Early Years’ Training – 2022 Directory.

In-house and online early years’ training to meet your team’s availability and CPD requirements.

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The following is a directory of courses that can be delivered over a single day (including at weekends), or in the evening. This face-to-face in-service CPD is currently available across East Anglia (and Nationally by appointment). The courses can also be offered as online courses via Zoom.

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Observing young children’s schematic play: Affirming and responding to young children’s operational schemes – what they can do!   Delivered over a half-day or a full-day team training session. (The full-day session will include exemplary case studies.) Online/evening workshops are available via Zoom.

This one-day training offers an introduction to observing children’s operational schemes and is aimed at early years’ educators who aspire to being responsive to every child’s fascinations, their enquiries and investigations; to develop a deeper pedagogical knowledge and truly follow every child by building upon what they can already do and what they know (the scheme and schema distinction)!  During this training we will discuss videos of children at play, identify their operational schemes and together we will consider how we might support what it is that each child is exploring, what it is they are trying to work out and investigate in their self-chosen free-play. We will review the activities, resources, stories and rhymes that we might offer in response to what we have observed and discuss guided activities to extend the child’s investigations – engage in a meeting of minds to support the child’s progression.

To book, please use the contact page or email admin@schemaplay.com

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Embedding SchemaPlay into your Baby and Toddler Room. Delivered as an in-house one day/team session or 2 half-day sessions.

As generally understood in the early years’, schemes are ‘patterns of repeatable actions that lead to early categories, then to logical classifications’ (Athey, 2007). They are also the pre-requisites to later complex operations (Siraj-Blatchford and Brock, 2015), such as reading, writing, adding, measuring, cooking, etc. In this session we will explore the social-cultural and environmental provision in promoting our youngest children’s learning. Early schemes, seen in a baby’s play, become more complex and numerous. Eventually they are connected so that babies and young children co-ordinate their actions, which really opens up a breadth of investigations, explorations and learning. Often these investigations are scientific and mathematical in nature – schemes are our foundations to learning, to our language development and development of self-esteem/belief. Let’s nurture and support children’s schemes and their scheme connections/combinations. To book, please use the contact page or email admin@schemaplay.com

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The role of the adult – learning as a social process. Suitable for nursery and reception class educators.  Delivered in-house over one day or two half-day sessions. This workshop is also available in the evenings and delivered as an online workshop via Zoom.

Vygotsky’s (1980) Zone of Proximal Development was a key contribution to our present understanding of how children’s learning can be supported by adults, as well as their peers. The Zone of Proximal Development Flow Model (Siraj-Blatchford and Brock, 2015) and associated training, supports early years’ educators to co-construct children’s learning in free-flow play. The training considers how to ‘seed’ resources for schemes to be applied in a range of contexts across the continuous provision, promoting children’s choices, self-esteem, and motivation, fostering flow in their free-flow play which, in turn, promotes active competencies, critical thinking and independent learning. Not only does this training support children to own and identify their learning, it also demonstrates how our observations of children’s play can help us to plan interactions and interventions in children’s play endeavours that provide a helping hand for children to engage in new challenges. Challenges within their capabilities – but ones that they might not necessarily be able to first engage in and take on alone. This training, therefore, is for educators working in the early years/reception classes who are keen to develop their pedagogical practice to support children’s independent self-chosen play and learning, as well as to consider how to promote effective sustained shared thinking – to be able to tune into and co-construct learning together with the children we spend our working days with. Let’s create an environment in which every child feels esteemed, challenged and has a great day! To book, please use the contact page or email admin@schemaplay.com

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Support language and physical development using SchemaPlay Dance.

We know that all knowledge and our language is embodied. As Hans Furth (1969:11) said, “A word is only as good as its knowing structure.” In SchemaPlay Dance, we take account of the operational schemes that young children in your early years’ setting/school are choosing to apply in their self-chosen free-play, and create stories/dance moves which promote new vocabulary/new ways of moving and balancing based on what they already like to do – based on their anchors to learning. These fun dance sessions promote children’s self-esteem, identity and joyful engagement in moving to music, whilst learning about what things are by how they move, what they can do and new words. This training is delivered by a qualified children’s dance instructor. Each session will include a full warm-up, engagement in self-awareness-physical awareness and cool down. To book individual classes for children in your setting or a team training session to enable adults working in early years to deliver dance directly, please email admin@schemaplay.com

Montessori Sensorial Materials

Follow the Child! SchemaPlay for Montessori Settings: Develop a repertoire of activities/extensions to support children’s competencies in their scheme applications, first fostered and identified in their use of the on-shelf Montessori materials. Delivered by Lynnette Brock, who previously worked as a lecturer delivering the Montessori Foundation Degree at MCI, London.

Whether a child is transferring water from one jug to another (applying a trajectory and containing scheme), or threading beads following a pattern (applying a matching and connecting scheme), or perhaps engaging with the Knobbed Cylinder Block (applying, a sorting, positioning and containing scheme), or building the Pink Tower (applying a sorting, positioning and grading scheme), we can offer a range of new contexts/activity extensions for these competencies to be applied. This in turn supports children’s self-esteem and belief, as the new activities offered always enable the child to apply what they can already do! Activities and extensions explored in this training will be in the context of the outdoor environment, in art activities, dance, drama and role-play. We will also discuss activities that can be offered to promote and embed sustainability into your daily practice, as per Montessori’s Cosmic Task. We explore how the schemes children are using when engaging in the Montessori materials can support their language development, and look at a range of books that link to what your children are showing you that they like to do!

Sorting, Positioning and Grading the Red Rods by Length.

A child who has enjoyed applying a sorting, positioning and grading scheme, whilst engaged in the Montessori Red Rods activity, may enjoy creating a house for wildlife, such as the one pictured below. Or, a child who likes pouring from one jug to another (applying a trajectory and containing scheme) might enjoy filling/refilling the bird feeders and finding out about bird wildlife (care of pets extended). This one-day training or evening sessions is available across East Anglia. For more information or to book, please email: admin@schemaplay.com

Sorting, Grading and Positioning