Category Archives: – Pupils

Children’s Voice

Listening to children’s voices.

At the end of April, after every bubble had spent three weeks in each playroom every child was invited to share their thoughts. We used photographs of the playrooms to help us to talk about our likes and dislikes.

The children said they enjoyed moving around all the rooms and shared their ideas to make each room better. Some children felt that the garden in Playzone 2 was too small. 

“I don’t like the garden”

“I didn’t like this because it wasn’t too big.”

  

We were able to begin using the side garden from Playzone 1 and expand the outdoor area for Playzone 2.

Some children missed the tyre swing from the old building so we added one to Playzone 1.

“I miss the tyre swing.”

“We should put some swings in the back yard.”

 

 

 

In Playzone 3 we added dolls to the home corner.

Can we have babies in this room?”

“I would like to play with babies here.”

 

 

To help us look at some of the areas more closely we used Tuff Cams to share our thoughts.

  

“This art area is not so good. We need more things for sticky pictures.” 

“People need to put things away in the right place, we need signs to tell them”.

The children suggested new resources and helped to organise and label them.

This has led to lots of new opportunities for leading their own learning.

    

As we continue to settle into our new building we can’t wait to hear more of the children’s ideas and suggestions to develop our learning environment.

 

Terrific Triangles

Working with Starcatchers, we developed a creative project on triangles. Children and parents brought lots of lovely triangles from home (thank you). 

Child: “The triangles are all different sizes.  Oh, Look at them, they are all my favourite. I made some at home, here they are.”

Then  …….

…we made more at Glenwood using lots of different materials to decorate.

     

…we cut slots into our triangles. We tried scissors and then saws.

…we found we could make 3D shapes by connecting them together and we could make lots of different shapes. 

     

…we took some outside and made a traffic jam with lots of cars.

…we were thinking about our community and neighbours and being ‘intergenerational’. So we made some into bunting and delivered it to our friends with a card. We wrote:

“We are thinking of you and hope our triangles make you happy”.

Parent: “I really liked the idea of the triangles and having something to work with my child at home and bring in. It made me feel more connected to the nursery at this time when we can’t come in”. 

Welcome back to learning in Glenwood!

We are delighted to have re- opened and to welcome back our children. We are operating slightly differently in two separate playrooms but the fun, friendships and fantastic learning experiences continue!

The Meadow Room

“I’ve built a model of our new nursery.” Lucia

Busy cooking  in our outdoor kitchen.

“Look, there are bees on those flowers.” Cameron

Wow, look how much our chestnut tree has grown!Drawing and writing together.

Modelling with clay. Using the computer to play games.

“Rrrrr, look at the T-Rex!” Benjamin

The Willow Room

” We found a woodlouse!”  Yousuf

 

Exploring the pulleys.

Revisiting my learning journal. and sharing my news-  “I got a new hamster” Flora

Sand play.

Painting a picture.

Sharing stories.

 

Remote learning- We’re Going to go to School Soon… week 4

Wow, we have now reached week 4 of our transition to school programme and I know many of you have been taking part in lots of the activities. Very soon you will be invited to come to Glenwood as part of a small group and we will be doing a few of the activities together.  We look forward to seeing you!

Don’t forget to keep a record of the activities you select each week- perhaps photos, drawing and comments in a jotter or scrapbook.

We’re Going to go to School Soon Week 4

Remote Learning- We’re Going to go to School Soon…. week 3

It has been great to see all the learning our pre-schoolers are sharing as they take part in our school transitions programme based on the story,  “We’re Going on a Bear Hunt” by Michael Rosen.

Keep sharing these by tagging us and your primary school on Twitter.

Here are the suggested activities for week 3…. As always, remember you don’t need to do everything suggested or spend a long time on this. Simply pick the activities which suit your child’s interests and a do a little bit when it suits you  throughout the week.

3. We’re Going on a Bear Hunt- week 3

 

Remote Learning- Sunflower seeds

Have you planted your sunflowers seeds yet? Mrs Brown has….. you can see how to do this on Twitter.

https://twitter.com/GlenwoodFC

This song will help you along the way.

https://www.youtube.com/watch?v=da_LbBewte8

When  your seeds have been planted they will begin to grow. After about 3 days the seeds will germinate. This means that the hard shell softens and splits.  Roots will begin to grow downwards and a shoot will grow upwards. After about a week the shoot will appear above the soil. Then leaves will start to grow.

  I can’t wait to see my seeds begin to grow into little shoots. Over the coming weeks we will find out what happens once the shoots get a bit bigger.

Perhaps you can keep a diary of the progress- take a photo or draw a picture every few days to record the changes.

Please remember to tweet your photos of planting and the progress of your sunflower.

@GlenwoodFC #Glenwoodlearningathome

Remote Learning- daily routines

Although it may be tempting to forget about routines and structures at this time, it can help children to feel safe during periods of uncertainty when there is some structure and routine. Ideas for supporting this include-

  • set times for going to bed and getting up in the morning where possible
  • build in time for fresh air and exercise
  • create a variety of activities such as games, art activities, music, play, garden activities and reading
  • make a daily plan with your child and share this with them the night before
  • limit their time on electronic devices where possible (but don’t cut yourself up if you have to use them to allow you to get things done!) Electronics can be great motivators for some children so if you have a daily plan, put electronics after the thing you want done.
  • respect each others’ privacy and give space when you can
  • take time to review the daily activities to help your child get a sense of accomplishment

In nursery, we use visuals to support children with routines and making choices and these can easily be adapted for the home. Why not draw some different images onto small cards and use to create sequence charts, choice boards, daily schedules or a weekly activity plan. Doing this together with your child will help them to develop an understanding of the choices available and the plans you have in place.

2 or 3 (or more) part sequence boards can help your child understand routines and help them see when they will be doing something.

Choice cards can be used to help your child make decisions and give them control of what they can do. Forced choices are when you present options which you have selected but your child gets the final say. For example, an apple or some grapes….. but not a biscuit! Drawing, hearing a story or playing with lego…. but no option of electronics!

This school timetable can easily be adapted to create your own weekly schedule.