Many early years practitioners struggle with planning for under-threes, often finding themselves becoming bogged down with scheduling one-off activities that relate to a particular Aspect or Component of the Birth to Three Matters framework. Yet the starting points for planning for this age range should be the practitioner's relationship with the child and an understanding of holistic learning.
To plan effectively for the under-threes, practitioners need to:
* view children as powerful, competent learners (see box)
* use their knowledge of children as active learners to inform their planning
* form close, deep relationships with their key children, for only by truly knowing a child, observing them closely and respecting them as an individual will practitioners be able to plan rich, meaningful experiences for very young children
* recognise that to be meaningful and potentially rich in learning, an experience must be holistic
* take a holistic approach to the planning process. Such an approach means recognising and building upon the needs, skills, interests and earlier planned experiences of a child. A rich learning experience is one planned not around a specific Aspect or Component but around the whole child.
* make their planning flexible and flow with the child (Langston and Abbott, 2005).
PLANNING IN ACTION
The following case study of a summer outing shows these principles in action, and demonstrates ways of working that can be adopted and adapted in any early years setting.
Ravinda was a childminder for four children. Kofi aged 11 months and Emma aged two years came full time, while Toby and India, both aged six years, came before and after school and for full days in the school holidays.
It was approaching the end of the school term. Toby and India had been working on a school project about holidays. Both of the children had asked Ravinda if they could go on a summer outing. Ravinda wanted to ensure that all her minded children enjoyed the outing, so careful planning was required.
After supper, Ravinda offered the children a selection of books, and suggested that maybe they could start to plan their outing. Initially, Toby and India suggested places such as the Natural History Museum in London, but Ravinda had reminded them that this might not be so much fun for Kofi as he had just started walking and might get frustrated if he was prevented from exploring his surroundings.
Toby asked Emma what she liked doing and she said, 'Emma like running'. 'I like running too,' said India. 'Like in this book,' said Toby. Upon closer inspection, Ravinda saw that the children were all looking over Kofi's shoulder as he pointed to a baby running in one of his favourite stories about the park.
Ravinda asked the children if they would like to plan their outing to the park. India had complained that it was not a real outing because they could go there any time, but Toby reminded her that they usually only had a short visit and had never spent the whole day or had the chance to take a ball or have a picnic. India smiled and said, 'Can we cook things to take for the picnic?'
The discussion went on for some time, and Toby and India made a list of what was needed. Ravinda had given Kofi and Emma pens and paper so they could join in. Kofi had just started making marks on paper and had enjoyed a painting session with Emma earlier in the day.
The next day, when Ravinda collected Toby and India from school, she explained to the children that she had taken Emma and Kofi to visit the park. She had taken some photographs of the route to the park and the swings, the big oak tree and the cricket green.
When the photos had been developed, the children shared in sticking them into a scrapbook, using the route to the park as a sequence. This provided a rich language opportunity for the younger children and Ravinda was sure to include print in both English and Kofi's home language, Afrikaans.
Ravinda took care to ensure the scrapbook was accessible to the children at all times, and Kofi regularly sat looking at the photographs in the book.
Emma had marked the days off on her calendar, and when her dad came to collect her she said, 'Emma go park with Kofi'. With some excitement, she showed him that all the days had been marked on her calendar, which meant that the outing and picnic were to be tomorrow!
The outing day arrived. Ravinda had been sure to safely pack the consent forms, first-aid kit, sun hats, sun cream, spare clothes and emergency contact numbers in the holdall the night before. As soon as they had arrived at her house, the children helped to pack the picnic. They all had Wellington boots and a light raincoat in case of rain. Ravinda had been sure to take a photograph of the pavilion in case they had to eat their lunch under cover.
Kofi sat happily in his buggy with the scrapbook on his lap pointing out their route. Emma had started to become interested in environmental print, and knew that after the school patrol crossing sign came the sign with the large P. She tugged on Toby's arm and shouted, 'Parking!' She knew this meant that the park was not much further, as the car park came first followed by the entrance gates to the park.
As they turned the corner, Kofi squealed with delight. 'I think he knows we have got here!' said India. 'Baw, baw,' shouted Kofi. Ravinda turned the pages of the scrapbook and said to Kofi, 'Look Kofi, here is the big green, you are right, this is where we can play ball.'
Everyone enjoyed the day very much. Kofi had fallen asleep in his buggy still clutching the scrapbook in one hand and the ball in the other. Emma had enjoyed taking her own photographs with the disposable camera that she had brought with her. Toby and India had taken some bark rubbings from the big oak tree, and they couldn't wait to show their parents the snail trails on the black pastel paper that Ravinda had produced just when they were getting tired from running, jumping and playing ball.
Careful planning and attention to detail meant that all four children were very much part of this day in the park. (Jools Page in Nutbrown and Clough 2006, pp 81-83)
REASONS FOR SUCCESS
The outing succeeded for various reasons, including the fact that childminder Ravinda:
* used her knowledge of the children - gleaned from regular observations and assessments of them - to help her plan an outing that would build on their interests and abilities. Emma, for example, had recently become interested in taking photographs and environmental print.
* worked closely with the children to ensure everyone was included
* involved them from the outset, and used open questions and gentle suggestions to support their decision-making
* took the younger children to the park on several occasions beforehand to familiarise them with the area
* took photographs to ensure the older children were equally involved and that everyone could participate in creating the scrapbook
* produced the pastel paper for the children's snail trails at the end of the busy day.
Questions to consider
* What does Ravinda know about the four children?
* What is her approach to the children's requests?
* How does she elicit the views of all the children?
* What skills did the children learn before, during and after the outing?
* How much organisation had it taken?
* What provision had been made in case of emergencies?
* How did Ravinda include the parents?
Learning in action
The table below identifies just some of the learning that took place on the outing and its links to the Aspects and Components, but what it so clearly reinforces is the holistic nature of children's learning and the need for a holistic approach to planning.
OBSERVATION AND ASSESSMENT
'Observation' is a term that worries many practitioners, but its importance cannot be overemphasised.
The Component cards use the heading 'Look, listen and note', rather than 'observation'. Perhaps, suggests Peter Elfer (2005), because the authors 'have recognised that what practitioners "notice" about babies and toddlers is often much more detailed and exciting than what actually gets recorded as an observation record' (p118).
Given practitioners can comment in great detail about what they have noticed a child is able to do, it is important that they build on this notion, harness the information and record what they 'notice'.
Method of observation
Elfer (2005) cites as a guide the Tavistock method of observation (Miller, 2002):
* A practitioner observes for between ten and 20 minutes, focusing on one child and their interactions with adults, and other children with toys and objects.
* The practitioner observes without a notebook, concentrating as far as possible on the chosen child, and being as receptive as possible to the smallest of details as well as emotional atmospheres and responses.
* After the observation, the practitioner makes a written record of the observation, writing in as free-flowing a way as possible, following the main sequence of events and recording details as they come to mind.
* The written observations are shared and discussed with the supervisor/ colleagues, and differing interpretations and connections are considered and examined.
* The practitioner continues to observe, bringing further write-ups to the group to be discussed and compared.
Reflection
Observations, by whatever method, can only be useful if they are reflected upon and used to inform. As Cathy Nutbrown suggests, 'Those who watch young children -really watch and listen and reflect on their learning - will know that time to watch and reflect is essential to really understanding what young children are doing.
'Observations that are never reflected upon are wasted effort. It is only when practitioners seek to understand the meanings behind what they have seen that the real worth of observational practices is realised' (Nutbrown 2006, p104).
Case study
In the following case study, the power of the observation lies in the observed minutiae of the planned experience.
Christmas 2004 had seen the arrival of Matthew's treasure basket. At six months old, he was the right age to begin his exploration of the natural materials offered to him. At the time of the observation, Matthew - now nine months old -was used to handling, mouthing, sorting and selecting his favourite items from his basket.
Matthew's mother, Kate, places the treasure basket with its abundance of natural materials in the middle of a large cleared space in the room. She then asks Matthew if he would like to play with his treasure. He waves his arms and legs frantically as his eyes rest on the basket.
Kate places Matthew close enough for him to reach into the basket. He reaches in with his right hand and selects a long-handled wooden spatula.
'Oohh, ahh,' he says and looks directly at his mother. She smiles at him in approval. Still holding the spatula, he proceeds to kneel up and lean across the basket to reach a long brown silk scarf. He pulls at the scarf and squeals in delight as he pulls the fabric through his fingers.
'Oohh, ahh,' he repeats. He lets go of the spatula and abandons the scarf to his side, his eyes rest on a large blue stone. He picks up the stone with his right hand and turns it over on his lap using both hands. Still using both hands he picks up the stone and begins to bite it, making a noise as his teeth grind against the hard surface.
He smiles, looking at his mother as he bites the stone over and over again.
He stops, holds the stone up to his face and looks at it intently then puts it to his mouth once more. He then picks up the wooden spatula again and, holding it firmly in one hand, he turns the contents of the basket over with his other hand, squealing loudly with delight as he discovers the matching long-handled fork. Matthew looks at his mother and waves both items in the air, smiling and rocking on his knees saying, 'Oohh, ahh'.
He turns away from the basket and waves the long-handled implements up and down in his hands, first one then the other, then both together. He turns back to the basket with a puzzled expression and, for a few seconds, stops waving the items. He drops the fork and reaches back into the basket and picks up items one at a time, looks at them and then discards them on the floor beside him.
He continues this pattern for several seconds until he comes upon a long-handled brush. He picks up the brush, pauses and then waves it in his left hand, all the time continuing to hold the wooden spatula in his right hand. For several seconds he proceeds to bang the long-handled items together, smiling as the two wooden implements make a sound as they come together.
He then spots the wooden fork he had disposed of earlier and, letting go of the brush, picks up the fork and bangs it together with the spatula. 'Baba, baba, da, da, da,' he says, then a little louder, he repeats, 'Baba, baba, da, da, da'.
Just when it seems that he is giving signals he has finished with the items in the basket, Matthew notices another long scarf. Letting go of both the wooden items he reaches into the basket and tugs the scarf, he pulls it over his face and blows raspberries. He smiles at his mother and she smiles at him.
The material falls to the floor and Matthew looks up at his mother and waves his arms up and down. Kate, realising Matthew is signalling that he has finished with his treasure basket for today, reaches down and holds her arms out to him. Matthew instantly smiles, holds his arms up to her. As she sweeps him into her arms, Matthew snuggles into his mother's neck and with his thumb in his mouth says, 'Kai, kai, kai', a pleasurable comfort sound that Matthew vocalises when seemingly enjoying close contact with his family members. (Nutbrown 2005, pp152-154)
Next experience
How could the practitioner use this observation of Matthew's patterns of behaviour and early schemas? Nutbrown (2005) suggests considering the following:
1 Does Matthew always choose the items with a long handle?
2 How does this relate to items he enjoys at other times of the day, when the treasure basket is not available?
3 How does Matthew select toys generally?
4 Does he lose interest if the long-handled items are not in the treasure basket?
The practitioner could:
* use their observations to build on Matthew's interest in long-handled items
* discuss this particular interest with parents to learn if there is a similar pattern or preference at home, and
* with appropriate permission and, if unobtrusive and not distracting, take photographs to share with his parents and to incorporate into his personal profile.
(See planning exemplar, p20.)
KEY-PERSON ROLE
The role of the adult, particularly that of the key person, cannot be stressed enough. By making a deep, meaningful relationship with a child, the key person provides a secure base from which the child can explore both their environment and their emotions.
Once a child has developed an attachment to a key person, this relationship provides an excellent context in which a young child can feel safe to express and make sense of their emotions (Gillespie Edwards, 2002, p12).
How adults handle children's feelings, and the behaviour through which they express them, deeply affects the development of the child's self-esteem and confidence.
Elfer, Goldschmied and Selleck (2003) argue vehemently that the benefits of a key person approach far outweigh the complexities and challenges of the role.
The key person uses their skill and sensitivity to plan experiences based on their observations of the children and evaluation of the provision.
All the guidance documents stress the importance of the key-person role, including The Early Years Foundation Stage Consultation on a single framework for services to children from birth to five (DfES), which states, 'Young children are vulnerable, they learn to be independent by having someone they can depend upon. Providers must ensure that each child has a key person within the setting' (p13).
EXPLORATION AND CREATIVITY
Babies and toddlers love to explore with their whole bodies and, as part of their explorations, we need to provide for their developing creativity, as covered in the Aspect 'A Competent Learner'.
To plan effectively for young children's creativity:
* allow plenty of time for exploration whatever the creative experience, be it music or physical and sensory experiences. Young children need time to watch, explore, create and just 'be'. With enough time for such explorations, they will discover, for example, the properties of sand, water, paint and glue, by getting messy and sticky, and by enjoying (or not!) the feel of the textures.
* provide opportunities for the children to explore art materials, but never have any expectation of an end result.
* provide not only a variety of materials and equipment, but also an abundance of them, to support the children's choices. For example, when providing paper, consider: What texture/colour/size is the paper? Is it on a roll? Does it matter? How many children can access it at one time? Can it be crumpled or torn? The same applies to brushes and mark-making implements. If the list of resources seems endless, then so will the ways in which the children explore them.
* ensure the environment offers even the youngest children choice in their exploration and play - then creativity knows no bounds.
* recognise the importance of the key person in planning and supporting a child's creativity. This role is essential, particularly where language is not wholly intelligible. Only through careful, skilful observations by the child's key person can suitable meaningful opportunities be provided. It is only through close, responsive relationships with their key person that children learn to explore. Where high-quality opportunities are provided, the key person is attentive to a child's creative explorations, providing assistance in a way that does not disrupt the child's flow of thinking and, through their unobtrusive support, gives the child the emotional security to experiment (Manning-Morton & Thorp 2001, p4).
PLANNING THE ENVIRONMENT
While infants and toddlers may have no choice about being in childcare, they can and should be allowed to make choices throughout their day: about what to do, hold or look at, as well as if, how and how long to participate in an activity.
Making these daily choices and decisions - and being able to change their minds -gives children a sense of control over their day (Post and Hohmann, 2000).
We have established that providing rich experiences for children depends on their having skillful key persons, but it's also vital to have a well-planned environment that supports the child's interests from the outset.
Continuous provision
Planning sheets such as the one overleaf are a practical tool to help busy practitioners develop a rich learning environment within the setting's continuous, stable provision. The sheet can be adapted to cover almost any area of the setting, such as messy/basic play, sensory, role-play, mark-making and physical areas. It can also be used to plan enhancements to meet children's individual needs, including differentiation. Sheets can be enlarged or reduced to suit the setting and laminated and wiped clean when necessary.
The enhancements column will change most often as practitioners respond to the needs of the children in the area at any given time.
Practitioners may find it useful to add a column indicating the 'broad area of development', to support their understanding of the learning potential within a particular area of the setting.
Points to consider
When planning the environment for existing children (based on observations) or new children (based on information gathered from parents) consider:
* What activities are being provided and why?
* Are the resources inclusive?
* Can the younger children access the materials and equipment? Can they make appropriate choices?
* Can the children clear up after the activity has finished? What could the practitioner do to enable the child to become competent in this task?
* What about adult - ideally, key person - involvement? What is their role? Supporter, negotiator, supervisor, observer?
Next experiences
In addition to planning sheets for the setting's 'continuous' provision, practitioners will need to devise ways to record their planning for items such as Treasure Basket, Heuristic Play or 'Islands of Intimacy'
(Goldschmied and Jackson, 2004) - but still based on the same underpinning principles. The table opposite is one such example - not forgetting that choice is important for children throughout their day.
INSPECTIONS
Are you ready for your inspection? Ofsted (2006) sets out what inspectors look for when judging settings against the five outcomes in Every Child Matters and enshrined in the Children Act 2004.
The overarching question the inspector will apply throughout the inspection is 'What is it like for a child here?' The same question will be considered for every child - the full-time attendee, the child who comes three times a week and the child who only comes on Friday afternoons.
Practitioners need to consider this question in relation to the Ofsted self-assessment form, which should be used as a tool for reflecting upon and evaluating practice. There is no time to be complacent even for practitioners who judge themselves to be 'outstanding', as each new day presents new challenges, observations and shared experiences for the babies and children in their care.
FURTHER READING
* Boswell, S Understanding Your Baby; Gustavus Jones, S Understanding Your One-Year-Old; Miller, L Understanding Your Two-Year-Old; Emanuel, L Understanding Your Three-Year-Old. Jessica Kingsley Publishers (The Tavistock Clinic), London
* Gerhardt, S Why Love Matters; How affection shapes a baby's brain, Routledge, London
* Lindon, J (2000) Helping Babies and Toddlers Learn: A guide to good practice with under-threes, National Early Years Network, London
* Lindon, J (2005) Understanding Child development: Linking theory and practice, Hodder Arnold, London
* Page, J (2005) Working with Children under Three: The perspectives of three key academics in Hirst, K and Nutbrown, C Perspectives on Early childhood Education, Trentham, Stoke-on Trent
* www.surestart.gov.uk/resources/childcareworkers/inspiringcreativity 12 case studies on creating exciting spaces for children's learning and development, including tips and links to the Foundation Stage Curriculum and the Birth to Three Matters Framework.
Brain research
* Brain research has revolutionised our impression of early childhood, with some scientists believing that, 'We've learned more in the past 30 years about what babies and young children know than we did in the preceding 2,500 years' (Gopnik, Meltzoff and Kuhl, p22).
Recent scientific research has challenged the belief that young children can view the world only from their own perspective (David), and has put paid to the long-held view that babies cannot distinguish one human face from another. And where once babies were considered empty vessels waiting to be filled, they are now believed to be born with a greater knowledge and capacity to understand than previously thought to be the case. It is also now believed that 'the brain thrives on variety and stimulation. Monotony of surroundings, toys that only do one thing are soon disregarded by the brain' (Brierley, p82).
Practice in Reggio Emilia nurseries is underpinned by a philosophy that celebrates the things that children 'can do' not what they 'can't do'.
There is no deficit model of a child, and a key concern of the Reggio philosophy is that from birth, a child should be 'fully engaged in being part of the world' (Hirst, p108). Hence, practitioners focus on children's holistic skills, celebrate them as part of their learning and view cognition as one, rather than the main, form of intelligence. Children are allowed to grow and develop in the security of a community that affords them respect, and with educators who see the world through the child's eyes.
An example of the sensitivity shown to them is in one nursery's sleeping arrangements, where under-threes sleep in low, accessible baskets rather than raised cots, so giving them a sense of control and the freedom to choose when they want to sleep (Selleck and Griffin).
References n Brierley, J (1994) Give me a child until he is seven: Brain Studies & Early Childhood Education, Falmer Press n David, T (1999) Valuing Young Children in Abbott, L and Moylett, H (eds) Early Education Transformed, Falmer Press n Gopnik, A, Meltzoff, A and Kuhl P (1999) How Babies Think, London, Weindenfield & Nicholson n Hirst, K (2001) A Journey Into Reality in Abbott, L and Nutbrown, C (eds) Experiencing Reggio Emilia: Implications for pre-school provision, Open University Press n Selleck, D and Griffin, S (1996) Quality For The Under Threes in Pugh, G (ed) Contemporary issues in the Early Years: Working Collaboratively for Children, Paul Chapman Publishing
Summer outing: learning in action
Aspect link Component link Focuses on link
Children helped plan outing A Strong Child Being Acknowledged Experiencing and seeking closeness, including understanding they and Affirmed are valued 'Emma like running' A Skilful Communicator Finding a Voice Being a confident and competent language user, including sharing thoughts, feelings and ideas
Kofi might get frustrated if prevented from exploring A Competent Learner Being Creative Responding to the world creatively, including exploring and discovering
Kofi pointed to baby in favourite story A Skilful Communicator Finding a Voice Being a confident and competent language user, including the impulse to communicate
India asked to cook for picnic A Competent Learner Being Creative
Responding to the world creatively, including being resourceful
Kofi and Emma given pens and paper to help make list A Skilful Communicator
Making Meaning Understanding and being understood, including influencing others
Kofi had started mark-making and had enjoyed painting session A Competent Learner Representing Responding to the world with marks and symbols, including creating and experimenting with one's own symbols and marks
Children helped make scrapbook and sequence photographs A Competent Learner Being Imaginative Responding to the world imaginatively: exploring and re-enacting
Ravinda included print in English and Afrikaans A Skilful Communicator Listening and Responding Listening and responding appropriately to the language of others, including learning about words and meaning
Emma marked off days on calendar and showed it to her father A Healthy Child Healthy Choices Being able to make choices, including making decisions
Kofi pointed out route. Emma recognised P for 'Parking!' A Competent Learner Making Connections Connecting ideas and understanding the world: making patterns, and knew the park was nearby comparing, categorising, classifying
Kofi squealed with delight A Competent Learner Making Connections Connecting ideas and understanding the world: finding out about the environment and other people
Kofi knew where they could play ball A Healthy Child Keeping Safe Being safe and protected, including discovering boundaries and limits
Everyone enjoyed the day. Kofi clutched scrapbook A Strong Child A Sense of Belonging Acquiring social confidence and competence, including valuing and ball; Emma enjoyed taking photographs; individuality and contributions of self and others
Toby and India enjoyed making snail trails
SHARING INFORMATION WITH PARENTS
Parents are children's first and most enduring educators. This belief is deeply embedded in DfES policy and reiterated in all the early years guidance documents. It is important, therefore, that as part of their working with parents, settings devise ways of sharing information with children's main carers.
Contact books can be a useful tool for exchanging information with parents, especially those who do not have daily contact with the setting. However, while practical information, such as how much a child has eaten that day, is relevant, often the detail of a child's time in the setting is overlooked.
Information such as in the observations below can be presented in various ways, either as a profile that is built up or as excerpts in the contact book. What is important is the meaningfulness of the information, and that the entry is provided by the key person.
Photographs, particularly if used in a sequence, can capture detail and demonstrate even the youngest child's ability to concentrate and become absorbed as they persist in their own learning.
In this example, Lucy's experiences have been linked to some of the Aspects and Components of Birth to Three Matters. Further links can be built to provide a holistic view of the things that Lucy 'can do', to provide her parents with details of her individual and specific achievements, a more meaningful approach than standardised tick lists.
Observations: Lucy
* Me, Myself and I/ Making Connections
Lucy is showing a growing awareness of self. She is curious about the face in the mirror although not aware that it is hers. (1/5/04)
* Being Acknowledged and Affirmed/Making Meaning
Lucy joined in today at singing time. She only has a few words at present, but was able to contribute to the group using her hands for the song 'babies in the cradle'. She pointed to the ceiling and to the floor.
(29/05/04)
* Developing Self-assurance/Emotional Well-being
Lucy took two steps by herself today. She showed confidence when moving forward, when she wobbled and dropped to her knees. I (key person) clapped and praised her (so recognising that her contribution was valued and that she is developing healthy independence). (15/05/04)
* A Sense of Belonging/Being Together
Lucy was looking at the photos on the wall of her friends and paired key person (Mary) this morning before she arrived on her shift. She was kissing the picture. When Mary arrived today she said 'hello' over the gate by the door and Lucy crawled over as quick as she could and pulled her self up on the gate and held out her arms to Mary (noticing that she is able to gain attention and make contact). (7/05/04)
Birth to Three Matters - Planning for the book area
Resources Organisation Experiences/ Adult Aspect Component Possible learning involvement enhancements
* Selection of * In two baskets * Enjoy looking * Have time to * A Competent * Making * Book showingbooks - cloth, on the floor at books snuggle with Learner Connections photographstactile and * Sharing books children and * A Skilful * Finding of people andsound * Language share stories, Communicator a Voice places in setting
* Story and * On shelf with development rhymes, etc. * A Strong Child
Being Together * Puppetsrhyme CDs CD player * Share children's * A Healthy Child * Making * Rhymes from
* Large and small * Around baskets enjoyment Meaning other culturescushions of books * Listening and * Ask parents to
* Props for * On low shelf * Use different Responding bring in stories
stories - at children's tones and voices * Developing and rhymes
height - for to tell stories Self-assurance from home
easy access * Use props when * Being * Make books about
sharing stories Acknowledged children's home life
* Interact with and Affirmed * Ask parents to
the children * A Sense of make tapes in
* Encourage Belonging home language
repetition and * Keeping Safe
encourage and Emotional
children to join in Well-being
B23 Planning for next experiences
Date: 3 August 2006 Francesca - key person for all children
Children's Names Development Matters
Aoife (10 months) Sitter, stander and explorer
Elliot (21 months) Mover, shaker and player
Wesley (19 months) Mover, shaker and player
Water play (a) Being Together Being Creative Healthy Choices
Bags and hats in role play area (b) Being Creative Me, myself and I Growing and Developing
Fingerpaints (c) Representing Developing Self-assurance
Train set + Thomas the tank engine books (d) Being Imaginative Finding a Voice
Links to:
(a) Observation where Aoife had poured water on her highchair table at snack time, experiencing the feel of splashing water and Wesley had joined in.
(b) Observation of Elliot trying on hats in the role-play area and laughing at himself in the mirror.
Observation when Wesley put pieces of Lego into the red handbag, 'transported' them to the sand tray, tipped them out and then repeated this pattern of play (schema) for ten minutes.
(c) Recent observation whereby Wesley had played in the garden alongside his elder sister (three years). He let her paint his feet and got excited when he left blue footprints on the roll of paper.
(d) Information from parent that Elliot had shown a new interest in Thomas the tank engine after a visit to the light railway with his grandparents.
Evaluation and Reflection and Points to share with parents after the planned experience Elliot continued his exploration of the hats, but due to his cold he preferred to be with me (key person) today and wanted to sit on my lap when I was supporting Aoife with her water play exploration.
Links to next observation for future planning See detailed observation of Wesley exploring the properties of the finger paint, and how he managed to 'find a voice' in relation to making choices.