Discovery through textiles, textures and tactile experiences.

A conscious effort is being made to provide provocations for my young learners. The intention is to promote learning through child- led play. Open-ended activities are on offer each day and I have put together a collection materials that will enhance children's play. Many of them I have collected on travels to other parts of the world. I knew one day I would draw on them!

As an early years teacher, I play an essential role in children’s development and I know I can make a lasting, positive impact on children’s well-being and development, opening young children’s minds to new concepts and ideas on a daily basis.

Everything that I provide is 'real-life', realistic and 'home from home'. Whilst doing the family shop at the supermarket today with my very patient hubby in tow, I added some onions, parsnips, potatoes, lemons, limes, courgettes, carrots and pasta to the shopping trolley. 

I know the children will enjoy smelling, tasting, touching and holding the 'real' produce. '

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Today I have been sewing edges of materials and fabrics. I have been searching for natural resources to add to the role play area.  I scanned charity shops for cheap resources that I know will appeal to young children.

Materials and textures presented to children with animals, dinosaurs, blocks, bricks and small world should encourage children to choose where they want their play to go without much adult intervention. At this point, I observe the learners and plan for their 'next steps' to ensure that there is progression in their development, skills and learning.

Dress up play isn't just fun for preschoolers, it's an important activity that offers them a chance to use their imaginations, build vocabulary skills and gain confidence

I bought some dowel sticks and wooden curtain rings. The children can easily hang fabrics after use. Providing any easy way to let children take responsibility for tidying up after play is part of giving them opportunities to be independent. 

Role-play can take many different forms and serve as many purposes. As well as feeding the imagination and encouraging empathy, it is a powerful way of developing social skills.

Imaginative play is more than children having fun. It has a crucial part to play in their intellectual and social development. The ability to make one thing stand for another, to picture things that are not there, are critical features in the growth of both thought and language.

Role play is an effective learning tool as it encourages children to become active participants in their learning. They can move about, put themselves in someone else’s shoes, perhaps wear a costume and use props, communicate and make decisions in character, which will allow them to take risks and explore different areas.

Animal prints and textured materials make tactile objects life-like and fun. 

Role play is a type of pretend play where children get into character and act out a role or real life context. Role play is an active, social activity where children can get into character and use role play to reflect on and develop their knowledge of a topic. 

Whist role play is a fun, and a ‘playful’ activity, it is also a key component of learning. 

Alongside supporting brain development, cognitive skills and physical development, I aim to provide resources, activities and support for children’s holistic development. 

Key benefits of role playing 

• Develops communication and language skills
• Allows children to act out and make sense of real-life situations
• Allows children to explore, investigate and experiment
• Develops social skills as children collaborate with others
• Children learn to empathise with others – taking part in a role play activity would usually mean that you are taking on the role of character which will teach children about the empathy and understanding of different perspectives.
• Helps children learn about different cultures
• Encourages children to express their ideas and feelings in a relaxed environment
• Develops children's awareness of themselves and others
• Gets children learning more as learning is disguised as play
• Sparks creativity and imagination

DINOSAURS...........

Children are fascinated by dinosaurs. Not a day goes by when some dinosaur doesn't make an appearance during play either indoors or outdoors.

Providing imaginative and creative stimuli will leave room for creative gaps for the children’s responses.

 Next - I will share what I am doing in the outdoor environment and how adaptions are being made using recycled materials and resources. 

Recycling project to explore and investigate USING pumpkins, spiders, bats and super heroes in the Autumn term

My project- 

Recycling and reusing

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1. I found a large 'reel' at the local 'tip'....

(expressive arts)

                    

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I covered the reel with fabric from my collection at home

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5.And....added interesting Japanese print 

6.The finished product- A 'new' table for children to play from, add resources to ..at child's height.

7.Children add resources and engage in imaginative play

Links to the EYFS - EYFS http://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf-

Expressive arts

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Pumpkins and the colour O R A N G E

Pumpkins were every where for a few weeks. The children enjoyed tactile activities where they were either scooping out the insides and pumpkin seeds and flesh etc and using it to 'cook' in the mud kitchen, or drawing funny faces on them. 
Links to the EYFS - EYFS http://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf-
Understanding the world

Bats

The children were interested and fascinated by bats that we read about in our fiction books.

'Why do bats hang upside down?' 

'What do bats eat?'

'Are bats blind?'

Spiders came to visit us. We wrote a story board about a spider that 'came along' and fascinated the children while they were engaging in exciting activities. Some children made their own spiders out of clay and pipe cleaners whilst others painted spiders with different colour paints.


S.t.r.e.t.c.h.i.n.g imaginations with literacy and listening..


We read 'room on a broom' and added brooms, rubber bats and small spiders to our area that had a cauldron, small brooms and a black pointy hat. Gentle play involving lots of cooking of 'potions' and pretending to fly on a broom with a dog, a bird and a frog. 

Links to the EYFS - EYFS http://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf-
PSED- making relationships 30-50 months

•Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children. 

• Initiates play, offering cues to peers to join them. 

•Keeps play going by responding to what others are saying or doing

Fine motor skills practiced while we do threading.

I made some threading cards using a superhero theme, representing both male and female genders. The children enjoy threading the laces to make patterns. It takes a lot of concentration to complete the threading, and it teaches children fine motor skills such as gripping the thread with small fingers and guiding the end through a small hole to pick it up and pull through. Many children feel a sense of achievement once they complete the threading as it is something most can do, even if they only thread through one or two holes, it is an open-ended activity because they can start and end when they like.

Links to the EYFS - EYFS http://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf-
PSED- making relationships 30-50 months

•Can play in a group, extending and elaborating play