto the phonics play website www.phonicsplay.co.uk and look at phase 2 games. • Gross motor movements.

  17. Ideas for home Make letters/ words using playdough Play noughts and crosses with sounds in the grid and get your child to choose one and say the sound/word to win the square. Talk to your child like a robot and get them to put the words back together. Write sounds/ words on paper and put around the room or outside, call a sound and get your child to run to it Play sound/ word bingo. Make a bingo grid with sounds/ words on it and call out. Get your child to help write the shopping list asking them to sound out words with sounds that they can hear don't worry at this stage if it looks wrong e.g. apul instead of apple.

  18. Maths • Teacher directed daily lessons • Focused maths groups • Maths opportunities around the classroom • Recognising numbers • Reciting numbers • Counting objects 1:1 • Mathematical vocabulary • Addition and subtraction • Problem solving • Reasoning

  19. How can you help? Modelling and finding opportunities for: • Reciting numbers accurately • Recognising numerals 0-10 or 0-20 and beyond • One-to-one counting • Shape, Capacity, Time, Money, Weight

  20. How is progress measured in EYFS? • EYFS Progress Check (age 2, prime areas only) • Baseline Assessments (beginning of Reception and Pre-School) • EYFS Profile (at the end of Reception)

  21. The EYFS Profile • Attainment at the end of EYFS (Reception year only) • 17 Early Learning Goals • Characteristics of Effective Learning summary

  22. The EYFS Profile Judgements • Judgement for each of 17 Early Learning Goals • Expected (the level of development expected at the end of EYFS) • Emerging (not yet at the level of development expected at the end of EYFS) • Exceeding (beyond the level of development expected at the end of EYFS)

  23. A Good Level of Development • Expected level Early Learning Goals achieved in: • Making Relationships • Self Confidence & Self Awareness • Managing Feelings & Behaviour • Listening & Attention • Understanding • Speaking • Moving & Handling • Health & Self Care • Reading, Writing, Number and Shape, Space & Measure

  24. Open Door School Thank you for coming. Any questions?

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