Name Surname

Stage 2E
2015
Provocation – Mind map – Motivational letter
More about our daily routine.
We spend the morning carrying out self selected activities. When it is time for morning ring, Child and his
friends pack up all the toys and activities and we get together in a circle to sing songs and nursery rhymes,
count, discuss the weather and who is absent from school and carry out basic morning stretches.
The children then take turns to go to the toilet, wash hands, apply sun screen and walk down to morning
snack. Child enjoys snack time and is able to sit for short periods to eat. He is able to feed himself
competently with a spoon and can drink from a cup without spilling. We then return to class to get our hats
and to revisit the toilet if need be. Child is able to clearly communicate his need for the toilet and has
become independent in his routine, with increasingly less accidents occurring during the morning. He still
wears nappies during sleep time, but often wakes up dry.
It is then time for outside play. Child enjoys playing outside and does not feel the need to stay close to
familiar adults during outside play. We then return inside. The children are reminded to put their hats back
in the basket and have a drink of water. Child is very responsible with his belongings and always returns
things when he is done with them. We then have another toilet visit.
Next we discuss our provocation and spend time in the atelier. Child enjoys joining in the conversation,
as well as the activities and the artistic expression.
After provocation related work we wash our hands and sit outside with our water bottles and wait for snack.
Child eats well and is not a fussy eater. We then return inside to put on shoes and jackets, pack bags and
listen to a story before going for lunch.
Child is familiar with the routine and feels comfortable with it. He is able to remove his own shoes and
socks, jacket and hat with little assistance.

Personal Development
Routines form the basis of the young child’s day. They are recurring everyday experiences, which
foster organisational skills, correct habits and emotional well-being. Growing independence is
encouraged and acknowledged as an important part of growing up. The child uses acquired life
skills to achieve and extend personal potential, enabling effective responses to challenges in the
world we live in. A consistent daily routine enables the children to know what to expect next.
Children feel safe when their lives are predictable.
 Child is a confident/quiet child who
is beginning to play cooperatively
with his/peers. He/she has made
a special friendship with x and they
can often be found playing together
inside the classroom and on the
playground. He/she has not yet
made a special friend and tends to
play alongside his/her peers
instead, however, this is still age
appropriate.
Child is able to express his/her
own interests and preferences and
shows understanding and
cooperates with some boundaries
and routines.

Social and Emotional Well-being

The Early Learning School is social in nature and the young child is able to express a variety
of feelings and emotions whilst interacting with other children and teachers during the
morning programme. Children learn to develop independence, show respect and tolerance
for others, as well as cooperation and sharing. Children are encouraged to develop a positive
self image, self-discipline and socially acceptable behaviour.
 Child has a growing vocabulary and
learns new words rapidly, often
using new words when
communicating. He/she has a few
favourite songs and enjoys moving
to music and imitating actions.
Child is able to listen one to one or
in small groups, should the
conversation interest him/her and
is beginning to develop an
understanding of simple concepts
like size and quantity.

Songs, rhymes, language and participation

Children develop essential language skills through meaningful interaction with other individuals.
This is developed through conversation, song and rhyme and participation.
 Child enjoys fine motor activities and
participates well during games and lessons.
He/she is currently using the x pencil grip
when drawing, which is age appropriate.
He/she is fond of activities involving pouring,
measuring, filling and emptying containers and
is developing confidence when threading large
beads. Child is able to imitate drawing simple
shapes and can turn pages in a book,
sometimes several at once.

Fine motor and art

Providing opportunities to tear, cut, draw, manipulate dough, thread beads, etc., are considered
important pre-writing activities during the early years as they help to develop and strengthen the
young child’s hand and finger muscles.
 Child is show growing confidence
with the gross motor equipment
and joins in activities with
enthusiasm. He/she is able to
kick a large ball and throw with
relative accuracy. He/she is able
to balance on a wide balance
beam and hop with two legs
together and is beginning to seek
out others to share experiences.

Gross motor and outdoor play

Gross motor activities provide the young child with ample opportunity to develop large muscles
whilst engaged in a variety of outdoor pursuits.
 Everyday in the Early Learning School the
children are given the opportunity to learn how
to behave appropriately around others. The
children are reminded frequently to say “please”
and “thank you”, and encouraged to sit at the
dining room table until all the children have
finished eating, as well as clean up there own
place mats and dishes. The children are expected
to share toys and equipment, as well as wait
their turn for things they may need or want.
Child is still learning to share and sometimes
needs a little extra encouragement.
The children are also encouraged to look after
the things they play with and keep the classroom
and playground tidy. Child is more willing to
help tidy up if his friends are helping too. If his
friends continue to play he tends to continue
playing as well.

Grace and courtesy skills

We encourage children to be respectful of all creatures and all things. The children are shown
what it means to cooperate, how to be a friend, how to express anger in a positive way, and
how to solve problems. The lessons in grace and courtesy provide a foundation on which to
build and they set the tone of mutual respect and kindness. Teachers and peers act as guides
and mediators, modelling appropriate behaviour and language.
Mother’s
Day.
“If…”
If I can
ask my own questions,
try out my ideas,
experience what’s around me,
and share what I find;

If I have
plenty of time for
my special pace,
a nourishing space,
things to transform;

If you’ll be
my patient friend,
trusted guide,
fellow investigator,
partner in learning;

Then I will
explore the world,
discover my voice,
and tell you what I know in a hundred languages.