Early Years Foundation Stage

Early Years Foundation Stage (EYFS)

Communication and language:
Giving children opportunities to experience a language & communication rich environment; to develop their confidence and skills in expressing themselves; to speak and listen in a range of situations.

Physical development:
Providing opportunity for young children to be active and interactive; to develop their coordination, control and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

Personal, social and emotional development:
Children will develop a positive sense of themselves, and others, to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behavior in groups and to have confidence in their own abilities.

Children will have opportunity to link sounds and letters (phonics) and begin to read and write. Children will be given access to a wide range of reading material (books, poems, and other written material) to ignite their interest & generate enjoyment.

Children will have with opportunity to develop and improve their skills in; counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces and measures.

Understanding the world:
Enabling children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

Expressive arts and design:
Enabling children to explore and play with a wide range of media and materials, providing opportunities and encouragement for; sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design technology.

Staff within play rooms devise weekly plans /guides/mind map of activities; all children will have the opportunity to explore/contribute to.
Children’s interests may override the written plan & so they are subject to change; keeping children at optimum levels of “Well-being & Involvement” (we use Laveuns scale to assess children’s well-being & involvement) Spontaneity is exciting and facilitates valuable learning opportunities, staff continue to encourage and monitor children’s progress linking observations & output to the EYFS.

We have a range of exciting play equipment / resources for indoor & outdoor use, most of which is available as “self-select”- self-directed play is often the most valuable & children are encouraged to develop “Schematic play.

Schemas are “patterns of play‟ that children exhibit when they are exploring the world and trying to find out how things work. Children may try out the same action on a variety of different objects or a wide variety of actions on one object. They come up with their own theories about how things work
Enveloping- covering or surrounding oneself, an object or space – dens, tunnels, dressing up-shoes, clothes, hats, painting a picture then painting over it again, wrapping things up.
Trajectory - Moving in or representing straight lines, arcs or curves - lining objects, running back and forth/jumping up and down, carrying sticks, playing with swords, throwing/dropping objects
Enclosing - oneself, an object or space - draw or paint shapes that have a beginning and an end point that meet, for example a circle, wearing belts, bracelets/rings, building enclosures with Lego, or blocks and putting objects inside the enclosure
Transporting-Carrying objects or being carried from one place to another -carrying a bag from one place to another with objects inside it, pushing/ pulling a buggy with objects (not necessarily a doll, which might indicate role play) from one place to another, carrying volumes of water or sand from one place to another
Rotational -turning, twisting or rolling oneself or objects in the environment around -fascinated by turning the tap on and off, moving around turning knobs on cooker and microwave, spinning whells on toy cars
Going through a boundary - Causing oneself or material or an object to go through a boundary and emerge at the other side.” - putting objects through a tunnel (the train set), crashing cars through walls they have built, crawling through tunnels, using a garlic / play dough press and watching the material they have put into it come out of the other side
Containment - Putting materials inside an object which is capable of containment- filling different sized containers with different materials, i.e. sand, water, solid objects, containing themselves, by climbing into boxes and cupboards etc. Later concepts: volume and capacity.

Schemas operate at different levels:
Sensory motor level – Through bodily senses, actions and movement
Symbolic level – By making objects stand for something else
Functional dependency level – Having the knowledge that if you do something then something else will happen as a result of that.

Our Address

Play Days Nursery Ltd
Eyres Monsell & Gilmorton Children's Centre 
Hillsborough Road
Glen Parva

Contact Details

Managers : Mel Rylatt, Nikki Chippendale and Tracy Hubbard
Telephone : 0116 225 2213
Email : playdaysnursery1234@outlook.com
Website : playdaysleicesterdaynursery.co.uk

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