Floor books for early years
33 Best ECE Floorbooks images | Class journals, Early learning, Childhood educationThis book has been written to clarify the strategies that are available to practitioners to enable them to plan effective child centred experiences. Read more Read less. Amazon Outlet Store. Shop thousands of discounted overstock products from Amazon Outlet Store Shop now. Product description Product Description This book has been written to clarify the strategies that are available to practitioners to enable them to plan effective child centred experiences. Claire Warden. Her experiences have taken her on a pathway that includes working in a variety of types of centre, advisory work, lecturing in further education and now around the world to speak to universities, governments and educators.
Sometimes this situation is exacerbated by geography when the Early Years building is situated across the playground from the main building, or in one instance of a school I worked with, the Early Years classrooms were down the road as part of a split site. It can be evidenced on training as well. A few times I have had colleagues approach me after generic staff training in schools and thank me for mentioning Early Years. Just the mention of Early Years during my ramblings has been significant enough to warrant praise in their view. He actual spoke about us! The point I am trying to make, is that there can be a division between EYFS and the other key stages in a setting. Perhaps the dissemination of best practice that can be highly effective between year groups and KS1 and KS1 throughout the rest of the school, is not always as well developed between EYFS and the rest of the school, with a lack of flow in both directions.
The film clip gives one example of a teacher working in this way with her children. The children are expected to come to the focused activity having thought through a question they would wish to ask related to the Learning Challenge. In this case parents have been involved in discussions with their children about the Learning Challenge and this is very much encouraged as part of the principle. The film shows: the initial discussions with the children, the children discussing their thoughts about the chosen question, finding the solution by using an iPad and children making decisions about the activity they want to pursue. In addition, the slides gives you the outcomes from this focused task which helps you to see the learning that has taken place.
Forgot your password? There has been a lot of talk about floor books lately on the forum and these are something I'm very interested in starting next year with my new class. I thought it would be nice to have a specific thread to talk about floor books and share experiences and answer questions about these so that all the information is in one place.
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Consulting with Children (and Talking Thinking Floorbooks).
Last week Leelan asked if we could buy a board game for nursery and Miss Hulme wondered if we could make our own. Some of the children were very excited and drew their designs…. The children had lots of great ideas and learnt lots while playing their games. We learnt to take turns and negotiate with our friends. We learnt to follow instructions and understand the rules of the games. We also had to explain the rules of the games to our friends. We did lots of counting in our dice games and matched colours in Twister.
We believe that using floorbooks in science promotes the development of children's ideas, thinking and reasoning skills, models the collaborative nature of science and supports effective teacher assessment. Having a class record means it is easier to track changes in children's ideas and understand how child ren are developing their understanding of science. Floorbooks support teaching and children's learning in science in many different ways depending on how you use them in your own setting. Using floorbooks in science can:. Children must develop many skills to work scientifically in the classroom: sharing ideas, making predictions, planning investigations, observing and measuring, recording results, drawing conclusions and evaluating findings. To make a valid assessment of children's practical science skills, a teacher needs to draw on a body of evidence collected over time. However, some of these skills are only evident when children are talking in small groups or a class discussion, and some children do not have literacy skills to match their science skills and successfully record their ideas, predictions or findings in science.