Observation in setting
Joe (aged three years one month) entered nursery two weeks ago and attends three mornings a week. This is his first experience of nursery, having previously been at home with his mother and other family carers. Once he has separated from his mother with support from his keyworker, Joe is keen to explore the environment and 'have a go' in areas of provision. He is beginning to show 'favourite' areas and goes every morning to the home corner to give the teddy a cuddle.
Today Joe chose to access the paint area briefly. He delighted in applying paint to paper, randomly selecting brushes to try, mixing colours on the sheet in large swirling movements and holding up the result to show the adult in that area. Joe then removed the sheet of paper and made marks on the easel and table. He was soon ready to move on and left his paper on top of his brushes and palette on the table.
Later he lined up cars across the carpet, saying 'Peep! Peep!' as he played. He then put one block on top of another to make a 'garage' and took the cars to 'fill up with petrol'.
Information from home
His mother reports that Joe is enthusiastic about trying new things at home. Recently he was given some glue and play paper and he spent a few minutes gluing layers of paper on top of each other, preferring to use his hands as 'spreaders'. He returned to the experience a few times and asked his mother to put his 'pictures' on the kitchen wall. He is eager to complete tasks such as brushing his teeth by himself and selecting and pouring his own breakfast cereal.
Practitioners' response
Assessment of learning
Having observed Joe over a few days, the team agrees that he is operating predominantly within the yellow stepping stone band in nursery in the areas of 'self-care' and 'self-confidence and self-esteem' (personal, social and emotional development), but beginning to show some evidence of moving into the blue band in both areas. It seems that Joe is gaining in confidence at nursery and operating with increasing independence at home.
Links to other areas of learning
Exploration and investigation (knowledge and understanding of the world), exploring media and materials (creative development).
Next steps
Staff recognise that Joe needs time and space to explore the nursery and to see his achievements at this stage being valued by adults. The environment needs to offer appropriate experiences enabling Joe to engage in sensory explorations and to work freely on a large scale. In the short term, although all areas will still be available, the amount of equipment will be less extensive and carefully selected in accordance with this early developmental stage.
Having made sure that provision is appropriate, staff decide to focus on responding to child-initiated learning within the areas, observing Joe and other new children closely to ensure effective support.
In the meantime, the team has realised that it needs to have a clearer approach to supporting children in accessing areas and using nursery equipment appropriately. Following observations of all new children, they realise that they have expected children to know how to use equipment without actually taking time to teach routines and model skills.
They decide to draw up a short-term plan for each area of provision, which will help to focus staff support. They hope that these plans will be used in response to children's immediate needs but also that they will become an integral part of planning for 'settling-in' periods in future. Plans may have to be amended to suit different groups of children and individuals.
Short-term planning for a focus
Accessing/using equipment in the paint area
Key early learning goal
Select and use activities and resources independently
Key objective
To understand the functions of basic paint mixing tools and materials and to be able to use these appropriately.
Area of provision
Paint area.
Resources
Aprons, powder paint (primary colours red, yellow and blue) presented in separate pots, water pots, palettes, paint brushes, a range of papers, drying rack, spatulas (a set of mixing equipment should be available for each child working in the area).
Content
Explore tools and materials with the children. Collect and lay out the equipment and show the children the stages involved in mixing and using paint:
* Put on an apron.
* Fill up a water pot.
* Use the spatula to put some powder paint into your palette.
* Use a brush to mix water with paint.
* Apply paint to paper.
When children have finished painting, encourage them to put their paintings to dry, wash up their equipment and return their apron to its peg.
Meeting all children's needs
* Limit the provision when introducing equipment to children.
* Encourage more experienced children to explain and demonstrate appropriate use of equipment.
Adult role
What will the adult do?
* Set appropriate expectations based on observation-based assessments.
* Model and demonstrate skills.
* Give children time to observe and opportunities to practise.
What will the adult say?
* Teach children equipment names.
* Praise children's attempts and achievements.
* Talk about the paint mixing experience and the marks they make.
* Ask questions such as 'What do we use to pick up the powder paint?', 'What do we do next?', 'Why don't we put the spatula in the water?'
Evaluation
How did the children respond?
Some children were not yet ready to accept adult support at this level.
Those who were ready responded positively and some were using equipment with very little support by the end of the week.
What links to other areas of the curriculum were identified?
The mark-making that took place during this activity gave practitioners an insight into children's development in the areas of 'writing' and 'handwriting' (communication, language and literacy). A few children became engrossed in the mixing process and the changes that took place when they added water to paint in the palette. Some observations were recorded in the area of 'exploration and investigation' (knowledge and understanding of the world). These children were much less interested in applying paint to paper and in making marks.
What follow-up will be planned?
Continue to observe children in order to assess their needs. Support children's needs in the paint area over time. The level of support can be reduced as the child becomes more independent, confident and competent.
Increase the range of equipment available as appropriate.
Are there any implications for the long-term planning of provision?
The issue of differentiation within provision was raised. A team discussion will take place during next week's staff meeting about how the full range of needs within the group can be met, including providing challenges for children at the later stages of development, particularly during settling-in periods. The team should review long-term plans for all areas of provision, modified to address this issue. NW