Wednesday, 23 November 2016

SESSIONS FOR PARENTS

To books sessions for your Parent's group, Kindergarten or Nursery please call 07952437273 or margaretsgarden1@aol.com

Session Aims
·         To give parents

·         the opportunity to fully understand how best to support their children during their formative years
·         to understand how children learn and develop to their optimum potential and how to support children foundations for the future
·         a clear understanding of the Early Years Foundation Stage curriculum, and how educational settings work to support this
·         to judge how well your child is achieving and developing and
·         what your child actually does at school and how this taps into learning and development

·         emphasis on learning through play, what play is and why it is crucial
·         emphasis on the characteristics of Learning / children’s wellbeing and involvement
·         emphasis that judging children’s success in play outweighs being able to count to a 100 or write their name



By the end of the session, participants will be familiar with:


·         A clear knowledge of how children learn in their formative years and what skills they will need to support their success as learners later on
·         The principles, themes and areas of learning in EYFS
·         An understanding of what their children do all day at kindergarten/school
·         A chance to look at their child/ren with a renewed vision
·         A wealth of ideas for games and activities that promote development, learning & emotional wellbeing


Session Blurb  - Paragraph for marketing (content)

This session provides a step-by-step guide to clearly understanding how to best support your child/ren at home and at kindergarten/school.  To understand what children do all day at school and what they are learning.  The session will give a clear insight into the early years curriculum and looks, in a light hearted and inspirational way at why children need to play to gain the necessary life skills that will take them towards meeting their full developmental potential.

You will gain ideas for easy 5 minute activities that are guaranteed to make a difference and promote learning.

Consultant expertise in Course area

Margaret Travers is a renowned specialist and educational consultant, she lives in Kent.  Her background experiences range from teaching, educational management, and Ofsted inspecting, together with early years teacher training at degree level and beyond.  She has worked as Head of Early Years in Primary settings and written articles and reference materials.  Currently she prepares and delivers professional development courses for students, teachers and parents.   She continues to carry out research on current developmental issues.    She is a qualified teacher trainer, a traditional teacher and a Montessori teacher, and recognised by Ofsted.

Margaret’s workshops and courses provide inspiration. She has delivered in international schools overseas and works currently throughout the UK.   She works with schools to support outstanding status. 



Dates/Time of Year/Venue
Dates and times can be flexible. Afternoon and Evening sessions.
Evening sessions for approx. 1.5 hours to include time for socialising, meeting, reflecting.

Additional Information



Wednesday, 2 March 2016


Empowering learning through play

Research suggests early maths skills are a more accurate indicator of later academic success that early reading skills
There is a concern that some children are receiving formal learning too early, which does not prepare them.  Research clearly shows children need to problem solve based on their intuitive interests and fascinations
       The adult role
       Scaffold to support independent problem solving
       Add materials to sustain further interest
       Generate new ideas
       Listen to child’s process of investigation
       Support investigation through the child’s lens

Clouds
What can you tell me about this shape?
How do you know it’s a face?
How do you know this shape is not a square?
I’m thinking of a shape. It has 3 corners. Can you see the shape I might be thinking of?
What is the same / different about  the two cloud shapes?
The difference between knowing and understanding, is a child may know that 2+2 = 4 but may not understand why this is true

The child may know the shape is called a circle or triangle, this suggests nothing about their understanding of the shape and its properties
Children may naturally demonstrate their intuitive knowledge about maths in the process of play, but proficiency emerges as the teacher observes and finds ways to make the children’s investigations more meaningful.
Thoughtful adding ( or sensitive replacement) of materials allow children to construct understanding about shapes in relation to space


When the pattern cards were removed, children were free to investigate their own pattern making
       Staff used these opportunities to add resources such as tape measures, writing materials and money to support the maths. 
       Staff listened to the children and supported their process of investigation
       Adding resources
       Children brought in their own fascinating objects from home and outside
       They decided to use egg boxes to measure the whole room, and then filled them with playdoh chocolates to sell in their shop
       Graph paper, assorted sized paper & fabrics added to art/craft
       Tracing and counting the number of squares
       Adding stop watches to water/guttering
       Menus with prices, calendars & clocks, recipes in role play
       Dice, sandpaper numbers, clipboards everywhere
       Numbers on shelves
       Is maths learning restricted to one core knowledge area?  Or do children learn better when they can make make mathematical connections within all other learning areas?
       Does a play-based/inquiry based approach support inclusive practice?
       For maths to be successful do children need to feel confidence in risk taking and problem solving?
Questions
       Does exploration provide a safe context to explore concrete meaning?
       Do positive attitudes and a motivated disposition support persistence?
       How could you empower your children’s developing mathematical minds?
       How important are learning styles, reflective inquiry, responsive interactions, thoughtfully planned environments & content based on children’s fascinations?
       Does scaffolding support highly developed concepts and skills based on children/s intuitive mathematical knowledge?
       How do your routines support mathematical concepts