EAS – WG Oracy Project 2017-18With thanks to all staff and children at:

• Little Stars Day Nursery (Torfaen)• Mrs Tiggywinkles Nursery (Blaenau Gwent)• Norfolk House Day Nursery (Newport)without whom this document would not have been possible.

We hope that it will inspire you all to embrace photography as a creative way to encourage communication skills whilst developing meaningful ICT skills.

Getting started… • Carry out an audit of current provision and ensure you

have enough good quality, child friendly equipment• Purchase a range of equipment and resources to make

the work sustainable (ink, paper etc) buying in bulk is often more economical

• Through a series of focused tasks, teach children to use and respect the equipment

• Create an ICT station for re-charging which is safe and within the children’s reach (risk assessment)

• Staff share ideas of activities we could use in planning that would enhance children’s oracy

• Use the outdoors and visits – adults take photographs of the children taking photographs to stimulate talk

• Use FPP and Teaching Talking evidence as a baseline for monitoring progress

What you might need:

• Tablet or I phone

• Child friendly camera e.g. v tech

• All weather ‘action’ camera/video e.g. Tuff Cam

• Instant camera

• Photo printer e.g. Cannon SelphyPrinter or similar

• Staff camera

• Protective covers

Choosing the equipment • Consider what you want to develop:

• Developing communication through talk (photos)• Independent use of ICT • Documenting learning• Enhancing displays

• Prioritise equipment within your budget ~ consider ways to fund resources

• Purchase a range of equipment which allows for differentiation and progression throughout the year

• Choose equipment which is ‘child friendly’ ~ will stand up to daily use e.g. bumps and drops, nursery life (sand, water etc) something that suits small hands

Inspectors will ‘evaluate whether children are developing an understanding abouthow ICT can be used to find out things, develop ideas and, create and presentinformation.’Estyn. (2016) Guidance for the inspection ofnon-maintained settings

The equipment

A tablet is often familiar and easy to

use. Children can find their picture or

watch clips. You need a protective case to

limit damage.

Instant cameras are great for outdoors.

Children need to make careful choices

about what they would like to capture. You need to budget for replacement film.

An all weather ‘action cam’ can be good for

seeing things from another perspective. The children can put

it under the water and take photos. It is also great for visits as

it is light. The buttons are small so you need to teach

how to use it.

A photo printer allows children to see their photo, handle it

and talk about it. They must make

careful choices about what is printed. You need to budget for

paper and ink.

• Be gentle! Handle with care

• Look carefullyFind what you want

• I can see it ~WOWStand still

• Done?Now press the button

• Let me tell you…What can you see?

• Look at this ~ I did that!Success!

Top tips for teaching children to use a camera

The learning journey of the childrenusing the equipment …

Initially the photographs the

children took were blurred, with objects

missing and often pictures of the floor

or the ceiling.

We also took photographs of the

children taking photographs of each

other, which they were fascinated to

see.

Remind the children…’Fingers Up!’

The children began to take photographs of things they liked and enjoyed. ‘I love this

tree Julie, it’s pretty’

The children became more adept at using the cameras and tablets as time went on and their images

became clearer. They took photos of their favourite things.

They enjoyed taking photographs and were proud of their achievements. They could recall what they had been doing and who they were with when looking back at photographs of themselves and their favourite activities.

Setting up the opportunities

For the Foundation Phase, these pedagogical principles should focus on - the child:• exercising choice, participating,

being involved, initiating and directing their own learning over a period of time

• learning from first-hand, exploratory and practical, hands-on activities

• being appropriately challenged and supported by the adults and learning environment, so that good progress is made.

Welsh Government, Foundation Phase Action Plan. (2016) .

We planted the seeds

we watched them grow

…and grow we looked carefully

we investigated.

Setting up the

opportunities

We have always used our outdoor area well. We know that when children are involved in first hand, real life experiences their levels of engagement and involvement are high. The use of a photography to record these experiences was a natural progression. As soon as we had taught the basic skills of how to use the equipment we noticed that we didn’t need to prompt them to take photographs ~ it became a natural part of nursery life.

Embracing seasonal change

We involve the children in the development of the allotment. The children chose to take photographs of this process because they are proud of what they are doing. We use the local park regularly to further enrich the learning experiences. The children have recognised the seasonal changes and comment on what they see. They revisit the photographs from previous visits and talk about the similarities and differences.

Bringing the outdoors in …The use of natural resources and materials provides opportunities for sensory exploration. We noticed an improvement in the descriptive language used for

texture, colour, size, and shape.

Developing awe and wonder… We have noticed that children are now more ‘in tune’ with their surroundings. They are able to recall the events in the photograph and use increasing vocabulary during discussions. As a result they ask more questions and wonder ‘why’ often …

Many settings provide captivating moments that inspire

children’s sense of awe and wonder at the world around

them. This is particularly strong in the outdoors.Estyn The Annual Report(2018)

Bringing it to life…Revisiting clips provides further opportunities for talk including turn

taking, listening to others and discussing preferences

Recalling an image and sending to print gives a tangible resource which can be sequenced and talked about. The process also provides technological awe and wonder…

Look at me…looking at you!

Look at me…looking at you!

Activity idea – Woodland Walk

Skills covered:-

• Experimenting with new learning activities including ICT

• Develop a positive self image as part of a community

• Develop a growing interest in the world around them

Pedagogical Principals:-• Create authentic contexts for

learning• Build on previous knowledge

and experience to engage interest

• Reinforce cross curricular responsibilities, Literacy, Numeracy, Digital Competency

Woodland Walk• We wanted the children to use the cameras to

document our usual woodland walk of the Mamhilad Park Estate. We took the I pads, Tuff Cam and the polaroid.

• We appointed 2 Helpwr Heddiw to be responsible for taking photographs of the memorable features of our walk. Previous experience of using the devices mean that children are independent and proficient at taking photographs.

• We look for seasonal changes in our environment and seize opportunities to develop literacy, numeracy and problem solving during the walk.

Resources;-

• Children’s camera • Mini I pad• First Aid Kit• Tarpaulin • Hot Chocolate in

flasks• Fruit Snack • Wet wipes• Serviettes• Carrier Bag for

rubbish• Story book

• Risk Assessment

One of the children recognised the

sunflower and was able to recall when

we planted sunflower seeds. We used this as an opportunity to make shorter /taller than comparisons.

The children stopped to take photographs of the roses and this sparked a discussion of their scent and

perfume. “They smell like my Nan’s

Perfume!”

Amser Stori, gyda modryb Liz.

Letting the children problem solve how to

get the tarpaulin large enough for

everyone to sit on!

Follow up activity – sequencing our walk• Back in pre-school the children

printed off a selection of photographs from our walk

• We used these to sequence, recall and promote discussion about our woodland walk. Children were able to recall from memory things we had seen and people we met.

• We placed a photograph of McDonald’s restaurant in to add as a ‘red herring’ to extend discussion and to highlight that we did not pass that on our walk today!

Documenting learning

• We invested in a photo printer which the children use. They choose the image they would like and program the printer with adult support.

• The quality and size of the photographs are important as it shows the children that their work is valued.

• We use large photographs that staff have taken alongside photographs taken by the children ~ using the instant, child camera, action cam or on the tablet.

Bringing displays and observations to life

Documenting learning – sensitive display that is easy for children to notice themselves and their friends … leading to talk and excitement!

• We used the children’s photographs to make a hanging display above a display table. Adults wrote commentaries about the things they had observed and the possible learning taking place. They also captured the children’s language.

• Talking to the children about the display boards is an integral part of their learning journey.

• Photography helps children to build on previous knowledge and experience and engage interest. It also provides them with a sense of self, their interests and questions.

• Photography has also helped children make connections across all areas of learning.

Learning Journals and Children’s Albums

Learning journals build a unique picture of what each child knows, feels and can do as well as his / her particular interests and learning style. ‘Children’s Albums’ create ownership and become an excellent resource for shared enjoyment. These books provide lots of talk and pre-reading skills as the children turn the pages and discuss the photographs.

Sharing with parents…

• Using a sharing App, such as ‘Class Dojo’, to share the children’s memorable moments and achievement has proved satisfying for both the parents and the children. However e-safety must be considered before choosing an app.

• Learning Journals located in the cloakroom of the nursery for parents to view at drop off and pick up are an effective way of keeping families informed of children’s progress. They become a celebration of our children’s learning journey.

Our journey continues…• All settings involved in this project have seen such a positive impact on

children’s communication skills and also their sense of wellbeing – they demonstrate many skills across the curriculum and have become confident, creative and capable individuals.

• The aim of the project was to develop oracy skills – we have succeeded in doing this and also improved ICT skills and covered all seven areas of learning in the process.

• It has improved the way staff engage with the children ~ we have learned so much from them!

• All staff at Little Stars, Mrs.Tiggywinkles and Norfolk House nurseries are committed to continuing on this journey. We will embed the way we embrace seasonal change, the use of the outdoors and local community, and photography as a tool for recording learning and promoting speaking and listening.

• It has been a joy to take part in this project ~ we hope that this brief overview will inspire others to try similar approaches to engaging young learners.