Offering an approach that is tried, tested and proven to work, this book supports practitioners in planning and resourcing a series of topics based around popular themes and interests in the early years. Each topic is open-ended and introduced in the form of a problem that the children have to solve and can be led by their knowledge, thoughts and ideas.
Using Characters and Themes to Inspire Early Learning aims to nurture children's natural curiosity and imagination, encouraging them to become the facilitators who are empowered to solve problems, explore solutions and take ownership of their learning.
There are links throughout to the seven areas of learning in the EYFS and practical guidance on how to document the children's learning. Features include:
An exciting range of characters, themes and objects to inspire children.
Photocopiable pages and online resources to use in the classroom.
Session breakdowns to set the scene and make planning easy.
Creative ideas and activities to prompt children's thinking and develop discussions.
Packed with ideas for extending learning and practical resources that can be printed out for use in the classroom, this book is essential reading for all students and practitioners who want to provide inspiring learning opportunities for the children in their care.
This is the storyline that runs throughout the project. As the children will lead some of the learning through their thoughts and ideas, feel free to change or adapt the storyline if necessary.
Session 1
Setting the scene using mystery objects. The children use their prior knowledge to investigate who these items might belong to. A letter arrives explaining Sammy needs to be diverted but has become lost. Can the children help him get back home?
Session 2
A mock news report is shown discussing the devastation caused by the flooding. Children must help to repair the tracks from flood damage so that the Axel Cup races can go ahead.
Session 3
A poster advertising the races appears in the classroom, but it states that the event has had to be cancelled despite the childrenâs best efforts. The children decide upon a new venue and plan and organise the races to be held there.
Session 4
Race-day! Children set up for the races and hold their own Axel Cup championships to find a winner.
Session 1: Starting Points
The spark!
A set of mysterious objects appear on the carpet. The children then discuss who they might belong to and why they are there. We used items shown in the photograph plus a selection of resources from Appendix 1.1.
â This is a good opportunity to introduce talk partners. Can the children listen to others and take turns sharing ideas?
â Encourage the children to think of reasons for their responses. This encourages critical thinking and reasoning skills to be developed.
Figure 1.1 An example of artefacts you might like to use.
What next?
After this initial discussion, it is now time to add in more detail to prompt the childrenâs thinking. Share the letter from Appendix 1.2. The letter could be discovered hidden among the items you have found or brought into the classroom as a special delivery to add in a little more drama! This is a vital part of the project, so ensure that you share the letter slowly and clearly, ensuring that you give the children time to respond to the news they have received.
Create awe and wonder!
It is important that you immerse yourself in the role of facilitator to make this as realistic as possible for the children. The more enthusiastic you are, the more enthusiastic the children will become.
And then âŠ
Create a list with the children. Record their ideas about what they already know about cars.
Remember
Here, the children become the experts and often know more than you can ever imagine! Even the quietest children feel motivated and confident to share their knowledge if it is on a subject they feel passionate about.
Planning with the children
Develop the discussion into planning ways that they can help to solve the dilemma. If your children are new to this process, you may need to prompt ideas, but they will soon grasp the idea and lead their own learning. As you do more of this, their ideas will become more extensive and imaginative.
Below is a mind map of some possible activities that could be provided on day 1 of the topic.
Session 2: The Flood
The spark!
The childrenâs curiosity and interest should now be ignited as today a message/video arrives in class (see script in Appendix 1.3). We have previously used this in the form of a mock news report, but you may like to use a letter, email or audio recording.
â Planning for child-initiated learning can be daunting and requires some elements of freedom. You may not cover every area of learning every day, but across the topic all areas will be covered.
How can we Help?
Physical development
Large-scale obstacle course to negotiate. Can the children find their way across to get to Sammy?
Make bikes, trikes, etc. available for the children to explore.
Literacy
Write messages to Sammy.
Label maps and designs.
Make list of what the children need to help Sammy.
Expressive Arts and Design
Create a garage or car wash in your role-play area for the children to explore.
Design and create their own models to get rid of the water (e.g. a giant vacuum to suck up all the floodwater).
Figure 1.2 The children may want to set up their own raceways in the outdoor area.
Figure 1.3 Here is a supercar designed to travel through the flood to get Sammy safely to the raceways.
Understanding the world
Make maps to show Sammy the way home â add on points of interest.
Find out more about flooding and how the children could prevent it happening at Golden Park raceway again.
Use programmable toys to follow a journey around Golden Park.
Create their own news reports using video cameras, microphones, etc.
Investigate floating and sinking and how the children can get the across the flood safely.
Investigate waterproof materials to keep Sammy dry.
Session 3: The Axel Cup
The spark!
Share the poster from Appendix 1.4. Although Sammy has arrived at Golden Park, the ra...
