PRE-SCHOOL EDUCATION “Early childhood is the foundation on which children build the rest of their lives” – it is not just a preparation for the next stage – it is vitally important in itself.” “First Things First: Educating Young Children” Your browser may not support display of this image.-Early Years Curriculum Group 1992 TREE HOUSE CURRICULUM STRUCTURE Quality Planning Themes and topics are relevant to children’s early experiences and helps them to progress towards the Early Learning Goals in all seven areas of learning. Organisation The daily routine of activities and a timetable ensure that all children will experience a varied curriculum, which will enhance the learning process. Children will be encouraged to make choices in their preferred play activities throughout the day. Qualified staff develop close relationships with the children, combined with their comprehensive understanding of the Early Learning Goals, this provides a supportive and enthusiastic approach when encouraging children to learn through their play. Assessment and Evaluation Through observations, assessments and parent/carers involvement, staff are able to plan each stage in a child’s development. Regular newsletters, parent evenings and notice boards enable parents/carers to be fully involved with their children’s care and education By encouraging an ‘open door’ policy parents/carers are able to discuss the needs of their child at anytime. Confidential matters should always be addressed through the manager. The above reflects the importance of partnership with parents/carers within our nursery. The Tree House Pre-School aims to provide a range of first hand learning experiences, which recognizes the varying needs of each individual child. THE EARLY LEARNING GOALS The six areas of learning are: – 1. Personal, social and emotional development The programme provides opportunities for children to explore and express their feelings through the discussion of stories, art, music and imaginative play. Personal independence is encouraged by children selecting resources and choosing activities. 2.Literacy The programme provides activities and games, which promote the sounds that letters make. Letters are displayed around the room so that children can use them in everyday activities. A writing table ensures that children can choose to colour a picture or experiment with writing for themselves. A well-resourced book corner provides opportunities for children to share and enjoy a range of poetry and stories. 3. Mathematical development The programme provides a wide range of equipment which provide opportunities for children to compare, match, order and sort. Mathematical language is introduced into everyday activities and by action songs and rhymes. Children are encouraged to pour their own drinks at snack time giving them the opportunity to measure for real purposes. 4. Knowledge and understanding of the world The nursery has its own garden and children are encouraged to plant and weed using small tools for digging. A sand and peat tray also provide opportunities for children to dig, tunnel and explore texture, encouraging children to touch and observe plants, trees, flowers and stones. The programme also provides a range of technological resources including programmable toys, tape recorders and computers. Staff encourage children to think about why things happen and how things work. During theme work children find out about other cultures and beliefs encouraging children’s spiritual, moral and cultural development. 5. Physical development Providing a wide range of small and large equipment such as soft play, climbing apparatus and large wheeled toys encourages physical development. This equipment is available both indoors and outdoors all year round. The programme includes music and movement each day encouraging children to develop control, co-ordination and confidence. 6. Expressive art and design This area of learning includes art, music, role-play and imaginative play. The programme supports imaginative play by providing a home corner and a hairdresser. Role-play is supported by topic work such as people who help us; providing opportunities for children to be doctors, nurses, police, teachers etc. Children are able to listen to music, sing alone or at group times. Children are given opportunities to play with musical instruments and other resources of sound. Well-resourced creative areas ensure children have access to various media such as paint, dough and collage materials. This provides opportunities for children to explore and develop their own ideas. 7. Communication and Language We have an STC rich environment, using visual aids to help develop children’s listening and attention, communication and understanding. Staff engage children through conversation about relevant subjects and areas of interest.