In our Foundation Stage Unit we believe that children learn most effectively through play and talk.
“Play is the highest form of research”
– Albert Einstein –
We encourage children to develop their own theories so that they can make sense of the world. We listen to their ideas, take them seriously and help facilitate their research. We specifically plan for cooperative and collaborative discussions so children can explore these theories with their friends. Our documentation of their projects is captured and displayed on the walls in the room so that you can see the children’s ideas and thinking. The children work in various groups to develop their project work and learn new skills. Our role is to provide resources, skills, time and space to help them overcome their problems.
We use the outdoor area in all weather, so rain or shine our outside environment is open for the children to explore. The outdoors is a natural learning and teaching environment and is where most children feel settled and capable. Outdoor play during the Foundation Stage is not the same as playtime in the rest of the school. Learning outdoors is vital as the children have the opportunity to explore the real world across all of the seasons. At Haytor View we believe that playing outdoors is essential for young children, not just for their growing bodies, but for the development of their minds too. In our outdoor environment the children have opportunities for investigation, exploration, for creative experiences, for working together in imaginative play, for sharing and co-operation. We have waterproof suits for everyone, so that weather is never a problem. Your child will need their own pair of named wellington boots.
“If we believe that children possess their own theories, interpretations and questions, and that they are co-protagonists in their knowledge-building processes, then the most important verb in educational practice is no longer to talk, to explain, to transmit, but to listen.”
– Carlina Rinaldi, Reggio Emilia –
Early Years Foundation Stage ( EYFS)
The Early Years Foundation stage (EYFS) is the curriculum that the Government sets for all early years providers (0-5 years)
The Framework is divided into 3 sections;
Characteristics of Learning
3 prime areas of learning
4 specific areas of learning
Characteristics of Learning
Playing and exploring:
This involves finding out and exploring, playing with what they know and being willing to ‘have a go’.
Covers being involved and concentrating, persevering and enjoying, achieving what they set out to do.
Creating and Thinking Critically:
Involves having their own ideas, making links and choosing ways to do things.
• forming meaningful relationships with other children and adults
• having respect for other people
• being an individual and also belonging to a community
• being able to express and cope with your feelings and emotions
• becoming independent and helping others
• being able to make choices and taking responsibility
• developing a sense of fairness, what is right and wrong
• understanding appropriate behaviour
• respecting and being able to empathise with others
• having feelings of wonder and joy
• sharing and celebrating festivals, traditions and special occasions.
• developing confidence to be able to express your opinions and make your own choices
• talking, listening, discussing and recalling experiences in a range of different situations
• being able to describe and explain things in your own words, using your own ideas
• listening to stories, anticipating what might happen and responding appropriately to the story
• listening and following instructions, and being able to answer questions appropriately.
• developing confidence and independence through achievement
• learning to use tools competently
• learning co-ordination and control
• building confidence, stamina, energy and strength
• learning to move in a variety of ways
• expressing yourself through movement
• understanding the importance of exercise
• learning to make healthy choices about food, and taking care of ourselves and our healthy body
• believing in yourself as a reader and writer and developing the skills to become one
• enjoying stories and a wide range of reading materials e.g. books, poems, print in the environment
• learning to recognise letters and the sounds they each make
• learning to make marks and give meanings to those marks.
• appreciating pattern, and relationships in mathematics
• logical thinking
• exploring, comparing and describing shapes, quantities, height, etc.
• finding ways to solve mathematical problems e.g. estimating, measuring
• learning to use and understand mathematical language
• understanding and using number
• counting, understanding and using numbers
• calculating simple addition and subtraction problems
• exploring the local environment
• finding out about the past
• developing an understanding of travelling to other places, distance and maps
• using technology – making models in a variety of ways
• planning, making and designing things
• exploring and solving problems
• using I.C.T. for a range of purpose
• exploring, experimenting and having ideas
• being curious – wondering why, how, what if ?
• understanding why and how things happen
• observing carefully and closely
• experiencing and changing materials
• sharing the joy of finding things out with your friends
• representing and communicating your thoughts, ideas and feelings in a variety of ways e.g. art, music, movement dance, language and design and technology
• expressing yourself through a wide range of media e.g. paint, clay, drawing, 3D materials
• experiencing and enjoying beauty
• imagining, expressing and creating
• having original ideas and thoughts