The science behind the Fun

Our unique system puts the emphasis on nurturing the creative thinking process through our unique, structured methodology.

This draws on the  theory of multiple intelligences developed by Dr Howard Gardner, Edward do Bono’s creative thinking and Emilio Reggio’s 100 languages of children to stimulate each child’s natural curiosity to explore, discover and develop in a way that works for them.
Our approach captures the child’s interest and gently increases their focus and attention span. It is also in line with Government Early Years Foundation Stage, which will be compulsary  in all child care settings from 2008.

'Creativity is about taking risks and making connections and is strongly linked to play. Being creative enables babies and children to explore many processes, media and materials and to make new things emerge.When children have opportunities to play with different ideas in different situations and with a variety of resources, they discover connections and come  to new and better understandings and ways of doing things. Adult support in this process enhances their ability to think critically and ask questions.' The Early Years Foundation Stage DES 2007.

Research indicates that there is a significant benefit to the child when their key person can be involved and support them through their learning experiences.

Our approach helps with children’s development in a number of key areas:

• Creative development

• Personal, social and emotional development

• Communication, Language and literacy

• Mathematical development

• Knowledge and understanding of the world

• Physical development

Creative development

What fun! (When it’s not in your house!)

Using music, movement, art and craft we stimulate the different senses and explore a wide range of concepts. We use a range of materials and tools with an abundance of wonderful and unusual ideas - and some very simple ones. Children are encouraged to follow their own journey of discovery through our practical ‘hands on explorations’. This increases their awareness of themselves and helps them appreciate and value what they can do.

It allows, for example, a one year old and their four year old sibling to use similar products but be fascinated in different ways. The mixed age group allows children to observe and learn from one another, and to realize that others do things differently to them… and that’s ok!

The programme is developed to help your child achieve some or all of the following:

• explore colour, texture, shape, form and space in two and three dimensions;

• recognise and explore how sounds can be changed, sing simple songs from memory, recognise repeated sounds and sound patterns and match movements to music;

• respond in a variety of ways to what they see, hear, smell, touch and feel;

• use their imagination in art and design, music, dance, imaginative and role play and stories;

• express and communicate their ideas, thoughts and feelings by using a widening range of materials, suitable tools, imaginative and role play, movement, designing and making, and a variety of songs and music making objects.

Personal, social and emotional development

Thinking about: my body and my family.
Megan carefully matched her clothes with mummy’s and her baby brother’s clothes with daddy’s. The baby hasn’t got any hair yet.

An important part of our session is welcoming each child individually and making them feel special (because they are!) At our sessions, parents/carers support and encourage their child, and have fun with them. When a child sees their mummy/carer involved in the fun ‘messy’ activities, they feel that it’s OK to join in too. The child gains so much self assurance in what they’re doing and this enables them to begin to trust others.

The children build a sense of belonging within the group and can join in a little or a lot, when they feel ready to. (Some children like to just observe how a group works. This is just as valuable to a child, as this is how they learn to predict what will happen if and when they join in.)

All activities the child is involved in are recognised with a positive approach. All children do great things; we acknowledge these and share them with the group. The children soon learn that they have a role and an identity and that they make a valued contribution to their group of new friends.

Our programme is developed to help children:

• continue to be interested, excited and motivated to learn;

• be confident to try new activities, initiate ideas and speak in a familiar group;

• maintain attention, concentrate, and sit quietly when appropriate;

• have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others;

• respond to significant experiences, showing a range of feelings when appropriate;

• form good relationships with adults and peers;

• work as part of a group or class, taking turns and sharing fairly.

• understand what is right, what is wrong, and why;

• select and use activities and resources independently;

• consider the consequences of their words and actions for themselves and others;

• understand that people have different needs and views which need to be treated with respect;

• understand that they can expect others to treat their needs and views with respect.

“The greatest gift you can give a child is self esteem and confidence in their ability. If a child has these, no challenge is too great for him/her.”  Carol Trayner, Head Teacher

Communication, language and literacy

 Exploring Squishy & Squashy. Toby transformed his sponge into Sponge Bob Square Pants. Toby loves watching him on the TV. 

Our sessions have been specially designed to allow the children to listen and respond within a large group and in smaller groups. We actively encourage the child to communicate their own ideas and feelings, to experiment with different sounds and to join in the conversations. The use of different tools to make marks helps to build confidence and skills for writing.

Our programme is developed to help children:

• enjoy listening to and using spoken and written language, and readily turn to it in their play and learning;

• explore and experiment with sounds and words:

• listen with enjoyment and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems;

• use language to imagine and recreate roles and experiences;

• use talk to organise, sequence and clarify thinking, ideas, feelings and events;

• sustain attentive listening, responding to what they have heard by relevant comments, questions or actions;

• interact with others, negotiating plans and activities and taking turns in conversation;

• speak clearly and audibly with confidence and control and show awareness of the listener, for example by their use of conventions such as greetings, 'please' and 'thank you';

• show an understanding of the elements of stories, such as main character, sequence of events, and openings;

• write their own names and other things such as labels and captions;

• use a pencil and hold it effectively to form marks and the beginnings of recognisable letters.

Mathematical Development

Thinking about Christmas and Rudolph stopping at our house.

Benjamin spent a long time sorting out the different pieces he wanted for his door hanger. He counted all the pieces and said there were more eyes than anything else. 

Simple activities like sorting, comparing, taking objects away and creating patterns all help to build a foundation for understanding mathematics.

Our programme is developed to help children:

• say and use number names in order in familiar contexts;

• use language such as 'more' or 'less', 'greater' or 'smaller', 'heavier' or 'lighter', to compare two numbers or quantities;

• begin to relate addition to combining two groups of objects, and subtraction to 'taking away';

• talk about, recognise and recreate simple patterns;

• use language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes;

• use everyday words to describe position.

Knowledge and understanding of the world

    
Signs of autumn.
Hundreds of golden autumn leaves to scrunch and jump in. The children took the leaves and decided to paint and print them to look at the marks they made. 

The sessions incorporate elements from the natural world plus events and activities that take place throughout the year. We help each child observe, explore and identify items and encourage them to question and work things out though their own discoveries.

Our programme is developed to help children:

• investigate objects and materials by using all of their senses as appropriate;

• find out about, and identify some features of, living things, objects and events they observe;

• look closely at similarities, differences, patterns and change;

• ask questions about why things happen and how things work;

• build and construct with a wide range of objects, selecting appropriate resources, and adapting their work where necessary;

• select the tools and techniques they need to shape, assemble and join the materials they are using;

• find out about past and present events in their own lives, and in those of their families and other people;

• observe, find out about, and identify features in the place they live and the natural world;

• begin to know about their own cultures and beliefs and those of other people;

• find out about their environment, and talk about those features they like and dislike.

Physical development

   
 Thinking about shiny
The shiny capes were whooshed around the room as we imagined we were astronauts in space. 

The music and movement within our sessions allows children to imitate and mirror our body movements, and encourages them to express themselves through their own movement to music. We use a range of rhymes, songs and art activities to help the children discover and learn about their body. Our Creation Station tools and materials are tested and designed to encourage hand and eye co-ordination. This helps the child to develop control over their gross (large) and fine body movements.

Our programme is developed to help children:

• move with confidence, imagination and in safety;

• move with control and coordination;

• show awareness of space, of themselves and of others;

• handle tools, objects, construction and malleable materials safely and with increasing control.

Exploring Rough and Smooth

The rough seeds and shells were chosen and poured inside the see through cups. We danced and sang about being a creative kid!