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    Planning for Learning through Toys
    Planning for Learning through Toys
    Planning for Learning through Toys
    Ebook78 pages37 minutes

    Planning for Learning through Toys

    By Penny Coltman, Rachel Sparks Linfield and Lesley Hendy

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    About this ebook

    Plan for six weeks of learning covering all six areas of learning and development of the EYFS through the topic of toys. The Planning for Learning series is a series of topic books written around the Early Years Foundation Stage designed to make planning easy. This book takes you through six weeks of activities on the theme of toys. Each activity is linked to a specific Early Learning Goal, and the book contains a skills overview so that practitioners can keep track of which areas of learning and development they are promoting. The weekly themes in this book include: favourite toys, construction toys, moving toys, puppets and special toys.
    LanguageEnglish
    PublisherMark Allen Group
    Release dateNov 14, 2012
    ISBN9781909101821
    Planning for Learning through Toys

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      Book preview

      Planning for Learning through Toys - Penny Coltman

      Making Plans

      Why plan?

      The purpose of planning is to make sure that all children enjoy a broad and balanced curriculum. All planning should be useful. Plans are working documents which you spend time preparing, but which should later repay your efforts. Try to be concise. This will help you in finding information quickly when you need it.

      Long-term plans

      Preparing a long-term plan, which maps out the curriculum during a year or even two, will help you to ensure that you are providing a variety of activities and are meeting the statutory requirements of the Statutory Framework for the Early Years Foundation Stage (2007). Your long-term plan need not be detailed. Divide the time period over which you are planning into fairly equal sections, such as half terms. Choose a topic for each section as young children benefit from making links between the new ideas they encounter. As you select each topic, think about the time of year in which you plan to do it. A topic about minibeasts will not be very successful in November!

      Although each topic will address all the learning areas, some could focus on a specific area. For example, a topic on Spring would lend itself well to activities relating to knowledge and understanding of the living world. Another topic might particularly encourage the appreciation of stories. Try to make sure that you provide a variety of topics in your long-term plans.

      Autumn 1 - All about me

      Autumn 2 - Autumn/Christmas

      Spring 1 - Fairy stories

      Spring 2 - Weather

      Summer 1 - Toys

      Summer 2 - Minibeasts

      Medium-term plans

      Medium-term plans will outline the contents of a topic in a little more detail. One way to start this process is by brainstorming on a large piece of paper. Work with your team writing down all the activities you can think of which are relevant to the topic. As you do this it may become clear that some activities go well together. Think about dividing them into themes. The topic of toys, for example, has themes such as ‘Moving toys’, ‘Puppets’, ‘Teddy bears’ picnic’.

      At this stage it is helpful to make a chart. Write the theme ideas down the side of the chart and put a different area of learning at the top of each column. Now you can insert your brainstormed ideas and will quickly see where there are gaps. As you complete the chart take account of children’s earlier experiences and provide opportunities for them to progress.

      Refer back to the Statutory Framework for the Early Years Foundation Stage and check that you have addressed as many different aspects of it as you can. Once all your medium-term plans are complete make sure that there are no neglected areas.

      Day-to-day plans

      The plans you make for each day will outline aspects such as:

      resources needed;

      the way in which you might introduce activities;

      safety;

      the organisation of adult help;

      size of the group;

      timing;

      key vocabulary;

      individual needs.

      Identify the learning and

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