It is intended that this learning focus would impact directly on the attitudes towards reading of an identified group of children. The impact desired is that of a more motivated, connected and positive reading identity derived through their engagement with their pupil voice. If this is achieved, then it is also intended that this learning focus further allows us as a collective senior management team to review the implications of embracing childhood culture and pupil voice, looking into very real ways in which voice and culture can both be heard, seen and embraced within the curriculum and within school life.
If the utilising of childhood culture and pupil voice does impact upon childhood literacy identity, and ultimately attainment, then, it would also be an expectation of this focus that from this one study, as a collective we review the provision we offer our children with a critical focus on opportunities for voice and culture to be engaged in each learning experience.
This learning focus should impact on our learning environment with a significant emergence of childhood and media culture text appearing in literacy sessions, home corners, and book corners. Also it would be positive to see the emergence of reading clubs/buddy group, and inside/out of classroom reading areas with children who have strong maintained reading identities sharing their experiences with those who are just developing their own.
These two occurrences should happen as a result of the identified children engaging in their pupil voice and identity.
A more engaged pupil voice should lead to a more powerful identity, an identity supported and enriched by created learning experiences that are uniquely responsive to individual students should lead to a strengthen reading identity, a strengthen reading identity should lead to a raise in attainment.
Monday, 1 June 2009
Thursday, 12 March 2009
Child initiated role play opportunities
How can I make an adult directed role play 'garden centre' into a child initiated environment?
Although my question is specific, it relates to any role play theme - so the answer to my question will enable me to become a more skilled and dynamic practitioner - who can utilise the role play area effectively and help me to develop actions that will make a difference to learning and development of the children. There is a huge emphasis on creativity, nationally and within our own school plan. At present I feel confident and able to effectively deliver the EYFS objectives and teach with a thematic and creative approach - but find it a challenge to maintain balance when providing children with child-initiated play opportunities in the role play area. I feel I will learn a great deal by working with Dan Lea (AST) and look forward to him coming into the setting to offer advice and guidance. I understand that child initiated play is integral to the development of young children and value it's importance within the curriculum. By researching my chosen question I hope to develop as an Early Years teacher and feel confident that my skills will impact upon learning.
Although my question is specific, it relates to any role play theme - so the answer to my question will enable me to become a more skilled and dynamic practitioner - who can utilise the role play area effectively and help me to develop actions that will make a difference to learning and development of the children. There is a huge emphasis on creativity, nationally and within our own school plan. At present I feel confident and able to effectively deliver the EYFS objectives and teach with a thematic and creative approach - but find it a challenge to maintain balance when providing children with child-initiated play opportunities in the role play area. I feel I will learn a great deal by working with Dan Lea (AST) and look forward to him coming into the setting to offer advice and guidance. I understand that child initiated play is integral to the development of young children and value it's importance within the curriculum. By researching my chosen question I hope to develop as an Early Years teacher and feel confident that my skills will impact upon learning.
Sunday, 1 March 2009
Exploring creative responses to music
This project aims to provide the children with the time, space, resources and autonomy to lead their own creative learning. After listening to a selected piece of music the children will be given the freedom to explore and record their responses as they see fit. These explorations and creations will be shared amongst their peers with the children evaluating and explaining why they choose to record their responses in the way they did.
Why are these outcomes important to the collective or individual. (ecology.)
“I want to explore how the children will respond to this different learning setting. How the children will use their imaginative responses and how such responses will vary. As a practitioner it gives me the chance to look at how I can change and adapt my provision in this unique context.” (Laura)
“This project will give the children a unique and stimulating opportunity to be truly creative and lead their own learning. Furthermore it will also challenge the comfort zones of us adults, taking out of the equation our directing roles and looking at the effects of a more nurturing response. This project will further develop flexibility within the team and timetable to accommodate equally creative peer to peer research space” (Dan)
Project leader: Laura Smith.
Why are these outcomes important to the collective or individual. (ecology.)
“I want to explore how the children will respond to this different learning setting. How the children will use their imaginative responses and how such responses will vary. As a practitioner it gives me the chance to look at how I can change and adapt my provision in this unique context.” (Laura)
“This project will give the children a unique and stimulating opportunity to be truly creative and lead their own learning. Furthermore it will also challenge the comfort zones of us adults, taking out of the equation our directing roles and looking at the effects of a more nurturing response. This project will further develop flexibility within the team and timetable to accommodate equally creative peer to peer research space” (Dan)
Project leader: Laura Smith.
Wednesday, 18 February 2009
Children as Researchers.
Gearies Poetry Researchers.
Will a focus on increased first hand experiences of poetry and performances improve overall literacy attainment? Can this idea be developed through a child autonomous research project? In a nutshell, can we as adults scaffold a research process that allows children to unveil possible answers to the questions we would like to try and solve?
If as adults we believe that sustained thinking, possibility thinking, questioning, interaction and the ability to adapt/respond to constant change within the world are key skills that ultimately allow children to become great learners (moving on from being better at learning). Shouldn’t we allow for some part our children the opportunity of having complete autonomy over their learning experiences, nurturing their own passions, rarely directing but scaffolding their observations, realisations and learning rehearsals, observing how they apply and display their understanding of the skills we teach and model to them, in their own unique ways?
Would working in this way give us as practitioners an insight into: 1. what really matters to our children, what they really want to know about/enthused by, and 2. how they view the learning process, how they interact within it, how they think they learn and what would help them become better learners.
Project Leader: Dan
Will a focus on increased first hand experiences of poetry and performances improve overall literacy attainment? Can this idea be developed through a child autonomous research project? In a nutshell, can we as adults scaffold a research process that allows children to unveil possible answers to the questions we would like to try and solve?
If as adults we believe that sustained thinking, possibility thinking, questioning, interaction and the ability to adapt/respond to constant change within the world are key skills that ultimately allow children to become great learners (moving on from being better at learning). Shouldn’t we allow for some part our children the opportunity of having complete autonomy over their learning experiences, nurturing their own passions, rarely directing but scaffolding their observations, realisations and learning rehearsals, observing how they apply and display their understanding of the skills we teach and model to them, in their own unique ways?
Would working in this way give us as practitioners an insight into: 1. what really matters to our children, what they really want to know about/enthused by, and 2. how they view the learning process, how they interact within it, how they think they learn and what would help them become better learners.
Project Leader: Dan
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