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EYSH Blogs Lost words ਸੰਜੋਗ ਵਿਚ 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

Our aim is to encourage and inspire our families to support their child’s home learning. Through our Remote Learning Contingency Plan ਰਿਮੋਟ ਲਰਨਿੰਗ ਕੰਟੀਜੈਂਸੀ ਪਲਾਨ

Interactive stories from Booktrust the UK’s largest children’s reading charity ਘਰੇਲੂ ਸਿੱਖਣ ਦੀਆਂ ਕਹਾਣੀਆਂ ਬੁੱਕ ਟਰੱਸਟ ਯੂਕੇ ਦੀ ਸਭ ਤੋਂ ਵੱਡੀ ਬੱਚਿਆਂ ਦੀ ਰੀਡਿੰਗ ਚੈਰਿਟੀ ਬੁੱਕਟਰਸਟ ਤੋਂ ਇੰਟਰਐਕਟਿਵ ਕਹਾਣੀਆਂ। ਕੁਝ ਕੁੱਤੇ ਕਰਦੇ ਹਨ ਉੱਲੂ ਦੇ ਬੱਚੇ ਜੰਗਲ ਵਿੱਚ ਰੰਬਲ ਬਹੁਤ ਧਿਆਨ ਨਾਲ ਖੋਲ੍ਹੋ ਆਈf ਤੁਹਾਡੀ ਖੁਸ਼ੀ ਅਤੇ ਤੁਸੀਂ ਇਸ ਨੂੰ ਜਾਣਦੇ ਹੋ

1/1 ਪਰਿਵਾਰ ਕੇਂਦਰ ਇਹ ਪ੍ਰੋਜੈਕਟ ਲਿਵਰਪੂਲ ਸਿਟੀ ਰੀਜਨ ESF ਵੇਜ਼ ਟੂ ਵਰਕ ਪ੍ਰੋਗਰਾਮ ਦਾ ਹਿੱਸਾ ਹੈ ਅਤੇ ਯੂਰਪੀਅਨ ਸੋਸ਼ਲ ਫੰਡ ਅਤੇ ਯੂਥ ਇੰਪਲਾਇਮੈਂਟ ਇਨੀਸ਼ੀਏਟਿਵ ਦੁਆਰਾ ਅੰਸ਼ਕ-ਫੰਡ ਕੀਤਾ ਗਿਆ ਹੈ। ਪ੍ਰੋਗਰਾਮ ਦਾ ਉਦੇਸ਼ ਸਥਾਨਕ ਲੋਕਾਂ ਨੂੰ ਨੌਕਰੀ ਦੀ ਖੋਜ, ਕੋਚਿੰਗ ਅਤੇ ਸਲਾਹ, ਕੰਮ ਦਾ ਤਜਰਬਾ, ਸਿਖਲਾਈ, ਹੁਨਰ ਵਿਕਾਸ ਅਤੇ ਜਾਣਕਾਰੀ, ਸਲਾਹ ਅਤੇ ਮਾਰਗਦਰਸ਼ਨ ਰਾਹੀਂ ਕੰਮ ਵਿੱਚ ਸਹਾਇਤਾ ਕਰਨਾ ਹੈ। ਸਾਡੇ ਪਰਿਵਾਰ ਕੇਂਦਰ ਵਿੱਚ ਸੁਆਗਤ ਹੈ ਹਾਲ ਹੀ ਵਿੱਚ ਜਨਵਰੀ 2011 ਵਿੱਚ ਆਫਸਟੇਡ ਦੁਆਰਾ ਨਿਰਣਾ ਕੀਤੇ ਗਏ ਇੱਕ 'ਬਹੁਤ ਵਧੀਆ' ਚਿਲਡਰਨ ਸੈਂਟਰ ਵਜੋਂ, ਅਸੀਂ ਮਾਪਿਆਂ ਅਤੇ ਪੰਜ ਸਾਲ ਤੋਂ ਘੱਟ ਉਮਰ ਦੇ ਬੱਚਿਆਂ ਅਤੇ ਉਹਨਾਂ ਦੇ ਪਰਿਵਾਰਾਂ ਲਈ ਸਹਾਇਤਾ ਪ੍ਰਦਾਨ ਕਰਦੇ ਹਾਂ। ਅਰਲੀ ਇੰਟਰਵੈਂਸ਼ਨ ਫੈਮਿਲੀ ਵਰਕਰਜ਼ ਅਤੇ ਕਮਿਊਨਿਟੀ ਐਂਗੇਜਮੈਂਟ ਵਰਕਰ ਪਰਿਵਾਰਕ ਜੀਵਨ ਨੂੰ ਬਿਹਤਰ ਬਣਾਉਣ ਵਿੱਚ ਮਦਦ ਕਰਨ ਲਈ ਭਾਈਚਾਰੇ ਵਿੱਚ ਮਾਪਿਆਂ ਅਤੇ ਦੇਖਭਾਲ ਕਰਨ ਵਾਲਿਆਂ ਨਾਲ ਨਜ਼ਦੀਕੀ ਸਾਂਝੇਦਾਰੀ ਵਿੱਚ ਕੰਮ ਕਰਨ ਲਈ Everton ਵਿੱਚ ਆਧਾਰਿਤ ਹਨ। ਸਾਡਾ ਚਿਲਡਰਨ ਸੈਂਟਰ ਲਿਵਰਪੂਲ ਵਿੱਚ 26 ਬੱਚਿਆਂ ਦੇ ਕੇਂਦਰਾਂ ਵਿੱਚੋਂ ਇੱਕ ਹੈ। ਚਿਲਡਰਨ ਸੈਂਟਰ ਪੰਜ ਸਾਲ ਤੋਂ ਘੱਟ ਉਮਰ ਦੇ ਬੱਚਿਆਂ ਵਾਲੇ ਪਰਿਵਾਰਾਂ ਲਈ ਦੇਖਭਾਲ, ਸਿੱਖਿਆ, ਸਿਹਤ, ਭਾਈਚਾਰਕ ਵਿਕਾਸ ਅਤੇ ਪਰਿਵਾਰਕ ਸੇਵਾਵਾਂ ਨੂੰ ਇਕੱਠੇ ਲਿਆਉਂਦੇ ਹਨ। ਸਾਡੀ ਸਟਾਫ ਟੀਮ ਬੱਚਿਆਂ ਲਈ ਸਭ ਤੋਂ ਵਧੀਆ ਸਿੱਖਣ, ਸਿਹਤ ਅਤੇ ਤੰਦਰੁਸਤੀ ਦੇ ਨਤੀਜੇ ਪ੍ਰਦਾਨ ਕਰਨ ਲਈ ਪਰਿਵਾਰਾਂ ਅਤੇ ਭਾਈਚਾਰੇ ਨਾਲ ਮਿਲ ਕੇ ਕੰਮ ਕਰਦੀ ਹੈ। ਸਾਨੂੰ ਭਰੋਸਾ ਹੈ ਕਿ ਤੁਹਾਡਾ ਸਮਾਂ ਏਵਰਟਨ ਨਰਸਰੀ ਸਕੂਲ ਅਤੇ ਫੈਮਲੀ ਸੈਂਟਰ ਆਨੰਦਦਾਇਕ ਹੋਵੇਗਾ ਅਤੇ ਤੁਹਾਨੂੰ ਸਾਡੀਆਂ ਗਤੀਵਿਧੀਆਂ ਵਿੱਚ ਪੂਰੀ ਤਰ੍ਹਾਂ ਸ਼ਾਮਲ ਹੋਣ ਲਈ ਸੱਦਾ ਦਿੰਦਾ ਹੈ। ਪਰਿਵਾਰਾਂ ਲਈ ਸੇਵਾਵਾਂ ਏਵਰਟਨ ਨਰਸਰੀ ਸਕੂਲ ਅਤੇ ਫੈਮਲੀ ਸੈਂਟਰ ਪਰਿਵਾਰਾਂ ਲਈ ਬਹੁਤ ਸਾਰੀਆਂ ਸਮਾਵੇਸ਼ੀ ਸੇਵਾਵਾਂ ਦੀ ਪੇਸ਼ਕਸ਼ ਕਰਦਾ ਹੈ। ਜ਼ਿਆਦਾਤਰ ਸਿਹਤ ਅਤੇ ਮਾਤਾ-ਪਿਤਾ ਸਹਾਇਤਾ ਸੇਵਾਵਾਂ ਪਰਿਵਾਰਾਂ ਨੂੰ ਘੱਟ ਜਾਂ ਬਿਨਾਂ ਕਿਸੇ ਕੀਮਤ 'ਤੇ ਪ੍ਰਦਾਨ ਕੀਤੀਆਂ ਜਾਂਦੀਆਂ ਹਨ। ਟਾਇਲਟ ਸਿਖਲਾਈ - ਇਹ ਬਹੁਤ ਹੀ ਪ੍ਰਸਿੱਧ ਪ੍ਰੋਗਰਾਮ ਬੱਚਿਆਂ ਨੂੰ ਸਕੂਲ ਲਈ ਤਿਆਰ ਰਹਿਣ ਅਤੇ ਕੱਛੀਆਂ ਤੋਂ ਬਾਹਰ ਰਹਿਣ ਵਿੱਚ ਮਦਦ ਕਰਨ ਲਈ ਮਾਪਿਆਂ ਨੂੰ ਸਿਖਾਉਣ ਵਿੱਚ ਬਹੁਤ ਸਫਲ ਹੈ। ਪਰਿਵਾਰ ਦਾ ਸਮਰਥਨ - ਸਾਡੀ ਸਟਾਫ ਟੀਮ ਪਰਿਵਾਰਕ ਸਹਾਇਤਾ ਵਿੱਚ ਬਹੁਤ ਅਨੁਭਵੀ ਹੈ। ਅਸੀਂ ਲੋੜ ਪੈਣ 'ਤੇ ਪਰਿਵਾਰਾਂ ਨੂੰ ਆਊਟਰੀਚ ਹੋਮ ਵਿਜ਼ਿਟ ਦੀ ਪੇਸ਼ਕਸ਼ ਕਰਦੇ ਹਾਂ। ਤੁਹਾਡਾ ਹੈਲਥ ਵਿਜ਼ਟਰ ਜਾਂ ਦਾਈ ਤੁਹਾਨੂੰ ਸੈਂਟਰ ਭੇਜ ਸਕਦੀ ਹੈ। ਤੁਸੀਂ ਸਾਡੀ ਬਹੁਤ ਹੀ ਦੋਸਤਾਨਾ ਟੀਮ ਵਿੱਚੋਂ ਕਿਸੇ ਇੱਕ ਨੂੰ ਸਹਾਇਤਾ ਲਈ ਪੁੱਛਣ ਲਈ ਰਿੰਗ ਜਾਂ ਡਰਾਪ ਵੀ ਕਰ ਸਕਦੇ ਹੋ। ਸਿਹਤ ਅਤੇ ਤੰਦਰੁਸਤੀ - ਦੰਦਾਂ ਦੀ ਸਿਹਤ, ਸਿਹਤਮੰਦ ਖਾਣ-ਪੀਣ ਅਤੇ ਸਰੀਰਕ ਗਤੀਵਿਧੀ, ਬਾਲ ਵਿਕਾਸ ਅਤੇ ਪਾਲਣ-ਪੋਸ਼ਣ ਸੰਬੰਧੀ ਜਾਣਕਾਰੀ ਬਾਰੇ ਸਿਹਤ ਪ੍ਰੋਤਸਾਹਨ ਸਮੱਗਰੀ ਅਤੇ ਗਤੀਵਿਧੀਆਂ। ਹੈਲਥ ਵਿਜ਼ਿਟਰ ਕਲੀਨਿਕ ਹਰ ਮੰਗਲਵਾਰ ਦੁਪਹਿਰ ਨੂੰ ਸਾਡੀ ਸਾਈਟ 'ਤੇ ਆਯੋਜਿਤ ਕੀਤੇ ਜਾਂਦੇ ਹਨ। ਸੈਸ਼ਨਾਂ ਵਿੱਚ ਮਿਡਵਾਈਫ਼ ਬੁਕਿੰਗ ਹਰ ਮੰਗਲਵਾਰ ਸਾਰਾ ਦਿਨ ਸਾਈਟ 'ਤੇ ਰੱਖੀ ਜਾਂਦੀ ਹੈ। ਆਪਣੇ ਬੱਚੇ ਲਈ ਤਿਆਰ ਰਹੋ - ਤੁਹਾਡੀ ਗਰਭ ਅਵਸਥਾ ਦੇ ਬਾਅਦ ਦੇ ਪੜਾਵਾਂ ਵਿੱਚ ਆਯੋਜਿਤ ਤਿੰਨ ਸੈਸ਼ਨ। ਅਸੀਂ ਤੁਹਾਡੇ ਬੱਚੇ ਦੇ ਆਉਣ ਦੀ ਤਿਆਰੀ ਵਿੱਚ ਤੁਹਾਡੀ ਮਦਦ ਕਰਨ ਲਈ ਦਾਈ ਨਾਲ ਮਿਲ ਕੇ ਕੰਮ ਕਰਦੇ ਹਾਂ। ਸਪੀਚ ਐਂਡ ਲੈਂਗੂਏਜ ਥੈਰੇਪਿਸਟ ਸਾਈਟ ਥੈਰੇਪੀ ਅਤੇ ਬੁੱਕ ਕੀਤੀਆਂ ਮੁਲਾਕਾਤਾਂ ਦੇ ਨਾਲ ਸਹਾਇਤਾ ਪ੍ਰਦਾਨ ਕਰਦੇ ਹਨ। ਮਾਪਿਆਂ ਲਈ ਬਾਲ ਚਿਕਿਤਸਕ ਫਸਟ ਏਡ - ਬਹੁਤ ਛੋਟੇ ਬੱਚਿਆਂ ਦੀ ਦੇਖਭਾਲ ਦੇ ਇਸ ਮਹੱਤਵਪੂਰਨ ਤੱਤ ਵਿੱਚ ਸਿਖਲਾਈ ਪ੍ਰਾਪਤ ਕਰਨ ਲਈ ਕੇਂਦਰ ਨਿਯਮਿਤ ਤੌਰ 'ਤੇ ਮਾਪਿਆਂ ਲਈ ਬਾਲ ਚਿਕਿਤਸਕ ਫਸਟ ਏਡ ਦੀ ਮੇਜ਼ਬਾਨੀ ਕਰਦਾ ਹੈ। ਦੁਰਘਟਨਾਵਾਂ ਵਾਪਰਦੀਆਂ ਹਨ, ਅਤੇ ਇਹ ਪ੍ਰੋਗਰਾਮ ਤੁਹਾਨੂੰ ਦਿਖਾਏਗਾ ਕਿ ਘਟਨਾਵਾਂ ਨਾਲ ਨਜਿੱਠਣ ਲਈ ਕਿਵੇਂ ਆਤਮਵਿਸ਼ਵਾਸ ਕਰਨਾ ਹੈ ਅਤੇ ਐਮਰਜੈਂਸੀ ਸੇਵਾਵਾਂ ਨੂੰ ਕਦੋਂ ਕਾਲ ਕਰਨਾ ਹੈ। ਸਿੱਖਣ ਅਤੇ ਦੇਖਭਾਲ - ਇੱਕ ਛੋਟੇ ਬੱਚੇ ਦੇ ਮਾਤਾ-ਪਿਤਾ ਜਾਂ ਦੇਖਭਾਲ ਕਰਨ ਵਾਲੇ ਵਜੋਂ ਤੁਸੀਂ ਆਪਣੇ ਬੱਚੇ ਦੇ ਵਿਕਾਸ 'ਤੇ ਮੁੱਖ ਪ੍ਰਭਾਵ ਹੋ। ਸ਼ੁਰੂਆਤੀ ਬਚਪਨ ਦੀ ਸਿਖਲਾਈ ਅਤੇ ਦੇਖਭਾਲ ਦੀਆਂ ਗਤੀਵਿਧੀਆਂ ਇਸ ਮਹੱਤਵਪੂਰਨ ਭੂਮਿਕਾ ਵਿੱਚ ਤੁਹਾਡੀ ਮਦਦ ਕਰਨ ਲਈ ਮੌਜੂਦ ਹਨ। ਇਹਨਾਂ ਵਿੱਚ ਸ਼ਾਮਲ ਹਨ: ਰਹੋ ਅਤੇ ਖੇਡੋ - ਇਹ ਤੁਹਾਡੇ ਬੱਚੇ ਨੂੰ ਇਹ ਸਿੱਖਣ ਵਿੱਚ ਸਹਾਇਤਾ ਕਰੇਗਾ ਕਿ ਕਿਵੇਂ ਦੂਜੇ ਬੱਚਿਆਂ ਨਾਲ ਸਮਾਜਿਕ ਹੋਣਾ ਹੈ। ਕਹਾਣੀ ਅਤੇ ਤੁਕਬੰਦੀ - ਇਹ ਤੁਹਾਡੇ ਬੱਚੇ ਨੂੰ ਕਿਤਾਬਾਂ ਨਾਲ ਪਿਆਰ ਪੈਦਾ ਕਰਨ ਅਤੇ ਉਹਨਾਂ ਦਾ ਧਿਆਨ ਰੱਖਣਾ ਅਤੇ ਛੋਟੀਆਂ ਕਹਾਣੀਆਂ ਸੁਣਨਾ ਸਿੱਖਣਾ ਸ਼ੁਰੂ ਕਰਨ ਦਾ ਇੱਕ ਸ਼ਾਨਦਾਰ ਮੌਕਾ ਹੈ। ਬੱਚੇ ਹਫ਼ਤਿਆਂ ਵਿੱਚ ਬਹੁਤ ਸਾਰੀਆਂ ਨਵੀਆਂ ਨਰਸਰੀ ਤੁਕਾਂਤ ਵੀ ਸਿੱਖਣਗੇ। ਪੇਟ ਦਾ ਸਮਾਂ - ਇਹ ਕੇਂਦਰ ਲਈ ਇੱਕ ਨਵਾਂ ਪ੍ਰੋਗਰਾਮ ਹੈ। ਅਸੀਂ ਇਹ ਪ੍ਰੋਗਰਾਮ baby ਨੂੰ ਆਪਣੇ ਪੇਟ 'ਤੇ ਖੇਡਣ ਲਈ ਉਤਸ਼ਾਹਿਤ ਕਰਨ ਵਿੱਚ ਮਾਪਿਆਂ ਦੀ ਮਦਦ ਕਰਨ ਲਈ ਪ੍ਰਦਾਨ ਕਰਦੇ ਹਾਂ ਜਦੋਂ ਉਹ ਜਾਗਦੇ ਹਨ। ਬੱਚੇ ਜਲਦੀ ਹੀ ਪੇਟ ਦੀ ਸਥਿਤੀ ਤੋਂ ਰੋਲ ਅਤੇ ਰੇਂਗਣਾ ਸਿੱਖ ਲੈਂਦੇ ਹਨ। ਟੋਟਸ ਇਨ ਹਾਰਮੋਨੀ - ਬੱਚਿਆਂ ਅਤੇ 3 ਸਾਲ ਤੋਂ ਘੱਟ ਉਮਰ ਦੇ ਬੱਚਿਆਂ ਲਈ। ਜਾਣਕਾਰ ਸੰਗੀਤਕਾਰਾਂ ਦੁਆਰਾ ਪ੍ਰਦਾਨ ਕੀਤਾ ਗਿਆ ਇੱਕ ਸੁੰਦਰ ਸੰਗੀਤ ਸੈਸ਼ਨ ਜੋ ਜਾਣਦੇ ਅਤੇ ਸਮਝਦੇ ਹਨ ਕਿ ਛੋਟੇ ਬੱਚੇ ਸੰਗੀਤ ਦੁਆਰਾ ਕਿਵੇਂ ਸਿੱਖਦੇ ਹਨ। ਇਹ ਹਫ਼ਤਾਵਾਰੀ ਸੈਸ਼ਨ ਇਹ ਦੇਖਣ ਵਿੱਚ ਮਾਪਿਆਂ ਦੀ ਮਦਦ ਕਰਨ ਲਈ ਬਣਾਏ ਗਏ ਹਨ ਕਿ ਤੁਹਾਡਾ ਬੱਚਾ ਸੰਗੀਤ ਰਾਹੀਂ ਕਿਵੇਂ ਸਿੱਖਦਾ ਹੈ। ਸੰਵੇਦੀ ਕਮਰਾ - ਇਹ ਲੁਭਾਉਣ ਵਾਲਾ ਕਮਰਾ ਕਮਿਊਨਿਟੀ ਵਿੱਚ ਸਾਡੇ ਸਾਰੇ ਮਾਪਿਆਂ ਲਈ ਉਪਲਬਧ ਹੈ। ਆਪਣੇ ਬੱਚੇ ਨੂੰ ਸਾਫਟ ਪਲੇ ਏਰੀਆ ਵਿੱਚ ਸੁਤੰਤਰ ਅਤੇ ਸੁਰੱਖਿਅਤ ਘੁੰਮਣ ਅਤੇ ਲਾਈਟਾਂ ਅਤੇ ਰੰਗਦਾਰ ਪਾਣੀ ਦੇ ਫੁਹਾਰੇ ਦੀ ਪੜਚੋਲ ਕਰਨ ਦਿਓ। ਸਾਡੀ ਪੇਸ਼ਕਸ਼ ਅਸੀਂ ਤੁਹਾਡੇ ਬੱਚੇ ਲਈ ਸਭ ਤੋਂ ਵਧੀਆ ਸ਼ੁਰੂਆਤ ਅਤੇ ਤੁਹਾਡੇ ਅਤੇ ਤੁਹਾਡੇ ਪਰਿਵਾਰ ਲਈ ਬਹੁਤ ਸਾਰੀਆਂ ਮੁਫ਼ਤ ਉੱਚ ਗੁਣਵੱਤਾ ਸੇਵਾਵਾਂ ਅਤੇ ਗਤੀਵਿਧੀਆਂ ਦੀ ਪੇਸ਼ਕਸ਼ ਕਰਦੇ ਹਾਂ।

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 The hub offers free advice, support and training to childminders across Liverpool City Region and Beyond. We are aiming to set up Peer to Peer Childminder Support and Play Sessions for Children. Please join our mailing list to be kept informed of future events and launches, newsletters and availability for training dates and drop-in sessions. If you would like to be involved or have suggestions, please let us know. Online Childminder Network which is the last Saturday morning 10a.m. – 11.30a.m. of every month: CHILDMINDER DROP IN Deysbrook Network: Everton Nursery School and Family Centre, Spencer Street, Liverpool, L6 2WF Held every Wednesday 9.30- 11.30am Hunts Cross Network: St Hilda’s Church Hall, Stuart Avenue, Hunts Cross L25 0NG Held every Wednesday 9.30-11.30am Kendal Network: Beck Community Centre, 20 Esthwaite Avenue, Kendal LA9 7NZ Held every Thursday 9.30 – 11.30am Bromborough Childminder Network: Bromborough Family Hub, Gratrix Road, Wirral CH62 7BW Held Thursdays 9.30 – 11.30 am What is a Childminder Drop In? The childminder drop-in sessions provide local childminders with an opportunity to access up to date information, recourses, face to face support, support from a member of the hub team and for childminders to share best practices. The group offers the children a multitude of benefits including enhanced social, emotional, and cognitive development, improved communication skills and opportunities to access larger play equipment to promote physical development. The facilities provide a safe space where childminders can organise events, celebrations and provide larger scale structured activities for the children which in turn supports transitions to school. Liverpool City Region and beyond Early Years Stronger Practice Hub Childminder Network Meetings Held every last Saturday of each month for Teams Link see the monthly newsletter. The aim of the Monthly meetings is to keep childminders up to date with local / national changes, information sharing, identify training needs and give general help and advice. Should you want to have anything specific added to the agenda please email the Stronger Practice Hub on sphubnw@evertoncentre.liverpool.sch.uk WELLCOMM BAGS If you are a Liverpool Childminder and wish to borrow a Wellcomm bag to use with your children, email the sph email as we can support you and loan a Wellcomm bag to you for a period of time. CHILDMINDER RESOURCE BAGS Calling all SPH Network Members….. FREE Resource bags coming soon, funded by the SPH this is a fantastic opportunity for Childminders. Each bag of carefully selected items will be a welcome addition to your setting which in turn supports your children’s development. Each resource bag is designed to be used individually, with a group of childminder colleagues and shared as a lending library. In the next few weeks you can apply for resources that cover Communication and Language, Early Maths and Story Comprehension including a selection of various quality Story Sacks. Also included will be Outdoor and Nature, Habitats and Musicical Instruments bags. Look out for the launch coming the end of April/early May depending on your location within Liverpool City Region and Beyond Early Years Stronger Practice Hub…. Literacy Blog, written for Childminders by June Cargill Strategic Partners Stronger Practice Hub Privacy Notice

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 Sign-up to receive our Newsletter on the second week of each month. Will aim to provide practical information from educators across the Liverpool City Region and Beyond as well as information from the Department for Education and Education Endowment Foundation. See below for previous editions. SUBSCRIBE TO OUR LIVERPOOL CITY REGION AND BEYOND EARLY YEARS STRONGER PRACTICE HUB MAILING LIST Sign-up to receive news from our Hub by email, including upcoming courses and events, links to additional resources, and more! Subscribe Strategic Partners Stronger Practice Hub Privacy Notice

At Everton Nursery School, we engage children in their learning through their interests. Teachers use these interests to plan active and creative learning experiences that develop children's listening and attention skills. ਧੁਨੀ ਵਿਗਿਆਨ ਦੀ ਸਿੱਖਿਆ ਅਤੇ ਸਿੱਖਣ ਲਈ ਸਾਡੀ ਪਹੁੰਚ ਐਵਰਟਨ ਨਰਸਰੀ ਸਕੂਲ ਵਿਖੇ ਐਵਰਟਨ ਨਰਸਰੀ ਸਕੂਲ ਵਿੱਚ, ਅਸੀਂ ਬੱਚਿਆਂ ਨੂੰ ਉਹਨਾਂ ਦੀ ਸਿਖਲਾਈ ਵਿੱਚ ਸ਼ਾਮਲ ਕਰਦੇ ਹਾਂ ਉਹਨਾਂ ਦੇ ਹਿੱਤਾਂ ਦੁਆਰਾ. ਅਧਿਆਪਕ ਇਹਨਾਂ ਰੁਚੀਆਂ ਦੀ ਵਰਤੋਂ ਯੋਜਨਾ ਬਣਾਉਣ ਲਈ ਕਰਦੇ ਹਨ ਸਰਗਰਮ ਅਤੇ ਰਚਨਾਤਮਕ ਸਿੱਖਣ ਦੇ ਤਜ਼ਰਬੇ ਜੋ ਬੱਚਿਆਂ ਦਾ ਵਿਕਾਸ ਕਰਦੇ ਹਨ ਸੁਣਨ ਅਤੇ ਧਿਆਨ ਦੇਣ ਦੇ ਹੁਨਰ। ਅਧਿਆਪਕ ਅਧਿਆਪਨ ਅਤੇ ਸਿੱਖਣ ਨੂੰ ਅੰਡਰਪਿਨ ਕਰਨ ਲਈ 'ਲਿਟਲ ਵੈਂਡਲ ਲੈਟਰਸ ਐਂਡ ਸਾਊਂਡਸ ਰਿਵਾਈਜ਼ਡ' ਤੋਂ ਮਾਰਗਦਰਸ਼ਨ ਦੀ ਵਰਤੋਂ ਕਰਦੇ ਹਨ। ਅਧਿਆਪਕ ਸਾਰੇ ਬੱਚਿਆਂ ਲਈ ਬਾਲ-ਅਗਵਾਈ ਅਤੇ ਬਾਲਗ-ਅਗਵਾਈ ਵਾਲੇ ਅਨੁਭਵਾਂ ਦਾ ਸੰਤੁਲਨ ਪ੍ਰਦਾਨ ਕਰਦੇ ਹਨ ਜੋ 'ਸੰਚਾਰ ਅਤੇ ਭਾਸ਼ਾ' ਅਤੇ 'ਸਾਖਰਤਾ' ਲਈ ਪਾਠਕ੍ਰਮ ਦੀਆਂ ਉਮੀਦਾਂ ਨੂੰ ਪੂਰਾ ਕਰਦੇ ਹਨ। ਇਹਨਾਂ ਰੋਜ਼ਾਨਾ ਅਨੁਭਵਾਂ ਵਿੱਚ ਸ਼ਾਮਲ ਹਨ: · _CC78190555555555555555555555555555558D_ 136BAN5CF558d_ 136b78190558d_36b7819055555555555555555555555555555555555555555555555556555555555555555555555555555555555- 136b 76565558d_36b781955555555555555555555555555555555555- 136.c78195558D_ _ bb3b-136bad5cf58d_ · Learning a range of nursery rhymes and action rhymes_cc781905-5cde-3194 -bb3b-136bad5cf58d_ · _CC781905555565555555555558D_ 136b 76558D_ 136BAN5CF58D_ 136BAN5CF558D_ 136b781958d_ 136b7819058d_ _ ਸੀ. -5cde-3194-bb3b-136bad5cf58d_ Regysc78190555555555555555555555555555556558D- 136BAN5CF58D_ 136BAN5CF58D_ 136BAN5CF558D_ 136BAN5CF558D_ 136BAN5CF558D_ 136BAN5CF558D_ 136BAN5CF558D_ 136b7819558D_ 136BAN5CF558D_ 136b7819558D_ 136BAN5CF558D_ 136BAN5CF558D_ 136BAN5CF558D_ 136b7819558D_ 136b7819558D_ 136BAN5CF558D_ 136b7819558D_1005 ਸੀ ਉਹਨਾਂ ਬੱਚਿਆਂ ਲਈ ਜੋ ਆਵਾਜ਼ਾਂ ਨੂੰ ਜੋੜਨ ਵਿੱਚ ਵਧੇਰੇ ਵਿਸ਼ਵਾਸ ਰੱਖਦੇ ਹਨ ਅੱਖਰਾਂ ਨੂੰ ਅਤੇ ਜੋ ਪੜ੍ਹਨ ਦੇ ਸ਼ੁਰੂਆਤੀ ਪੜਾਅ 'ਤੇ ਹਨ, ਦੀ ਜਾਣ-ਪਛਾਣ ਦੁਆਰਾ ਅਸੀਂ ਉਹਨਾਂ ਦੇ ਸਿੱਖਣ ਨੂੰ ਚੁਣੌਤੀ ਦਿੰਦੇ ਹਾਂ ਵੱਧ ਉਮਰ ਅਤੇ ਪੜਾਅ ਦੇ ਉਚਿਤ ਸਿੱਖਣ ਦੇ ਮੌਕੇ ਅੰਦਰ ਅਤੇ ਬਾਹਰ ਦੋਨੋ. ਅਸੀਂ ਪੜ੍ਹਦੇ ਹਾਂ ਅਤੇ ਇੱਕ ਵਿਆਪਕ ਸਾਂਝਾ ਕਰਦੇ ਹਾਂ ਬੱਚਿਆਂ ਦੇ ਨਾਲ ਕਿਤਾਬਾਂ ਦੀ ਰੇਂਜ ਜੋ ਦੋਵਾਂ 'ਤੇ ਕੇਂਦ੍ਰਿਤ ਹੈ ਗਲਪ ਅਤੇ ਗੈਰ-ਗਲਪ ਪਾਠ। ਅਸੀਂ ਬੱਚਿਆਂ ਨੂੰ ਚੁਣੌਤੀ ਦਿੰਦੇ ਹਾਂ ਜਾਣ-ਪਛਾਣ ਦੁਆਰਾ ਧੁਨੀਆਤਮਕ ਗਿਆਨ ਅਤੇ ਵੱਖ-ਵੱਖ ਲਿਖਣ ਸ਼ੈਲੀਆਂ ਦੀ ਸ਼ਮੂਲੀਅਤ ਤਾਂ ਜੋ ਬੱਚੇ ਅੱਖਰਾਂ, ਆਵਾਜ਼ਾਂ, ਸ਼ਬਦਾਂ, ਟੈਕਸਟ ਅਤੇ ਜਾਣਕਾਰੀ ਦੀ ਡੂੰਘੀ ਅਤੇ ਸੁਰੱਖਿਅਤ ਸਮਝ ਪ੍ਰਾਪਤ ਕਰੋ। ਨਰਸਰੀ ਸਕੂਲ ਦੀਆਂ ਕਲਾਸਾਂ ਵਿੱਚ ਬੱਚੇ ਰੋਜ਼ਾਨਾ 'ਅਧਿਆਪਕ ਦੀ ਅਗਵਾਈ ਵਾਲੇ ਸੈਸ਼ਨਾਂ' ਵਿੱਚ ਸ਼ਾਮਲ ਹੁੰਦੇ ਹਨ ਜਿਸ ਰਾਹੀਂ ਤਾਲ ਅਤੇ ਤੁਕਾਂਤ ਵਰਗੀਆਂ ਧਾਰਨਾਵਾਂ ਨੂੰ ਅੱਗੇ ਵਿਕਸਤ ਕੀਤਾ ਜਾਂਦਾ ਹੈ। ਅੰਦਰੂਨੀ ਅਤੇ ਬਾਹਰੀ ਸਿੱਖਣ ਦੇ ਮਾਹੌਲ ਦੌਰਾਨ, ਬੱਚਿਆਂ ਕੋਲ ਅੱਖਰਾਂ ਦੇ ਆਪਣੇ ਗਿਆਨ ਅਤੇ ਬਦਲੇ ਵਿੱਚ, ਉਹਨਾਂ ਦੀਆਂ ਆਵਾਜ਼ਾਂ ਨੂੰ ਲਗਾਤਾਰ ਵਿਕਸਿਤ ਕਰਨ ਲਈ ਉੱਚ-ਗੁਣਵੱਤਾ ਵਾਲੇ ਸਰੋਤਾਂ ਦੀ ਇੱਕ ਸ਼੍ਰੇਣੀ ਦੀ ਖੋਜ ਕਰਨ ਦਾ ਮੌਕਾ ਹੁੰਦਾ ਹੈ। ਸਾਈਟ 'ਤੇ ਫਿਲਹਾਰਮੋਨਿਕ ਸੰਗੀਤਕਾਰਾਂ ਨਾਲ 'ਇਨ ਹਾਰਮੋਨੀ' ਅਤੇ 'ਟਿਊਨਿੰਗ ਇਨ' ਅਤੇ ਨਰਸਰੀ ਸਟਾਫ ਦੇ ਨਾਲ ਸੰਗੀਤ ਅਤੇ ਅੰਦੋਲਨ ਵਰਗੇ ਅਨੁਭਵ ਵੀ ਬੱਚਿਆਂ ਦੀ ਆਵਾਜ਼ਾਂ ਨੂੰ ਟਿਊਨ ਕਰਨ ਦੀ ਯੋਗਤਾ ਦਾ ਸਮਰਥਨ ਕਰਦੇ ਹਨ। ਬੱਚੇ ਨਰਸਰੀ ਰਾਈਮਜ਼ ਅਤੇ ਐਕਸ਼ਨ ਰਾਈਮਜ਼ ਦੇ ਇੱਕ ਅਮੀਰ ਭੰਡਾਰ ਦਾ ਅਨੁਭਵ ਕਰਦੇ ਹਨ ਜਿਸ ਵਿੱਚ ਬਹੁ-ਸੰਵੇਦੀ ਅਨੁਭਵ ਸ਼ਾਮਲ ਹੁੰਦੇ ਹਨ, ਜਿਵੇਂ ਕਿ ਐਕਸ਼ਨ ਰਾਈਮਜ਼ ਜਿਸ ਵਿੱਚ ਬੱਚਿਆਂ ਨੂੰ ਤਾੜੀਆਂ, ਗੋਡਿਆਂ ਦੇ ਪੈਟ ਜਾਂ ਪੈਰਾਂ ਦੀ ਮੋਹਰ ਲਗਾਉਣੀ ਹੁੰਦੀ ਹੈ, ਜਾਂ ਕਿਸੇ ਖਾਸ ਤਰੀਕੇ ਨਾਲ ਅੱਗੇ ਵਧਣਾ ਹੁੰਦਾ ਹੈ।_cc781905-5cde-3194-bb3b -136bad5cf58d_ ਲਿਟਲ ਵੈਂਡਲ ਲੈਟਰਸ ਅਤੇ ਸਾਊਂਡ ਬਾਰੇ ਵਧੇਰੇ ਜਾਣਕਾਰੀ ਲਈ ਕਿਰਪਾ ਕਰਕੇ ਇੱਥੇ ਜਾਉ: https://www.littlewandlelettersandsounds.org.uk Sharing high-quality stories and poems Learning a range of nursery rhymes and action rhymes Activities that develop focused listening and attention (including oral blending) Modelling high-quality language during daily interactions. Phonics For children who are more confident in linking sounds to letters and who are at the early stages of reading, we challenge their learning through the introduction of more age and stage appropriate learning opportunities both indoors and outdoors. We read and share a broad range of books with the children that focus on both fiction and non-fiction text. We challenge children's phonetical knowledge through the introduction and engagement of different writing genres so that children gain a deep and secure understanding of letters, sounds, words, text and information. Children in the Nursery School classes engage in daily ‘Teacher led sessions’ through which concepts such as rhythm and rhyme are developed further. Throughout the indoor and outdoor learning environments, children have the opportunity to explore a range of high-quality resources to continuously develop their knowledge of letters and, in turn, their sounds. Experiences such as ‘In Harmony’ and ‘Tuning In’ with the Philharmonic musicians on-site and Music and Movement with the Nursery Staff also support children’s ability to tune in to sounds. Children experience a rich repertoire of nursery rhymes and action rhymes that include multi-sensory experiences, such as action rhymes in which children have to add claps, knee pats or foot stamps, or move in a particular way.   For more information about Little Wandle Letters and Sounds please visit: https://www.littlewandlelettersandsounds.org.uk Please see the Little Wandle Nursery yearly plan that Everton Nursery School children mostly follow apart from that we do not expose children to Little Wandle 'picture cards' as the planning states. We do not use the Little Wandle picture cards as not all children will continue the Little Wandle Journey into reception so our approach is responsive to this knowledge.

ਸਟਾਫ ਦੀ ਸੂਚੀ

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 Reddish Vale Nursery School Blog Becoming physical development champions and beyond…. This blog explores the importance of evaluating the opportunities available to promote physical development in the early years, with a particular focus on promotion children’s independence, risk taking and following their lead. Our pedagogy Opportunities for outdoor play are vital in the Early Years Foundation Stage (EYFS). Reddish Vale Nursery places equal value on outdoor and indoor play, and the well-resourced outdoor area is an important part of the continuous provision. As a team we work on the premise that regular activity is vital for strengthening neural networks, where regular, intense exercise results in the growth of neurons to aid memory and learning. Opportunities in the outdoor area are designed to improve concentration, hand eye coordination, confidence and decision making. The evidence RISE at Manchester Metropolitan University outlines the importance of physical development where ‘Physical development lays the foundation for learning, health and wellbeing. The more physically active we are as young children, the more likely we are to maintain an active lifestyle later in life. This sets a positive health trajectory, promoting long-term physical well-being and reducing the risk of chronic diseases. Encouraging early physical activity is crucial for establishing healthy habits and also impacts greatly on early literacy and the social, emotional, and cognitive development of children.’ Rise x Future Me at Manchester Met (mmu.ac.uk) Children who are given the opportunity to play outdoors are shown to have better planning, attention and inhibition where regular activity reduces stress, and increases self-regulation. Children learn how to control their bodies, develop physical competence and an enjoyment of outdoors and to practice problem solving. The Education Endowment Foundation (EEF) on the Early Years Evidence Store key findings in ‘promoting physical activity’ outlines the following: There is evidence that promoting physical activity improves children’s physical development outcomes including a range of movement skills. Encouraging enjoyment through play and a focus on child-directed choice are effective strategies to further support children’s physical development. Motivating children to be physically active through the use of resources or equipment, both outdoors and indoors, can support children’s physical development. Educators have an important role to play in structuring the environment and activities to support children’s physical development. EEF | Physical Development (educationendowmentfoundation.org.uk) Becoming Physical Development Champions Reddish Vale Nursery School engaged in Physical Development Champion training where we evaluated our current environment and made some changes to promote gross motor skills. We removed the majority of chairs from the tables to enable children to stretch for resources. We made group times more physical. We increased activities which help to develop core strength. We corrected W sitting where this was happening. We also provided more opportunities for tummy time. Although we have always promoted independence in children we looked for times of the day where we could increase opportunities for this. We encourage children to pour their own drinks at snack time and peel their own fruit. At lunch time children collect their own lunches and clear away after themselves. There is an absolute wealth of evidence based information, videos, case studies and examples for best practice available you can read at your own pace, but did you know that researching, investigating and using the Education Endowment Foundation EEF Evidence Store shows that you are reflecting on your setting so make sure you add these to your personal development record. The furniture was also checked to ensure that this was appropriate for the individual and we changed chairs to enable children to anchor themselves properly when seated, with both feet on the floor. Some chairs with arms are used for children that need extra support. Beyond our Physical Development Champion work – what did we do next? Observation and reflection The EEF studies looked at the benefits of introducing different resources to stimulate interest or encourage nature-based play. Different or new resources could be smaller tools such as hand tools and jigsaws or more dynamic toys such as balls or climbing frames. In nature-based studies, children were encouraged to participate in more risky play through climbing natural structures. Likewise, freedom to play with natural elements such as grass, rocks, and branches was supported. These activities all led to improvements in children’s physical development outcomes. A common theme across the evidence was ensuring that children were provided with choice and a high degree of independence. EEF | Physical Development (educationendowmentfoundation.org.uk) Introducing a gravel pit Gravel pits can bring the following benefits: 1. Sensory Development Gravel offers a unique tactile experience different from sand, water, or soil. This helps children explore texture, weight, and sound, enriching their sensory input. 2. Fine Motor Skills Scooping, pouring, picking up, and sifting small stones promotes hand-eye coordination and dexterity. Using tools like shovels, buckets, or sieves builds grip strength and control. 3. Creativity and Imaginative Play Gravel can be used in pretend construction, road-building, or even as "ingredients" in play kitchens. It encourages open-ended play, allowing children to invent their own games and stories. 4. STEM Learning Children naturally engage in early science and math concepts through sorting by size, counting stones, or experimenting with gravity and volume. Opportunities for cause and effect learning, like observing how gravel moves or shifts. At Reddish Vale Nursery School, the children made their own gravel pit using tarpaulin, sleepers and a huge order of pea sized gravel. Climbing opportunities in the 2s Through observing our 2 year olds we noticed their need for a constructive physical outlet, helping them to burn energy and regulate emotions and behaviour afterward. We therefore introduced a climbing wall where 1.Gross Motor Development Climbing strengthens large muscle groups in the arms, legs, and core. This helps develop balance, coordination, and body awareness. 2. Fine Motor and Grip Strength Grasping climbing holds improves hand strength, finger dexterity, and fine motor control—important for future skills like writing and self-care. 3. Confidence and Independence Climbing challenges young children in a way that lets them experience success, promoting self-esteem and a sense of achievement. It encourages independent decision-making and exploration. Conclusion When did you last evaluate your environment through the physical development lens? Do your routines and environments all offer opportunities for independence? Are your children encouraged to take risks? Are there opportunities for tummy time, even for older children? Look specifically at what the children are already doing and how this could be developed. Do you already have resources that could be introduced in a different way? Are you making the best use of the space you’ve got? References https://educationendowmentfoundation.org.uk/early-years/evidence-store/physical-development https://www.reddishvalenursery.stockport.sch.uk/our-curriculum/physical-development-champions https://rise.mmu.ac.uk/topic/the-importance-of-physical-development/ https://assets.publishing.service.gov.uk/media/670fa42a30536cb92748328f/EYFS_statutory_framework_for_group_and_school_-_based_providers.pdf Physical Development Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives9. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence. P10. https://child-development-training.education.gov.uk/about/module-5 Strategic Partners Stronger Practice Hub Privacy Notice

Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Programmes Documents Blogs Childminders Early Years Professional Development Programme Newsletters Recruitment Subscribe Recruitment Early Years Experts and Mentors Learn More Here. The Liverpool City Region and beyond Early Years Stronger Practice Hub is one of 18 DfE designated Stronger Practice Hubs across England. The Liverpool City Region Hub will cover the Liverpool City region Local Authorities and Beyond , offering bespoke support, EEF evidence informed training opportunities as well as conferences and opportunities to network with others working in Early Years. The hub is fully funded, meaning the offer will always be free to those who take part. The team running the hub are all working within the schools/settings currently and want to offer support across the whole Early Years sector. If you are a childminder, working in a PVI or school/maintained nursery class and would like more information and to join our network, please sign up to the hub here: Subscribe Events Liverpool City Region and Beyond Learn More Programmes Liverpool City Region and Beyond Learn More Documents Liverpool City Region and Beyond Learn More Blogs Liverpool City Region and Beyond Learn More Childminders Liverpool City Region and Beyond Learn More EYPDP Liverpool City Region and Beyond Learn More Newsletters Liverpool City Region and Beyond Learn More Recruitment Recruitment opportunities at the Liverpool City Region Stronger Practice Hub. Learn More Early years stronger practice hubs provide advice, share good practice and offer evidence-based professional development for early years practitioners. They are part of the early years education recovery support package, which also includes the early years experts and mentors programme. The early years stronger practice hubs programme is supported by the Education Endowment Foundation and the National Children’s Bureau. It is funded for 2 years, until late 2024. More information, along with our privacy notice for the programme, is available on the National Children’s Bureau website. Hubs support other nurseries and childminders in their area to adopt evidence-based practice improvements by: * establishing local networks of early years educators to share knowledge and effective practice * sharing information and advice on evidence-based approaches – for example, through newsletters, blogs and social media * acting as a point of contact for bespoke advice * signposting to other funded support * working with the Education Endowment Foundation to select evidence-based programmes to fund and make available to nurseries and childminders Hub locations There are 18 hubs in total – 2 in each of the 9 government office regions across England. Each hub consists of a lead setting and up to 4 partners . 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 maths. Each Hub is led by a group-based (school-based, private, voluntary, or independent) early years provider. The Department’s ambition is for Hubs to be evenly distributed across England, with two Hubs in each of the nine government office regions. Everton Nursery School and Family Centre have been successfully appointed as one of the 6 new DfE Early Years Stronger Practice Hubs, and will lead the Liverpool City Region and Beyond Stronger Practice Hub supporting 11 Local Authorities surrounding Liverpool City Region. There will also be an opportunity to gain coaching and mentoring with early years specialists through the Stronger Practice Hubs as well as CPD and workforce development opportunities. Strategic Partners Stronger Practice Hub Privacy Notice

ਮਦਦ ਅਤੇ ਸਲਾਹ ਇੱਕ ਸੇਵਾ ਦੇ ਰੂਪ ਵਿੱਚ ਅਸੀਂ ਇਹ ਯਕੀਨੀ ਬਣਾਉਣਾ ਚਾਹੁੰਦੇ ਹਾਂ ਕਿ ਤੁਸੀਂ ਇਸ ਸ਼ਾਨਦਾਰ, ਸਥਾਨਕ ਤੌਰ 'ਤੇ ਸਪਾਂਸਰਡ, ਪੇਸ਼ਕਸ਼ ਤੋਂ ਜਾਣੂ ਹੋ: ਹੋ ਸਕਦਾ ਹੈ ਕਿ ਤੁਸੀਂ ਮਾਪਿਆਂ ਲਈ ਸ਼ਾਨਦਾਰ ਔਨਲਾਈਨ ਕੋਰਸਾਂ ਬਾਰੇ ਸੁਣਿਆ ਹੋਵੇ, ਮੁਫ਼ਤ (ਐਕਸੈਸ ਕੋਡ ਦੇ ਨਾਲ:ਪਰਪਲਬਿਨ at: www.inourplace.co.uk ) ਸਾਡੇ ਖੇਤਰ ਦੇ ਨਿਵਾਸੀਆਂ ਲਈ? ਸੋਲੀਹੁਲ ਅਪ੍ਰੋਚ (NHS) ਨੇ ਇੱਕ ਨਵਾਂ ਔਨਲਾਈਨ ਕੋਰਸ ਸ਼ੁਰੂ ਕੀਤਾ ਹੈ! ਮੈਂ ਕਿਵੇਂ ਪਹੁੰਚ ਕਰਾਂ? www.inourplace.co.uk ਕੋਡ ਕੀ ਹੈ? ਜੇਕਰ ਤੁਸੀਂ ਪਹਿਲਾਂ ਹੀ ਇਸਦੀ ਵਰਤੋਂ ਨਹੀਂ ਕੀਤੀ ਹੈ ਤਾਂ ਇੱਥੇ ਸਾਰੇ ਔਨਲਾਈਨ ਕੋਰਸਾਂ (ਲਿਵਰਪੂਲ ਦੇ ਨਿਵਾਸੀਆਂ ਲਈ ਫੰਡ) ਲਈ ਐਕਸੈਸ ਕੋਡ ਹੈ: ਪਰਪਲਬਿਨ ਜੇਕਰ, ਬਹੁਤ ਸਾਰੇ ਮਾਪਿਆਂ ਵਾਂਗ, ਤੁਸੀਂ ਪਹਿਲਾਂ ਹੀ ਇਸ ਕੋਡ ਦੀ ਵਰਤੋਂ ਕਰ ਚੁੱਕੇ ਹੋ, ਤਾਂ ਆਪਣੇ ਖਾਤੇ ਵਿੱਚ ਲੌਗਇਨ ਕਰੋ।ਇਥੇ ਅਤੇ ਇਹ ਕੋਰਸ ਤੁਹਾਡੇ ਡੈਸ਼ਬੋਰਡ ਵਿੱਚ ਸ਼ੁਰੂ ਹੋਣ ਲਈ ਤਿਆਰ ਹੋਵੇਗਾ ਜਦੋਂ ਵੀ ਤੁਸੀਂ ਤਿਆਰ ਹੋਵੋ।