Top Tips for September
As August starts to draw to a close, it’s only natural that our thoughts drift toward the return to school. Let’s be honest—some of you probably had that on your mind back in July! But now, it’s starting to feel a bit more real. The summer heat is easing off, everyone’s talking about the UK Bank Holiday and friends are starting to mention that final week of the long summer break.
Whether your early years classroom is already looking fabulous and ready to go, or whether you’re just starting to shift your focus to “The Big Job,” this blog is for you.
I won’t let you know just how many Autumn ‘returns’ I’ve readied myself and my environment for over the years—let’s just say it’s more than a few! But quite honestly, I’m feeling a little envious of you all right now as you get ready to welcome your new cohorts. I miss it!
I always remember that there’s definitely a bit of a “Groundhog Day” feeling to this time of year, isn’t there? You find yourself thinking about the children you waved off in July—those confident, capable little learners ready for the next step in their school journey… and maybe a few you secretly wished you could keep just a bit longer? But those little daydreams are just that now—memories—and it’s time to head back to the beginning! Or maybe this is your very first adventure into the world of Early Years—lucky you! You’re in for such a brilliant year. Enjoy every moment.
Thinking back on all my (very happy!) returns over the years, I started reflecting on the things that always helped make those first few weeks go a bit more smoothly. You know—the little things that keep the chaos at bay, set the right tone, and help everyone settle in nicely for the term and year/s ahead. What more could you want?
So, that’s where my Top Tips come in. Here they are, just for you...Although when it came to it I wrote too much so you have the short version at the beginning of the blog and the fuller explanation if you click the link to our Information and Resources page! Your choice, read either or both…!
1. Allow yourself time to play with the children
This may sound obvious but there are always so many demands on your time, especially in the first days and weeks that this small element can slip. It is the very best way of really getting to know your children. I understand that we sometimes feel the pressure to be ‘teaching’ and this is often seen as only happening during ‘adult led’ sessions, especially by those not so well-versed in all things Early Years. But adult led sessions are not going to give you the information you need to really dig down into the minds and personalities of these small people who have entered your world! Simply playing, on their terms, at their pace, following their lead will give you all that you need.
2. Start teaching phonics (when you’re ready!)
I always felt that a phonics session was a great introduction to group, adult led teaching sessions and it was the only one we had for the first few weeks of the term (depending on the cohort I had). It was always undertaken at a good pace and was fun, interactive and short!
3. Teach the children about the learning environment
Now this very much ties in with both of the points mentioned so far. The only other adult led sessions that we would have from the earliest days would be times where we showed the children what was in the learning environment and all of the possibilities that were there to be explored! You’ve spent precious time in your summer holidays getting your learning environment ready, you’ve got it looking at it’s very best; enticing, inviting, organised, purposeful…value yourself and your hard work by taking the time to share it well.
4. Ensure there’s something for everyone
It’s so important that the children know that the early years learning environment is a place where they belong. This is easy to do, following the information from your transition processes, make sure that items, resources, small displays are obvious for the children to home in on, and recognise as something that is for them. Move the train set into a prominent position, or the farm animals, place some books about dinosaurs at the front of the reading space or on a separate display beside the sand. Whatever you know sparks your children’s interest, make it obvious for them. As you’re settling the children, it may give a supportive focus for their attention. An easy win!
5. Start self-registration
It was quite a long time ago that I realised what a long time was being spent on the carpet undertaking ‘registration activities’. Now part of me has always valued the vital importance of saying good morning to each child, making eye contact and that has never waned. But, it isn’t necessary to only do this with all the children sitting on the carpet waiting. If you ‘train’ the children to undertake a ‘self- registration’ type activity in the morning, this will let you know who is present and who is not.
6. Remember to take opportunities to teach, observe and assess through play.
If you take my advice to just play with the children, this is all going to happen so organically and naturally it won’t feel like a chore. Yes, I know you have to do the statutory assessments for the Reception Baseline in some countries but so much else can be gleaned through simply playing.
7. Don’t create an overly ‘busy’ environment at first but do make sure there’s enough!
I understand the need for the children not to be overwhelmed with an over- loaded learning environment at first however, the children need to learn to make choices and decisions. If there are not enough resources for them to choose between, how is this going to help them to really learn to choose? Build the resources as you go and introduce new resources to the children in the same way as at the beginning of the year. They will understand the expectations and this will add to their sense of security in their environment.
8. Remember to go outside!
Whilst we enjoy the last remnants of summer enjoy the outdoors. When you’re preparing your learning environment it’s often the indoor continuous provision (all the things that are continuously available for the children to access) that we focus on and the outside becomes the poor relation, only thought about once the indoor environment is sorted. But, think about those children who come into their own when they are outside and those who have no access to the outdoors at home? The outdoor environment offers a completely different sensory experience from what is on offer indoors.
9. Make the most of Talking Time
Talking Time is one of my very favourite times and such a bonus for Early Years practitioners in so many ways! Before the children go off to spend time in their learning environment, talk to them about what is on offer, where they might go to play first and what they might do when they get there. Some people like to walk the children around to do this. This might work for you, but it’s not for everyone. I liked to get my children into their three key-worker groups, sit them in a circle and pass a teddy around. When they had the teddy they could tell us what their choice was going to be.
10. Read to the children at every opportunity!
Well, I can’t reiterate this strongly enough! Think about the language, the vocabulary you will be flooding those children with the more you read to them. It will give a purpose, a reason for the daily phonics lesson. The longer explanation of this tip has some important messages!
There you have it! My Top Tips
I hope you find them useful. Maybe some are reminders of what you used to do? Maybe some are light bulb moments or maybe gratefully received advice to newbies from an old hand. I truly loved just about every moment I spent in the Early Years – and still do! I hope these ideas help you to as well.
I keep thinking of more ideas to share! If you’d like to know more about these top tips or any other advice, reach out and invite me to come and support you!
Email me at contact@therightstartearlyyears.co.uk
Enjoy!
Please click the button below to view an extended explanation of ‘My Top Ten Tips’
Questions, questions, questions
Another thing that has become apparent is the consistency with which all of us must have been saying ‘ooo, what was that?’ whenever there was any sound within hearing! We know this because his first sentence, almost before individual words were appearing were some vowel-containing successive utterances of ‘ohhhh…uhhh…aaaaah?’ Now this is always used as a question due to his intonation, in context and at amusingly varying speeds (often very elongated with pauses between to create drama and suspense!) but is his very first conversation piece! Very clearly saying ‘What… was…that?’
What a joy to think that the little chap is so tuned into and clearly so interested in sound that he tells us when he’s heard something. It is, of course always followed by the adults around him with a reply of either ‘I have no idea what that was…shall we look?’ or an explanation if the sound is known… or a good guess at least!
I think this all just demonstrates the vital importance of really listening to and hearing sounds in our environments and the importance of drawing our young children’s attention to them. I know that this will serve them so well when they finally begin their own, individual phonic journeys – not to mention a great big dollop of general knowledge (cultural capital if you like) on top!
To purchase the book please click on the book or alternative click the button below.
My book is designed for anyone spending time with small children. For parents, grandparents and other family members, for those who might be training to become early years practitioners, play leaders, those supporting children in hospitals or home schooling their children, teaching assistants, nursery workers or managers. For trainee teachers, whether phonics will be taught discretely in their preferred key stage or not, there may well be children in Key Stage 2 who will benefit from these listening activities. For Literacy or English subject leaders and for senior leaders in schools. It may provide new information for some or reminders for others. The crucial element in my mind is to ensure that all children get the very best possible start to their lifelong reading journey!
If you would like further information or support to enrich children’s Early Phonics or to enhance and develop a broad and rich early reading approach, don’t hesitate to get in touch.
Rose Blair, Early Years Consultant at The Right Start Early Years Consultancy
