14. • Think, Pair Share
What is sustained shared thinking?
A process which involves the adult being
aware of the child’s interests and
understanding, and the adult and child
together developing an idea or skill.
15. • The practitioner should provide open-ended and
practical tasks to encourage children to develop
• The practitioner should follow this up by posing
questions to challenge the children and
encourage them to reflect on their experiences.
• The practitioner needs to be aware of children’s
development in other areas, for example,
social/emotional and language development.
16. • How can you encourage sustained shared
Answers on your white board please !
17. • Plan and lead a learning experience which supports the
development of sustained shared thinking in children
• 0-1 year 11 months
• 2-2 years 11 months
• 3-5 years 16 2.1.
• NB. Remember to share your placement tasks with
your placement supervisor and plan when is best to
carry them out DO NOT leave them until the last week
as you are likely to be told you can not complete
18. • Reflect on your time sheets every week as this will form
part of your reflective diary add your strengths and your
area to development.
• If you are unsure ask your placement supervisor, I will want
to see these when I come to observe you!
• Your areas to develop should begin to become your
strengths by the end of placement one !
• Get your placement hours signed by your supervisor at
least once a week!
• Round up to nearest hour or minute please do not put 8.33
! This will make it difficult to calculate your hours at the
19. • 0-1 year 11 months Group 1
• 2-2 years 11 months Group 2
• 3-5 years Group 3
What physical activities can you
provide for children aged:
20. • Create an environment which promotes physical development in own
setting write a reflective account of what you did and take a photo ensure
the children are not in the photograph. 16 6.1
• Plan and lead an opportunity which promotes physical development of
• 0-1 year 11 months
• 2-2 years 11 months
• 3-5 years 16 7.1
• Evaluate your activity ensure you reflect on own role in relation to the
provision for promoting physical development in own setting. 16 7.2
• Write a reflective account to Evaluate the provision for promoting the
physical development of children in own setting. 16 8.1
21. How can practitioners encourage children to
• To encourage healthy eating it is important to educate the children,
capture their imagination, involve them and provide a good role model.
• Educate the children about what they are eating
• Involve children in making snacks – fruit salad, fruit smoothies
• A visit to the local shops to look at (and buy) fruit and veg for activities
back at the setting
• Invite visitors to come in for a meal, or afternoon tea, that the children
• Grow your own food – you can start off with cress, children love to watch
things that they have planted grow
• Invite parents in to make food with the children – good opportunity to find
out about different foods.
22. • Time: 15 mins
• You are going to plan an activity to support
• It does not necessarily have to be a cooking
activity – but should encourage and teach
children about healthy eating.
• Use twinkle, Pintrest to support ideas for
23. • Plan and implement an activity to support healthy eating in own setting
• Evaluate your activity plan reflect on own role when supporting healthy
eating in own setting 16 11.2
• Make recommendations for healthy eating in own setting you can either
write a reflective account writing what you recommended for your setting
or add your recommendations to your activity plan 16 11.3
24. • In making recommendations it is important to be objective
in your observations. You could write a checklist of points
you are looking for in your observations.
• You will need to be sensitive in making your feedback. It is
always important to start with positive points and then
discuss areas for improvement.
• If you have identified areas for improvement you should
always be able to make recommendations. Your
recommendations should be positive, practical and
Recommendations for healthy eating in own setting
25. • Support children in personal care routines including:
• Toileting ( Write a reflective account)
• Hand washing / washing (Write a reflective account or I
may observe this)
• Food and drink (Write a reflective account or I may
• Resting and or sleeping (Write a reflective account or I
may observe this) 16 13.1
Group discussion how can we evidence this?
26. • Prepare for your professional discussion to explain why
it is important to take a balanced approach to risk
management 16 18.1
• Carry out a risk assessment in own setting 16 18.2
• On the back of your completed risk assessment
describe how health and safety risk assessments are
monitored and reviewed 16 18.3
• When evaluating your physical activity reflect on what
you did to support children to manage own risk and
what you did to manage risk 16 18.4, 18.5
27. • Please check your emails
• Please email or call me if you have any queries or concerns
01329 815113 email@example.com
• Remember to let me and the setting know if you will not be
attending placement due to illness
• I will email you when I have arranged your placement
observation please be prepared with your Physical,
cognitive or healthy eating activity I will need to see a copy
of your activity plan on the day of your observation
• Remember to make links to the EYFS on your activity plans
• Remember you are representing the college wear your
college uniform and be professional at all times!
Don’t be a stranger
Notes de l'éditeur
Learners to consider what is available in their setting.
Learners to consider opportunities for children’s cognitive development to be supported by everyday or natural objects.
Fallen tree trunks – Go over? Go under? Go round? Why has it fallen?
Pots and pasta – filling, sorting, tipping.
Water tray – sinking and floating, bubbles, coloured water in containers – cause and effect
Cooking – changing states, texture, taste
Construction – problem-solving – building a bridge, house, vehicle
Puzzles – trial and error
Children will learn that they can try and try again, that things change when manipulated, that there is a cause and effect of their actions.
Learners to consider opportunities such as:
Consequence of choice
Three children want one bike
Creating something that does not work first time
Practitioners should step in if a child is getting frustrated and appears to be giving up. They should not solve the problem but should facilitate a child to approach it in a different way.
Learners should reflect on their own ability to let children develop their cognitive skills.
They should be calm and supportive when helping them and use lots of positive, encouraging language.
This should provide an opportunity to discuss the importance of open questioning.
Learners could discuss open-ended activities or tasks that they could set the children.
Discuss these strategies, and others, in preparation for the next activity.
It may be necessary to discuss what is meant by ‘objective’ observations.