Supporting Young Childrens Opportunities to Learn EYPP Project - - PowerPoint PPT Presentation

Supporting Young Children’s Opportunities to Learn EYPP Project Birmingham Marion Dowling

 Being in charge of their learning  Being able to control impulses

engaging in mindful, intentional and thoughtful behaviour (Bodrover and Leong 2008) Children should be agents in their learning Plowden 1964

 Children’s communication and language skills

underpins their future academic and social success ( Roulstone: 2011)

 Many children don’t get the understanding

and nurture they need to develop as confident learners and communicators ( I Can: 2006, Bercow Report 2008)

 Fluency is the key to influence  Communication and language supports

children’s:

• social development
• emotional development
• thinking processes

 Develop Close Relationships

Become attached and attuned to each child and her parent/carer

• Warm, secure and consistent links between close

adults in nursery/school and parents/carers, have a profound effect on a child’s sense of security

• Attunement involves knowing the child intimately,

tuning into her messages, being on the same wavelength and responding rapidly ( dance of dialogue)

 Be a Learning Companion

 Offer: 

companionable attention



companionable play



companionable conversations



companionable apprenticeship

 Work with a partner and discuss how

successfully you include these four aspects into your practice

 Support self belief

• young children need to believe in themselves
• the way in which we feel about ourselves is reflected in
• ur approach to learning and thinking
• fixed and growth mindsets
• confidence and self esteem grow out of being listened

to and having their thoughts and ideas valued

• children with growth mindsets feel in control and have a

sense of agency For you: reflect on those children you work with who have growth mindsets and those whose minds are fixed consider two actions that will help the latter group to become more confident and develop agency

Offer Provocations

We get better at using words…under one condition and only

• ne…when we use those

words to say something we want to say, to people we want to say it to and for purposes that are our own.

Holt (1967) How Children Learn

For you: what provokes your children to discuss, chatter and ask questions ?

Support Children’s Questions

 The following actions help children to understand

that their questions are important

• Keep a questions book and note down children’s

questions, particularly those which invite enquiry and reflection. Recount these ( with permission) in small group times and invite children to consider and discuss them

• Ask children if they would like to have their

question displayed in the room – draw attention to interesting questions that individuals have asked during the week

 When and where are children most likely to ask

questions ?

 What types of questions do they ask ?  To whom are these questions directed ?  What is there in my room that provokes young

children to wonder, question and want to investigate further ?

Unhelpful rituals What happened next ?

 Then what happened ?  And then what did the little pig do ?  What did the wolf do when he couldn’t blow

down the house of bricks ?

 And then what happened to him ?

Unhelpful rituals Who did what?

 What was the name of …?  Who put the plate on the table ?  What time of day did the old man wake up ?  And then what did he say ?

 Help children to engage with the text

and interrogate what is going on

 Encourage them to relate the story to

experiences in their own lives

 Expand their vocabulary – introduce new

verbs and descriptors

 Show genuine pleasure at the prospect of the

child’s company

 Give your full attention, having eye contact,

listening, smiling nodding

 Affirm, using ‘tags’ to show your continued

interest

 Invite the child to elaborate  Recap to help the child to ‘stick’ to his story  Clarify the child’s ideas

 Encourage further thinking  Offer an alternative viewpoint  Reciprocate

When young children are encouraged to think about what might be, instead of being asked ‘what is’, the sophistication of their thinking is often revealed.( Craft

(2010) Creative Thinking and Creative Development)

• What does that remind you of ?
• What happens if I do {touch} this ?
• Is there another way ?
• How could we ?
• What might happen if… ?
• What would you do if…?
• What about this bit here…?
• How could we make it safe ?
• I wonder if…?

 Involvement  Interpretation  Interaction  Inspiration  Intervention  But not interference

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What’s it like Ruby ? It makes my tongue tremble and shake.

A moment of shared enjoyment