Agenda for the workshop.

1
Agenda for the workshop.

• Welcome and Introductions.
• What is education for citizenship.
• An example from Park Drive Nursery.
• Small group task and discussion.
• Feedback.

2
Education for Citizenship.

• What does this mean for us at Park Drive Nursery?
• What existing activities contribute to elements
  of capability for citizenship?
• We looked at
• Values and dispositions.
• Skills and competences.

3
An example from practice.

• How we consulted with the children about the
  nursery floor layout and where resources should
  be.
• Actual changes made to the nursery floor layout.
• Images to show nursery in action now (Jan 06)

4
Childrens Voices

• Our Learning Environment

5
Why change?

• A realisation on our behalf as to the importance
  of how the learning environment looks and
  feels to children, parents, staff and visitors
• The impact that the environment had on the
  childrens learning
• How important first impressions are and how the
  environment plays an important part in how
  children learn and engage with resources
  staff also being a resource

6
Why change?

• Equipment, resources were moving, my questions
  was why
• I was understanding more that the environment we
  were working in was not conducive to childrens
  learning
• We were a busy nursery, with a lot of resources
  and felt we had to fill the spaces
• As a staff we often asked ourselves did we have
  too many resources out

7
Childrens comments

• Move the jigsaws to the house bit at the top
• We havent got lots of pots and pans
• In the house some cups, some toys, flowers, a
  real clock, a real telly, new cushion covers..
• Dolls house on the floor, I like sitting
• Move the drawin up the top, Id like it there

8
Childrens comments

• Maybe we could have some fruit in the book
  corner, so you can eat it and read at the same
  time
• You could just bring it up, maybe apples and
  oranges, they might roll off, you could have
  bananas instead
• We can move some stuff around so there will be
  more room

9
Childrens Comments

• Take the house apart
• Keep the water tray where it is, cause its
  easier to fill and empty
• Water wouldnt be good at a door, cause thats
  where the grannies and grandads come in
• We could have stories everywhere cos, if its a
  long way to walk and you want a story you could
  just read it

10
Childrens Comments

• I would like more than one book corner
• Some things inside and some things outside
• Outside painting, singing, bikes, puzzles,
  water, books to read, eat ice-cream and snack
  outside
• Hollow-blocks at the window, so I can see out
  while Im playing
• When I paint I can look out the window
• Leave the drawin table beside the window so I
  can see out

11
Childrens Voices

• SPACE
• RESOURCES
• TO LOOK OUT THE WINDOWS
• DONT WANT THINGS BLOCKED
• OUTSIDE

12
Values and dispositions(1)How have these been
developed?

• Respect for self and others. (By recognising,
  praising and valuing childrens work,
  suggestions and ideas, by helping children to
  make, accept and follow rules, structures and
  plans, by finding ways to give equal time and
  attention to all children.)
• Recognising the rights of others. (by encouraging
  children to listen to others, by helping children
  to engage and respond appropriately to others, by
  helping children accept the choice of others, by
  supporting children to recognise and respect that
  they all have individual and different ideas and
  suggestions.)

13
Values and dispositions (2)How have these been
developed?

• Becoming responsible. (by making clear to
  children the changes occurring as a result of
  their suggestions, by providing rules and
  structures to support children in taking
  responsibility tidying up etc.)
• Developing a sense of fairness. (by supporting
  children to respect the ideas and suggestions of
  others, by providing all children with choices

14
Skills and competencesHow have these been
developed?

• Asking questions. (by providing safe and various
  situations and opportunities for discussions and
  dialogue to take place.)
• Communicating effectively with others. (by
  supporting children to recognise how and when to
  ask a question, by encouraging children to build
  on the ideas of others.)
• Collaborating and negotiating in groups to carry
  out plans and resolve problems. (by allowing
  children to try/suggest ideas, allowing mistakes
  to happen with the understanding that further
  change and learning takes place as a result.)

15
Group task.

• Values dispositions
• Skills competences.
• What do we already do
• Examples from practice.
• Thoughts and ideas to try.