learning

The 3 Prime areas of learning for 2-3 year olds as outlined in the EYFS are Communication and Language development, Personal, Social and Emotional Development and Physical Development, they are all met in a cross curricular way. We also provide activities in support of the four specific areas of learning; Literacy, Mathematics, Understanding the World and Expressive Arts and Design.

Like our Toddlers, 2-3 year olds learn from the people around them and how they are attended to, the environment that they are in and the opportunities it provides. At minihome the key worker continues to be a crucial part of each child's learning environment. By providing a warm, loving relationship they are a secure base from which the child explores with confidence. They continue to ensure that they gather information from you on your child's needs, likes and dislikes, developmental stage and interests. We make sure that there is regular dialogue about each child's changing needs between the key worker and the family. As well as daily feedback we provide termly review meetings with your key worker and invite you to contribute to your child's developmental record at least twice each term.

 

At 27 months we invite you to contribute to and attend an integrated review of your child's development with our local Health Visitor and Your child's key worker. Each of these adults come together to record your child's achievements, assess their level of developmental attainment and consider whether a referral for a particular specialist assessment is needed or additional support for your child or yourself is needed. This might be provided by a Dietician, Speech and Language Therapist or Physiotherapist for example.

 

We follow the nursery routine as outlined below. By the time that children move into this room, most of them continue to take only one nap at nursery, after lunch, and the routine reflects this. If they no longer sleep after lunch they join in with other children and their activities. 2 year olds are very well supported by repetition and routine. Just as we do with our toddlers we focus on small group activities that support children to learn to share, take turns, listen and wait, with lots of adult support for managing disagreements over stuff and space. Larger group games and longer periods for focus are also explored as children become able to manage these.

 

 

 

Key workers support 2 year olds to expand their language, particularly in social situations to express their feelings and to manage independently in their peer group with supportive adults close by. Many 2 year olds start to choose to play independently with their friends, which the adults support and supervise. Often 2 year olds explore the effects that they can have on those around them by pushing at boundaries and so the adults help them to negotiate these emotional times. We use small circle times to show role plays with puppets or look at pictures of situations and to talk about feelings, what makes us sad or happy or angry and to try to think how our actions can make others feel.

 

Gaining physical control over their bodies, toilet training and washing hands, getting dressed, undressed are all key parts of 2 year old development. Adults support each child to try and persevere with these challenges and to become more independent. We discuss toilet training with parents as each child begins to show an interest and agree an approach with the family. In general it is best to follow the child's lead and to be prepared for lots of accidents. Nursery is a busy place to remember to use the toilet when another child might get the toy that they want.

 

 

The breadth and challenge of toys increases to include more complex puzzles, more varied fine motor focussed construction systems, both large and small, bead game boards and threading equipment. There are table top activities and floor based ones. We support children to make choices and to help to prepare activities and to tidy them away.
There are collections of vehicles, animals, and other objects for small world role play as well as a role play area that might change from a homely kitchen to a hospital or shop..

Reading, singing and action songs are adapted for 2 year olds to be actively involved. Prop and active story telling keep 2 year olds interested, along with repetition.

 

The 2 year olds join in with Music and song sessions, Yoga, Dance Classes and French Classes provided by independent teachers. Instruments for banging, shaking and blowing are available and there is movement to music.

 

A creative workshop is supplied with objects to use in junk modelling, making pictures with; crayons, pencils, chalk and paint, plus glue and interesting bits and bobs for sticking. Children are supported to learn how to use scissors and how to stay safe with them.

 

We continue to provide sensory experiences for this age group, like playdough and rice or pulses for emptying and filling. These activities also support children's understanding of size, weight, capacity and number as adults introduce these concepts into this play.

 

There is time outside every day in our garden. 2 year olds enjoy using the tricycles and scooters, they start to play ball games, kicking, throwing and catching, small circle games, chasing and catching. They often take their role play with their peers outside, going on shopping trips with their dolls in buggies and playing at being families together. They take turns (with support) in organising the flow of play and negotiating the roles.

We also draw attention to the features of the natural world, grow plants together and investigate the mini-beasts and animals that we come across. We provide, sand, water, mud play and other types of sensory play. There are large blocks to build with, platforms to climb on and develop gross motor skills.

 

Outside the nursery visits may involve short local walks or journeys further afield in double buggies, to the local parks to use the play equipment, see more of the natural world; ducks, deer and birds at Clissold Park as well as the seasonal plants and mini-beasts throughout our local area. They also visit local libraries, markets and shops for fruit and vegetables for snacks or for food to use in cookery or sensory play.
 
2 year olds, like all children at minihome are observed by their key worker and others to plan and provide for their developmental needs. We also assess their development to ensure that any developmental issues are picked up on and appropriate action taken to support you and your toddler to access additional help if needed..

 

daily routine

We follow the nursery routine as outlined below, by the time that children move into this room, most of them have begun to take only one nap, after lunch, at nursery, and the routine reflects this. If they no longer nap then they join in with activities with the other children who are awake.

 

 

 

 

 

 

 

 

time	activity	details
08:00 -09:00	Welcome and Breakfast	A time to share information. Children move on to activities once they have finished their breakfast.
08:30 -09:00	Free play and help set up	The room is set up according to the continuous provision plan children are free to explore the resources once they have eaten their breakfast.
09:00 -09:15	Circle time	Children are to join in with morning circle doing the calendar, news, singing, show and tell, story.
09:15 - 10:15	Outing / Language group or cooking focus	Children are to split into small groups and join in with the focus planned activity. Alternatively they go on an outing. Free play is also running alongside this for children who finish their focus planned activity.
10:00 -10:30	Garden time/ French on Tuesdays	Children play freely in the garden or join in with an adult lead garden focus activity
10.30 -10:45	Snack time and story	Snack time children all sit together and have snack, staff member to read a story/ sing songs.
10:45 -11:15	Maths/ Montessori/ Mark making focus	Adult led focused activities in small groups. Free play is also running alongside of this for children who finish their focus planned activity.
11:15 – 12:00	Garden time	Children play freely in the garden
12:00 – 12:30	Lunch	Children eat independently with support, they are encouraged to use cutlery and try a range of foods
12:30 - 12:45	Transition to nap	Children to clean their teeth after lunch and choose books for quiet reading or have a sleep
12:45 - 14:30	Nap	Children who are awake may play inside focus or outside free play 14:30 everybody wakes up
14:30 - 15:00	Free play/ toilet/ potty	Transition time with free play, children are supported to use the toilet and get dressed
15:00 - 15:30	Focus planned activities and free play inside and outside	Tuesday: George the Musician, Wednesday : Dance Thursday: George the Musician Friday: Yoga Children take turns to attend dance and yoga
15:30 - 16:00	Garden/ outing	Free play in the garden or a local walk
16:00 -16:30	Tea time	All children to talk about what they have done today
16:30 -17:30	Craft focus, disco, stories	Adult lead craft focus, big group disco/ring games/ action songs and stories
17:30 - 18:00	Home Time	Chill out on the mat, snack, chats and stories. Children get collected by their parents/ carers.

 

 

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