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Effectiveness of routines and activities - Wirksamkeit von Routinen und Aktivitäten   D2                                         

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Effectiveness of routines and activities - Wirksamkeit von Routinen und Aktivitäten   D2                                         

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Following on from the box on the right hand side, we need routines and activities during the day in order to promote the English learning development of the children.
The positive impacts of routines and activities are; having routines and activities as a part of everyday school life is helping the children gain a structure to their day, it also helps the children to have a feeling of importance and being a part of what is going on during the day. This helps the children to gain the feeling of independence and valued, the children may also feel as ease when they are aware of what is happening because for some children a change in their routine can become too much for them and they break down. Not only does having a routine help the practitioner to have a certain time to sort, snacks and meal times as well as nappy changing, toileting and sleep but also it helps the practitioner to know that they are developing and promoting the children development and learning in the best possible way. They look at the children's observations and milestones as too where they are at now and where they need to be because this can be included into the routine such as a maths activity which will be aimed at supporting the children in what they already know as giving them a challenge. It will also help having a routine because  you are able to focus on an individual child or group of children that may need additional support. The benefits above are all benefits which will help the children with EAL to have a sense of individuality but also feeling of being respected because they are still a part of the process during the day. This is very important especially when looking at the British values because it states that setting should " Enable students to devlop their self-knowledge, self-esteem and self-confidence" and "Encourage respect for others". (doing SMSC, 2015). Therefore when we are giving children with EAL routine cards this is helping them to understand and be involved. Therefore routine cards are benefical to the children.
All activites and routines can involve and play a part in the process of langugae acquisition because for example, they may be playing in the role play corner which is construction, so as a setting we would create labels to show the words of objects so the children can visually see the word. This is also why when the children pass a member off staff an object we will say what it is so that the children can hear the word being said. It is also important for children who have English as an additional langugae to see their own laguage of the word wrote down. This benefits the children who learn best through visuals. It is the same idea of having their picture as well as their name wrote down on their trays and pegs, this helps the children with a sense of identity but to also see their name, this helps the younger children when they begin to write and recognise their own name.
Obviously all routines and activities will need to be adapted to support the individual child in a necessary and appropriate way. For example they will need to suit the age, stage, ability and language of the individual child whilst suiting and supporting the needs of the group.
http://www.doingsmsc.org.uk/british-values/

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Partnership with families - Partnerschaft mit Familien                    D1

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Partnership with families - Partnerschaft mit Familien                    D1

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Following on from what has been stated on the left during P3/M2.
The partnership with families has a positive effect on the children's learning and development because the parent's and carers of that child know the child best and they can help us practitioners to get to know the children and get the most out of them in the best way. The parent's know what the child's likes and dislikes are, what they are interested in, what calms them down, what gets them to sleep etc etc. This means that we need this information to come from the parent's/carers for us to promote and develop the children's learning and development. Also if we are encouraging the parent's and carers to help at home, complete various activities at home this will also encourage the children to do the work and promote their learning to the best of their ability.
However if the families aren't willing to contribute and help with their children's learning this can affect their learning and development in a negative way. This is because the parent/carers are the people who the children trust the most as well as the people that children tend to copy, therefore if a parent/carer portrays a negative view of 'homework' or any type of learning then the children will adapt this attitude also. They will imitate and copy this which isn't good for the children's learning and development.
The children will excel in there learning when having support from all adults they are surrounded by.

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We made different coloured jelly into a poppy for rememberence day. To remeber the fallen hero's!

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Routines and Activities for children aged 4-8 years - Routinen und Aktivitäten für Kinder im Alter von 4-8 Jahre            P7/M3

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Routines and Activities for children aged 4-8 years - Routinen und Aktivitäten für Kinder im Alter von 4-8 Jahre            P7/M3

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Before registration in a morning all the children work together to complete our routine board this includes the sequence of what will happen throughout the morning, including registration, our time, phonics, assembly, snack time, choosing time then lunch. This is so all the children know what is going to happen next and what to expect in the morning. This routine board will help the children aged 4-8 to start to hear, recognise and remember the English words as this is done evrey morning. This promotes the child's cognitive and langauge development by remembering the words and eventually using the words. Depedning on the age and stage of the child they will be given an activity to complete to promote their learning and development. For example they will begin to learn how to say, sound and write letters during phonics which will be the first steps. As a child progresses through them months they will begin to learn basic words, when they know basic words we will encourage them to use these words to try and form sentences by reinforcing their langauge for example, when they say "pencil please" we would say "can i have a pencil please" or "you can have a pencil" this allows them to hear it used in a sentence and encourages them to talk in sentences. As the child develops even more then they will be encouraged to know more words until they become a fluent speaker, with encouargement from home and homewrk tasks such as learn new words each week and matching words up to the picture so they know what they mean.
Second language development stages help us to know where the children are in terms of the stages and what we can do to help it also shows us what to expect and what comes next.The chart seen above gives us an age which fits to a stage of second language development this is a rough guidence to see where the child should be compared to where they are and where they need to be. This allows us to see what we can do at school as well as what you can do at home to support the child. The stages of development help us to uderstand how the child progresses and what needs to be put into place to support and encourage and promote their development.

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To bring in a picture of you and your family.

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This weeks newsletter will be given out on Friday, there are a few things which I have asked for the children to collect at home and bring in on Monday.
Please see Newsletter

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Observation plays a part - Beobachtungen eine Rolle spielen                                                                                            P6

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Observation plays a part - Beobachtungen eine Rolle spielen                                                                                            P6

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Observations are a huge part of children's learning and development, it allows us to track their progress through their milestones which are found on the EYFS (Early Years Foundation Stage). This is our current curriculum which we use in the setting, this helps us to create the children's portfolio for when they leave us. It also helps us too see where your child may need help or assistance outside of our knowledge.
Using observations for children who have another home language will help us understand what the child may need assistance with because every child is different and they are all at different stages of development therefore what works for one child may not work for another. The child will need an EILP (Educational Individual Learning Plan) this will be the first steps and next steps of the child however the informtion for this will come from home. When observing a child we will pick up on the English langauge they already no as well as how much they use it, we may also pick up on if they are socialising what they can say to other children and what they may struggle to say in order to communicate. We may write down all the vocab they can use and my need to use. This way we know what us practitioners can do to help and what activities or help can be put into place for your chld so that they become more confident and are able to socialise. If the child is more advaced and knows basic wors but struggles to put them into sentences then this would be your next step.

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Bilingualism - Zweisprachigkeit                                                                                                                        P2

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Bilingualism - Zweisprachigkeit                                                                                                                        P2

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Bilingualism means "fluent in or use of two languages" (Oxford Dictionary 2016). There are many benefits of children being bilingual both for the child who is bilingual and for the others around them. The child who is Bilingual has benefits such as it helps promote and enhance their cognitive development as well as social development as they integrate with others. The cognitive development is said to be affected because " Bilinguals seem to think more freely, more elaborately and more creatively" (Waltham Forest Bilingual group, 2015). There are communication advantages such as being able to communicate widely, with extended family members, parent's who have different preferred languages and an international view/perspective. They also develop cultural development by being able to accept and understand two different views and aspects on the world. This is very important in the British Values and will help them later in life so they begin to accept all different cultures, this is a very valuable skill to have. They will also gain a sense of identity and self-esteem in who they are as a person, this is important for young children that they feel accepted and valued and welcomed in society.
It also affects the oterchildren around them because enbrace what is happening around them and when converstion begins to talk about home and communities they may learn a lot from the bilingual child. We also support
http://www.wfbilingual.org.uk/guide-for-parents/advantages-of-bilingualism.html

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Second Language development - Zweite Sprachentwicklung        P4

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Second Language development - Zweite Sprachentwicklung        P4

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The picture below shows 5 stages that children with a second language goes through. The first stage is the most basic stage where the child is using basic skills such as pointing and nodding to communicate. Therefore it is the practitioners role to enhance what they are doing by asking them to do things and promoting their development. As the child progresses they will move further along the stages of development. For example as the child begins to use language to communicate around 1-3 years the practitioners must ask questions to make the children elaborate on what they are saying or doing to promote their learning. Then again they will progress further along; as you can see at the age of  5-7 years they will have eached advanced fluency which the child will make little if non gramatical errors and be a fluent talker.
However it is important to know that all children are indiviuals and develop differently therefore the ages given below are exact ages they are a rough guidance. Please feel free to talk to me within school to find out what we are doing in class as well as what you could do at home for those who have children learning a new language or hae a friend who speaks other languages.
Das Bild unten zeigt 5 Etappen, die Kinder mit einer zweiten Sprache durchlaufen.
http://www.ascd.org/publications/books/108052/chapters/The-Stages-of-Second-Language-Acquisition.aspx

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Environment supporting linguistic diversity - Umwelt für sprachliche Vielfalt                    P5 

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Environment supporting linguistic diversity - Umwelt für sprachliche Vielfalt                    P5 

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Linguistic Diversity is where our setting is open and welcomes children who speak a range of languages. There is a range of resources to use when supporting children with English as a second language for example, duel language books, these offer children who speak another language have access to books in their own language. As the children get older they will be able to see words in their own language and in English. Also in the setting we are going to create a wall display which will have a picture of each child with their family (please see newsletter). This is so that all children in the setting can see that all families are different including size, race, disabilities and members in the family. This allows our children to gain an understanding of the world. We will also study through out the year different religions, different cultures and different ways of celebrating, as well as having a language of the month display. This also also children to gain a greater understanding but it also make each child feel important by talking about themselves for example a wedding they have been to and what its like. Through out the year our role play area will be changed into various things, such as a church for a wedding, there will be a range if objects with their name in English and a range of other languages, there will also be clothing to suit that religion. This is helpful for the children to see that everyone is equal and we use the same toys/objects but they just have different names, which is the basic understanding and learning for the children. All of the posters around our home are in English and other languages, please if I have missed a language which would be helpful to you let me no and I will translate it for you.

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Partnership between practitioners and parents - Partnerschaft zwischen Praktizierenden und Eltern                                                                             P3/M2

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Partnership between practitioners and parents - Partnerschaft zwischen Praktizierenden und Eltern                                                                             P3/M2

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It is important for the practitioners and the setting to include parents/carers in providing an iclusive environment for the children. We ensre we working closely with each family as this is every important to find out about each individual child on a personal basis. This will help us to ensure that the correct provision is given, for example dietary needs, allergies or medical conditions. It also helps us when looking at language because there are many dfferent dialets of the same langage terefore the people at home can help us with this.
The picture below shows a variety of flash cards which the setting has made, they contain basic words or daily sctivities, it gives you a picture and the english word however we will ask the parent/carer to help us by filling in the home language on the bottom. through the children's experience in the setting as their develop develops so will the activity so they learn to say the words in English whilst still reinforcing their home language.  This way everyone is involved and we work together to get the most and best out of the children.
There are various ways in which practitioners can work with you  parents/carers and your families. Each child is different and varies from the rest therefore it is important for us to know our key children and their families in order to create a bond with them, this helps us to promote their development. However it is also important for you to work with us too. This could be by encouraging the children at home, finding out what we are doing weekly and try and implement this at home or helping us with translations and learning them. For example if you have a different language which is spoken at home then you could help me to translate common basic words from English to your used language therefore we can work together to help your child to learn basic English words. This can be supported at home and school, therefore it becomes very effective on promoting your child's learning and development. Another way which may benefit the child is that we learn the basic words in your home language and if you don't already know the basic words in English you try to learn them. This will benefit the child if the are being surrounded and reminded of the words, their cognitive and language development will be promoted by learning the new words and listening or hearing them used. If we all work together then your children will be able to communicate freely with everyone in class, this will promote all the children's self-esteem and social development by interacting with others. This has an effect on their emotional development, by interacting with other children.
Die Abbildung unten zeigt eine Vielzahl der grellen Karten, die die Einstellung gebildet hat, sie enthalten grundlegende Wörter oder tägliche sctivities, es gibt Ihnen ein Bild und das englische Wort aber wir bitten das Elternteil / Pflegeperson, uns zu helfen, indem wir die Hauptsprache an füllen Der Unterseite.

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Dieses Brett enthält alle wichtigen Informationen, die für die Eltern notwendig sind, um zu wissen oder bewusst gemacht zu werden.

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The links below are all resources to be used for children to create at home to remember those who have fought.
Die folgenden Links sind alle Ressourcen für Kinder zu schaffen, um zu Hause, um diejenigen, die gekämpft haben.
http://www.twinkl.co.uk/resource/ca2-ss-1-remembrance-day-flowers-colouring-pages
http://www.twinkl.co.uk/resource/t2-t-796-simple-3d-remembrance-day-poppy-activity-paper-craft
http://www.twinkl.co.uk/resource/t-t-24854-new-3d-remembrance-day-wreath

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This wheel is for all children to fill out so that we can make and allow all the children within the setting to be a part of all decisions made and feel welcome and secure in our setting. This is part of our british values to ensure that children are made to be a part of decisions made within the setting and having their own voice/opinions.
Dieses Rad ist für alle Kinder zu füllen, so dass wir machen können und ermöglichen, dass alle Kinder in der Umgebung ein Teil aller Entscheidungen und fühlen sich willkommen und sicher in unserem Rahmen. Dieses ist ein Teil unserer britischen Werte, zum zu garantieren, daß Kinder gebildet werden, ein Teil der Entscheidungen zu sein, die innerhalb der Einstellung gebildet werden und ihre eigene Stimme / Meinungen haben.

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Welcome - willkommen                                                            P1/M1

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Welcome - willkommen                                                            P1/M1

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This is a poster which was made to welcome all children from different countries in our setting. This is very important that everyone is welcome and feels welcome when they come into our setting. We have this long chain of flags going around our classroom because we have many children who speak different languages or who have family from else where in the world.
This is a part of inclusive provision therefore if a child isn't valued in the setting they may become withdrawn because they feel not wanted or different from the rest. If they become withdrawn this has an holistic effect on their development, which for children of a young age isn't good. When children don't have the confidence to talk about themselves, or own home and communities it makes them feel not accepted and frustrated that they aren't viewed in an equall way.
As we want the best for the children and we want to promote their learning and development, feeling valued is important. As we are all working together we must ensure that the other children are aware of this and that they also value and respect their friends. It isn't important that everyone else in the class accepts that child, which is way in class during 'our time' we encouraged all children to tell us sometimes about home and what they think in different situations so they have their own voice and can talk openly. This promotes all areas of development especially self-confidence and self-value/worth. In a positive aspect when the children have self-confidence they able to talk and promote/develop their language which then makes it easier for them to socialize by using their voice. socialising allows children to join in with others improving their physical and intellectual development. Therefore you can see the knock on effect it has for children to be respected and valued for who they are.
The feeling of being valued links to the EYFS as it states that at 30-50 months the child should feel confident to talk to other children when playing, and will communicate freely about own home and community (EYFS 2014:11).
Dieses ist ein Plakat, das gemacht wurde, um alle Kinder aus verschiedenen Ländern in unserem Rahmen zu begrüßen.

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This board will contain all the important information, that is necessary for parent's to know or be made aware off. I have translated some of the main sentences into German however if you need any other translations, braille or text enlarging please contact me.
Email - SNewton@nursery.com  or contact the school phone: 01773 111000