By Mrs Rodger
The children in the Willow room have been doing a lot of tinkering! They have been exploring electronic equipment and took apart an old speaker, DVD player, and laptop.
They have been using fine motor skills and hand eye coordination to take screws out using a screwdriver. They have been using their gross motor skills to help pull parts of the objects apart.
“This is so cool”
“Look what’s inside this.”
“ This is fun.”
“I did it. Look, the screw is out.”
We are delighted to have recently achieved our Digital Schools Award.
Digital Schools Awards is a national awards scheme to promote, recognise and encourage a whole school approach to the use of digital technology in schools and ELC centres.
Some of the feedback we received included-
“….children are actively encouraged to learn independently as well as collaboratively using digital technologies.”
“Different digital resources are utilised very effectively … targeting and challenging the learning for the children.”
“Glenwood Family Centre clearly demonstrates that it has a strong digital presence throughout the school.”
“Both the website and Twitter are current, vibrant and lively and help to convey all the wonderful learning and teaching that is going on in there.”
“Digital technology is an integral part of every day for the children and this allows them to be inquisitive and to challenge themselves regularly.”
“It is apparent that Glenwood Family Centre has a clear vision of where their digital journey will take them in the future and the staff are all on board to make this happen.”
We are always in need of resources for our junk modelling area and would be grateful for any donations of:
Many thanks for your donations.
Junk modelling or recycled art is being creative with materials that would otherwise be discarded. Junk modelling construction gives children the freedom to build what they want with the addition of resources like tape and glue.
Modelling with recycled resources encourages higher order thinking. Children can work on their own or co-operate with others, learning to explore and share ideas. When they create something new it can build self confidence and boost self-esteem. Junk modelling is all about the learning process rather than the end product.
Here are some examples of what we have made so far this term:
Up-cycling!
Donated cable drums have also been up-cycled to make tables for our indoor role play areas and outdoor areas. We measured offcuts of cloth, cut them to size and stapled them to the cable drum surface.
Through play opportunities children can experience a range of resources that support their ICT knowledge and understanding.
CHOOSING ICT TOYS
In Glenwood, the children can choose ICT from a choosing book. The children chose a voice recordable game which supports children’s numeracy and literacy skills.
TORCHES
During their learning the children were interested in the shapes and patterns made by the light and shadows outdoors in the sunshine. To re-create shadows indoors light from a torch was projected onto a hanging sheet. The children used their bodies and open-ended resources to explore shadows, identify shapes or people from behind the sheet.
BEE-BOT
The children programmed a small robot to move forward, backwards, left and right movements to move around the floor. A programmable toy can support literacy and numeracy skills.
REMOTE CONTROL TOYS
Using remote-control toys children learn about cause-and-effect. As they play as they work out which buttons make the car go in each direction. The children set up an obstacle course with ramps to drive up and down, or tunnels for them to drive through. This is a great way to develop a child’s hand-eye co-ordination. Some of our remote control toys are operated by the iPad.
INTERACTIVE BOARD
An interactive smart board allows images from a computer screen to be displayed onto a classroom board where the children can interact with the images directly on the screen using a tool or even a finger.
IPADS/TABLETS
Ipads are available as part of the nursery’s continuous provision and children are encouraged to use them to record their achievements and share it with others using the ipads.
IMAGINARY PLAY
During their imaginary role-play children are provided with old ICT equipment. Children are observed in the home corner using the ICT in real life situations i.e. an office, a train or even a trip to space.
EXPLORING ICT AND HOW IT WORKS
Taking apart old pieces of everyday ICT equipment to look at what is inside and how it works is a popular activity. Children explore the inside of old clocks, computer boards, telephones and CD players.
We have had great fun learning how to use a variety of our digital toys.
We have been developing our use of directional language using our Code-a-pillars and Sphero.
“When you put the body bits on it goes left and right.”
“I made it go forwards then turn around.”
“The green one goes forward.”
We use an App on the iPad to make Sphero…
It took great teamwork and problem solving skills to build an obstacle course and pathways for the Wonder Bug. We had to work together to find the best way to help Wonder Bug travel from one end of the room to the other.
“We need a ramp for it to go up.”
“It will need to balance on top.”
“If we add a corner, it will need to turn the corner.”
This year we couldn’t invite parents in to nursery to read stories so we invited them to read to us remotely! Some were able to join us live for a Google Meet and some shared videos of themselves reading with us. A huge “Thank you!” to all our storytellers.
All the children will receive a World Book Day voucher to spend – find out more in this fun song… how many stories to you recognise?
You might like to listen to Lydia Monks read What the Ladybird Heard in a video she recorded for World Book Day.
Sharing books and stories together is a valuable learning experience for your child. This document gives some advice on ways to get the most out of reading together.
When playing with blocks children are using a number of different skills. These include measuring, counting, teamwork, talking to each other, problem solving and many more.
In Glenwood we have recently started using the 7 stages of block play. We use the stages to determine what stage of development the children are at when using blocks. Our blocks are different shapes and sizes.
The Seven Stages of Block Play
Stage 1: The blocks are carried around but not used for building.
Stage 2: Blocks are placed on the floor horizontally or vertically (stacking).
Stage 3: Blocks are used to bridge the space between other blocks.
Stage 4: Blocks are used to enclose a space.
Stage 5: Complex structure: blocks are placed in patterns or symmetrically when building. Block accessories may be incorporated. Buildings are not generally named.
Stage 6: Block buildings are given names that relate to the function of the building.
Stage 7: Block buildings often reproduce actual structures known by the children. There is a strong impulse for dramatic play around the structure.
Blockplay is unique!
Blockplay is sustainable!
Blockplay is accessible!
Blockplay doesn’t require spoken language!
Do you have any blocks at home?
Remember you can share your building with us on Twitter @GlenwoodFC #Glenwoodlearningathome
We are learning to use a range of digital resources to support our learning in literacy and maths.
Using programming as we learn about direction using the code-a-pillar.
Using the word wands as we explore shapes, numbers and words.
Thank you to all the parents who attended our recent STEM curriculum evening and to the whole staff team for showcasing our learning and making this evening a huge success. Our parents loved trying out some of the experiences on offer and feedback was very positive and encouraging.
Great to see all the stimulating and fun activities and nice to talk with staff and parents.
So lovely to see the amazing resources and have a chance to meet other staff members – really lovely group.
Thank you for all the staff’s knowledge and expertise!
The resources were fantastic, in particular the technology.
Loved the ideas for playing and learning at home and seeing what children do at nursery.
I wish I could provide constructive feedback, but nope! The evening and it’s content was perfect! So much effort made! Such a shame more parents didn’t come along.
If you didn’t manage along, see what you missed here STEM in Glenwood presentation
We are learning about direction as we experiment with the remote control toys. We can make them move forwards and backwards and even round in circles.
