Had a great birthday and holiday in Snowdonia - even managed to find a sheep's skull and some random bones that are bound to come in handy in a 'talk box' somewhere along the line!
I mentioned in a previous post that I had discovered some ace books by Tracy Gallup who is a doll maker who poses her sculptures in, on and around natural products.
I have used the images a great deal in training with both practitioners and children and absolutely love them.
My gorgeous wife commissioned one for my birthday as a surprise, so I now have my very own Gallup original! It is fab. The heart shaped stone is a piece of genius but I especially like his red shoes. He has pride of place on the mantelpiece. I could look at him all day.
This week I am working in a school that has been given ' Notice to Improve '. Although there is undoubtedly a lot of work to be done - otherwise it would not have had that judgement- I am just the next one in a long line of people who have been drafted in to give their view. As it turns out, not all views are the same!
My plan of action is to look at what is good, however small and build on that rather than breezing in and giving a set of unobtainable targets. It was an INSET day today so we were able to have a good talk about philosophy/pedagogy etc and I was able to ask some challenging questions (very nicely of course). In the afternoon we discussed what assessment told us were the main issues for the children in the setting. Surprise, surprise it was talk. So we then re configured the entire environment to meet the needs identified. Now if anyone asks why the space is set up in the way that it is we have a definite answer linked to assessment. It will be interesting to see how it works with children in it tomorrow!
I am very aware that a nice environment is not the answer - the philosophy and the practice has got to match - but it is a good place to start. Just the fact that the setting looks different helps practitioners to begin to make the mental shift towards doing it differently.
It is maintaining the momentum that is the biggest challenge!
Before the break Elizabeth posted a comment asking:
I'd like to pick your brain about phonics/name recognition/writing in your setting: I've found that many phonics courses recommend that teachers should focus on speaking and listening (Letters and Sounds Phase 1) in Nursery and not formally introduce graphemes (letters) and letter names until the children are in Reception. (Unless the more able children in Nursery are interested in letters and 'ready' for it.) What do you think? Also, as supporting children to recognise and form their name is so important (it's part of their identity after all) how do you facilitate this in your setting? Do you use name cards with the children? Self-registration cards? Do you have any innovative ideas to encourage/support name recoginition/writing in Nursery?
Where to start? Speaking and Listening has to come first and many children are not interested in or aware of these things called letters. Like with anything else in good education, it always has more impact when it has meaning. My aim was to make letters meaningful to the children. Not by pointing then out when reading a story as that ruins the joy of a story but to use them as a means of identification of personal things like pictures.
With regard to name recognition I started by making each child a brown envelope with their name on it. I then printed out a small 'contact' size picture of them and cut that out with the scissors that give a wavy line. So that they became a stamp on their envelope. As the nursery had a plastic post box I used this as our method of self registration. Find your letter and post it - simple!
When the children begin to recognise their name I introduce a different letter. Different in size and colour - this time with no stamp. I may have 3 or 4 different types of envelope going on so that noone feels that they are different.
I would also have name cards for placing next to models etc NOT FOR PUTTING UNDER TRACING PAPER!
When we first introduced the concept of writing the first 'sound' of their name we didn't do it with everybody. We asked them what sound their name started with and if they knew it then we asked them if they would like to see 'the teachers way' of writing down that sound. It was a very special way that only teachers are told but seen as they are so clever...etc...etc...
Then we used language first before we put pen to paper. So it is all about the patterning of language associated with the letter formation - large scale, in the air, on the floor - wherever.
When we had got the language of the formation, then you use a mark making implement. Even if their grip isn't triangulated yet you know that they have got the orientation and pattern correct.
If a child was misforming letters in their name I would never tell them that were 'wrong' I would ask them if they wanted me to show them a different way and I would make that way really appealing to them.
If you have ever been on any of my talk into writing confrences you will have seen me demonstrate my 'Jedi Writing' which is letter formation with a light sabre...to music!
It is all based on the patterning of the language of letter formation in a gross motor style, focussing on orientation. When the child next comes to have a go you don't then have to say 'Now remember to do it PROPERLY ' you just say ' Remeber how Jedis do their writing ' so you don't damage the self esteem.
If a child is not hearing sounds then I wouldn't get them to write any letters. When it comes to identifying their work I have often had a strip of small stickers with their name printed/written on and that is in their drawer or hanging under their peg and I just remind them to stick a sticker on so that we know who it belongs to. This way you don't make them feel like they can't do something it is just an alternative.
I could go on.... Hope this has answered your question Elizabeth (at least in part!) I have done a couple of articles for Early Years Educator on writing and talk that should be in an issue any time now so keep a look out!
I haven't forgotten my long overdue promise of a completed medium term planner...It is on its way...honest!
Alistair
Jedi writing -love it!! That would really capture the boys' attention. I have two who say I can't when it comes to writing. All the class will love this. My boys love star wars and one even had a star wars party recently. Time to buy and make some light sabres I think. Thanks once again for a great idea. Louise.
Posted by: Louise | 02/11/2010 at 04:57 AM
Jedi writing has been embraced with a vengeance in our class! They love the idea of writing with light sabres. Fortunately I have saved my 17 year old sons stuff - v handy to model!
Many children this week have been in box modelling area and made own Jedi sabre writers - fab! Lots of photos for evidence - ta ever so!
Jenni McDonough
Posted by: Jenni McDonough | 04/11/2010 at 10:00 PM