Planned learning intentions.
* To manage their own personal hygiene
* To know that print carries meaning
* To read a range of familiar and common words and simple sentences independently
Resources.
* Camera (we used a digital) * colourful card * white paper * marker pen
Step by step.
* Take clear photographs of each stage of a child washing his hands and draw up accompanying instructions. We used:
* Put the plug in the sink.
* Turn the tap on and fill sink with water.
* Turn the tap off.
* Take the soap and wash your hands.
* Take the plug out.
* Dry your hands with a paper towel.
* Put the paper towel in the bin.
* Develop the photographs and write an instruction label for each stage.
* Mount the photographs and labels in sequence on coloured card and display in a prominent child-height position as near to the wash basins as possible.
ACTIVITIES.
We use the display in various ways. For example:
* We put the display up for the new intake of children to help familiarise them with nursery routines and to become more independent.
* Before mounting the photographs we have a sequence activity and encourage the children to put the photographs in the correct order.
* We draw the children's attention to the display when talking about hygiene.
* We discuss the words and pictures with children while they are in the washroom. We feel it is important to support children's early reading throughout the nursery and the visual prompts help with word recognition.
Extension activities We have also used visual prompts in other areas of the nursery:
* in the painting area, showing how to put on an apron before painting
* by the water jug, displaying how to pour the water into the cup.
Claire Dawson is a teacher at Chelwood Nursery School, south London. She spoke to Annette Rawstrone.
MORE INFORMATION
* For more information on the role of display in children's learning see A Place to Learn: Developing a stimulating learning environment from Lewisham Early Years Advice and Resource Network (15, 020 8695 9806).
