Learning, Playing and Interacting - Good practice in the Early Years ...
Learning, Playing and Interacting - Good practice in the Early Years ...
Learning, Playing and Interacting - Good practice in the Early Years ...
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
32 The National Strategies | <strong>Early</strong> <strong>Years</strong><br />
<strong>Learn<strong>in</strong>g</strong>, <strong>Play<strong>in</strong>g</strong> <strong>and</strong> <strong>Interact<strong>in</strong>g</strong> – <strong>Good</strong> <strong>practice</strong> <strong>in</strong> <strong>the</strong> <strong>Early</strong> <strong>Years</strong> Foundation Stage<br />
Jo<strong>in</strong><strong>in</strong>g <strong>in</strong><br />
play <strong>and</strong><br />
child-<strong>in</strong>itiated<br />
activities<br />
follow<strong>in</strong>g<br />
children’s<br />
agendas<br />
© Newham <strong>Early</strong> <strong>Years</strong> Advisory Team<br />
Sylvia:<br />
Sylvia:<br />
That is full...right to <strong>the</strong> top. Look how full it is. Shall we fill it aga<strong>in</strong><br />
Stephanie nods, <strong>and</strong> pours more water. There is frequent eye contact<br />
<strong>and</strong> smil<strong>in</strong>g at each o<strong>the</strong>r throughout <strong>the</strong> exchange.<br />
Fill it up. Stephanie smiles.<br />
Pour it out. Stephanie smiles.<br />
Aga<strong>in</strong>. A big gr<strong>in</strong> from Stephanie.<br />
More water.<br />
And stop. Stephanie smiles.<br />
And stop.<br />
And it’s empty. Stephanie gives ano<strong>the</strong>r big smile.<br />
The play stopped because Stephanie was off to <strong>the</strong> Post Office role-play <strong>in</strong> <strong>the</strong> outdoor area.<br />
Scaffold<strong>in</strong>g<br />
children’s<br />
learn<strong>in</strong>g<br />
through talk,<br />
discuss<strong>in</strong>g<br />
strategies<br />
<strong>and</strong> ideas,<br />
suggest<strong>in</strong>g<br />
possibilities<br />
<strong>and</strong> modell<strong>in</strong>g<br />
approaches<br />
Pause for thought<br />
What strategies can practitioners use to best support young children’s develop<strong>in</strong>g communication<br />
<strong>and</strong> language<br />
When children are learn<strong>in</strong>g English as an additional language, what k<strong>in</strong>ds of provision <strong>and</strong><br />
<strong>in</strong>teraction with practitioners are most helpful<br />
F<strong>in</strong>d out more<br />
Every Child a Talker: Guidance for <strong>Early</strong> Language Lead Practitioners<br />
Go to www.st<strong>and</strong>ards.dcsf.gov.uk/nationalstrategies <strong>and</strong> search for ‘Every Child a Talker: Guidance<br />
for <strong>Early</strong> Language Lead Practitioners’.<br />
Support<strong>in</strong>g children learn<strong>in</strong>g English as an additional language: Guidance for practitioners <strong>in</strong> <strong>the</strong><br />
<strong>Early</strong> <strong>Years</strong> Foundation Stage<br />
Go to www.st<strong>and</strong>ards.dcsf.gov.uk/nationalstrategies <strong>and</strong> search for ‘Support<strong>in</strong>g children learn<strong>in</strong>g<br />
English as an additional language: Guidance for practitioners <strong>in</strong> <strong>the</strong> <strong>Early</strong> <strong>Years</strong> Foundation Stage’.<br />
00775-2009BKT-EN © Crown copyright 2009
Change language