The Curriculum

Children are born ready, able and eager to learn.

Learning is not an automatic process. It is dependent on a child having the right opportunities to interact in positive relationships and stimulating environments.

Children are born ready, able and eager to learn. They develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. They actively reach out to interact with other people and to the world around them. However, development is not an automatic process. It depends on each unique child having opportunities to interact in positive relationships and enabling environments. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.

Every child deserves the best possible start in life and the support that enables them to fulfil their potential. We at Dragonflies Day Nursery believe we, in partnership with you, can provide your child with the best possible start in life.

The Early Years Foundation Stage (EYFS)

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The EYFS sets the standards that all early years’ providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure the child’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.

We plan meticulously for activities both inside the nursery and in our lovely garden, yet we are flexible enough to follow the children’s interests as and when they arise. Children are encouraged to develop their independence and to investigate and explore the world around them through a range of topics.

At Dragonflies Day Nursery, we believe that all children have a right to enjoy their time at nursery and succeed regardless of gender, race or ability.
Young children learn best through playing and talking. To the child, work is play. Our children’s learning is promoted successfully by activities specially planned and adapted to meet and extend their individual learning needs. We ask parents to be partners in their child’s individual learning journey and celebrate achievements both at home and at nursery.
We plan meticulously for outside and inside the nursery and yet we are flexible enough to follow the children’s interests as and when they arise. Children are encouraged to be independent and to investigate and explore the world around them through a range of topics.

The curriculum is designed to be fun, broad and balanced to ensure continuity and progression. There is a planned programme of visitors and visits out into the community throughout the year to reinforce and stimulate learning. We aim to enable the children to develop their skills, concepts, attitudes and knowledge in ways most effective for nursery age children.
Young children learn best through PLAYING and TALKING.

PLAY

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To the child it is work. Play helps young children develop intellectually, socially and emotionally. Play that is well planned gives children the opportunity to be creative, to explore, and investigate materials. They can experiment and reason out problems. Play creates enthusiasm and helps develop cooperation with other children and adults. Play enables children to develop thinking skills, increases understanding and improves their ability to communicate.
If a child goes home and says they have played all day – we have done our job properly! To children they are ‘just playing’ our job is to skillfully design the environment and curriculum so that we scaffold children’s learning to sensitively guide them to the next stage of learning and development.

TALK

Talking is vital to a child’s learning. Talking is one of the ways in which children make sense of the world. They learn to ask and answer questions. They learn to contribute to conversations with other children and adults. Children start to respond to stories and poems and talk about the characters in books. They describe outings and experiences and start to sequence events. All these enable language and thinking skills to develop.