Play-based, child-centred, holistic learning are at the heart of our Early Years Programme at TradeWinds Academy, in accordance with the Early Years Foundation Stage (UK) and our philosophy as a school. It is well documented that young learners progress well through play-based themes, social interaction, teacher-led adventures, and freedom within such a structure to explore; using a hands-on, activity-based approach to develop well-rounded capabilities and thinking patterns, which prepare children well, setting them on a quality path and laying foundations for future learning as they progress through the school. The decision to merge our kindergarten and playgroup into a pre-school unit has many advantages, which we would like to take a moment to explain. Your child will continue to have a space to identify with: that being Caterpillar Room or Butterfly Room (formally Playgroup or Kindergarten). So, for them, the transition will be smooth, familiar, by purposeful. The structure of the pre-school unit environment will be to build on our already good practises and facilitate the children with even more of what they need individually, in small groups and as a unit. Whilst each age group will have opportunity to explore, learn and have their development supported through age appropriate/learning outcome-based skills within their specific rooms, there will be times during the day where the unit will operate as a whole. This means, that we can expand our learning areas: art, malleable materials, construction/small world, communication, language and literacy, mathematics, knowledge and understanding of the world, book corner, reflective space and so on, to a much greater effect for their holistic learning journey. So, what are the advantages of doing this? 1. Freedom of choice: (within the structure we provide). This means that young learners can play to their strengths under the guidance and supervision of our teachers, who can turn any chosen activity into an experiential learning opportunity. 2. Exposure to advanced language skills: With such peer-on-peer learning opportunities and observations, young children can learn the nuances of language and develop their language acquisition, by learning how to express themselves, make good word choices and understand how language works in a social context and setting. 3. More complex play episodes: When children of mixed age groups play collaboratively and co-operatively, the value of such improves and becomes more complex organically. Younger children learn from the older ones, whilst the older children gain the valuable skill of learning to explain, practising patience and become facilitators/leaders. 4. Learning from each other: Modelling behaviour patterns from older children has a beneficial and sustained impact on learning for younger children. It also enables the older children to problem-solve and implement trial and error in a safe space, so as to practise evolutionary learning. 5. Love, support and nurturing: Throughout Early Years Education, teacher are on hand to support, love and nurture children, whilst all the time, modelling positive 6. 7. 8. 9. behaviour expectations. However, by having a whole unit with a mixed age group, this increases dramatically, as children mimic that support of adults and absorb such well-modelled behaviour to love, support and nurture each other through their play and learning activities. In fact, this is not just a pre-school learning goal, but something we aspire to life-long. Relatable family dynamics: Outside of school, children have exposure to their family, siblings, trips and experiences, which enhance their learning. By offering a similar structure for part of their learning day, that builds on a familiarity they are already used to within the curriculum we follow. The opportunity to play with developmentally similar play mates. This enables younger and older children to mix with children who suit their learning need at any given time. Specifically, for younger children to enjoy a more complex ‘up-graded’ play, and for the older children to have a moment of enjoying something more developmentally familiar to them and mastering that. For example, have you ever watched a movie, or read a book more than once, or visited the same part of the beach? It enables us as adults to revisit such experiences with a new outlook; to reexperience the comfort of it, or even build on that experience by seeing new things in what we have experienced before. It has huge value in a pre-school programme. Language versatility: When we speak to children, we make adjustments in how we say things, or pick words that are appropriate, meaningful and necessary to achieve an outcome - such as problem-solving. The very same principle applies to a mixed age group. Older children have to think, consider and find the correct language to use for younger ones, thereby further developing their cognition, whilst the younger children have to appropriately ‘step-up’ to ensure that they can find a new word, new phrase, new way of applying their linguistics to a new situation, or even to seek help. Being wiser: When older children engage with younger children, they’re able to easily identify their own abilities and how they need to adjust themselves accordingly. They quickly learn more about their personal knowledge and awareness, and how to frame that for the purpose of the situation they are in. This enables children who are perhaps the youngest or oldest in a family setting, to practise strength, care, wise decision-making etc. at different levels – imagine the boost in confidence! Our teachers, who plan and provide a quality learning environment, identify children’s needs, and adapt, plan and implement different teaching and learning strategies accordingly to support the learning and development of every child within the curriculum framework. They’re able to identify each child’s uniqueness and work collaboratively within the unit as well as engaging with you at home, to ensure the best opportunities are provided for every child. By having a pre-school unit which supports sustainable, play-based learning opportunities, the pre-schoolers’ social and emotional learning through intentional teaching and through individual, group and mixed age-group learning experiences establishes focus, which support teachers in truly understanding each child and in developing ways to meet that child’s individual needs as a whole.
