preschool curricular 2

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Curricular Guidancefor

Pre-School Education


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Curricular Guidancefor

Pre-School Education


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Contents

Introduction

Focus on the Pre-school Child

Characteristics of the Pre-school Child

Needs of the Pre-school Child

Promoting Good Practice

Planning, Observing, Evaluating and Record Keeping

Planning for Progression

Adult Involvement

Promoting Effective Organisation

Ensuring Equality of Opportunity

Providing for Children with Special Needs

Involving Parents as Partners

Contact with the Community and other Agencies

The Curriculum

Introduction

Personal, Social and Emotional Development

Physical Development

Creative/Aesthetic Development

Language Development

Early Mathematical Experiences

Early Experiences in Science and Technology

Knowledge and Appreciation of the EnvironmentConclusion

Appendix 1


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Introduction

The purpose of this document is to provide curricular guidance for those working with children in the

year prior to compulsory education. The guidance is appropriate for use in a range of settings and

should be used by staff to review, develop and promote good practice.

The guidance outlines the range of learning opportunities which children of this age should have

through play and other relevant experiences. The term curriculum is used to describe the planned

experiences which are appropriate for this age group. The guidance is consistent with the Northern

Ireland Nursery Guidelines and takes account of the requirements of the statutory curriculum for

children on entry to compulsory education, where children should continue to have similar learningopportunities.

Information on the anticipated progress in childrens learning is outlined for each area of the curriculum.

Although children progress at different rates and their achievements may vary, all children should

have the opportunity to follow a curriculum which will enable them to make appropriate progress.

Some children will do better than expected while others will require continued support to make progress;

on occasions this support may involve the use of aids or adapted equipment.

The guidance should not be seen as an end in itself but should be used to support the efforts made by

staff in their review, development and improvement of existing provision.


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NEEDS OF THE PRE-SCHOOL CHILD

Young children require:

a safe, secure, healthy and stimulating environmentwhere there is adequate supervision;

opportunities to investigate, satisfy their curiosity,explore the environment inside and outside theplayroom, extend their sense of wonder, experiencesuccess and develop a positive attitude towardslearning;

appropriate periods of time for learning throughsustained involvement in play;

interaction with sensitive and understanding adults.It is important that children feel secure in theirrelationships with adults and that they know thatthe adults are there to support them;

adults who will treat them as individuals andsensitively participate in their play.

Given these needs it follows that young childrenrequire a curriculum which:

meets their physical, social, emotional and cognitiveneeds at their particular stage of development;

motivates, challenges and stimulates them;

is broad and balanced, allowing children to makechoices and providing them with opportunities,through play and other experiences, to develop thelearning associated with:

Personal, Social and Emotional Development;

Physical Development;

Creative/Aesthetic Development;

Language Development;

Early Mathematical Experiences;

Early Experiences in Science and Technology;

Knowledge and Appreciation of the Environment.

FOCUS ON

THE PRE-SCHOOL CHILD

There is no place at this stage for the introduction

of formal schooling in the sense of an established

body of knowledge to be acquired or a set of skills

to be mastered.

Nursery Education GuidelinesThe Curriculum

NICC 1989

By the time children commence attendance at a pre-school setting, they have already had a variety ofexperiences and have developed in a number of ways.In order to utilise and build upon the learning that hastaken place in the home and its immediateenvironment, adults should provide children with a richvariety of play activities and other experiences in a

stimulating and challenging environment. The focusshould be to allow children to learn withoutexperiencing a sense of failure.

CHARACTERISTICS OF THE PRE-SCHOOL

CHILD

Most young children:

are interested in themselves and their environment.They are curious and like to explore, investigateand be creative. They have a sense of wonder andamazement;

like to establish good relationships with adults andpeers, and enjoy communicating with them. Theyare developing self-esteem and self control. Theyoften work in groups and some may show signs ofleadership; sometimes they like to play alone;

are developing concentration and a range of skillsand competences. They are learning to reason andsolve problems and can, with the support andguidance of adults, further enhance their ownlearning;

enjoy stories, rhymes and music;

enjoy physical play and are becoming physicallyindependent.


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PROMOTING

GOOD PRACTICE

In order to plan, prepare and organise for good qualitypre-school education, adults need to observe childrenat play, review and evaluate the curriculum regularlyand maintain systematic records. This informationgained from these processes will enable them to offerchallenge to the children and provide for progressionin play activities while taking into account the needsof individual children.

PLANNING, OBSERVING, EVALUATING

AND RECORD KEEPING

The planning of play and other activities ensures that:

the programme offered is broad and balanced sothat children receive a wide variety of experiencesto promote their learning;

the childrens learning is observed and progressmonitored;

a suitable range of materials is provided to meetthe childrens needs;

there is challenge and extension within the playactivities and that each child is able to progress athis/her own rate.

Observation of children during their play activities andother experiences enables adults to consider:

the overall balance of the curriculum;

the physical, social, emotional and cognitive skillsthat the children are developing and to identify thosechildren who may be in need of special or specialistattention;

ways in which an activity may be further extendedto ensure that children are suitably challenged;

the level of enjoyment;

the strategies to be employed for those childrenwho confine their play to a limited number of areas;

the location, suitability, presentation and safety ofthe equipment and material;

the nature and purpose of the additional materialto be provided.

Careful, systematic evaluation and record keeping will:

enable adults to assess and evaluate the quality ofthe play activities and other experiences thechildren are being offered;

ensure that the needs of individual children arerecognised and met and their efforts valued;

assist in planning and organising the curriculum,and in providing for consolidation, challenge andextension;

provide a basis for sharing information with parentsand other interested agencies.


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PLANNING FOR PROGRESSION

To provide challenge and extension for every child,there is need for careful planning, flexibility, ongoingreview and evaluation. Observation, evaluation andrecord keeping will assist the adult in planning forprogression.

Adults should consider how:

the needs of individual children can be met, takinginto account that children develop and learn atdifferent rates;

children can build on the experiences they havehad either at home and/or in other pre-schoolsettings;

each area of play and other planned experiencesshould progress throughout the year;

the children will progress within each stage of theirdevelopment.

ADULT INVOLVEMENT

Sensitive support and timely involvement by the adultsin childrens play is necessary if learning is to bestimulated and play experiences deepened. Skilfuladult participation can extend childrens play andthinking. It is important that the adult chooses theappropriate time to become involved in childrens play.

Opportunities to do so may come:

by interacting naturally with the children;

by invitation from the children;

if children are seeking advice and assistance;

by providing an extra piece of equipment;

if there is a need to settle a dispute;

if children are in danger.

PROMOTING EFFECTIVE ORGANISATION

The purpose of organising for learning through playis to make the best possible use of time, space andequipment so that children will be able to make full

use of the resources available. It is important that thelearning environment presents the children with anattractive, challenging, stimulating and safeenvironment.

SPACE

Consideration needs to be given to the space requiredto enable the children to participate safely in a widerange of play activities. It is sometimes possible tofind extra space by rearranging the furniture, removingunnecessary equipment or rotating imaginative playactivities.

Space is required for the attractive display of childrenspaintings and models and for other materials designedto stimulate learning and foster curiosity.

MATERIALS AND EQUIPMENT

Children need access to a wide range of well-presented materials which should be ready in advanceof the childrens arrival. It is important that materialsare safe, clean, fresh and stand at a height accessibleto children.

TIME

It is important that the childs day is organised in sucha way that appropriate time is given to:

indoor and outdoor play sessions. Children needtime to make choices, and to settle into and developtheir play;

activities such as story and music time, and theroutines associated with snack and dinner time, (ifappropriate);

the arrival and departure of children in order toencourage them to become more independent andto provide time for parent/adult contact.


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ENSURING EQUALITY OF OPPORTUNITY

Adults should ensure that there is equality ofopportunity for girls and boys, children of differentraces and cultures, and children with special needsin all aspects of play and other experiences. Theseexperiences can provide opportunities for children toexplore situations and express feelings in a non-gender specific way, and to challenge a range ofstereotypes. Children should not be confined to anyone type of role play and both sexes should be

encouraged to take on leadership roles and to talkwith adults about traditional and non-traditional roles.

PROVIDING FOR CHILDREN WITH SPECIAL

NEEDS

The admission of children with special needs to agroup can be an enriching experience for the child,other children, staff and other parents. Suchintegration, however, requires careful and detailedplanning before and following admission. The adultand parent(s) concerned should seek the help of the

appropriate professionals in identifying the specialneeds so that, if necessary, individual learningprogrammes can be devised for the child andappropriate resources provided. Care should be takento ensure that no pre-school setting admits morechildren with special needs than it can provide for,bearing in mind the needs of other children in thesetting and the staffing ratio.

Adults who are involved with groups composedentirely of children with special needs should ensurethat children have similar experiences to those offeredin other facilities, making suitable adjustments, where

necessary.

Adults working in pre-school education settings shouldhave regard to the Code of Practice for children withspecial educational needs.

INVOLVING PARENTS AS PARTNERS

A childs first educator is the parent. Parents and adultsworking with pre-school children should regard eachother as partners in the childrens education. Whereparents share relevant information about their children,this can be used to promote the development ofindividual children.

In order to ensure effective two way communicationabout the welfare and education of the children, trustand confidence needs to be established. Parentsshould always feel welcome and comfortable, andshould see the staff as caring, supportive,approachable and well informed.

Before a child attends a pre-school setting, it isimportant that contact is made with the parent(s) andchild. This can be done in a number of ways such as:

inviting parent(s) and child to the pre-school setting;

visiting the parent(s) and child in the home;

giving the parent(s) information about thecurriculum and the routine.

Parents need to be kept fully informed about thecurriculum and about their childrens progress. Thiscan be done by meeting parents on an individual basis,at open days and at parents meetings. Flexibility, bothin the initial admission of children and in their arrivaland departure times, is essential so that they maysettle happily, at the same time allowing parents

opportunities to talk unhurriedly to the adult.

Parents and other family members often haveexpertise which can be used to support the learningopportunities provided in the curriculum, for example,talking to children about their work or interests or beinginvolved in the story/library corner. Careful and clearguidance to parents prior to their involvement can behelpful. Parents should know that their contributionshave been valued.

The experiences children have in a pre-school facility

can often be continued in the home, for example, bychoosing and taking a book home to share together.Similarly, the experiences the children have in thehome may form the basis of further learning in thepre-school setting.

Towards the end of the childrens pre-schooleducation, parents and adults should discuss themove to primary school. It is desirable that adults inthe pre-school setting liaise with staff in the schoolsto which the children will transfer. Information whichis to be passed on concerning the childs progressshould be discussed with parents.


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CONTACT WITH THE COMMUNITY AND

OTHER AGENCIES

Good relationships between staff, parents, membersof the community and other agencies will contributeto the childs welfare and education. Throughout thetime the child is in a pre-school setting, staff usuallyhave contact with other professionals involved inhealth, care and education. Valuable information canbe exchanged which will assist in the planning of achilds learning, normally with the co-operation of

parents. Professionals from other agencies may beinvited to contribute to parents meetings.


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THE CURRICULUM

It is only when the curriculum evolves from the

needs of the children that it can be viewed as being

effective in promoting learning.

Nursery Education GuidelinesThe Curriculum

NICC 1989

INTRODUCTION

While the curriculum for pre-school education is setout under seven discrete headings, children shouldexperience it in a holistic way through play and otherrelevant experiences. This may include using thethematic approach for planning, for example, forstories, poems and songs. An exemplar showing howthe areas of the curriculum can be brought together isincluded at Appendix 1.

PERSONAL, SOCIAL AND EMOTIONAL

DEVELOPMENT

Upon entering pre-school education, children bringwith them a variety of personal and social skills, valuesand attitudes. These they have acquired fromrelationships and experiences within the home andthe immediate environment. It is important that theseshould be recognised and fostered.

Children are individuals in their own right and havetheir own personalities. They have their own likes anddislikes. Some are timid while others are extrovert. Attimes some are protective and at other timesaggressive; some prefer to lead, others to follow.

Young children need time for relationships to develop.Being aware that they are valued as individualsenhances childrens self-esteem and makes it easierfor them to form relationships and develop friendships.

FOSTERING PERSONAL, SOCIAL ANDEMOTIONAL DEVELOPMENT

Appropriate opportunities should be provided in pre-school education for children to develop personal andsocial skills, values and attitudes. These shouldinclude the following:

Play activities where children:

learn to co-operate, for example, in block playwhen they build together;

learn to take turns, for example, when a newpram or tricycle is provided;

learn to share, for example, in water play wherethey share containers and other equipment;

experience the therapeutic value of working withmaterials, such as clay, dough, paint, sand andwater;

can explore their emotions, for example, inhospital play where they may learn to come toterms with fears.

Stories, rhymes, music and drama

In these activities, children should be givenopportunities to express emotion, develop selfconfidence, extend their imagination, identify withcharacters, appreciate the imagery of words andtake part in group situations as they sing and dance.


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The environment

Most children are interested in and curious aboutliving things. They should be given guidance on howto care for plants and animals, and encouraged toconsider the needs of others in the environment.

Personal health and hygiene

Children eat and drink together every day. Thisprovides adults with opportunities to talk naturallyand informally with children about healthy foods and

healthy eating habits.

As they engage in various types of play and otheractivities, children become aware of the importanceof personal safety.

Children should be encouraged to developacceptable standards of hygiene. Opportunities forthis will occur in the course of daily routines, forexample, washing hands after messy play and aftergoing to the toilet.

PROGRESS IN LEARNING

The following is a general description of thecharacteristics and skills that the majority ofchildren who have experienced appropriate pre-school education will display.

Children have a sense of personal worth. Theyshow increasing self-confidence, self-control andself-discipline. They enjoy relationships with adults

and other children and can work both independentlyor as part of a group. They are learning to share,take turns, follow and lead. They are becomingmore sensitive to the needs and feelings of others.They demonstrate consideration for others bycaring for and helping one another. They have someunderstanding of rules and routines and engage inacceptable behaviour.

Children show some independence in dressing andin personal hygiene. They are eager to explore newlearning. They persevere with tasks and seek help

when needed, and take pleasure in theirachievements. They are learning to treat livingthings and the environment with respect, care andconcern.


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PHYSICAL DEVELOPMENT

Children enjoy physical play both indoors andoutdoors. They revel in freedom of movement and inplay that is inventive, adventurous and stimulating.Fine and large motor skills, and hand and eye co-ordination are developed, together with self-confidence and self-awareness. At the same timechildren learn social skills as they co-operate with eachother and show consideration for one another. Goodphysical play can affect other areas of childrens

learning, for example, it gives children a sense of sizeand space, and develops their self-confidence.

Satisfying physical play takes place when:

children have access to:

suitable and safe open spaces;

a wide variety of appropriate small and largeequipment which meets with safety regulationsand standards. This equipment will providechildren with opportunities to extend their skillsin, for example, running, hopping, jumping,

climbing, balancing, throwing and catching;

play is planned carefully so that interest issustained, challenge is offered and activities arebalanced to provide for individual needs andabilities;

there is sensitive adult participation and constantsupervision;

equipment is positioned in such a way that spacecan be used imaginatively.

Where physical play is offered indoors, considerationshould be given to:

the materials and apparatus that can beaccommodated safely in the environment;

the location of the equipment in order to minimisedisruption to quieter play.

Other types of play contribute to the development ofchildrens fine and large motor skills. For example,fine motor skills are developed as children:

button dolls clothes in house corner play;

screw on lids in shop play;

pour water into narrow-necked bottles in waterplay;


The following is a general description of thecharacteristics and skills that the majority ofchildren who have experienced appropriate pre-

school education will display.

Children enjoy physical play and the sense offreedom it brings. They have developed anawareness of space and of others, and arebeginning to use space imaginatively. They moveconfidently with increasing control and co-ordination. They use a wide range of large and smallequipment with increasing confidence and skill.They understand simple rules and can use toolsand equipment appropriately and safely.

use scissors to cut various kinds of material increative/aesthetic play;

engage in table top activities, such as jig-sawsin construction play.


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CREATIVE/AESTHETIC DEVELOPMENT

Creative play assists emotional development,promotes aesthetic awareness and is an avenue forself-expression. Children experience the joy ofachievement.

Creative play gives children experiences in workingwith natural and man-made materials, andopportunities to experiment with colour, shape andtexture. Children can make models and should be free

to alter them as they wish. They choose what theywant to make and are encouraged to use theirimagination. Their manipulative skills are developedas they use a variety of materials. They talk abouttheir work and like to see it displayed and valued byother children and adults, including parents.

Children should be given time to explore andinvestigate the properties of a range of natural andman-made materials. They need encouragement andstimulation by adults to help them express their ideasand extend their creativity in such a way that originalityof thought is developed.

Music is another means of expression which interestschildren and gives them endless enjoyment andemotional satisfaction. Children love to sing, dance,take part in role play and make music. They developquickly a sense of rhythm and delight in it.

Children should be given opportunities to develop theircreative skills and aesthetic appreciation through playactivities and other experiences. These may includethe following:

Painting and drawing

In these activities children experience working:

at vertical and horizontal levels;

with paper of different colours, shapes, texturesand sizes;

with various media and tools such as paint,crayons, pencils, brushes, fingers, sponges andcombs.

Paper, card, wood, fabrics and scrap materials

Children should have opportunities to work withmaterials of different textures which will offer themsensory experiences. They should be encouragedto make pictures and models.

Malleable materials

Children should be given opportunities to work withlarge amounts of clay and dough and should begiven time to explore their properties and to developtheir creative abilities.

Music

Children should participate in simple musicalactivities such as singing and listening to music.They should develop an awareness of differentsounds, pitch and rhythm, and create their own

sounds using percussion instruments. They shouldhave opportunities to respond freely to musicthrough movement and mime.



Children explore a variety of materials, appreciatingcolour, shape, texture and sound. They expresstheir ideas, communicate feelings, use theirimagination and make simple representations usinga range of materials. These representationsbecome more detailed as their ability to concentrateincreases. They develop manipulative skills as theyhandle appropriate tools and instruments correctly.They talk about their work. They begin to value theirown and other childrens work. They learn songs,listen and respond to music, and make their ownmusic by singing, clapping and playing simplepercussion instruments.


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Children show evidence of a growing vocabularyand the development of listening and conversationalskills. They express thoughts, ideas and feelingswith increasing confidence and fluency. They talkabout their experiences, ask questions and followdirections and instructions. They listen and respondto stories, nursery rhymes, poems, jingles andsongs. They engage in role play, using appropriatelanguage to express their feelings.

Children enjoy books and know how to handle themcarefully and appropriately. They are aware that theprinted word has meaning and that it should be readfrom left to right. They recognise their own firstnames.

Children create pictures to convey thoughts orfeelings. They experiment using symbols and

patterns and engage in early attempts at writingusing a variety of drawing, painting and writingmaterials.

LANGUAGE DEVELOPMENT

Language development is crucial to living and learningand is concerned with more than the growth ofvocabulary. Language is used to talk to people, toshare and release feelings, and to give and obtaininformation. Language is important in the developmentof understanding and in the refinement of ideas.

Childrens listening and communicative skills arefostered as they talk with adults and as they play withother children. By using carefully chosen commentsand open questions, adults can assist children in theirthinking and help to build their confidence in the useof language. As children browse in the book corner,look at books in various areas of play and listen tostories read to them, they become aware that theprinted word has meaning. Pre-writing skills developas children play and have opportunities to experimentwith a variety of media such as pencils, crayons andpaint brushes. These they use to scribble and to makepatterns. At this stage children should not beintroduced to the formal teaching of reading or writing.

In the course of their pre-school education, childrenwill become aware of and use other forms ofcommunication, for example, painting, drawing, dramaand other forms of non-verbal communication.

Language development occurs when:

children have access to a wide variety of playactivities and are encouraged to talk about theirexperiences, ideas, feelings and achievements toone another and to adults during the course of theirplay;

adults are available to listen to and talk with the

children in a relaxed atmosphere; children have access to a well-stocked library of

story and information books suited to their needs,interests, race and culture, and when books areavailable in various areas of play, for example, atthe house corner and interest table;

children have opportunities to listen to stories andrhymes told or read to them in one-to-one situationsor in small and large groups;

children enjoy and share books with each other andengage in role play;

children are encouraged to be aware of print in theenvironment;

children have access to a variety of painting andwriting materials.


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Children begin to understand early concepts of sizeand quantity. They use mathematical language,such as, heavy, light, full, empty, long, short, more,another, big and little in relevant contexts. Through

talking about daily routines and seasonal events,and waiting to take turns, they show an awarenessof time. They begin to understand and use positionalwords, such as, in front of, behind, above and below.They talk about shapes in their environment.

Children solve problems as they play, questioning,predicting and experimenting. In the course of theirplay they sort, match, order, sequence and count.They learn number rhymes and songs, and listento stories which have an element of mathematicsin them.

EARLY MATHEMATICAL EXPERIENCES

Play is an effective vehicle for fostering mathematicalconcepts and developing positive attitudes tomathematics. Early mathematical concepts areimportant for everyday life and develop slowly in theyoung child. Adults in the pre-school setting shouldseek to extend informally the mathematicalexperiences the children have already had in theirhome environment. Many important mathematicalconcepts are inherent in play situations and other

activities. These activities include stories, rhymes anddaily routines.

Imaginative play such as house corner and hospitalplay, sand, water, construction and physical play withlarge equipment are among those areas of play whichcontribute to childrens all round development. As theyengage in these play activities, children use their owneveryday language to talk about mathematicalconcepts and, with the skilful help of adults, will beginto use mathematical language as they develop anawareness of space, size, order, pattern, number and

relationships. For example, as children play theydevelop an awareness of:

space as they build with large blocks on the flooror push a pram through a confined space;

size as they dress a variety of dolls and teddy bears;

order and pattern as they thread beads of differentsizes, shapes and colours;

number as they help to lay the table in the housecorner for dinner;

relationships as they pretend to cook and place thecorrect lids on saucepans.

Through play, children need to have:

time to experiment with a wide range of materials;

opportunities to explore and investigate theproperties of the materials;

encouragement to discuss their experiences andfindings with adults and peers.

Rhymes, stories, songs, seasonal events, birthdays,routines, such as tidying away toys and equipment,and incidental occurrences in the course of the dayalso help children to develop mathematical concepts.


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EARLY EXPERIENCES IN SCIENCE AND

TECHNOLOGY

Children are interested in, curious and enthusiasticabout what is happening in the world around themand frequently ask questions. Through their naturalcuriosity and by providing them with a wide variety ofactivities and experiences in play, children will beginto develop skills and concepts in science andtechnology.

Interaction and discussion with adults further developsthese skills and concepts and helps to promote theuse of the language of science and technology. Byquestioning, commenting and offering additionalmaterial, the adult can extend the children sexperiences and their learning.

Children can also learn about themselves, theirenvironment and about how things work from books,pictures, posters and photographs.

Children need opportunities to:

observe and explore, for example, in water playwhen they explore the properties of water andobserve how different objects behave in water;

use their senses, for example, in sand play whenthey feel the texture of dry and damp sand andmake comparisons or when they identify soundssuch as the telephone ringing, blocks falling andbirds singing;

explore, for example, in creative/aesthetic playwhen they work with malleable materials such asdough and clay, becoming aware of how thesematerials behave when poked, rolled, squashedand pulled;

observe and respect living things, handling themwith care and sensitivity, for example, by helping to

attend to plants and helping to keep the nature/interest table fresh and attractive;

make models, for example, in construction playwhen they assemble, rearrange and build with avariety of sizes and shapes of blocks and othermaterials, observing that carefully stacked blocksare less likely to fall than those that are stackedhaphazardly and that a broad surface of blocksgives a better base for building;

put things together in a variety of ways, forexample, in creative or construction play when theymake models with materials, both natural and man-

made, sticking, cutting, folding and, on occasions,taking things apart;

learn about themselves by talking with adults andlistening to appropriate stories, rhymes and songs.



Children observe, explore, investigate and selectmaterials and equipment in a range of situations.They ask questions about why things happen andhow things work. As they work with a variety of

materials, they use skills such as, cutting, sticking,folding, pouring and building. They care for andrespect living things and handle them sensitively.They begin to recognise parts of the body andidentify a variety of familiar sounds. They talk abouttheir observations and make simple predictions, forexample, about what would happen if water wasadded to sand.


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KNOWLEDGE AND APPRECIATION OF THE

ENVIRONMENT

Children often ask questions; they are naturally curiousabout their environment and the people around them.Children like to feel comfortable and at ease whereverthey are. They settle in as they begin to establishrelationships with adults and other children, and asthey become familiar with their environment. As theylearn to talk with adults on a one-to-one basis or ingroup situations, children acquire more knowledge of

the world around them and some understanding of it.

While the concept of time is difficult for children tounderstand, activities such as daily routines, listeningto once upon a time stories, talking about variousfestivals and other special occasions should help themdevelop an awareness of time.

To help them develop knowledge and understandingof the environment, children should haveopportunities, individually or in groups to:

experiment with a wide variety of play materials.Through talking with adults and other children, theylearn the names of materials and equipment andobserve how these behave. They develop anawareness of space as they help to tidy awayequipment. They become familiar with somepositional and directional words;

talk about topics which arise naturally from thechildrens own experience, for example, holidays,festive seasons and birthdays;

explore items on the nature/interest table, forexample, photographs of events which took place

during the year, plants at different stages ofdevelopment and natural materials such as sheepswool or shells;

talk about the weather and the seasons atappropriate times during the year;

talk about themselves, for example, where they live,the members of their extended family and eventsin their lives both past and present;

listen to stories and rhymes which have somereference to the past;

use their senses to explore the immediate insideand outside environment;

play with simple floor maps and small vehicles,discussing road safety when appropriate;

learn about their pre-school setting, for example,the name of the setting and the people who work init, the names, function and position of differentrooms, and the name of the school to which theywill transfer;

play with materials associated with different placesand occupations, such as the seaside, the farm,the fire station and talk about related ideas withadults;

talk about the work of some of the people in the

local community, for example, the shopkeeper andthe dentist.

take some responsibility for caring for their ownenvironment, and become aware of environmentalissues such as litter, road safety and the use ofpaper and bottle banks.


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CONCLUSION

This guidance describes the kinds of learningopportunities which children in pre-school educationshould have through play and other relevantexperiences. It emphasises the importance of childrenbeing given choice and being valued as individuals.It outlines the important role of the adult in fosteringchildrens learning.

While the curriculum is set out under seven discreteheadings, it is important that these areas are broughttogether when childrens activities are being planned.Personal, social and emotional development shouldbe nurtured during all activities. An exemplar showinghow the curriculum can be planned in a holistic way is

included at Appendix 1. The children should continueto experience many of the aspects of the curriculumoutlined in this document when they move into Year 1in the primary school.

PROGRESS LEARNING


Children show interest in and are learning to carefor their environment. Through play activities andother experiences, they learn the names of playmaterials and equipment. They develop

relationships with adults and other children. Theytalk about themselves, their home, their pre-schoolsetting and the school to which they will transfer.They know about some of the people who workwithin the setting and the local community. Theyare becoming aware of some environmental issues.They show an awareness of space and are familiarwith some positional and directional words.

Children talk about their families and events in theirlives both past and present. Through talking aboutitems on the nature/interest table and seasonal andfestive events, listening to stories and taking part

in daily routines, they begin to show an awarenessof time.


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HOSPIT

ALPLAY

CREATIVEANDAESTHETICDEVELOPMENT

appreciatebrightand

patterned

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talkaboutflowersand

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makefoodforpatients;

makeget

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takepartingroupplay;

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becomefamiliarwith

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developfeelingsofcaring

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learnaboutvisitorsfamily

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readingm

aterial.

EARLYEXPERIENCESINSCIE

NCE

ANDTECHNOLOGY

understandone-to-one

correspondenceonepatientto

onebed,onelockertoonebed;

learnsettimesmealtim

es,

visitingtimes,bedtime;

discusstakingmedicine

once,

twiceaday;

measure,egoneteaspoon

ful,one

tumblerfull;

sortbandages.

becomefamiliarwiththen

amesof

staffdoctor,nurse,attend

ant;

learnthenamesoffurnitur

eand

instruments,egbed,locker,

bandage,stethoscope;

givedirections;

listentoothers;

understandthelanguage

associatedwithfeelings,egsad,

happy,better;

takepartinroleplaydoc

tor,

nurse,patient;

usebooks,magazinesand

posters.

APP

ENDIX1

EXE

MPLAR:HOSPITALPL

AY

PERSONA

LSOCIAL,AND

EMOTIONALDEVELOPMENT

EARLYMATHEMATICALEXPERIENCES

identifythemainexternal

partsof

thebody,eghead,arm,leg

,knee;

discusshospitalfoodinclu

ding

healthyeating;

discusstemperatureinthe

context

ofhighorlow

temperature;

discusshealthissuessuch

asthe

importanceofwashingand

sleeping.

developawarenessofspace

positionofbed,lockerand

television;

givemedicine

beforeandafter

meals;

recogniseandusedoctors,

nursesandattendantsunifo

rms;

knowandusepositionalwor

ds,

egup,down;

knowandusedirectionalwo

rds,

egforward,backwards.

K

NOWLEDGEANDAPPRECIATION

OFTHEENVIRONMENT

developfinemanipulativeskills

andhandandeyeco-ordina

tion

whenattemptingtobandage,

puttingonauniform,makinga

bed,tidyingalocker,arranging

flowers;

developlargemuscleswhen

movingbedsandlockers.

PHYSICALDEVELOPMENT

LANGUAGEDEVELOPMEN

T


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