We are always in need of resources for our junk modelling area and would be grateful for any donations of:
small boxes and tubs (plastic or cardboard)
cardboard kitchen rolls
plastic lids, bottle tops, margarine lids, etc
ribbons, string, wool, buttons, sequins, material scraps
anything else of an interesting shape or feel from your recycling box
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:
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.
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.
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.
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 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.
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?
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
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.
We have great fun as we use the code-a-pillar to learn how to sequence as we programme it to move in different directions. We use our problem solving skills to create a path for code-a-pillar to reach a target. This helps us develop skills like sequencing, critical thinking, reasoning, discovery, memory, problem-solving and experimentation.
We wanted to change our role play area into something else. We shared our ideas and voted to choose a castle. We decided we needed turrets, a drawbridge and thrones for the King and Queen. We added costumes and made crowns.
We raised £61.37 for Save the Children when we took part in Den day. Parents joined us and we built dens, created models of shelters, designed logos and cooked bread on an open fire, all to raise awareness of the plight of many children living without the right to shelter.
Some feedback from parents.
“Den building day was a fantastic opportunity for parental involvement. It was very well organised and it was lovely to see the children enjoying the outdoors and actively participating.”
“A great afternoon spent outside with the children. I enjoyed spending time at the fire and helping to build dens.”
“Great opportunity to have parent participation. Good unstructured play where they really are getting an opportunity to use imagination and freedom of play.”
“Den day was a fantastic way to raise awareness of a very worthy charity and teach the children important skills in a fun way. So pleased to have been able to join in. Very well organised.”