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Post by vik3000 on Oct 29, 2007 14:31:39 GMT
anyone else doing this??? I am about half way through but am getting stuck Standard 5 Level 2 - childrens learning - activities to put (as you are not supposed to duplicate answers previously given). I think I am thinking to hard about it all and perhaps missing the obvious..
5.25 SPICE Example of activities provided related to this aspect
Level 3 5.35 - under 3's 5.37 DLO's 5.43 ELG these two bits are "doing my nut in" so to speak.
Would appreciate any help and advice!!
Thanks
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Post by sarahnev707 on Oct 29, 2007 15:13:51 GMT
Here are my 5.25 answers - hope they help! If you want any more bits PM me!! Sarahx 5.25 1. Children help to prepare snack, talking about the properties of the healthy foods they are about to eat, share the food they have prepared and communicate with each other both during the activity and when they are sitting at the table together 2. Children are taken to group activities where they can interact with other children of varying ages and abilities. They can play with the toys and learn to share, while being encouraged to communicate at snack time and when sitting doing singing and other organised activities 1. Children visit the local park and climb, jump, run and slide, developing their bodies and their gross and fine motor skills in a variety of ways 2. We very often dance to songs we sing or play on the cd player. I have an eclectic range of music from opera to jazz, with rock, pop and nursery rhyme cds and we will often arrange an impromptu disco, dim the lights and bop in the living room. When they get older children use the dance mat to continue their love of music and movement 1. Children enjoy their daily book reading session with me - it is in my daily routine and one aspect they quickly come to expect and ask for. We sit on the sofa and children take it in turns to bring a range of books from their shelf to me. I read to them and help them to repeat phrases so they learn to anticipate the stories and meaning and gain more enjoyment 2. Children are regularly encouraged to make marks and ascribe meaning to them in the form of shopping lists, letters or cards, notes to parents, signing their names on their drawings etc 1. Children are talked to and listened to and I always wait for their reply as this gives them confidence to try out new words and phrases in a patient environment. It also encourages and teaches them how to wait for others to answer and how to have a conversation 2. As I play with children, I ask open ended questions to encourage them to think about their answers and give considered replies, which I have found is effective for getting even the shyest person to answer and be confident in speaking to me 1. Children put a mood face on the day/date board every day, to show how they are feeling. There are a range of faces to choose from and they are encouraged to think carefully about which face they really feel like on any given day. We can revisit this activity if moods change 2 Older children are encouraged to draw faces on an A4 template showing their mood and feelings. To start with, I ask children what makes them happy / sad etc and draw the corresponding face, then build this up so they have knowledge of a number of different expressions
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Post by miffy on Oct 29, 2007 21:32:56 GMT
I'm not doing this (sorry Vik no help there) but I enjoyed reading your answers Sarah!!!!
Thanks Miffy
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Post by vik3000 on Oct 30, 2007 9:28:22 GMT
Thanks Sarah - that is really helpful and its helped me look past the questions and realise what we actually do. I was thinking about it too hard!
xxx
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