Write away - practical ideas for getting an SEN child to write
(Sunday 6 October, 11am)
Collette Drifte, freelance writer, lecturer and educational consultant
Write Away is a seminar looking at practical ways to help a child with special educational needs to tackle writing and enjoy it.
The seminar strips the process back to its beginnings, looking at what the child needs to write, and gives ideas and suggestions for fun activities to stimulate the child (and the practitioner) to have a go at writing. It will be of interest to practitioners in the late Foundation stage and Key Stages 1 and 2.
Collette says, 'Because most of us can write with relative confidence, as practitioners we can easily overlook the difficulties and fears that children with special needs can be up against when they are put on the "writing hotspot". We need to give these children the confidence to have a go at writing, and with the thrill of success, the momentum to do more.
'We know that children learn best through games and fun activities, and learning to write is no different. By having an enjoyable time doing stimulating and amusing activities, the child will realise that writing doesn't have to be a chore and that actually it can be really good fun.'
Good practice inplaywork with children aged 4-11 years
(Saturday 5 October, 1pm)
Jennie Lindon, child psychologist, consultant, freelance writer and author
Out-of-school care in after-school clubs and holiday playschemes is a fast-growing area. This seminar will raise some key issues about good practice and the role of playworkers in the different out-of-school settings for children aged from four to 11 years. There will be an opportunity for questions and comments.
'The best after-school clubs and holiday playschemes really listen to the children. The playworkers realise that four- to 11-year-olds do not want their out-of-school time to be simply an extension of school life, ' says Jennie.
'Of course playworkers have a responsibility to keep children safe, but an enjoyable experience, and one from which children can learn, has to offer some challenge and that will mean some level of risk - physical, intellectual and emotional.'
Creating a child-centred environment - lessons from Reggio Emilia
(Saturday 5 October, 3pm)
Dr Pat Brunton, early years consultant and writer
When speaking about the Reggio approach, Loris Malaguzzi, the founder of the Municipal Infant Toddler Centres and Pre-Schools of Reggio Emilia said, 'Our objective, which we always pursue, is to create an amiable environment in which children, families and teachers feel at ease.'
This seminar will give a brief background to the Reggio approach and the way in which space, time and relationships support the Reggio philosophy.
In particular it will look at how inspiration can be drawn from Reggio in building design and in the use of space, materials, colour, light and furnishings.
Pat says, 'It is important to remember that the Reggio approach to early years education and childcare is a reflection of the culture, history and politics of this city in northern Italy. As such it cannot be transplanted wholesale into any other area or culture. The challenge is to understand the philosophy and to see how it could be put into practice in a UK context.'
Participants at this seminar will be able to reflect on their own working environments and consider what changes they could make to create a child-centred environment.
Mathematics in the Foundation Stage
(Sunday 6 October, 11am)
Jean Millar, trainer, BEAM Education
This seminar explores ways of implementing the curriculum guidance for the foundation stage in mathematics. Practical activities and the use of everyday resources ensure children have access to stimulating experiences through which they can develop mathematical concepts.
During this seminar, practitioners will be shown a variety of resources which can be used to teach the early stages of numbers as labels and for counting. Reference will be made to the Stepping Stones leading to the Early Learning Goals in mathematics and the importance of play in developing children's understanding.
Jean says, 'Effective learning takes place within a rich and stimulating environment. Effective teaching requires practitioners to reflect on their practice, to observe children at play and provide opportunities to help children see themselves as mathematicians, and develop positive attitudes and dispositions towards their learning. We are preparing children to be lifelong learners, not just equipping them to pass tests.'
