Provision Area Overview – 4 year old Kinder Reviewed January 2018

Intended learning outcomes based to the Victorian Early Years Learning and Look, Listen and Note
Developmental Frameworks
 Initiates conversations, attends to and takes account of what others say. Can they hold a book correctly – right way up and round?
 Explains own knowledge and understanding, and asks appropriate questions of Library Area Do they take care of the books and resources?
Do they turn the pages?
others
 Maintains attention, concentrates and sits quietly during appropriate activity. Adults support and challenge children’s learning and How do they respond to sensory aspects of stories and
 Two-channelled attention – can listen and do for short span. thinking through observation, participation, hand over rhymes?
 Responds to instructions involving a two-part sequence. hand help and role modelling Do they respond to puppets?
 Understands humour, e.g. nonsense rhymes, jokes. Can they make a choice between two books?
Can they look at/point to named pictures of familiar
 Able to follow a story without pictures or props.
objects/people?
 Listens and responds to ideas expressed by others in conversation or
Which books do they respond best to?
discussion.
Can they turn the pages?
 Extends vocabulary, especially by grouping and naming, exploring the meaning Can they describe what they like?
and sounds of new words. Can they re-tell a familiar tale in their own words?
 Uses language to imagine and recreate roles and experiences in play situations.
 Links statements and sticks to a main theme or intention.
 Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.
 Introduces a storyline or narrative into their play. Effective Practice Permanent Resources
 Links sounds to letters, naming and sounding the letters of the alphabet. Adults to introduce vocabulary (use of words, symbols and signs) Open shelves, large cushions, soft toys. Wide range of books -
 Uses vocabulary and forms of speech that are increasingly influenced by their eg- picture, fiction and rhyme, sound books, lift the flap books,
experiences of books. Book, page comic, picture, puppet, rhyme, Story, information
Character names in stories nonfiction, multicultural/different needs, sensory, comics and
 Enjoys an increasing range of books. catalogues, big books, homemade/photo books, books linked to
Settings e.g. castle, farm, park, school. Word, sentence, sound.
 Knows that information can be retrieved from books and computers. Model reading and share books with children themes or topics of interest, dual language books, instruction
 Gives meaning to marks they make as they draw, write and paint. Adults to ask questions to extend learning e.g- leaflets, recipe cards/books, Atlas, road/street maps. Display
 Continues a rhyming string. Do you like this book?
relating to current interests/themes, children’s favourites books.
 Hears and says the initial sound in words. Which is your favourite story?
 May begin to link sounds to letters, naming and sounding the letters of the Can you find…..? CD’s of rhymes, stories, songs and spoken words. Objects and
alphabet. Can you turn the page? games to support phonological awareness.
Which story puppet do you like best? Possible resource enhancements throughout the year:
 May use some identifiable letters to communicate meaning, representing some Can you find the word that rhymes with…?
sounds correctly and in sequence. Puppets
 Shows an interest in writing own name or other texts (may not be accurate
representations)
Intended Experiences Characteristics of Effective Learning
Discover how to handle books carefully. Individual Child Positive Relationships Enabling Environments
Hold books the correct way up and turn pages Playing and Exploring (engagement) Playing and Exploring (engagement) Playing and Exploring (engagement)
one at a time.  Pretending objects are things from their Play with children. Encourage them to explore, and show your  Make sure resources are relevant to children’s
Enjoy looking at pictures experience own interest in discovering new things. interests
Opportunities to use different voices to tell  Representing their experiences in play Join in play sensitively, fitting in with children’s ideas.  Help children concentrate by limiting noise, and
stories  Taking a role in their play Model pretending an object is something else and help develop making spaces visually calm and orderly.
Talk about, how characters from stories feel.  Acting out experiences with other people roles and stories. Pay attention to how children engage in  Ensure children have uninterrupted time to play
Have some favourite stories, rhymes and  Initiating activities activities – the challenges faced, the effort, thought, learning and explore
poems. Active Learning (motivation) and enjoyment. Talk more about the process than products. Active Learning (motivation)
Developing listening skills.  Maintaining focus on their activity for a Active Learning (motivation)  Ensure children have time and freedom to
To use stories they hear in their play. period of time Stimulate children’s interest through shared attention, and calm become deeply involved in activities
Begin to be aware of the way stories are over-stimulated children.  Keep significant activities out instead of routinely
 Showing high levels of energy, fascination
structured. Encourage children to learn together and from each other. tidying them away
 Not easily distracted
Suggest how the story might begin/end. Creating & Thinking Critically (thinking) Creating & Thinking Critically (thinking)
Show interest in illustrations and print in books  Paying attention to details
Creating & Thinking Critically (thinking)  Value questions, talk, and many possible responses, without  Plan linked experiences that follow the ideas
and their environment. rushing toward answers too quickly children are really thinking about
Understand that print carries meaning and is a  Thinking of ideas
 Making links and noticing patterns in their Support children’s interests over time, reminding them of
means of communication. previous approaches and encouraging them to make
Enjoy an increasing range of books. experience
connections between their experiences.
Understand that information can be retrieved
from books