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D2 How effective our routines and activities are in terms of helping your child develop their English. (Hur EFFEKTIV Våra Rutiner på När Det galler ATT hjälpa släkt lada ATT Utveckla synd engelska.)

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D2 How effective our routines and activities are in terms of helping your child develop their English. (Hur EFFEKTIV Våra Rutiner på När Det galler ATT hjälpa släkt lada ATT Utveckla synd engelska.)

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We ensure that all of our activities are carefully planned to help benefit all of out children individually, we have activities out around our classroom which help support literacy development as a whole for example, letters on the drawing table for children to be able to recognise and draw for themselves.
We have a regular reading time during the week and always encourage children to sit in the book corner in order to promote reading to them, as when they are reading books they can see words in the correct context.
We ensure that multi lingual books are available for your child to read, this way they can see the English version of the text alongside another language, this is helpful for children when learning English as they can clearly see similarities between the two languages and they are then able to use this to their advantage.
We have labels all around our rooms, right from objects to phrase cards so that children can clearly see the different items and routines regularly used within the setting as its written form, this is effective as children are likely to use these phrases and key words whilst in the setting and in their everyday lives. e.g. toilet, wash hands, snack.
Where ever possible we will add literacy aspects to any of our activities, for example we have play dough cutters in the shape of letters, we have little pebbles which have individual letters on them and letter magnets. We also have bean bags of different colours with the colour of the bean bags written on them in 4 different languages, this enables the children to.
We will ask our children questions as they are completing the activity as this will show us how much they are benefitting from certain activities, if this proves to have a positive effect of the children then we know that we can use this activity again and adapt it to suit different children and their abilities.
Routines within our setting are effective as we ensure that they benefit all of our children equally; we ensure that there are different aspects of English within each routine e.g. every day routines include English, hand washing promotes English through reading the words, even nappy changing routines and snack times will include English as practitioners will sing to the children whilst they are waiting.
Routines are very important within our setting for both practitioners and children as children will feel a sense of independence when they are aware of what is happening next  in the day and are able to change to this activity independently, for example outdoor play after group time; children are able to go and fetch their coats in order to go outside after group time has finished, children will feel very independent from doing this and may also feel as if they are helping the adults within the setting prepare for outdoor play, this will make children feel important within the setting too. By having routines within the setting also helps children with EAL as they may not understand what is being said to them when an activity throughout the day is changing but they will be able to associate things with the timetable they are aware of, having visual timetables to help children with EAL is a particularly good idea as if a child doesn't understand what you are saying to them they can look at what the time table says and follow instructions from there. Routines help benefit the setting and practitioners as it helps to clearly see where they are meeting the children's basic care needs such as snack times, lunch times, nappy changes, sleep times etc. and activities where they are meeting the different areas of development for the children.
Children with EAL benefit from routines and activities throughout the day at nursery as we have labels on everything they will have regular contact with every day, for example toilet, sink, hand dryer, book corner, dressing up. This will help them to widen their vocabulary and with other languages on means that they will be able to see what the english word looks like wrote down as well as understanding what the word says from reading it in their home language.

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M2/D1 Working with families :D (arbetar med familjer

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M2/D1 Working with families :D (arbetar med familjer

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It is very important working with our children's families in partnership; for example when you take your child's learning that step further to the comfort of your own home,your child is more likely to not hold back from any of their capabilities; by working as a partnership to support your child's English means that they will always be making improvements in their speech and language an advantage of children already speaking a different language at home means that they can apply the knowledge they already know about words to their English,  also by working together means that your child is always developing, as throughout the day at nursery we pick up on things such as what they are doing well on, how they are acting, how they are approaching new things and areas of improvement etc. we then offer this feedback to parents at the end of the day in order for them to elaborate on these things to better their child.
The reason we do this is because we like parents to take our advice further and offer their own feedback and opinions back to us, this way we can make improvements to our own practice in order to help your child the best way that we can.
Parents can praise children for their good work as well as us as this will give them the encouragement to keep it up.
There are many benefits to having good partnership between you parents and us staff, for example when we send work home for the child to complete we can rely you parents to give us the feedback which we give you, this way we will know which areas of their English your child is particularly struggling on and what they are good at. By parents helping their child at home with their work means that these tasks will be carried out properly and will be effective for the children when developing their English; according to Vygotskys theory when a child has the support and guidance of an adult they are able to achieve more than what they can if they carry out the task individually, as they are working in the zone of proximal development, this is why we ask you parents for all the support you can possibly give to your child.
There are many different ways that we can work in partnership with parents and all of these have different benefits to them,  for example; sending work sheets home for you to carry out with your child or for your child to do themselves, children will always be making progress in terms of their English development if they are getting all of the support they need at home and at nursery, your role as a parent is extremely important as your child will feel comfortable when completing an activity with you knowing that you are going to help them, and us practitioners are here to support you parents too, if you struggle with any part of your child's tasks at home do not hesitate to contact us. By having regular one to one chats (practitioner to parent) about your child's progress with their English we get to know each other and create that special parent and practitioner bond, if your child see's that their parents share a happy and relaxed relationship between the nursery, this will reassure them and will benefit them and their development as they will realise that nursery is a good place and everyone there is going to help them, this will prevent the child not trying new activities in English and as a result will have a positive outcome for your child.  plan next steps together and agree to aim to achieve it together e.g. what both of us can do in order to reach a goal, ,‘Good planning is the key to making children’s learning effective, exciting, varied and progressive’ (dorsetforyou.gov.uk, EYFS 2006:7).
On the other hand if a parent is not supportive of their child and doesn't show their child that they are interested in their work they will present to the child that work sent home isn't important and this could affect them in later school life, failure to complete homework in later school will have negative outcomes for your child and their development and they will think that bad behaviour such as not completing tasks set by school/nursery is acceptable and they will fall behind on development and other aspects of school in comparison to their peers.

https://www.dorsetforyou.gov.uk/media/pdf/m/b/Observation_assessment_and_planning_pre_school.pdf

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P7/M3 How us adults help! :) (Hur oss vuxna hjälp! :))

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P7/M3 How us adults help! :) (Hur oss vuxna hjälp! :))

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Within our setting our adults take every opportunity to develop your child, plans are made for everyday of the week so that there are always activities available for your child to complete in order to help them develop to their full potential.
Routines are made so that childrens needs are met regularly, this includes lessons in specific subjects as well as health needs such as snacks and dinners etc.
We ensure that there is atleast 1 hours lesson of english a day so that your child's english is always developing, along with atleast half an hour - an hours worth of phonics to help your child with their grammar.
By having regular English lessons daily ensures that there is no gap for any knowledge to be completely forgotten about and your child's English is always going to be elaborated on.
Our staff ensure that starter activities which provide challenges such as word searches will be provided to your child at the beginning of their English lessons as this helps them with their spellings and identifying letters in order to make a word.
Adults are always there for support is necessery but we encourage children to be independent as this way we can clearly see what they are capable of.
Having daily routines up on the board at the front of the class allows children to see the lessons they have during the day, this encourages childrens reading and concept of time e.g. 'Next / After that'.

Our routines can easily be adapted to suit children with additional languages for example, during our english lessons we could ask these children whats different about certain phrases in english to certain phrases in their first language, and encourage them to talk about their language, this way children who only have english as a first language will be gaining knowledge about other languages and cultures and bi-lingual children will have oppurtunity to talk about or talk in their other language, this is benefitting all of our children, and this is what we aim to do!
We have extra adult helpers who could do individual tasks with the bi-lingual children in order for them to develop in their first language more, we also send small tasks for your children as homework (which we also give on a regular basis) in order to boost their language development, these can easily be adapted to suit your child.

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Observations for children who have a second language are carried out exactly as they would for anything else, for example a practitioner will plan an activity for a child, carry this activity out with the child and then create a review of the activity and the outcomes.
Observations are important for any young person, in particular those who are learning a second language; having a second language, if taught correctly could really boost a child's development, where as if their language isn't very good or well taught this could hinder their development as grammar may be incorrect and vocabulary may not be increasing meaning the child hasn't progressed from the early production stage(stage 2) of the language acqusition, this could affect them when they speaking in their home language too which is why it is vital that we track our children's progress.
For example a practitioner could plan an activity for a child judged on their previous knowledge of this child's capabilities, as this means that the activity carried out will benefit them and also encourage their development. Creating a game like 'Pairs' where you have to match a picture with words would be a particularly good activity to carry out as child would have to recognise a word as its written form, understand what the word is to then match it with a picture. When carrying this out a practitioner should be there for support and encouragement but also see how independent the child is when completing the actitvity, a review of the activity should be made; including the outcome of it, how well the child did, how much support they needed and this will help to plan this childs next steps in their development.

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P5-Creating an environment to support your child's linguistic development  (Att skapa en miljö för att stödja ditt barns språkutveckling)

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P5-Creating an environment to support your child's linguistic development  (Att skapa en miljö för att stödja ditt barns språkutveckling)

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Ways in which a practitioner could support linguistic development is to create an environment which is language rich; this would include things such as labels around the room, in more than one language similar to the phrase cards explored in P3.

Posters and displays are created and translated into more than one language, practitioners make posters specific to different languages each month as this helps children explore new languages.

Routines such as hand washing are displayed across the wall behind the sinks, for example pictures of children lining up and then a phrase 'Line up' translated into another language, then this is repeated with pictures,phrases and translations of the different stages of washing hands, this is helping children learn new words and their meanings in diffferent languages.

As well as children visually seeing words they should also be able to hear them in order to teach them the correct pronunciation, ways in which children could hear new words is within the book corner as multi lingual books are availiable for children.These kinds of books are read during group times so that the whole group can benefit from it.

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P4- second language acquisition (andra tal- och språkutveckling)

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P4- second language acquisition (andra tal- och språkutveckling)

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For those of you who don't know what the second language acquisition is; it is the process of which a child leans a new language after they have already established their first language. There are five stages of the second language acquisition these are:

1 silent or receptive phase-This phase can either last several hours or several months depending on the child. During this stage children are often learning new words and how to pronounce them, they may talk to themselves but they are usually unable to understand what it is they are saying and tend to struggle with the fluency of their speech.
2 Early production- At this stage children are usually able to undestand 1000 words, a few of these they will be able to speak and form phrases with them, although children may sturggle with their grammar. (lasts approcimately 6 months).
3 speech emergence- By this stage vocabulary usually goes up to about 3000, children are now able to communicate by creating small phrases, sentences and questions, also at this stage children bgin to read and write in their second language.
4 intermediate fluency-vocabularly increases to around 6000 words and senteces usually become more complex, children also begin to think in their second laguage which increases their knowledge and skills for using their second language. (lasts for approximately 1 year)
5 continued language / advance fluency- It usually takes most children 2 years to reach this stage and during this stage it is vital that children hold discussions and have the opportunity to express themselves in their second language in order to maintain fluency in it.

http://education.cu-portland.edu/blog/news/five-stages-of-second-language-acquisition/

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We believe it is important that the children are educated on things such as religion, culture and understanding the world in general, we provide opurtinities to explore different cultures by getting the children involved with creating items for our displays; for example Diwali, where we made little diva lamps and drew round our hands to create rangoli patterns and read books which included henna designs in. For chinese new year we made little Chinese lanterns and dragons, we also tasted some tasty chinese food, which we all enjoyed.
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P3- Inclusive environments and partnership between practitioners and parents!    ( Inclusive miljöer och partnerskap mellan utövare och föräldrar!)

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P3- Inclusive environments and partnership between practitioners and parents!    ( Inclusive miljöer och partnerskap mellan utövare och föräldrar!)

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We are an extremely welcoming environment, we ensure that each child within our setting feels involved and welcome; we aim to be the best.

We feel it is important to get to know all of the children on a personal level and their capabilities, we make sure all of our children feel welcome in our setting and make their day at nursery exciting and fun-filled; as well as creating a positive relationship with the children we think it is important that you parents feel as if you can come to us with any queries or concerns, we are all friendly here and are more than happy to help you with any problems or questions you need answering.

We hope that you all feel welcome too! we have tried our best in every way possible to make your child feel welcome, we are also aware that we have children within the setting who are bi-lingual which is why we have particularly took time to encourage these children to get involved and translated important parts of these notices for those of you who will benefit more from this; like most of our displays, labels and notices around the building are also translated into other languages to help your child to gain knowledge of what other languages look like wrote down and what they actually mean.
We have been working on little phrase cards for your children so that they can begin to string sentences and mini phrases such as ' i need the toilet' or 'when is break time'. We will be sending little activities like these phrase games home with the children and ask that you help and encourage your child to complete these. Thank  you.

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P2 - Benefits of bilingualism (fördelarna med tvåspråkighet

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P2 - Benefits of bilingualism (fördelarna med tvåspråkighet

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There are many benefits of a child being bilingual as it is an opportunity to actively communicate with others aids their intellectual development and shows good understanding of other cultures. This means that a child who speaks a different language will feel accepted and feel just as important as everyone else within a classroom. If a child is bilingual, this would be an advantage as these languages are similar and share the same alphabet then words that they may know or learn could be useful when using them in another language.
Making children aware of other languages will give them the opportunity to be able to find relationships between the languages and compare this to their own. As children begin to see similarities between the two languages this will make it a lot easier for them to learn new words without them even thinking about it. It has been proven that children who speak more than one language are much better at this than children who only have one language.(Devarakonda (2013:80).

This will have a positive effect on a child’s development as they will constantly be finding new ways to use words they have found similarities in and translated for themselves.

If a child’s second language doesn’t share the same alphabet as their first language, this can make it difficult to translate words and learn new words quickly, therefore this would hinder their development of language in one particular language unless they are frequently being taught both languages, this could happen for example in an early years setting they may use English to talk to the children in and a child will then begin to recognise what words mean in English such as ‘lunch time, snack time, outside’ and then when they return home they may speak in a language which may be their parents first language. Children who speak multiple languages commonly learn another language at home or away from school, for example at home where one or both parents speak a different language. .(Devarakonda (2013).
There are many ways that teachers are able to encourage children with English as an additional language, for example we can encourage our children to use and make references to their first language, we can also organise our children into small groups with their peers who share the same first language, this way our children are able to learn from each other (Wrigley. T 2000:49)

Devarakona. C (2013) ‘Diversity & inclusion in early childhood, Sage publications, London.
Wrigley. T( 2000), ‘The power to learn’ Trenton books, Stoke on Trent

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As a treat for our children working extremely hard and as Christmas is coming, we have arranged a Christmas school disco. All children are welcome, they have a choice whether they want to dress up 'Christmassy' or whether they just want to come in their favourite outfits!  this will take place here at nursery on the: 20/12/16.

Hope to see you all there!

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As part of remembrance day, we encouraged the children to create a poppy out of jelly, we were successful in creating this and the children really enjoyed creating and eating it!!!
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Christmas dinner! YUM!   ( julmiddag yum!)

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Christmas dinner! YUM!   ( julmiddag yum!)

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As a nursery we will be having a sit down Christmas dinner all together for our last lunch before Santa comes! All we ask for is £3.00 per child who wishes to have some to help towards the funding of all the yummy food.

MERRY CHRISTMAS!!!

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As it is Remembrance day coming up, we have organised a trip to the local monument, to let the children gain an understanding of why this day is so important and also pay their respects by placing poppy reefs down which we have created at nursery.
This will take place on the 11/11/16 (Friday)

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Welcome to our nursery!    Välkommen till vår barnkammare!
This notice board has been designed and created to help you as a parent find out and gain an understanding about what your child does at nursery and keep you updated with things which are happening within the nursery.
To ensure that every single person feels welcome within our setting we have been creating a welcome poster in multiple languages, not only will this help everyone feel welcome but it will also give the children opportunity to explore new languages outside of their own. We understand that children have different family history and have family from different areas of the world; which is why we think that it is important to make children aware of these different places and cultures. It teaches children to understand the world and understand what makes each other different. It is also important that children's individual home language is valued and respected as this helps children to get involved with their peers and not feel isolated from the group; as a result of this a child's holistic development will be encouraged and they will develop to their full potential as we will use every opportunity possible to develop your child to the best of their ability.

It is important that children are made to feel valued as this helps boost their self-esteem and confidence. As practitioners we must value children's personal experiences and interests as it shows children that we are interested in what they have to say, it helps them show a sense of independence and become their own individual person, also by letting a child know and understand their own values will encourage participation in certain activities within a setting and give the children that extra bit of confidence to join in, encouraging their development in all areas. values influence a child's behaviour in many ways; for example it makes children behave in different ways based on the situation they are faced with and how they feel about this particular situation (Tassoni:2014) this may be the reason children act in certain ways. For example if a child isn't valued this could affect the academically at school or delay their development massively as the first few years of a child's life is the most important time for them to develop, therefore as practitioners we must value each and every child.

I have translated the main parts of these notices into Swedish, if you wish to know more about a specific notice feel free to contact me or ask me any questions, also if another language is required do not hesitate to ask.

Jag har översatt de viktigaste delarna av dessa meddelanden till svenska, om du vill veta mer om en specifik meddelande välkommen att kontakta mig eller fråga mig några frågor, även om ett annat språk krävs tveka inte att fråga.

Cgreen123@greensdaynursery.co.uk
01445 227654
Tassoni.P(2014) Childrens play learning and development Essex,pearson.

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A day for your child to bring in something which is particularly special to them and tell the rest of the class why or tell something to the class which they are particularly proud of or about a holiday.
Every Friday!

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Parents evenings will be available to all parents who  wish to attend. During this we will discuss about your child's progress and development and any questions or concerns you have will be answered.
Parents evening will be held on 17/11/16 (Thursday). Please discuss this further with your child's key worker and book an appointment.