Play & The Curriculum
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North Yorkshire’s Early Years Development and Childcare Partnership require playgroup to plan sessions in line with Early Years Foundation Stage (EYFS). This document provides a basic curriculum covering six main areas of learning (listed below) and continues through the Reception Year when a child starts school.
However, Sheriff Hutton Playgroup believes that play is a crucial element in pre-school learning and therefore we aim to cover these early learning goals by providing a rich variety of play experiences. There are the six main areas of learning within the foundation stage with some examples of how they can be covered through play at the bottom of the page.
Supervisors plan activities on a daily, weekly and half-termly basis in order to provide a rich variety of experiences. We usually work to themes such as colours, seasons, animals etc to put the activities in a meaningful context.
Children are free to choose and develop their own play. Adults are there in a supportive and enabling role, helping the children develop their own ideas. There is no pressure to produce an end product. Often the ‘process’ of trying something is just as important. We encourage children to try out new experiences, but they are not made to do so! We encourage all children to take part in the story/song time at the end of a session while the room is being cleared.
We believe that Playgroup should be a happy and stimulating experience!
For more information see: What your Child will learn at Playgroup - The Early Years Foundation Stage, The National Strategies: http://www.education.gov.uk/schools/toolsandinitiatives/nationalstrategies
Early Years Foundation Stage 6 Learning Areas
-Personal, social and emotional development
- Working and concentrating independently
- Sharing and cooperating with other children and adults
- Learning acceptable ways to express feelings
- Learning to respect the feelings of others
- Developing confidence and trying new skills
- Developing independence away from parent/carer for a short time
-Communication Language and Literacy
- Talking and listening, extending vocabulary and fluency
- Hearing and responding to stories, songs, rhymes and non-fiction books
- Learning that written symbols (signs, labels, books) convey meaning
- Experimenting with drawing and ‘mark-making’ during play
- Using the book corner
-Mathematical development
- Learning from songs, games, picture books, puzzles and construction toys
- Counting and sequencing in adult-supported activities
- Sorting, matching and ordering
- Finding out about shape, position, pattern, size, measures and time
-Knowledge and understanding of the world
- Observing and experimenting with sand, water, glue, playdough etc
- Showing an interest in why things happen and how things work
- Exploring, examining, describing, sorting
- Talking about places visited, people met, feelings and experiences
-Physical development
- Developing confidence on equipment indoors and outdoors
- Climbing, sliding, crawling, balancing, pedalling
- Moving in response to stories, action rhymes and music
- Developing fine motor skills using crayons, scissors, dough, small toys etc
-Creative development
- Experiencing paint, glue, chalk, crayons, dough, clay, junk models etc
- Exploring colour, colour mixing, shape and texture using all 5 senses
- Joining in with favourite songs, playing instruments and dancing
- Imaginative role play, dressing up and using the home corner
-Problem solving, reasoning and numeracy
- Learning from songs, games, picture books, puzzles and construction toys
- Counting and sequencing in adult-supported activities
- Sorting, matching and ordering
- Finding out about shape, position, pattern, size, measures and time