Planning from schemas and interest

[dancingfirefly]

Hi all,
I was wondering if anyone plans from the childs interest and schemas and how they fit this into the eyfs, to show that children are progressing and we are infact planning for areas of the curriculm.
We are for every changing the way we plan, and are very iteresting in how and why children play the way the do. We feel that schemas is the way to go. But not quite sure on how.
Myself and the supervisor seem to be the only two who plan activities and look at new approaches and reasearch to inhance the provision. We do have the summer to sort out our new way to plan, but any advice would be grateful

Thanks in advance
Claire

[tutu]

the whole point of the eyfs is that you observe note a pattern or interest (a schema) and plan for the next couple of days, i dont know a good nursery who doesn't do this. very simple very little paperwork and of course child led.

[Ruthierhyme]

Hi, would it help to see what your year on year planning provision currently looks like and maybe identify which festivals/events feature regularly, occasionally, when and how new campaigns/initiatives are introduced.

Then maybe see how your resources support children's schemas and interests and how they can be used differently, adapted, extended and sourced to expand on children's experiences with them.

Do you have rotational or static areas for play or work with themes?

How your child led planning works will be individual .. it could be highly evident maybe with poster boards and children's names/faces depicting 'what I'd like to do tomorrow' &/or ' What I'm enjoying today' or less evident possibly with observations and staff meetings using children's interests to plan ideas & resources for use on other occasions.

Would promoting the way in which children learn to colleagues/parents and the children themselves help to diffuse a need to plan specifically for schema?

Hth xx

[dancingfirefly]

we do plan on a weekly basis drawn from children interset and observations. We daily add resources and go with the flow of childs interest/ theme. we are very much a child led setting and make the environment so that the children can access resources independantly.
Themes/topics yuk! wot is the point on doing topics like colours, shapes, the environment, when we do them automaticaly.
Staff do have 2 areas to focus on a week for example, making relationships and numbers of labels. but we are thinking of not having these from september. If all practitioners know there stuff they shouldnt need to be prompted.

I think what we need to do is to provide the enivronment to meet schema and childs interests.

Do you do individual learning plans for you children? looking at what areas the children needs to develop in each area of the curriculm?

Also we are a pre-school and opperate sessional time, we find it very difficult to feedback to each parent. We have tried communication books but very time consuming to do for each child everyday. Im thinking maybe a sheet on the lines of what they done this week, dislikes or difficults and wow moments. Then leave a space at the bottom for parents to respond with what they have done at homeand the wekend. Any suggestions?

Soz for the questions but just looking for ways to inhance our good provivion to outstanding., and aslo make it work better for us.

[Ruthierhyme]

Schema can be observed in the very same way that you feel themes/topics happen automatically in the setting. If children have access to a range of open ended resources they'll be able to demonstrate individual interests through them and practitioner's knowledge can create the evidence & support for children's development/ learning through schema. To plan from a focussed schematic approach the pen green centre may have information you can use.

To help minimise paperwork, colleagues work load & any concerns that they may have with the forecast changes to planning it may be helpful to use familiar records and see how you can introduce schematic activities that explain, extend and develop children's behaviours, their learning & development.

This quote may or maynot be helpful:

Some children need more than coordinated schemas to help them to play together cooperatively, and to be able to negotiate plans and tasks with other children.

Source Threads of thinking Cathy Nutbrown pg 22. or pg 15 of the 2nd edition.

A floor plan & resource list will help show what opportunities there are for schematic play - trajectory, enveloping, transporting, rotational, sucking/handling & mouthing .. schema pdf on wigan.gov.uk - is useful although doesn't mention throwing, linked to record keeping for forward thinking you may see how to move children on by introduction - consolidation - extend - revisit. Cognitive development and Jean Piaget's assimilation, accommodation & adaption google view and Source page,

Learning styles & sensory involvement

The development record checks on Surreycc.gov.uk, Southampton, Cornwall, My story from staffordshire.gov.uk may also help develop new formats?

I hope this helps a little more xx

[star]

Thanks for this info very useful. Star