The six adventures in volume two are all about enrichment of play. We continue with films, little nuggets, bursts of thinking around our provision of play. Each page within the magazines have little ‘tasks’, ‘missions’ for you to carry out and consider. Although they are not compulsory, they are incredibly helpful for producing data and evidence. They also encourage pedagogical conversations too! And more cards cascading ideas to enhance every day in play.
Volume Two
In the second volume Alice focuses on our environment's. Does your environment support and enhance your child's day with interesting and exciting provocations for play?
What can you do to ensure that when a child comes through your door, they are met by an exciting and stimulating array of educational play opportunities.
Contents:
Adventure 7
It would seem that never a day goes past when STEM isn’t talked about, thought about or engaged in. STEM, as we know, stands for Science, Technology, Engineering and Mathematics. They are often grouped together because when you explore one, you’ll always touch on the others. They are all linked. After all, engineering and technology are all about using science and maths to make things (from cars to computer software). So, it makes sense to explore them together, rather than individually. Our STEM adventure engages us in the world of possibilities.
Adventure 8
Books, Books, Books, they open windows and doors to other worlds. Being able to read allows us to meet real and imagined characters that we may never meet in any other way, and enter worlds that are beyond our imaginings! Our adventure makes sure we excite, stimulate and ignite a passion for reading in all of our children. We think about the reading process, how we support and enable it. We look closely at the key skills needed to become a confident and keen reader and we dip into the world of phonics.
Adventure 9
If the five doors into the brain are the five senses, malleable materials are the best possible stimulus to open these doors. In this adventure we of course visit the staples of malleables such as gloop dough and clay but we encourage you to be inventive and creative, to think out of the box in how you share and present these to the children. Then of course we shine a light on quirky and unusual materials and how they link to the curriculum offer we have. We also highlight the breadth and depth of engagement and thinking each child engages in when up to their elbows in mud!
Adventure 10
Wander through any nursery and you’re guaranteed to find spaces set up for children to engage in sand and water play, probably both indoors and out. Sand and water areas are such staples of nursery provision that it’s easy to forget to ask the big questions about them: Why are they always there? What do children learn from sand and water play? How do we excite and ignite sparks for learning in these areas? This adventure is all about taking our continuous provision and enriching and enhancing it. We go back to basics in order to plan how we might introduce new thinking, reinforce skills and support or children progression and understanding of sand and water.
Adventure 11
Children are naturally drawn to playing outside and there are numerous benefits; exploring a different environment, developing muscle strength and coordination. It increases flexibility, motor skills and confidence. And of course it goes without saying that there are many health benefits too. Fresh air helps… Soothe your nerves. It will leave you feeling more refreshed and relaxed. Sleep more soundly at night. Clear your mind, improve your concentration, and help you to think more clearly. Alter your brains’ levels of serotonin which helps to improve your mood and promote a sense of happiness and well-being. We explore all of this and so much more in our Stepping Outdoors adventure.
Adventure 12
Every child’s imagination is captured by an exciting image, story or situation. Setting up ‘zones’ for learning which stimulate children’s thinking and engagement helps children make sense of the learning they are involved in. As they meet new inhabitants or discover new artefacts and resources children are eager to investigate, discuss and consider these new experiences. This adventure will challenge our thinking around how the mind works, what is imagination, how is it linked to memory? Anyone who has watched children playing in a well-resourced ‘imagination zone’ with involved adults will have observed the joy and excitement the children experience as they make fresh discoveries. We suggest a plethora of ways to extend your thinking.