Tadpoles - Setting for Early's Years
ORIM Framework Environmental Print
Opportunities
What Parents can do
-Look for road signs and point them out
-Look at labels shown food packaging
-Trips to the Post Office, the Dentist, or shopping
-Take short walks with a photo map
-Show logos and signs on household appliances, clothes and packets.
-Tablet/Newspaper/phone & magazines
-Show signs displayed on your phone, and digital photographs on phone.
How I can support Parents to do it
Pictorial recipes
Create a scrap books displaying favourite packaging, signs etc
Logo books
Environmental walk (could be an event?)
Produce a treasure hunt using tick list or photo map
Provide a scrapbook
Work together and make lists
Create a logo together and display it in the playroom.
Invite your friends to a print party where they bring along print on their clothing and food with print on it.
Create a display for the playroom showing images of environmental print in the locality, ask aunts, uncles and grandparents to look out for these on their way to and from home and work.
For 2 year olds play “On the way to the park I saw..”
Highlight places in the local area that are free to visit.
Recognition
What Parents can do
Encourage and praise your child, point out signs and acknowledge what they are doing.
Value small steps
Show praise and encouragement when your child points out something they notice and talk together about this.
Look out for logo's on carrier bags.
How I can support Parents to do it
Talking about our day and what we saw.
Use jigsaw puzzles appropriate to age and stage of development with reference to EYFS.
Use phone camera to record relevant logos, packaging and signs.
Create a carrier bag with logo for an event e.g. birthday
Interaction
What Parents can do
Talk with each other
Enjoy sharing views and ideas
Plan the opportunity of an outing or messy play with your child.
When you walk to the park, shops, bus stop – look at what you pass each day.
How I can support Parents to do it
Environmental walks
Vocabulary ‘Mc Donalds’ etc
Talk about designs, colours, and shapes.
Provide visual materials
Photos of packaging and local signs etc
Make matching game for logos and signs
Organise an environmental print event
Suggest parents take empty packages of a few
Modelling
What Parents can do
Help to identify letters by saying, ‘That sign has a letter from your name!’
Reading the mail
Texting
Reading the shopping list together
Show what you see, “Look I can see the Asda sign”
Play, ‘I spy’ with older children
Putting the washing away –and matching the pairs of socks
How I can support Parents to do it
Model reading packages ‘I need 24 weetabix’
Reading signs
Make a logo matching game
Organise a event/walk with the parent and child looking at signs in the local area. Model the interaction.
ORIM Framework Books
Opportunities
What Parents can do
-Join/visit the library regularly
-‘Look at 'About me’ books
-Listen to children’s own stories audio
-Read stories on phone/tablet
-Books sent home from my setting.
-Read good quality books daily
-Rhymes
-Encouraging children to enjoy their time at the library.
-Sing rhymes and songs together (home language)
How I can support Parents to do it
-Provide story sacks on loan and in story sessions
-Hold a book event (visit to the library)
-Provide advice on internet safety
-Provide links to suitable software
-Act out stories.
-Direct parents to Websites/YouTube
-Book of the week - send book home.
-Teach a variety of rhymes
-Sounds (e/g through YouTube videos)
-Use props/puppets to bring stories to life.
-provide other resources needed by parents.
Make a book with the parent and child.
Photocopy the front cover of books and add to a scrapbook ‘My favourite books’
Recognition
What Parents can do
-Notice when your child makes progress, turning pages, reading to themselves using the pictures.
-Build their confidence by giving praise: praise every small achievement.
-Reading books together.
- Recognise and value/ thoughts/ideas.
- Recognising what your child is doing at home e.g. modelling what they have done (they learn by observing others.)
How I can support Parents to do it
-Leaflets outlining the stages of learning
-Share ‘What to expect when’ (Refer to Development Matters)
Invite parents to discuss their child's progress.
-Monitor child’s choice of book (level of reading)
-Any type of book
-Bilingual books, Picture books, Interactive books
-Give parents ideas on books/websites e.g. L&S.
- Informing others of what you are going to do so they know the purpose.
Interaction
What Parents can do
-Read together (in cosy areas e.g. armchair, den, book nook)
-Share and make up stories
-Both Parents should take an active role
-Use dolls and cuddly stuffed animals as an audience
-Point towards the book as you read.
-Read in home language
-‘Special time’ with child
-Trips and experiences related to stories e.g. we’re going on a bear hunt.
- Asking questions
How I can support Parents to do it
-Book making at my setting and home.
-Invite parents into the book corner in my setting.
-Involve props/toys for interest.
-Record the child reading or telling a story.
-Sequence cards of the story – Beginning, middle and end.
-Routine is important
-Different text types: magazine, newspaper, comic
-Different tech. phones, iPads and audio.
Modelling
What Parents can do
-Let your child be the story teller.
-Read your own books in front of your child.
-Narrate actions
-Story sessions at the library
-Parents model reading to your child
- Dual language books
-Copying your actions: reading a book, book making, telling stories.
-Repetition throughout.
How I can support Parents to do it
-Set up suitable time
-Read stories
-Use Stay and play sessions to share the REAL message
-Model how to read the book e.g. through direction, expression in voice and suitable props, asking questions, predicting, sequencing and re-telling the story.
Use Bookstart sheet - unconscious competence/Conscious competence.
ORIM Framework Oral Language
Opportunities
What Parents can do
-Books
-Puppets
-Nursery rhymes – internet
-Provide books
-Visit to the library
-Home language
-Introduce puppets for conversation and story reading
-Sharing daily activities
-Read books that have rhythm and rhyme
Duck in a truck, room on the broom etc
-Singing rhymes and songs in home language
How I can support Parents to do it
- Singing rhymes supports reading
-Lend them resources
-Trips to library
- YouTube channel
-Encourage to continue more songs, actions and props.
-Activities linked to books & resources – story sacks
Provide pictures to support the rhymes
Use a voice changer to sing into
Use digital postcards and books to record the child’s voice
-Visit the bookstart website for information on rhymes and rhyme challenge
Go on a bear hunt
Recognition
What Parents can do
-Praise your child
-Use positives
-Recognise what your child can do: praise
-Recognise your child’s achievements
- Recognising small steps
- Listen attentively
- Answer your child’s questions
-
How I can support Parents to do it
-Provide plenty of praise
-Provide information in small steps e.g. story telling
-Explain the importance of early reading/writing to Parents.
-Recognise/use keywords in their home language.
-Encourage to continue songs, actions and props.
-Praising parents when they praise their children.
Guiding/supporting parents to recognise children’s small steps in learning
-Know your child’s level and that they learn at different rates. Don’t compare your child to others.
Interaction
What Parents can do
-Ask plenty of questions to create interest, “Shall we try this puppet?”
-Interact with your child using home language
-Reading together
-Role playing
-Outdoor activities
Provide a commentary as you do things together
Talk to each other – have conversations about anything and everything.
How I can support Parents to do it
-Offering suggestions
-Model how to interact with your child
to develop sentences and conversation
-Coming down to your child’s level to speak together in a happy tone of voice, engaging in conversational style.
-Using child’s name to get their attention
-Support to build relationship between the child and adult
-Children’s interest – not adult lead
-Making time for children (special time)
Modelling
What Parents can do
-Singing, reading books
- Everyday conversations
-Model role play with children
-Talking aloud about what you do.
-Shopping list
-Phone calls
-Cooking
-Story telling
How I can support Parents to do it
-Encourage child to correct you when you make a mistake
-Model thinking aloud
Use of open ended questions
-Model reading left to right/front to back/top to bottom etc.
-Use every opportunity to talk
-changing voice to maintain child’s interest during story telling. Using expression
-Model how to play with resources
-Parents confidence
-Extending language by modelling what they are saying
-Stay calm/behaviour
-Good language/positive/context/format
ORIM Framework Early Writing
Opportunities
What Parents can do
-Provide colouring
-Drawing attention
-Using daily routines
-Gross motor movements
-Trips to the park
-General mark making materials
-Dancing
-Dough
-Resources (paint, paper, books)
-ICT
How I can support Parents to do it
-Lend resources
-Help them see opportunities (workshop through children centres)
Showing them ideas
-General resources
-Share the experience with parents by using different resources (paint, dried pasta/rice)
-Educate parents to use ICT, apps
Recognition
What Parents can do
-Praising your child
-Valuing the marks – praise
-Putting up child’s work (e.g. on the fridge or framing it on the wall)
-Praising the marks they make
-Praise them
-Encourage questions
-Recognise child’s achievements.
How I can support Parents to do it
-Recognise skills
-Early mark making
-Provide parents with knowledge of early marks/ not scribbles: confidence to ask
-Record child’s stages of mark making e.g. writing
Interaction
What Parents can do
-Play
-Dancing
-Go to park
-Talking about marks they make
-Asking questions/discussing the child’s drawing – to extend thinking
-Show parents the strategy on how to interact with their children.
How I can support Parents to do it
-Understand not to hold child’s hand (e.g. let your child do their colouring in/painting/play-dough themselves - so that they learn how to develop their skills)
-Event to park
-Model to them
-List of prompts
-Practice making maps
Modelling
What Parents can do
-Writing shopping lists/birthday cards
-Cooking
-Shopping
-Write in front of your children
-Model role play with your child
-Encourage your child to make cards (e.g. Christmas, Easter cards)
- Read out loud what is written
- Parents read in front of your child. A novel or newspaper, a catalogue or magazine
- Look at toys in a flyer or catalogue (Argos etc)
How I can support Parents to do it
-Write a letter to Santa/postcards/tooth fairy
-Be ok with your child making mistakes
-Large movements free movements fluidity - arm and wrist action helps to develop hand movement for writing.
-Making books/stories together.
-Mind map
-Using streamers to make anti-clockwise circles and up and down movements - Wrist and arm action helps with writing movements in the fingers and wrist.
-Drawing in shallow sand/glitter/cornflour/paint etc
