Welcome! Childminding forum 9 November 2019
Bright Start Bright Ideas Newsletter Brightstartbrightideas@Islington. gov.uk
Schemas – exploring children’s patterns of play Sarah Tomoum LBI EYFS
Aims for the session • To further your understanding of schemas • Develop an understanding of the role of the adult with regard to supporting schemas to develop and extend children’s learning • Consider the ways in which we support parents to understand schematic play
What do you know about schemas? • Spend a few minutes discussing this with your colleagues?
Schemas are • Patterns of linked behaviour • Children repeat them and use them in a whole range of situations • A cluster of pieces which fit together • Early concepts
Schemas are ‘patterns of play’ that children exhibit when they are exploring the world and trying to find out how things work. Children may try out the same action on a variety of different objects or a wide variety of actions on one object. They come up with their own theories about how things work. They continue to test out their theories or ideas. Sometimes they discover exceptions to the rules that they have established with their working theories. (Parent Workbook, Pen Green Centre 2003)
“ A schema seems to be a pattern of behaviour that • children do over and over again, often in slightly different ways to help them really understand a concept... For example when a child will drop something out of their high chair and somebody will pick it up – they may repeat this over and over and over because they are beginning to establish that the thing they dropped and the thing that comes back is actually the same thing..” Maria Robbinson, Siren Films Limited 2009
Early Brain Development and Schemas • We know that repeated experiences form well worn pathways in the brain called synapses. The more children see, hear or do something the better those connections become. • Schemas do just this!!
Most common schemas… TRAJECTORY • interest in up and down and along and back. ROTATION • interest in things that rotate. ENCLOSURE • interest in boundaries. ENVELOPING and CONTAINING • covering and putting objects in containers. CONNECTING • interest in joining things together in various ways and forms. TRANSPORTING • interest in moving things about in different ways. POSITIONING • interest in placing things in some kind of order, lining up toys or laying out objects in a particular position or pattern – links to trajectory, horizontal and vertical
Understanding play patterns – making a difference through schemas • Brent DVD + discussion
Why are we looking at schemas? We want to support parents • To understand that schemas are child centred and positive • Understand behaviour that may be seen as ‘negative’ and that children are not intending to upset/annoy/disobey • To respect children’s interests • To interact with children more effectively as they are better able to understand their child’s behaviour and links to early brain development • To provide a range of household resources to support their schematic play safely and appropriately
Schemas and Heuristic play and Treasure Baskets • Heuristic play is rooted in young children's natural curiosity. Toddlers especially have an urge to handle things, to gather, fill, dump, stack, knock down, select and manipulate in other ways. • Household or kitchen objects and natural materials offer this kind of activity and can keep a child occupied for hours! • Providing collections of natural materials like fir cones, conkers, sea shells and pebbles, as well as ribbons, short lengths of chain, and found objects like jar lids, the inside of sellotape rolls, etc… • Uninterrupted time for Heuristic play needs to be given, with a large clear floor area with these material laid out and the role of the adult is to be there as a source of emotional security, and to observe, rather than directing the play.
Key words to know when thinking revised Ofsted inspection framework • Cultural capital • 3 I’s
Cultural Capital – the Ofsted definition • 142. Cultural capital is the essential knowledge that children need to prepare them for their future success. It is about giving children the best possible start to their early education. As part of making a judgement about the quality of education, inspectors will consider how well leaders use the curriculum to enhance the experience and opportunities available to children, particularly the most disadvantaged. • 143. Some children arrive at an early years settings with different experiences from others, in their learning and play. What a setting does, through its EYFS curriculum and interactions with practitioners, potentially makes all the difference for children. It is the role of the setting to help children experience the awe and wonder of the world in which they live, through the seven areas of learning. Page 31
How would you talk to an inspector about your setting’s approach to cultural capital?
The 3 I’s….
The grade descriptors – Quality of Education Outstanding: • The provider’s curriculum intent and implementation are embedded securely and consistently across the provision. It is evident from what practitioners do that they have a firm and common understanding of the provider’s curriculum intent and what it means for their practice. Across all parts of the provision, practitioners’ interactions with children are of a high quality and contribute well to delivering the curriculum intent. Vs Inadequate • A poorly designed and implemented curriculum does not meet children’s needs. The needs of babies and young children are not met.
The grade descriptors – Behaviour and Attitudes Outstanding: • Children have consistently high levels of respect for others. They increasingly show high levels of confidence in social situations. They confidently demonstrate their understanding of why behaviour rules are in place and recognise the impact that their behaviour has on others. Vs Inadequate . • Children’s behaviour and attitudes to learning are poor. Their frequent lack of engagement in activities and/or poor behaviour lead to a disorderly environment that hinders children’s learning and/or puts them and others at risk.
The grade descriptors – Personal Development Outstanding: • The provider is highly successful at giving children a rich set of experiences that promote an understanding of people, families and communities beyond their own. Vs Inadequate • The key person system does not work effectively to support children’s emotional well-being and children fail to form secure attachments with their carers. Babies are not stimulated.
The grade descriptors – Leadership and management Outstanding: • Leaders ensure that they and practitioners receive focused and highly effective professional development. Practitioners’ subject, pedagogical content and knowledge consistently builds and develops over time, and this consistently translates into improvements in the teaching of the curriculum. Vs Inadequate • Leaders are not doing enough to tackle the poor curriculum or teaching, or the inappropriate use of assessment. This has a significant impact on children’s progress, particularly those who are disadvantaged and those with SEND.
Safeguarding Update Amanda Joy - Early Years Safeguarding Officer Amanda.joy@Islington.gov.uk 0207 527 3154
Changes to the judgement areas - where safeguarding fits
Safeguarding • Strong focus of safeguarding threads throughout all the judgement areas, however will continue to be graded under leadership and management • When judging the overall effectiveness, inspectors will take account of all four judgements. • They will also make a judgement about the effectiveness of the arrangements for safeguarding children.
Some questions to consider ? • Identify : How do leaders and staff identify learners who may need early help or who are at risk of abuse? • Help : What timely action do staff take to ensure that learners get the right support when they need it, including preventative work, and how well do they work with other agencies? • Manage : How do responsible bodies and staff manage their statutory responsibilities and, in particular, how do they manage safe recruitment and respond to allegations about staff/other adults?
Trauma Informed Practice • Adults understand that children’s poor behaviour may be a sign that they are suffering harm or that they have been traumatised by abuse
Ofsted Message - Don’t do anything differently! Childminders feedback from inspections “Don’t do anything differently!”
Recent childminding Ofsted inspections safeguarding focus • How do you manage children's safety when you are out? • Do you know about radicalisation, what would you look out for ? • What would you do if you had concerns about radicalisation • What would you do if there was an allegation made about a member of your family against a minded child? • Do you know about FGM? • How would you recognise gang culture?
Documentation • Safeguarding certificate • First aid certificate • DBS certificates • Registers public liability insurance • Registers
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