Learning, Playing and Interacting - Good practice in the Early Years ...

More documents

Recommendations

Info

The National Strategies | Early Years Learning, Playing and Interacting – Good practice in the Early Years Foundation Stage 57 Linking sounds and letters • 4 Links sounds to letters, naming and sounding letters of the alphabet Mia is able to link sounds and letters when asking children how to spell their names. The adult told Mia the sounds and she wrote them down independently. • 5 Hears and says sounds in words ‘If you want to write my name, you need “M”, “i”, “a” and a “c”, the round-the-caterpillar one.’ Mia says the sounds in her name including the initial of her surname. Reading • 3 Recognises a few familiar words Mia is able to read the names of her friends. Writing • 4 Writes own name and other words from memory Mia is able to write her name and those of her friends. • 6 Attempts writing for a variety of purposes, using features of different forms Mia has chosen to write a register. She also has an understanding that a list of names need to be written under each other. © Crown copyright 2009 00775-2009BKT-EN
58 The National Strategies | Early Years Learning, Playing and Interacting – Good practice in the Early Years Foundation Stage References Broadhead, P. (2004) Early Years Play and Learning: Developing Social Skills and Cooperation, Routledge/ Falmer, London Broadhead, P., Howard, J. and Wood E. (2010) Play and Learning in Early Childhood settings – Theory and Practice, Sage, London Edwards, S., and Brooker, E. (2010) (Eds) Rethinking Play, Open University Press, Maidenhead Fabian, H. and Mou, C. (2009) Development & Learning for Very Young Children, Sage, London Forbes, R. (2004) Beginning to Play, Open University Press, Maidenhead Holland, P. (2003) We Don’t Play With Guns Here, Open University Press, Maidenhead Miller, E. and Almon, J. (2009) Crisis in the Kindergarten: Why Children Need to Play in School, College Part, MD, Alliance for Childhood Moyles, J., Adams, S. and Musgrove, A. (2002) SPEEL: Study of Pedagogical Effectiveness in Early Learning. Research Report 365, DfES, London Rogers, S. and Evans, J. (2008) Inside Role-Play in Early Childhood: Education, Researching Young Children’s Perspectives, Routledge, London Siraj-Blatchford, I. (2008) ‘Understanding the relationship between curriculum, pedagogy and progression in learning in early childhood’, Hong Kong Journal of Early Childhood Education, 7 (2), 3–13 Siraj-Blatchford, I. (2009) ‘Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: a Vygotskian perspective’, Educational and Child Psychology 26 (2) Siraj-Blatchford, I. (2007) ‘Creativity, communication and collaboration: the identification of pedagogic progression in sustained shared thinking’, Asia-Pacific Journal of Research in Early Childhood Education, Vol. 1, No. 2 Siraj-Blatchford, I. and Manni, L. (2008) ‘“Would you like to tidy up now” An analysis of adult questioning in the English Foundation Stage’, Early Years, Volume 28, 1, pages 5–22 Tovey, H. (2007) Playing Outdoors: Spaces and Places, Risk and Challenge, Open University Press, Maidenhead Wood, E. and Attfield, J. (2005) Play, Learning and the Early Childhood Curriculum, Paul Chapman, London 00775-2009BKT-EN © Crown copyright 2009
Page 1 and 2:
Learning, Playing and Interacting G
Page 3 and 4:
Learning, Playing and Interacting G
Page 5 and 6:
The National Strategies | Early Yea
Page 7 and 8:
4 The National Strategies | Early Y
Page 9 and 10: 6 The National Strategies | Early Y
Page 11 and 12: 8 The National Strategies | Early Y
Page 13 and 14: 10 The National Strategies | Early
Page 59: 56 The National Strategies | Early
Page 65: Audience: Early Years practitioners
show all

Learning, Playing and Interacting - Good practice in the Early Years ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?