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Celebrating Nursery School Principles and Practice

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Celebrating Nursery School Principles and Practice Margaret Edgington Independent Early years Consultant Some key characteristics of nursery schools: Specialist staff ... – PowerPoint PPT presentation

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Date added: 27 August 2020
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Title: Celebrating Nursery School Principles and Practice


1
Celebrating Nursery School Principles and Practice
  • Margaret Edgington
  • Independent Early years Consultant

2
Some key characteristics of nursery schools
  • Specialist staff led by a head-teacher who is an
    expert in the education of young children
  • Small in scale and offering a real sense of
    community inclusion to children and families
  • Pioneers of innovative early years practice,
    which others can learn from (they are the early
    years education equivalent of the teaching
    hospital)

3
3 broad principles/beliefs which underpin nursery
school practice
  • Each child is a unique individual with many
    strengths and capabilities
  • The environment and ethos is inclusive and
    promotes high expectations of independence,
    choice, responsibility and learning
  • Specialist teams work and learn together to
    ensure that all children reach their full
    potential.

4
Each child is a unique individual with many
strengths and capabilities
  • Positive transitions which focus on children as
    individuals help them to feel safe and secure.
  • A focus on the development of positive attitudes
    and dispositions ensuring that all children have
    high self-esteem and become life-long learners.
  • A developmentally appropriate approach which
    builds on what children already know and can do
    and recognises the normal differences between
    individuals at this stage of life.

5
The environment and ethos is inclusive and
promotes high expectations of independence,
choice, responsibility learning
  • All families and children enabled to participate
    fully.
  • A balance of child and adult initiated learning
    opportunities within a highly structured
    environment indoors and outside.
  • Meaningful, active contexts for learning which
    connect with prior, real experience including
    play contexts indoors and outside.

6
The environment and ethos is inclusive and
promotes high expectations of independence,
choice, responsibility learning
  • A can do approach.
  • Staff who employ a range of interactive
    strategies -particularly to help children
    negotiate with each other and to encourage
    sustained-shared thinking.

7
Specialist teams work and learn together to
ensure that all children reach their full
potential
  • Develop strong partnerships with parents and
    other practitioners who know the child.
  • Use their good knowledge of child development and
    how children learn as well as of curriculum
    content using observation based assessment to
    identify and plan for individual needs.
  • Reflect, evaluate and engage with professional
    development activities together.

8
Not only do maintained nursery schools have an
amassed experience and understanding of child
development, curriculum, planning, pedagogy,
formative assessment and evaluation in teaching
and learning, they also play a significant
leadership role in promoting and advancing the
best practice in early learning and care.
Leadership for learning may be a particularly
important offering by maintained
nursery Schools. Nursery Schools Now, Early
Education 2009 p. 23
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