I have been a teacher for 20 years, and over the years I have been asked many times why do I love the Early Years so much? When I hear this question, I feel I should be able to capture what it means to me in one beautifully worded sentence but If I’m honest I struggle to truly define what makes the Early Years so special. I could tell you about the time an unexpected storm resulted in the children running around trying to catch the biggest hailstones (in their mouth!) or about the time we danced to carnival music covered in feathers or about the waterfall we made in the outdoor area, but it wouldn’t answer the question. The only word that constantly pops into my head is… magic!
Where I teach, at Coppice Valley, play is serious business. The children spend their days following their own interests, our classroom environment reflects their needs, and they can access any resources they choose to, both inside and outside. We are very lucky to have a large outdoor area and we take full advantage in all weathers. This is true child-initiated learning, and it means you never know what each day might bring and where inspiration may take us next. This is how young children learn best. When you witness a child fully involved in a task, tongue out, completely unaware of the chaos around them that’s when real learning is happening. They are being creative and energetic; the brain is working it’s hardest and progress is happening. In other words, the magic.
Being responsive to these glorious moments of learning means not being afraid to get your hands dirty or don a silly outfit. Team Early Years are always fully ready for every situation. Daily life is filled with variety and unpredictability. We spend our days observing children playing, assessing what is happening, tuning into thinking and choosing carefully the exact right moment to interact to move learning on. If you were a fly on the classroom wall witnessing the magical role of the intuitive adult in an Early Years classroom you might see us modelling language, explaining, demonstrating, exploring an idea, encouraging, questioning or setting a challenge (this is not an exhaustive list). All of this happens moment by moment, if you have spent any time with 4-year-old children then you will know that in order to capture their enthusiasm and curiosity meeting their needs as quickly as possible is a very good idea.
It is a fine balance between managing child-led and adult-led learning and of course, it is our job to equip the children with the early Literacy and Maths skills they need. However, what makes Early Years so special is we have complete freedom how we do this. One memorable moment last year involved making a cardboard Octopus, at the time the children were fascinated with life under the sea. We spent time researching, designing, creating, problem solving. We had so much fun adding arms, not having enough arms, having too many arms, having so many we could make another octopus and then share the arms equally between them. I could go on but I’m sure you get the idea. The fact is that when learning is made meaningful it sticks!
One of the best things about an Early Years classroom is the interconnected nature of the curriculum, there are countless different scenarios happening in every area and visitors often comment on how engaged and focused the children are. But this doesn’t happen by chance, the development of characteristics such as being resilient, having you own ideas and choosing ways to do things underpins all areas of learning and development. At Coppice Valley, these attitudes are embodied within our school values of being brave, kind and curious and if you look closely, you will find them sprinkled through everything we do.
We encourage the children to be brave, challenge themselves and take risks.
We model being kind; did you know that the first port of call, for all teachers in every primary school, if an unusual resource is needed is a reception classroom! No request too big or too silly. We have a treasure trove of supplies ‘just in case’ we need them. Bring a reception teacher a cardboard box and watch the delight unfold. Bring a reception teacher a bag of nuts and bolts and they will happily accept. The children also bask in the knowledge they are helping their fellow school friends.
We encourage curiosity, questioning skills and you will likely hear many sentences start with the words, ‘I wonder…’
Now a new school year has begun, and we are starting to get to know our new children and their families. The transition to ‘big school’ can be both a daunting and exciting time for children and parents alike. Yet again, here is another example of what makes the reception year special as we are the lucky ones who get to know our new families first. Fostering positive relationships to support each unique child, learning about their experiences and interests help us support every child in the best possible way.
If your child has just started Reception, I hope they are having a brilliant time, don’t worry if there is a blip, or the novelty has worn off in a couple of weeks. This is quite common. Even if they love school, they can still miss their preschool setting or being at home too! Just talk to their teacher and extra support will come their way. Rest assured the reception year truly is a magical journey full of joy and laughter. They might be too tired to tell you about it but it’s happening! You will be astonished by how much your child grows and develops this year, I am always in awe of the progress, and you will be so proud of your little one.
By Corrie Leach – Coppice Valley Primary School
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