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Effective transition into year one /
Annotation
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London :
Bloomsbury,
2017.
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Half Title; Series; Title; Copyright; Contents; Introduction; 1 A developmentally appropriate curriculum; Play-based transition; An effective learning environment; The Leuven scales of wellbeing and involvement; Wellbeing scale; Involvement scale; The perils of striving for a good level of development (GLD); 2 Building on what they know; Use assessment to create an environment for learning; Gap and Strength Analysis (GSA); Make a graph; Environment plan; Characteristics of Effective Learning in the learning environment; Playing and exploring; Active learning
- How can you create an active learning space in Year One?An environment for effective active learning; Creating and thinking critically; How can we encourage children to come up with their own thinking and ideas about their learning?; An environment for thinking; What makes a good thinking environment?; Observing; Developing; Enhancing; Reflecting; Ambiguity; What makes an effective 'thinking and doing' space?; 3 Continuous provision; Keep 'topic' as an enhancement only!; Areas to avoid in continuous provision; Writing; Mathematics and reading; Add in a bit of ambiguity; Common play behaviours
- Common play behaviours for effective continuous provision1. Identify common play behaviours; 2. Implicitly level each common play behaviour; 3. Customising for your cohort; Skill development; Pure and facilitative skills and experiences; Cognitive strategies; Role play; Facilitative skills and experiences; Cognitive strategies:; Implicit levelling of your skills and experiences; Emergent skill; Developing skill; Advanced skill; Labelling and dressing for interest; Dressing for interest; Using the children's images; The role of the adult; 4 Continuing the provision for learning
- The provision pyramidBasic provision; Continuous provision; Enhanced provision; Linked provision; What is the role of the adult in linked provision?; Adult-led provision; Example plan for continuous provision in Year One; Area of provision; Area of learning; Planned enhancements; 5 Planning for continuous provision; Planning for challenge in continuous provision; Engagement/attainment audit; Implicit and explicit challenge; Implicit challenge; Explicit challenge; Challenges linked to process not outcome; 6 An EYFS environment in Year One; Display; Getting children involved in display
- Think about genderPrint-rich or just full of print?; Display content; Learning wall; 7 Learning and teaching in Year One; Staggered entry to continuous provision; Using your continuous provision planning; Objective-led planning; Starter activities/provocations; How it can work with and without a starter activity; Timetabling; Timetable template; Overview; Self-registration; Linked provision; Adult role; All together interest session; Adult role; Dough gym/funky fingers time; Dough gym; Adult role; Funky fingers time; Adult role; Direct teach session 1; Adult role