Presentation on theme: "Listening & learning in the Early Years Warning ! This is a participation workshop but you will enjoy it. 7 th October 2014."— Presentation transcript:
Listening & learning in the Early Years Warning ! This is a participation workshop but you will enjoy it. 7 th October 2014
Our favourite listening song This song will help you learn to be a good listener. A perfect example of modelling good listening behaviour. Children naturally tune in to songs and music.
Development matters Prime area : Language & communication This area of learning has 3 crucial strands. Listening and attention Understanding Speaking All three are crucial for your child’s emotional and educational development. Without secure achievements in this area- without the ability to use language to listen, learn and communicate poor progress will be made in all the other areas of development. Let’s look closely at the development matters profile to get a better understanding of what is expected of our Nursery and Reception children. Bear in mind that children entering Nursery are 3 ½ and therefore are expected to be working within the 30-50 months and children beginning Reception beginning 40-60 months.
How do children learn to be good listeners ? The first and most important people to teach children good listening, understanding and speaking skills are their parents or carers. By every day interactions and our responses to little ones we encourage them to be interested in what we say and do. This relationship fosters a child’s willingness to respond to us even more, just think of your child’s first smile, how did you get them to do it again ? Even when they join us at Nursery or School, you remain their primary role model but as key people staff then take on this role during school time. It is our job to assess at what level your child’s skills are and provide them with the resources, strategies, play friends and expectations to further develop their listening skills ready to take on the challenges of schooling. It’s all about modelling to your child. You need to show them what a good listener looks like by listening to them and expecting them to listen to you.
How do we do it in school / nursery ? Feel free to use these ideas at home and we would love you to share your tips with us too Adult modelling the process with real interest in the child’s response Songs with actions & instructions with an expectation that all children will attempt to join in eg. Do what I do, Put your finger on your lips, Look this way Resources that are age specific and are routinely available for familiarity. So a child can be playing whilst listening to another child or adult Focus their attention with subjects or objects that interest them Using clear verbal cues that often are used repeatedly for routines and rules eg. Clap & finger wiggle Using visual stimuli eg. Picture, book, object, interactive white board, a novel exciting resource or a ‘dull’ prop presented in an exciting way Using familiar and new action rhymes/songs to get their initial attention. We develop this into our morning brain gym activity which has the added benefit of increasing childrens’ capacity to remember. As tune is so important to listening and memory for young children we often use the tunes of familiar songs to give new instructions or focus them on the next learning activity eg. Story time in Nursery, Star time/snack time songs
How do we do it in school / nursery ? Cont.. CD listening stories and music to engage children in creative and routing activities eg. Tidying up music Using their peers as good role models eg. Look how sensibly ‘Bob’ is standing in the line Having motivational tricks (bribes) to promote and reward good listening eg. Stickers, bears, first turns, walking with the bell Adults playing alongside children/modelling to them how to listen to their friends so that all the children benefit from good sharing and conversations Fun games that develop the expected level of listening for the child’s development eg. Close my eyes and count to 5 then look and see if the line is smart/sensible Verbal or other praise that encourages listening and responding eg. Thumbs up, talk partners Establishing clear routines which encourage independence an give children self confidence. These also allow for listening to messages – 2 way attention Referring to them by their class name/colour group, when this age appropriate, giving children a sense of belonging and getting them used to anticipating their next instruction
Barriers What might prevent your child from being a successful listener and learner ? Hearing problems like glue ear/grommits Solution – observation, dialogue with parents/ professionals, well thought out seating and resourcing, clear verbal instructions and age appropriate expectations, encouraging the child to repeat back instructions/learning to ensure understanding Sight issues like glasses or squint Solution – observation, dialogue with parents/ professionals, well thought out seating and resourcing, clear visual prompts and age appropriate expectations, encouraging the child to repeat back instructions/learning to ensure understanding Poor attention and concentration Solution – observation, dialogue with parents/ professionals, well thought out seating and resourcing, clear verbal instructions/ visual prompts and age appropriate expectations, encouraging the child to repeat back instructions/learning to ensure understanding, possible ‘fiddle toys’ to allow for the movement that some children need when listening, 1 to 1 games to extent attentive learning behaviour, 1 to 1 support during carpet time, talk partner with adult, close or hover support during independent/self chosen activities Consistent approach and the same strategies used in nursery, in school and at home ! Children may be referred to the SEND leader Behavioural issues Solution – observation, dialogue with parents/ professionals, well thought out seating and resourcing, clear verbal instructions/ visual prompts and age appropriate expectations, encouraging the child to repeat back rules/routines to ensure understanding, engagement with positive strategies and talking through a problem to help resolve it
Positive behaviour management in the early years Actively playing alongside children, modelling and demonstrating good behaviour & talking through any mistakes or problems Clear and simple routines and rules at a developmentally appropriate level. Generally reducing adult support as the child approaches year 1. Repeated verbal routines to support the child with easy to understand visual prompts eg. receiving a sticker for effort with rules or in Reception, names on ‘Happy’ Age appropriate talked through warnings for repeated inappropriate or unsafe behaviour Child holding an adult hand for thinking time Use of thinking chair Use of individual or class motivational charts/displays eg. Wow boards, happy chart Opportunities for two way dialogue with parents/carers Our behaviour manage meant is very much based on positive strategies with children wanting to be kind, caring, helpful, wanting to please and any strategies used are never used to humiliate a child or group as this would always be counter productive Distraction techniques, changing a child’s attention away or giving them an object/job/activity
Who can listen and learn something new ? ! Red sticker group : eyes looking, ears listening, minds awake, CONCENTRATE Yellows : listen and learn while playing with the play dough !!! Blues : please put on your blind folds ! Greens : please put on your head phones We are learning to sing a new fun song
On Ilkley Moor Bar Tat Women : Where has tha bean since I saw thee I saw thee ? Men : On Ilkley Mower bar tat, aaaaaat Women : Where has tha bean since I saw thee ? Where has tha bean since I saw thee ? Men : On Ilkley Mower bar tat, On Ilkley Mower bar tat All : Where the worms play football
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