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Really interesting to see how a ‘plan-do-review’ approach feeds into development of self-regulation.

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General point on ‘the range of aporoaches’

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General point on ‘the range of aporoaches’

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As a general point, I think it’s interesting to note the document refers to ‘the range’ of opportunities available for children. This includes the planning of multiple ways the child can access learning, depending on interests, learning styles, preferred activity etc., giving opportunity to all. For example language is modelled, introduced, repeated in all areas of the classroom.

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Important to make time to get together as colleagues to discuss interventions so that these children can continued to be supported throughout their time in provision too. I know we aim to tailor provision but if we are aware of anything they are still finding more difficult during their intervention sessions then connections can be made between interventions and everyday activities so they are being continually supported.

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I think the figure on page 10 is interesting. When we discuss new language or words with children and display them or talk about them we need ensure they are working towards having good word recognition and good comprehension.

From the science lead meeting I attended yesterday and previous assignments I have completed regarding cognitive overload etc we might need to look at how many words we want to introduce to children over a certain timeframe and also ensuring we recap over them regularly to ensure better understanding of the new language. I know this is going off the research we are currently looking at but something to be mindful of. I have lots of information regarding cognitive load if anyone is interested in me digging that out!

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Parental Engagement - questions to ask ourselves

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Thinking Skills in the Early Years - a literature review

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Thinking Skills in the Early Years - a literature review

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When teaching thinking skills in the early years, practitioners should consider the extent to which:
• their questions can focus specifically on stimulating children’s thinking (see Table 1) • they can create timetabled opportunities for ‘thinking times’, which signal to the children that a non-ordinary (and possibly counterfactual) kind of thinking is being encouraged
• more opportunities can be created in the classroom for structured dialogue • children can be invited to construct written opinions and arguments
• ‘story-time’ can become an opportunity to develop children’s thinking
• traditional sorting and sequencing tasks can be an opportunity to verbalise thinking • play equipment can present children with possibilities for developing their imagination
• children can be given opportunities for solitary as well as social play
• children can be asked to evaluate their work critically
• additional adults in the classroom can be used to develop children’s thinking
• creative activities can encourage creative ‘possibility thinking’ as well as creative skills

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The findings!

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Common theme- importance of shared reading and storytelling

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Common theme- importance of shared reading and storytelling

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Something that is often taken for granted but so worthwhile, this document mentions it several times as being such an important way of extending children's vocabulary and supporting them with their spoken language

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This document on the EYFS Toolkit highlights the important impact that parental involvement can have when developing Literacy Skills. It has +4 months! Something that we always need to consider, planning workshops, engaging with Tapestry etc.

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Parental engagement in early years education is consistently associated with children's subsequent academic success. On average, parental engagement programmes evaluated to date have led to a positive impact of five additional months' progress over the course of a year. However, there is some variation in effectiveness between approaches, suggesting that careful thought is needed when developing and introducing parental engagement approaches, and that ongoing monitoring and evaluation is essential.

Approaches that aim to increase general parental engagement, for example by encouraging parents to read with their children can have a moderate positive impact for all children. Studies highlight the benefits of reading to children before they are able to read, and then of reading with children as soon as they are able to read. A number of studies have identified the positive impact of encouraging parents to talk with their children.

Approaches that focus on developing parents' own skills, for example by providing structured training, can have a moderate positive impact on learning. In general, more intensive approaches, which target particular families or outcomes, are associated with higher learning gains.

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Actively involving parents in supporting their children's learning and development.

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At 3-5yrs warning signs that children's oral language development is not typical:

*No questions or full sentences (e.g. I don’t want that, my truck is broken) by 36 mths.

Unable to tell a simple story by 4–5 yrs.

[Early Language Development: Needs, provision and intervention for preschool children from socio-economically disadvantage backgrounds Law, Charlton, Dockrell, Gascoigne, McKean and Theakston 25.10.17]

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Although language acquisition is a very robust process there is evidence that the rate at which children develop language is sensitive to the amount of input they receive from the adults around them. The quality of input that children receive is likely to be more important than the quantity

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High quality interactions. This is so important for us to look at and make sure we doing this the best we can. Sometimes this can be hard in our busy environments but really tuning in and spending quality time engaging with children to extend their thinking and promote language is so important.

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I think it is important to consider if parents understand how to support their child at home. Some of the shared reading tips may seem obvious to us but unless you have completed training in this then it may not come as easily.
I especially think linking reading to the real world is particularly interesting and something we may not always delve into enough. However when you think about how this would aid understanding it is very important.

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"the most important thing a school can do for its pupils - and for society - is to teach them to read and write well. But to achieve this, we have to get in early and make sure that all young children get a good grounding in literacy." Chief Exec EEF

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We need to ensure that we prioritise high quality interactions with children to enable the development of Communication and Language. We need to understand what high quality interactions are and then ensure that there is careful planning of activities to allow them to take place.