Stories, Rhymes & Games · supports this learning. • Songs and rhymes help children begin to...
Transcript of Stories, Rhymes & Games · supports this learning. • Songs and rhymes help children begin to...
Stories, Rhymes &
Games
Early Years Educational Effectiveness
July 2020
Aim
• To provide ideas focused on stories,
rhymes and games for you to use in your
setting or with families.
Objectives
• To support children's transition back into settings after Covid-19.
• To consider ideas, activities and resources to enhance your environment inside and outside.
• Using stories, rhymes and games to support the EYFS.
• Provide additional resources for more ideas
Stories &
Books
What makes a book a
book...
What makes a book
a good book...
• Can be read over and over again
• Contains rhyming words, children
can join in with
• Has a surprise element
• Encourages imagination
• Children are interested in the book /
characters
• Children can be involved i.e. lift
flaps or use props
• Just the right length for the children
involved
• Has attractive pictures, to
encourage conversation and
attention
Alternatives
during
Covid-19
Storytelling (not
reading)
• With or without a book -
use props, pictures and acting out
• Stories don’t just come from books
• Begin by telling stories you are familiar
with
• Use storytelling to help children express
their ideas and make sense of the world
and helps recognise feelings
• Storytelling gives children a
rich experience of language and widens
their vocabulary.
• Adaptable, can include names of the
children to personalise the story These images are for illustration
purposes only. Please ensure during
Covid-19 that resources can be cleaned
Pictures
These images are for illustration
purposes only. Please ensure during
Covid-19 that resources can be cleaned
Rhymes - familiar and unfamiliar
Rhymes
• Children need to hear a word several
times to understand the
meaning. Repetition in songs & rhymes
supports this learning.
• Songs and rhymes help children begin to
recognise patterns in words and
discriminate between different sounds.
• Songs and rhymes have an easy to hear
rhythm to them that help with listening
skills.
• Lots of songs and rhymes tell their own
story and is a great way to introduce
stories to children
• Use songs & rhymes in everyday
routines such as handwashing, tidy up,
greetings, friendships, emotions and
feeling.
Routine rhymes
Rhyming resource ideas
Games• Have you reduced, or stopped, using
games as a valuable teaching resource for children with the implementation of free-flow and reduction in group times?
• Your adults are a valuable resource within games - if your setting has reduced the amount of resources that are freely available the adult playing and instigating games with children is crucial.
• Games are important for children to start to learn how to follow rules, introduce their own rules, take part with others and problem solve.
• Sharing games together will help children feel connected to each other, even with social distancing measures in place.
• Games help to provide children with new words, understanding of concepts and develop their listening and attention skills.
Supporting home learning
• Consider how you supported home learning prior to Covid-19. Are you able
to continue doing the same things?
• Consider how you can enhance parents' awareness of children's
achievements with books, rhymes and games and the skills their children
will acquire.
• Talk with parents about their role as model readers and book users. Share
with them the importance of letting children see reading as a positive
experience.
Creating softness during
Covid-19
• If you are continuing to use soft toys make sure these can be washed or only used for a specific group. Making sure you can monitor these and know how long they're used for and when.
• When considering softness in your environment – replace mats on the floor by using; bathmats / bed sheets with fabric pens / washable duvet / yoga mats / shawls / washable table coverings to sit on.
• Create small spaces with washable softness. Make up simple kits to refresh items more frequently.
• Balance the risk assessment at being able to manage the hygiene of the soft toys and furnishings.
• Grouping of children – making sure there is enough resources for each group.
Other considerations
• Emotional & physical health is very important: "The most important thing is
that children are cared for within settings. As far as possible, children should
also benefit from a broad range of educational opportunities." (Planning
Guide for Early Years and Childcare Settings)
• Trying to balance the adult led vs child initiated.
• Having stories / rhymes / games within each groups designated space or
making sure that each group can access communication & language and
literacy activities.
• Do you receive EYPP funding? Do you need to check family's eligibility
for EYPP funding? This is a good amount of money to support with some of
the resources we have discussed to support children's development further.
Further links
• Hanen - book of the week ideas http://www.hanen.org/Helpful-Info/Book-Nook.aspx
• National Literacy Trust (EAL) – https://literacytrust.org.uk/early-years/bilingual-quick-
tips/
• Read with me leaflets - https://www.surreycc.gov.uk/people-and-
community/families/publications/read-with-me-reading-tips-for-parents
• Adventures with Alice: https://alicesharp.co.uk/reading-relationships-how-our-children-
relate-to-characters plus her Facebook with videos of rhymes and
activities: https://www.facebook.com/AdventurerswithAlice
• Story telling with blocks: https://www.communityplaythings.co.uk/learning-
library/blog/2012/june/story-telling-with-blocks
• Rhyme time week: https://www.worldnurseryrhymeweek.com/
• Number rhymes NW article: https://www.nurseryworld.co.uk/features/article/mini-
poster-sharing-rhymes-1-bubble-2-bubbles
• Song boxes: https://www.pacey.org.uk/working-in-childcare/spotlight-on/2-year-
olds/songboxes/
• NSPCC campaign: https://www.nspcc.org.uk/keeping-children-safe/support-for-
parents/look-say-sing-play/