The Yellow Door Blog
Prior to the Covid-19 pandemic there had been a real growth in the practice of intergenerational learning, with many early years providers developing beneficial partnerships with elder care settings in their community. The evidence-based benefits include improvements in children’s speech and language skills, confidence, well-being and self-esteem. With results like these, it is very important that we maintain contact between our children and the older adult community during this period, and that we develop new strategies for them to communicate meaningfully with each other. In this way we will not only keep the connections that we have made, we will also continue to expand the important work of intergenerational learning and build increasingly connected communities.
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How do you know when a child has mastered something? When a young child is learning to walk, we would not say they have mastered walking when they take their first wobbly step. We would say ‘mastery of walking’ is when they can do it forwards, backwards, uphill, when tired, around objects, on different surfaces and holding someone’s hand. It is the same when mastering an aspect of mathematics. A child has mastered counting to ten when they have a deep understanding of the numbers to ten. This means that they understand the sequence (order), quantities, properties and relationships between numbers 0–10, and they can play around with these and use them in different contexts. It takes time to develop depth of understanding and it is important that children are provided with the time and resources to explore and enjoy number.
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The following language resources have been chosen for parents to use as they play and learn with their children at home. They all work well for one-to-one learning, with some of the resources offering tactile and digital versions to use separately or in tandem.
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As we continue to live in difficult times, stories can be a way to help young and old to find understanding, reassurance and hope. As young children navigate unusual circumstances, sharing picture books can be a way to help with themes such as friendship, fear, loss, love and change.
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Lockdown came upon us all suddenly! Loss of the normal routines and rhythms of life, maybe loss of jobs and income, perhaps the death of loved ones – along with the fear of catching Coronavirus – has meant we were plunged headlong into a corporate grief and trauma. We have all seen and have most likely experienced some symptoms of grief at different times throughout this period: shock, denial, anger, sadness, depression, and a level of acceptance.
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I read a very interesting article the other day that challenged the use of the term ‘social distancing’ to describe our relationships with others outside our household during the current coronavirus pandemic. The article maintained that the term that should have been used by Government was ‘spatial distancing’ because the aim is not to distance ourselves socially from people but to distance ourselves physically from them in order to avoid putting ourselves at risk.
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As plans are put in to place for children to return to early years settings, there are many issues to be worked through: social distancing, hand washing, hygiene, risk assessments, the rearrangement of space and the selection of resources.
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This range of maths resources has been selected with parents in mind, as they play and learn at home with their children. They all work well for one-to-one learning and are designed to be taken outdoors too!
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What is self-regulation?
Self-regulation is the means by which we control our responses to a situation. It involves understanding our emotions and developing strategies to manage them. It also incorporates being able to think a problem through and plan how to approach it.
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