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  • recruitment

    Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Blogs Childminders Programmes Documents Subscribe Early Years Professional Development Programme Newsletters Recruitment Recruitment Posted 27th September 2023 Dear Candidates, We have started a recruitment drive to attract additional Early Years Experts and Mentors for the remaining two terms of the Programme. Skills we’re looking for Applicants must have: at least 3 years’ experience and if working in a settings it must be Ofsted rated ‘good’ or ‘outstanding’ (or equivalent independent school inspection rating) a level 6 or above early years qualification Applicants may be working in: schools nursery schools private, voluntary, or independent (PVI) nurseries other early years settings early years roles within local authorities, universities, or similar organisations If you have colleagues who you think would be interested in applying for a role in the programme please direct them to this page on our website. It can be accessed here: Apply for EOI Expert or EOI Mentor Role Contact Email: SpHubNW@evertoncentre.liverpool.sch.uk The closing date for application is Friday October 13th 2023 Strategic Partners Stronger Practice Hub Privacy Notice

  • Sensory Garden | ENSFC

    Sensory Garden Di Ahengê de Blogs In Harmony Liverpool ji El Sistema ya Venezuelayê îlhama xwe digire û çêkirina muzîka orkestrayê bikar tîne da ku tenduristî, perwerde û daxwazên zarok û ciwanên li Everton baştir bike. Di sala 2009-an de li Dibistana Seretayî ya Faith ku bi 84 zarokan ve hatî damezrandin, In Harmony Liverpool berfirehtir bû ku zêdetirî 700 zarok û ciwanên 0-18 salî û malbatên wan niha her hefte, bêpere, beşdarî muzîka orkestrayê ya bi kalîteya herî bilind dibin. li dibistanê û li derve. Çêkirina muzîkê li Dibistana Seretayî ya Faith, Dibistana Seretayî ya Beacon CE, Dibistana Zarokan a Everton û Navenda Malbatê, Dibistana Seretayî ya Katolîk a All Saints, Navenda Zarokan a Anfield û li Liverpool Philharmonic li Friary, navenda me ya provayê li West Everton pêk tê._cc781905-5cde- 3194-bb3b-136bad5cf58d_ Blogs / Sensory Garden Everton Nursery Teacher Kate Doyle and Dr Diane Boyd present The Authentic development of a Sensory Garden through the 17 SDGs 1. The 'otherness' of the non-human world - highlighting worms! 2. Agency in Action – Children voicing their thinking through mark making. 3. Discovering recycling waste and contamination through a community visit. 4. Understanding Construction and Positioning of a Bug hotel in our garden. 5 Sparking interest through visiting Everton Park Nature Garden in our neighbourhood 6. The Fix-it Shop! Shopping lists, money, decision – making in action. 7. Sensory cognitive explorations using recycleable sustainable resources through tyres, hurricanes and the rain! Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

  • Deysbrook Childminding Network | ENSFC

    The benefits of outdoor play Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Blogs Childminders Programmes Documents Subscribe Early Years Professional Development Programme Newsletters Recruitment Deysbrook Childminding Network By Tracie Dowling My name is Tracie Dowling and I have been a childminder for over 32 years and I live in Anfield Liverpool. I am also part of the strategic team at Liverpool City Region and Beyond Early Years Stronger Practice Hub (EYSPH) and support childminders within the Region. My role is to be a point of call to support the childminders, signpost them to early years funded support programmes and link in with the Education Endowment Foundation (EEF) to promote the Early Years Evidence store and Early Years Tool kit. https://educationendowmentfoundation.org.uk/ The Stronger Practice Hub has funded a Childminder Network drop In at the Deysbrook Village Centre. https://www.deysbrook-vc.co.uk/ This provides the local childminders with a venue to meet up weekly with their minded children, link to myself and each other to share good practice and access face to face support. The childminders and children enjoy attending the drop-in sessions as this supports good practice by giving the children experiences to gain valuable social skills like sharing, taking turns, communication, and cooperation by interacting with others children. Having access to larger group activities such as music and movement and craft time also provides opportunities to develop language skills, motor skills, and overall confidence through play-based learning and exposure to larger group activities and toys and helping with preparing for school transition. The Drop in provides a venue for childminder and child-based training opportunities and a space for childminders to connect and build a community with each other. Over the last few months, the childminders and children have enjoyed the Sustainability Goal bitesize sessions that I have facilitated. https://sdgs.un.org/goals We have focused on one goal each week, for example week 1, we focused on Goal 1 ‘No Poverty’. We all sat together on the carpet and read the story ‘The Three Little Pigs’ we discussed the different types of housing and what it’s like to be homeless. We thought about what the safest house would be and which would have strong foundations that can withstand challenges due to global warming. I provided the children with an activity using wooden ‘Three Little Pig’ story props to decorate using crayons and recyclable materials. At the end of the session, I gave each childminder an information pack explaining why I chose the activity, how I incorporate the goals within my setting, extra reading materials / information around the Sustainability Goals. The following week before we started the next focused activity, we discussed the previous goal and how and what the children did at their childminders setting to include ‘poverty’. One child told me she made a Den, but she got upset because one of the children pulled off the blanket. I suggested next time they use pegs to see if the den stayed up longer. She told me her childminder made another den out of a big sturdy box and this was fun. Another child had used their props to tell the story again. This feedback from the children was invaluable and makes the time I spend putting the activities together all worthwhile. Anne Wrigley a childminder of the Deysbrook Drop in provided me with some amazing feedback. She said by attending the drop in and accessing support gave her confidence when she had her latest OFSTED inspection. By taking part in the bite sized Sustainability Goals awareness made her realise she was already promoting sustainability but hadn’t realised this. Since attending the sessions, she now takes the children to the local charity shop to donate and purchase items and every few weeks she buys wool to knit squares with the children to make blankets for the homeless. Anne and the children go on a trip to St Luke’s church to donate food for families who are less fortunate. During Annes previous OFSTED inspection, the inspector commented on the lack of extra training. In this inspection the inspector said it was evident Anne had been very proactive extending her continuous professional development. Anne explained to the inspector about the SPH webinar recordings and how she liked them as she can dip in and out, at a time that suits her due to the flexibility and thought they were a perfect way to extend her knowledge. Further reading: https://www.strongerpracticehubs.org.uk/hubs/nw/liverpool-city-region-and-beyond-eysph/resources/autumn-time-apples-and-apple-juice-dr https://educationendowmentfoundation.org.uk/early-years/evidence-store https://educationendowmentfoundation.org.uk/early-years/toolkit/play-based-learning https://www.evertonnurseryschoolandfamilycentre.org/childminders https://www.evertonnurseryschoolandfamilycentre.org/early-years-sustainable-hub Strategic Partners Stronger Practice Hub Privacy Notice

  • In Harmony Nursery school | ENSFC

    In Harmony Liverpool is inspired by Venezuela’s El Sistema and uses orchestral music-making to improve the health, education and aspirations of children and young people in Everton. Di Ahengê de In Harmony Liverpool ji El Sistema ya Venezuelayê îlhama xwe digire û çêkirina muzîka orkestrayê bikar tîne da ku tenduristî, perwerde û daxwazên zarok û ciwanên li Everton baştir bike. Di sala 2009-an de li Dibistana Seretayî ya Faith ku bi 84 zarokan ve hatî damezrandin, In Harmony Liverpool berfirehtir bû ku zêdetirî 700 zarok û ciwanên 0-18 salî û malbatên wan niha her hefte, bêpere, beşdarî muzîka orkestrayê ya bi kalîteya herî bilind dibin. li dibistanê û li derve. Çêkirina muzîkê li Dibistana Seretayî ya Faith, Dibistana Seretayî ya Beacon CE, Dibistana Zarokan a Everton û Navenda Malbatê, Dibistana Seretayî ya Katolîk a All Saints, Navenda Zarokan a Anfield û li Liverpool Philharmonic li Friary, navenda me ya provayê li West Everton pêk tê._cc781905-5cde- 3194-bb3b-136bad5cf58d_ Sophie Plumb john-connolly Alex Holladay Gareth Twigg Alexandra Dunn Meriv çawa bi In Harmony Liverpool re têkilî daynin: Tel: 07800 873981 www.liverpoolphil.com/inharmonyliverpool www.twitter.com/IHLiverpool https://www.facebook.com/LiverpoolPhilharmonic

  • Subscribe | ENSFC

    Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Blogs Childminders Programmes Documents Subscibe Early Years Professional Development Programme Newletters Recruitment Liverpool City Region and Beyond Stronger Practice Hub Sign Up Early Years Stronger Practice Hubs will support other early years settings in the designated areas to improve outcomes for children in their local area across the EYFS, but specifically focusing on areas of development that research informs us have been most impacted by COVID-19: personal social and emotional development (PSED); communication and language, and early literacy and mathematics. Each Hub is led by a group-based (school-based, private, voluntary, or independent) early years provider. (Please check your inbox Junk folder for blocked correspondence). * Indicates required question Email Name Local Authority your setting is based in: School / Setting name Setting Postcode Setting URN number: What best describes your role in the Setting Choose an option What best describes your Setting Choose an option Which area would your setting like support with? * Required Communication and Language Literacy Mathematics Other Which Social Media channels would you like to see our information on? * Required Facebook X (Twitter) Instagram Whatsapp Other Would you like to subscribe to our monthly newsletter? * Required Yes No I understand that by signing up on this form, my contact details will be kept by Liverpool City Region and Beyond Stronger Practice Hub at Everton Nursery School and Children's Centre. Your details will be kept for the purpose of sending emails and newsletters. I agree Submit Thanks for subscribing! Please check your inbox Junk folder for blocked correspondence Strategic Partners Stronger Practice Hub Privacy Notice

  • Sharing Gifted Resources | ENSFC

    Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Blogs Childminders Programmes Documents Subscribe Early Years Professional Development Programme Newsletters Recruitment Sharing gifted resource bags Kendal Childminding Network Sharing how resource bags gifted by Liverpool City Region and Beyond Stronger Practice Hub have made an impact to a childminder network. How did you use the resource bag? Thank you so much for the resource box that Tracie (Strategic Childminder Support Lead) brought to our Network Drop in at Beck Community Centre in Kendal. We used the ‘Owl Babie’s’ story sack within the drop in while Tracie was with us. The children absolutely loved the story and used the fabulous puppets. We extended the activity by playing ‘sleeping owls’ then flying around and swooping down to picking up toys to put them away for tidy up time. Please share further information on how the resource bag supported your setting and how the resource bag may inspire or support other childminders? Every week each childminder will take home a different resource bag to share with their minded children and then swap the following week. They will also take it in turns to use a bag within the drop in, for the activity and swap ideas to extend activities within the bags. What impact did this resource bag have on the learning of the children in your setting? The children and childminders absolutely enjoyed using the story sack. Everyone joined in, got excited, had fun and laughed all the way through the story. They learnt all about why babies get upset when their mummy leaves them. It promoted discussion about emotions including how they felt that morning being dropped off at their childminders. The children talked about cuddling their childminders for reassurance and how they felt safe. Some of the children cuddled each other, others cuddled the owls. The children pretended to be sleeping baby owls, when woken they flew around swooping and diving down, before going back to sleep to do the actions again. After the session the children all helped to put the contents back into the bag ready for next time. Strategic Partners Stronger Practice Hub Privacy Notice

  • Early Years Pupil Premium Resource | ENSFC

    Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Blogs Childminders Programmes Documents Subscribe Early Years Professional Development Programme Newsletters Recruitment Are you looking to spend your Early Years Pupil Premium strategically? Kaya Doyle (Programme Manager) has put a short webinar together to support you when considering what to spend your Early Years Pupil Premium, titled 'Maximising the Impact of Pupil Premium in the Early Years'. For the link email: sphubnw@evertoncentre.liverpool.sch.uk Strategic Partners Stronger Practice Hub Privacy Notice

  • 30 Hours | ENSFC

    All 3 to 4-year-olds in England already receive 15 hours free early education a week, or 570 hours a year. From September 2017 some 3 and 4-year-olds will be entitled to 30 hours free early education/childcare a week, or 1140 hours a year. 30 Saet Hemî zarokên 3 heta 4 salî yên li Îngilîstanê jixwe hefteyê 15 saetan perwerdehiya destpêkê ya belaş werdigirin, an jî salê 570 saetan. Ji Îlona 2017an pê ve, hin zarokên 3 û 4 salî wê heftê 30 saetên perwerdehiya destpêkê/lênihêrîna zarokan belaş, an jî salê 1140 saetan. Hûn dikarin ji termê piştî 3-saliya zaroka xwe heta ku ew bigihin temenê dibistana mecbûrî daxwaz bikin Destûrdarbûn Destûra we girêdayî ye: heke hûn dixebitin hatina we (û hatina hevjîna we, heke we hebe) temen û mercên zarokê we rewşa we ya koçberiyê Hûn dikarin 30 saetan lênihêrîna zarokan a belaş bistînin di heman demê de ku hûn Krediya Gerdûnî, krediya bacê, fîşeyên lênihêrîna zarokan an Lênihêrîna Zarokên Bê Bac bistînin. Heke hûn dixebitin Hûn dikarin bi gelemperî 30 demjimêran lênihêrîna zarokan belaş bistînin heke hûn (û hevjîna we, heke we hebe) ev in: di kar de li ser betlaneya nexweşiyê an betlaneya salane li ser îzna dêûbavbûnê, dayikbûnê, bavîtiyê an jî birêxistinkirinê Heke hûn ji bo zarokek 3 heta 4 salî di betlaneya pejirandinê de ne, divê hûn di nav 31 rojan de ji roja ku we yekem car serlêdana lênihêrîna zarokan a belaş a 30 demjimêran kiriye vegere ser kar. Ger şêwaza xebata we ji ber coronavirus (COVID-19) guherîbe, dibe ku hûn hîn jî karibin 30 demjimêran lênihêrîna zarokan belaş bistînin. Heke hûn niha ne dixebitin Heke hevjîna we bixebite, dibe ku hûn hîn jî mafdar bin, û hûn Tezmînata Bêkêmasî, Destûra Astengdariya giran, Alîkariya Xizmetkar an Alîkariya Kar û Piştgiriyê ya li ser bingeha beşdariyê bistînin. Heke hûn di nav 31 rojên pêş de dest bi xebatê bikin an jî ji nû ve dest bi xebatê bikin hûn dikarin serlêdan bikin. Serlêdana 30 saetan lênêrîna zarokan a belaş Hûn dikarin di serîlêdana karûbarê lênihêrîna zarokan a serhêl de serlêdana 30 demjimêran lênihêrîna zarokan a belaş bikin www.childcare-support.tax.service.gov.uk Cihê xwe yê 30 saetan ewle dikin Heke hûn difikirin ku hûn dikarin ji bo 30 demjimêran lênihêrîna zarokan a belaş mafdar bin, ji kerema xwe di zûtirîn dem de ji me re agahdar bikin. Ji bo bêtir agahdarî biçin:www.childcare-support.tax.service.gov.uk GOV.UK - Cihê peydakirina xizmet û agahîyên hikûmetê.

  • Nursery School 2-5 Years | ENSFC

    At Everton Nursery School, we are committed to ensure the highest possible standards of learning and teaching for our young children at all times. Dibistana Zarokan 2-5 Sal Mufredata me Li Dibistana Zarokan a Everton, em pêbawer in ku ji bo zarokên xwe yên piçûk her dem standardên herî bilind ên hînbûn û hînkirinê misoger bikin. Wek an Dibistana berbiçav (herî dawî ji hêla Ofsted ve di Cotmeha 2018-an de hate darizandin), em ji bo hemî zarokan jîngehên fêrbûnê yên armancdar û îlhamdar peyda dikin da ku bilîzin, fêr bibin û keşif bikin. Em dinêrin, guhdarî dikin û bala xwe didin ka zarok çawa bi rêjeya xwe mezin dibin û wan di dema xwe de li Dibistana Zarokan a me bi ezmûnên fêrbûna bi baldarî plansazkirî bi wan re dijwar dikin. Em plan dikin ku çarçoveya 'Pêşveçûn Pirsên Pêşketinê' ya Qonaxa Weqfa Salên Destpêkê (EYFS) bikar bînin û hemî zarokan bi ezmûnên fêrbûna berfireh û hevseng li her heft warên fêrbûn û pêşkeftinê - hem li hundur û hem jî li derve, xwedî bikin! Pelên Karkerê Malbatê Li Dibistana Zarokan a Everton, em bawer dikin ku çavdêrîkirin, ronîkirin, nirxandin û belgekirina fêrbûn, serkeftin û destkeftiyên zarokan hêmanên girîng ên dersa Qonaxa Weqfa Salên Destpêk in. Ev pêvajoya belgekirinê karmendan dihêle ku pêşkeftina zarokan a takekesî bihesibîne ku li gorî wê ji bo derfetên fêrbûna pêşerojê plansaz bikin da ku hewcedarî û qonaxa pêşkeftinê ji bo hemî zarokan bi cih bîne. Karmend van çavdêrî, raman û nirxandinan di Dosyayên Karkerên Malbatê yên ferdî yên zarokan de tomar dikin, ku hem di her fersendê de ji dêûbav/nenêran re peyda dibin û hem jî di dema ku ew derbasî dibistana seretayî dibin bi her zarokî re têne veguheztin. karmendên me Her endamek karmendê ku li Dibistana Zarokan a Everton dixebite di perwerdehiya salên destpêkê de pir perwerdekirî û jêhatî ye. Fêrbûna zarokan ji hêla Mamosteyek Sersalên Serpêhatî ve tê rêve kirin with Rewşa Mamosteyê Kalîfîye ku bi komek mamosteyên jêhatî û zana yên Zarokatiya Destpêkê re hevkariyê dike. Hevkariya bi dêûbav û lênêran re Li Dibistana Zarokan a Everton û Navenda Malbatê, em pêbawer in ku em bi dêûbav û lênêran re bi hevkariyek nêzîk re bixebitin da ku em li ser bingehên zexm ên ku di salên pêşîn ên zarokê de hatine danîn ava bikin._cc781905-5cde-3194-bb3b -136bad5cf58d_ Em dipejirînin ku dêûbav/nênêrê zarok di jiyana zarokê de kesê herî girîng e. Ev sedemek bingehîn e ku nêzîkatiya xebata hevkariyê me dike da ku em bihêlin ku em hemî zarokan bigihîjin potansiyela xwe ya tevahî. Tevlîbûna li Dibistana Zarokan Tevlêbûnek hêja li Dibistana Hemşîreyê ji bo hemî zarokan hewce û çaverê ye. Wekî Dibistanek Hemşîre ya domdar, em li gorî bendewariya tevlêbûna herêmî û neteweyî ya 97%. Tevahiya tevlêbûna zarokan tê şopandin û dûv re heke ev ji sedî 97% ya çaverêkirî dakeve tê îxtilaf kirin û dibistan xwedan pergalek zelal e ku li dijî Nebûna Berdewam bike. Dibistan ji hemî dêûbav û lênihêrkeran re li ser bingehek demkî dinivîse da ku rêjeya tevlêbûna polê û tevahiya dibistanê kurte bike. Mînaka herî dawî ya vê nameyê dikare bi tikandina were dîtinvir . Serlêdana cîhek li Dibistana Zarokan a Everton… Ji bo serlêdana cîhek Dibistana Hemşîreyê, li ser zencîreya jêrîn bikirtînin da ku forma serîlêdana me dakêşin. Ji kerema xwe vê formê tije bikin û digel kopiyek belgeya jidayikbûna zarokê xwe vegerin Dibistana Zarokan a Everton. Nursery Application Form.pdf

  • Home Learning Activities | ENSFC

    Çalakiyên Fêrbûna Malê Hûn bi xêr hatin rûpela me ya Çalakiyên Hînbûna Malê. Ji kerema xwe li jêr rêzeçalakiyên hînbûna malê bibînin da ku hûn dema li malê bi zarokê xwe re bigihîjin. li vê rûpelê zêde bike. Ger ji bo çalakiyên hînbûna malê yên ji bo zarokên 2-5 salî pêşniyarên we hebin ji kerema xwe re email evertonnsfc@evertoncentre.liverpool.sch.uk Karmendên Dibistana Zarokan a Everton û Navenda Malbatê Pakêtek Çalakiya Hînbûna Malê ya 3-5 û Pakêta Çalakiyê ya Heyworth 2-3 berhev kirine. Ji kerema xwe ji bo nûvekirinên din ên li ser Home Learning9de994-bb3b-136bad5cf58d_ Ji kerema xwe re bi rêkûpêk ParentMail kontrol bikin._5cc-75c. -3194-bb3b-136bad5cf58d_ Ger ji we re piştgirî an zelalkirinek li ser Çalakiyên Hînbûna Malê hewce bike, ji kerema xwe re bi e-nameyê re bişînin evertonecc@talk21.com û endamek tîmê karmendê Everton heke hewce bike dê bêtir agahdariya Hînbûna Malê ji we re peyda bike. Kanala YouTube-ê Dibistan û Navenda Malbatê ya Everton Nursery Çîrokên li ser Kanala me ya Youtube Çîrokên ji karmendan û Yoga ji Tony li ser Kanala meya You Tube. Çavkanî Vîdyoyên rêberî ji bo dêûbav / lênêran. Rêber 1: Amadekirina ji bo Phonics; Di salên destpêkê de piştgirîkirina zarokê xwe Rêber 2: Di salên destpêkê de bi xwendina zarokê xwe piştgirî bikin Guide 3: Piştgiriya zarokê xwe bi pêwendiya xwe û pêşveçûna zimanê xwe di salên destpêkê de Rêber 4: Di salên destpêkê de bi matematîkê zarokê xwe piştgirî bikin Fîzyoterapî bi dansê - YouTube Brain Changer Project Huner Phonics Bloom Phonics Bloom çavkaniyek perwerdehiya înteraktîf e, hem ji bo polê û hem jî ji bo malê lîstikên fonîkî peyda dike. Name û Deng Ev lîstikên serhêl ên belaş dê ji bo Qonaxa 1-ê ya bernameya dengnasiya Tîp û Deng bikêr bin. Topmarks Topmarks firsendê dide zarokan ku bi serhêl, bi lîstik û çalakiyên ewle, kêf û balkêş fêr bibin. Cbeebies Numeracy Tevlî Xwendekarên Piçûk bibin û van hemî lîstik, çalakî û klîbên matematîkê yên kêf û belaş bigerin. Fêrbûna Malê ya TTS Bi tevhevkirina çalakiyên hînbûna serbixwe û hevbeş, pirtûkên fêrbûna malê firsendeke mezin dide dêûbav ku bi zarokên xwe re fêr bibin. Girtina Dibistana Pêşwaziya EYFS Pakêta Çavkaniya Fêrbûna Malê Vê pakêta bikêr a çavkaniyên EYFS bikar bînin da ku di bûyera ku dibistana wan girtî de zaroka weya pêşîn mijûl bibe û fêr bibe. Di pakêtê de gelek çalakiyên kêfî, balkêş û dijwar hene ku zarokan teşwîq dike ku hunerên ku li dibistanê fêr bûne biceribînin. 49 çalakiyên laşî yên kêfxweş ên ku bi zarokên 2 heta 4 salî re têne kirin Ev navnîşa 49 çalakiyan ji bo her rojek lîstikê, cîhê lênihêrîna zarokan a malê, an sibehek an piştî nîvro bi lênihêrker re çûna herî dawî ye. Rewş çi dibe bila bibe, baldariya kurt tê vê wateyê ku ramanek baş e ku meriv çend ji van li ber destê xwe hebin. Cbeebies JoJo & Gran Gran JoJo & Gran Gran rêzefîlmek anîmasyonek e ku li ser keçikek hema pênc salî û dapîra wê ya kêf û şehreza ye. Çalakiyên Radyo-Guhdarîkirina Cbeebies ji bo zarokan Ji bo zarokan çalakiyên guhdarîkirinê Disney Shake Up Games Change4Life û Disney dîsa li hev kirine ku lîstikên Shake Up-ê yên nû ji we re bînin ku ji Disney û Pixar's Toy Story 4 û Incredibles 2, û Disney's The Lion King û Frozen hatine îlham kirin. Van 10 hûrdeman teqînên kêfê dê bi rastî zarokên we bimeşînin û her roj 60 hûrdemên çalak ku ew hewce ne bijmêrin! Hişên Piçûk ên Birçî - Kêfxweşiya hêsan, çalakiyên ji bo zarokên 0 - 5 salî Çalakiyên hêsan, kêfê ji bo zarokan, ji nûbûyî heya pêncan. 50 Tiştên ku Beriya Hûn Pênc Bibin bikin 50 Tiştên ku Beriya Hûn Pênc Bibin Ji bo malbatan serîlêdanek nû ya BELA ya fantastîk e. Çalakiyên ne-ekranê yên hêsan û kêfxweş ên ku zarok dikarin li malê bikin Mamoste û dêûbav dikarin çi bikin dema ku dibistan tune? Fêrbûna serhêl ji malê fersendan pêşkêşî zarokan dike ku bi pêlkirina bişkokekê jêhatîbûnên nû pêşve bibin û fêr bibin. Piştgiriya girtina dibistanan: Digel derketina Coronavirus (Covid-19) ku naha bandorê li gelek saziyên perwerdehiyê li çaraliyê cîhanê dike, em li 2Simple hem ji bo dibistan û hem jî bikarhênerên malê gihandina belaş pêşkêşî hem Purple Mash û hem jî Serial Mash dikin. Daxwaza gihîştina belaş li vir bikin . Zone Family Em dixebitin ku xwendin, nivîsandin, axaftin û bihîstinê li civakên herî xizan ên Keyaniya Yekbûyî, ku ji sê kesan yek xwedî pirsgirêkên xwendin û nivîsandinê ne, çêtir bikin. Ji ber ku kêmxwendewarî di navbera nifşan de ye, em xebatên xwe li ser malbat, ciwan û zarokan disekinin. Eric Carle The Very Hungry Caterpillar dixwîne - YouTube Binêrin Eric Carle, nivîskarê The Very Hungry Caterpillar, ku vê pirtûka wêneya Puffin ya klasîk bi dengekî bilind dixwîne. LeapStart Pergala fêrbûna înteraktîf ku xwendekarên afirîner, pêbawer û bextewar teşwîq dike. #mindhealthy@mal Li malê li tenduristiya hestyarî ya malbata xwe mêze bikin Pirrengiya Biyolojîk #EcoSchoolsAtHome Ji bo ku em ji we re bibin alîkar ku hûn hîn li dibistanê dixebitin û yên ku niha neçar in biçin dibistana malê, me xwest em komek nû ji çavkaniyên Eco-Dibistana ku dikarin werin adaptekirin ji bo ku hûn bikar bînin biafirînin. li ser cûrbecûr mijarên jîngehê bi ciwanên ji her temenî re bixebitin - dema ku ji ber derketina COVID-19 bi mîlyonek û yek kar û zehmetiyên din re mijûl dibin. Maths Gula Spî Bi bandor, îlham û agahdarî ji xebata lêkolîner û pisporên pêşeng ên matematîkê li çaraliyê cîhanê, Matematîka Gula Spî tîmek ji pisporên hînkirina matematîkê yên pir bi tecrube û bi hewes tîne cem hev da ku perwerde bikin, rêber bikin, bibin alîkar û piştgirî bidin hemî kesên ku dixwazin guhartinê li wan bikin. dibistanên wan. The Great Indoors Fikr û çalakiyên ku li malê hişên ciwan teşwîq bikin EYFS - Qonaxa Weqfa Salên Destpêk - Hînkirina BBC EYFS / Temen 3 - 5. Deng bi çîrok, muzîk, tevger û stranan çavkaniyên îdeal ji bo Fêrbûna Destpêkê peyda dike. Naverok rasterast bi bernameya Bernameya Weqfa Salên Destpêkê (EYFS) ve girêdayî ye. heyworth home learning activities home learning activity pack jan 2021 Massage Music A Summer Sky 00:00 / 04:44

  • EYSH Blogs Lost words | ENSFC

    EYSH Blogs Lost words Di Ahengê de Blogs ‘Lost words’ reflected through the three pillars of sustainability and the SDGs. By Diane Boyd As early years practitioners we recognise the importance of our role in supporting children’s oral skills through holistic development. Influential research by Hart and Risley (1992,1995) stated that early year’s children living in poorer disadvantaged situations experienced significantly less adult directed words than their higher socio-economic peers. The research implied there was a ‘30-million-word deficit’ for the lower socio-economic children by the time they were four. That is a lot of missing words! These crucial findings draw attention to the importance of what quality practitioners can do to support and narrow the gap for children through quality interactions and using their quality environments (SDG 4 Quality Education). So, how can we close the gap and support children’s communication skills? The Early Years Foundation Stage (EYFS DfE, 2024, p9) clearly states the importance of “back-and-forth interactions” as a necessary requirement for language and cognitive development in young children. Sameroff and Fiese (2000) suggest back-and-forth interactions are more important than the quantity of the vocabulary children are exposed to, because the bi-directional conversations shared together are closely entwined with Personal, Social and Emotional Development, a universal prime area (EYFS, DfE,2024). As practitioners we need to focus on ensuring all children have opportunities to encounter through modelling and scaffolding, complex language input with a high level of longer, richer sentences (Rowe, 2008). This aligns with the Education Endowment Foundation – Communication and Language toolkit, which reminds practitioners to support and model effective linguistic aspects of communication. However, reflecting on pedagogical interactions Margaret Donaldson (1978) says this must make ‘human sense’ to the children, suggesting the need to draw on the socio-cultural aspects of community too (SDG 11 Sustainable Cities and communities). Within the Specific Area Understanding the World (EYFS, DfE,2024, p11) practitioners are asked to guide “children to make sense of their physical world and their community.” Taking children out beyond the gates of your setting allows them to experience holistically their neighbourhood, and what makes sense to them. Every neighbourhood is different (think of smells in a city compared to a beach town!) but as the EYFS (DfE, 2024, p 11) states “the frequency and range of children’s personal experiences increases their knowledge and sense of the world around them”. One such example is walking with your children through the town daily or weekly, past the local shops and engaging in back-and-forth conversations, adding new vocabulary as they walk. Exchanging hellos and making conversation with shop keepers will help children to become familiar with new vocabulary that is seemingly being lost due to the overuse of supermarkets. In large supermarkets everything is there and available in one stop – just come in and buy! There are limited interactions, relationships and vocabulary shared. Sadly now, how many children know for instance, what a cobbler is and what their work comprises of, linking here to SDG 8 Decent Work and Economic Growth. By visiting in a natural organic way through a neighbourhood walk, children will become familiar with the shop keepers such as an optician, haberdasher, greengrocer, butcher, chemist, and baker (remember use this core language) that reside on their high street. When do children ever hear these occupational words now? So, it is imperative early years practitioners highlight these words before they become ‘lost’. Reinforce the words further through reading non-fiction books and revisit language associated with each profession, for example, Dylan the Shopkeeper by Guy Parker Rees. Set up your role play as different shops visited to consolidate language further. The new vocabulary can be extended to understand the produce they can purchase from the different shops, resonating with SDG 8, SDG 9, and SDG 11. The EYFS (DfE,2024) asks practitioners to build ‘positive relationships’, and this is a way of doing this through your locality. For example, in the greengrocer discuss the type of apple with the children and then taste test them. Granny Smith or Royal Gala which are sweet or bitter? Think of the lovely describing words or faces here! Other extension activities could include memory games- I went to the baker and I bought bread, a cake, some pastries; or I went to the butcher, and I bought some pork sausages, a bacon chop, some beef burgers; this consolidates the produce from each shop and the repetition aids the children’s cognition. After visiting the high street, the children could make their own big story book from each shop rather than buying books to support. This would be very effective as this supports children’s understanding of text - words and images together have meaning, that there is a beginning, middle and end in books which will make ‘human sense’ to them as this connects them to their community high street shops, and the satisfaction of knowing they wrote the book. Due to plastic credit cards being used in supermarkets there are other words that are now less frequently used in the terms of monetary currency. How often do children hear in purchasing back and forth conversations, or the words pennies and pounds being used? By highlighting during your neighbourhood walks not just the local shop keepers, their profession and produce sold, take the children into the shop, and model the use of real money. As the EEF Communication and Language states “settings should use a range of different approaches to developing communication and language skills.” It is important that children hear your “back-and-forth interactions” (EYFS, DfE,2024p, 9) with the shop keepers, as they are valuable conversations of both produce and currency together. The EEF (Early numeracy approaches) research shows that by utilising holistic pedagogy it has “a higher impact than when maths was delivered as a supplementary activity.” Through these conversations children will hear pennies, pounds, change and cost which they can replicate in role play back at your setting because this makes “human sense” (Donalson,1978) to them. Moving out into the locality and community children will have countless opportunities to use their 5 senses – hearing, smelling, tasting, seeing, and touching. By visiting local parks, gardens, or beaches regularly children will develop empathy and care for their environment. The emphasis is that you always use correct terminology with the children. For example, not the generic term ‘flower’ but daffodil or snow drop, and you encourage the children to observe the fauna but not pick them. There is a fabulous book called Lost Words by Robert MacFarlane and Jackie Morris (2021) which focuses again on disappearing words but this time in the natural world. The book states “all over the country, there are words disappearing from children's lives. These are the words of the natural world; Dandelion, Otter, Bramble, and Acorn, all gone. A wild landscape of imagination and play is rapidly fading from our children's minds. The Lost Words stands against the disappearance of wild childhood”. This book could be used as a follow up to walks or scientific observations in woodland. Crucially for the planet we need to ensure young children hear, use, and understand key words from nature. As the EEF- Early Literacy approaches state you must ensure that “your early literacy strategy is well-balanced and combines approaches that will support the development of skills, knowledge and understanding”. From a sustainable perspective we need to invest in our locality whether this is the high street or park or woodlands or coastline. If children develop a relationship with their community and locality then they will love the area, respect the area and care for the area. EEF- Early years evidence highlights “approaches for teaching early literacy should, therefore, be used in ways that build on approaches that support communication and language, which are fundamental to children’s literacy.” This resonates with the Specific Area Knowledge and Understanding which asks practitioners to “foster their understanding of our culturally, socially, technologically, and ecologically diverse world” EYFS (DfE,2024, p11). Extending and developing these ‘lost words’ of the high street and environment builds “important knowledge,” and “extends their familiarity with words that support understanding across domains” (EYFS, DfE, 2024, p11). Economic sustainability through regular opportunities to use and understand words associated with currency, socio-cultural sustainability through engaging and connecting with your local community high street shops and environmental sustainability with care and empathy because of a relationship with the natural world. This clearly demonstrates the interconnected and holistic approaches to both early childhood and sustainability. Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

  • Home Learning Stories | ENSFC

    Interactive stories from Booktrust the UK’s largest children’s reading charity Çîrokên Fêrbûna Malê Booktrust Çîrokên înteraktîf ên ji mezintirîn xêrxwaziya xwendina zarokan a UK-ê Booktrust. Hin kûçikan dikin Owl Babies Rumble di daristanê de Very Carefully veke ezf Xwe Bextewar û Hûn Dizanin

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