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Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Blogs Childminders Programmes Documents Subscribe Early Years Professional Development Programme Newsletters Recruitment ‘Lost words’ reflected through the three pillars of sustainability and the SDGs. By Diane Boyd As early years practitioners we recognise the importance of our role in supporting children’s oral skills through holistic development. Influential research by Hart and Risley (1992,1995) stated that early year’s children living in poorer disadvantaged situations experienced significantly less adult directed words than their higher socio-economic peers. The research implied there was a ‘30-million-word deficit’ for the lower socio-economic children by the time they were four. That is a lot of missing words! These crucial findings draw attention to the importance of what quality practitioners can do to support and narrow the gap for children through quality interactions and using their quality environments (SDG 4 Quality Education). So, how can we close the gap and support children’s communication skills? The Early Years Foundation Stage (EYFS DfE, 2024, p9) clearly states the importance of “back-and-forth interactions” as a necessary requirement for language and cognitive development in young children. Sameroff and Fiese (2000) suggest back-and-forth interactions are more important than the quantity of the vocabulary children are exposed to, because the bi-directional conversations shared together are closely entwined with Personal, Social and Emotional Development, a universal prime area (EYFS, DfE,2024). As practitioners we need to focus on ensuring all children have opportunities to encounter through modelling and scaffolding, complex language input with a high level of longer, richer sentences (Rowe, 2008). This aligns with the Education Endowment Foundation – Communication and Language toolkit, which reminds practitioners to support and model effective linguistic aspects of communication. However, reflecting on pedagogical interactions Margaret Donaldson (1978) says this must make ‘human sense’ to the children, suggesting the need to draw on the socio-cultural aspects of community too (SDG 11 Sustainable Cities and communities). Within the Specific Area Understanding the World (EYFS, DfE,2024, p11) practitioners are asked to guide “children to make sense of their physical world and their community.” Taking children out beyond the gates of your setting allows them to experience holistically their neighbourhood, and what makes sense to them. Every neighbourhood is different (think of smells in a city compared to a beach town!) but as the EYFS (DfE, 2024, p 11) states “the frequency and range of children’s personal experiences increases their knowledge and sense of the world around them”. One such example is walking with your children through the town daily or weekly, past the local shops and engaging in back-and-forth conversations, adding new vocabulary as they walk. Exchanging hellos and making conversation with shop keepers will help children to become familiar with new vocabulary that is seemingly being lost due to the overuse of supermarkets. In large supermarkets everything is there and available in one stop – just come in and buy! There are limited interactions, relationships and vocabulary shared. Sadly now, how many children know for instance, what a cobbler is and what their work comprises of, linking here to SDG 8 Decent Work and Economic Growth. By visiting in a natural organic way through a neighbourhood walk, children will become familiar with the shop keepers such as an optician, haberdasher, greengrocer, butcher, chemist, and baker (remember use this core language) that reside on their high street. When do children ever hear these occupational words now? So, it is imperative early years practitioners highlight these words before they become ‘lost’. Reinforce the words further through reading non-fiction books and revisit language associated with each profession, for example, Dylan the Shopkeeper by Guy Parker Rees. Set up your role play as different shops visited to consolidate language further. The new vocabulary can be extended to understand the produce they can purchase from the different shops, resonating with SDG 8, SDG 9, and SDG 11. The EYFS (DfE,2024) asks practitioners to build ‘positive relationships’, and this is a way of doing this through your locality. For example, in the greengrocer discuss the type of apple with the children and then taste test them. Granny Smith or Royal Gala which are sweet or bitter? Think of the lovely describing words or faces here! Other extension activities could include memory games- I went to the baker and I bought bread, a cake, some pastries; or I went to the butcher, and I bought some pork sausages, a bacon chop, some beef burgers; this consolidates the produce from each shop and the repetition aids the children’s cognition. After visiting the high street, the children could make their own big story book from each shop rather than buying books to support. This would be very effective as this supports children’s understanding of text - words and images together have meaning, that there is a beginning, middle and end in books which will make ‘human sense’ to them as this connects them to their community high street shops, and the satisfaction of knowing they wrote the book. Due to plastic credit cards being used in supermarkets there are other words that are now less frequently used in the terms of monetary currency. How often do children hear in purchasing back and forth conversations, or the words pennies and pounds being used? By highlighting during your neighbourhood walks not just the local shop keepers, their profession and produce sold, take the children into the shop, and model the use of real money. As the EEF Communication and Language states “settings should use a range of different approaches to developing communication and language skills.” It is important that children hear your “back-and-forth interactions” (EYFS, DfE,2024p, 9) with the shop keepers, as they are valuable conversations of both produce and currency together. The EEF (Early numeracy approaches) research shows that by utilising holistic pedagogy it has “a higher impact than when maths was delivered as a supplementary activity.” Through these conversations children will hear pennies, pounds, change and cost which they can replicate in role play back at your setting because this makes “human sense” (Donalson,1978) to them. Moving out into the locality and community children will have countless opportunities to use their 5 senses – hearing, smelling, tasting, seeing, and touching. By visiting local parks, gardens, or beaches regularly children will develop empathy and care for their environment. The emphasis is that you always use correct terminology with the children. For example, not the generic term ‘flower’ but daffodil or snow drop, and you encourage the children to observe the fauna but not pick them. There is a fabulous book called Lost Words by Robert MacFarlane and Jackie Morris (2021) which focuses again on disappearing words but this time in the natural world. The book states “all over the country, there are words disappearing from children's lives. These are the words of the natural world; Dandelion, Otter, Bramble, and Acorn, all gone. A wild landscape of imagination and play is rapidly fading from our children's minds. The Lost Words stands against the disappearance of wild childhood”. This book could be used as a follow up to walks or scientific observations in woodland. Crucially for the planet we need to ensure young children hear, use, and understand key words from nature. As the EEF- Early Literacy approaches state you must ensure that “your early literacy strategy is well-balanced and combines approaches that will support the development of skills, knowledge and understanding”. From a sustainable perspective we need to invest in our locality whether this is the high street or park or woodlands or coastline. If children develop a relationship with their community and locality then they will love the area, respect the area and care for the area. EEF- Early years evidence highlights “approaches for teaching early literacy should, therefore, be used in ways that build on approaches that support communication and language, which are fundamental to children’s literacy.” This resonates with the Specific Area Knowledge and Understanding which asks practitioners to “foster their understanding of our culturally, socially, technologically, and ecologically diverse world” EYFS (DfE,2024, p11). Extending and developing these ‘lost words’ of the high street and environment builds “important knowledge,” and “extends their familiarity with words that support understanding across domains” (EYFS, DfE, 2024, p11). Economic sustainability through regular opportunities to use and understand words associated with currency, socio-cultural sustainability through engaging and connecting with your local community high street shops and environmental sustainability with care and empathy because of a relationship with the natural world. This clearly demonstrates the interconnected and holistic approaches to both early childhood and sustainability. Strategic Partners ​Stronger Practice Hub Privacy Notice

联系我们 如果有空，您可以与 Joanne Rooney（管理员）、Anne Smith（接待员）或 Lesley Curtis（校长）交谈。 我们的特殊教育需求和残疾协调员 (SENDCo) 是 Rebecca Melia，我们的包容协调员 Ruth Scully 提供支持。 电话 电子邮件 0151 233 1969 evertonnsfc@evertoncentre.liverpool.sch.uk 社交媒体 联系表 名 姓 电子邮件 信息 感谢提交！ 发送

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儿童保护和保障 我们是 SAFE 学校和儿童中心 ​ 家长/看护人应该知道埃弗顿幼儿园和家庭中心将采取任何负责任的行动来确保孩子们的安全。 如果托儿所/中心工作人员有理由担心儿童可能受到虐待、忽视或其他形式的虐待，校长/中心主任将别无选择，只能遵循利物浦儿童保护程序和将担忧告知儿童服务中心。 除非校长/中心主任确信这样做不会损害孩子的安全，否则家长/照顾者不会总是完全了解问题。 指定的指定维护负责人是： 莱斯利柯蒂斯（班主任/中心主任） 指定的指定副维护线索是： 菲·奥康纳 宝拉费根 露丝·斯卡利 指定的儿童保护儿童中心链接是： 宝拉费根 负责保障和儿童保护的指定州长是： 安德烈·沃恩 负责照顾被照顾儿童的指定州长是： 露丝·斯卡利 可应要求从学校/中心获得儿童保护和保障政策的副本。 如果您对儿童的安全有任何担忧，您可以与任何工作人员交谈或拨打 Careline：0151 233 3029。 Child Protection and Safeguarding Policy PANTS and The Underwear Rule: Learning about staying safe, keeping our private parts private and respecting the right to privacy – supported by content from the NSPCC. https://www.nspcc.org.uk/keeping-children-safe/support-for-parents/pants-underwear-rule/

Ofsted 报告 埃弗顿托儿所和家庭中心于 2018 年 10 月 16 日根据短期检查框架的第 8 节接受了 HMI 的检查。 请单击下面查看发送给校长 Lesley Curtis 博士的信件副本OBE. Everton Nursery School and Family Centre 保持着杰出的评价，这是自 2004 年以来作为幼儿园的第五次杰出评价。 点击 这里 读信。 ​ 埃弗顿幼儿园和家庭中心 Ofsted 报告 2014 年 5 月，Ofsted 对埃弗顿托儿所和家庭中心进行了检查，并授予了 Outstanding​ 判决。 Click 在这里阅读报告。 在 2014 年 5 月之前，埃弗顿托儿所和家庭中心也在 2011 年 5 月、2008 年 5 月和 2004 年 5 月接受了检查。 要下载和阅读每一份检查报告，请 点击这里 . 埃弗顿幼儿园和家庭中心日托 Ofsted 报告 ​埃弗顿托儿所和家庭中心日托部门于 2014 年 9 月接受了检查，并获得了出色的判断。 下载阅读这份检测报告，请 点击这里 . 埃弗顿儿童中心 Ofsted 报告 埃弗顿儿童中心于 2011 年 1 月接受了检查，并获得了出色的评价。 下载阅读这份检测报告，请 点击这里 .

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帮助和建议 作为一项服务，我们希望确保您了解这项由当地赞助的精彩活动： 也许您听说过为父母提供的精彩在线课程，免费 （访问代码：紫宾 在： www.inourplace.co.uk ) 对于我们地区的居民？ Solihull 方法 (NHS) 推出了新的在线课程！ 我如何访问？ www.inourplace.co.uk 代码是什么？ 如果您还没有使用过，这里是所有在线课程的访问代码（为利物浦居民提供资金）：PURPLEBIN 如果像许多家长一样，您已经使用过此代码，请登录您的帐户 这里 并且此课程将在您的仪表板中准备就绪，可在您准备就绪时开始。 ​ 我可以告诉我的家人和朋友吗？绝对地！与该地区的其他家庭分享这个消息，这样他们也可以利用这个绝佳的机会。多久了？共有 7 个模块，每个模块大约需要 5 分钟才能完成，中间的时间有助于消化。 如果你喜欢这个……你可能会喜欢更大的 '了解您的孩子 ' or ' 了解您的孩子有额外需求 ' ，或该系列的其他课程。 www.inourplace.co.uk Employment Support children centre privacy notice come2gether fold out leaflet

家庭学习活动 欢迎来到我们的家庭学习活动页面。 请查看以下一系列家庭学习活动，供您在家中与孩子一起参加。 我们将继续添加到此页面。 如果您对 2-5 岁儿童的家庭学习活动有任何建议，请发送电子邮件至 evertonnsfc@evertoncentre.liverpool.sch.uk ​ ​ ​ ​ Everton Nursery School 和 Family Centre 的工作人员准备了一个 3-5 岁的家庭学习活动包和一个 Heyworth 2-3 岁的活动包。 请定期查看 ParentMail 以获取有关家庭学习的进一步更新。_cc781905-5cde -3194-bb3b-136bad5cf58d_ 如果您需要有关家庭学习活动的任何支持或说明，请发送电子邮件至 evertonecc@talk21.com ，如果需要，埃弗顿工作人员团队的成员将为您提供更多家庭学习信息。 ​ ​ 埃弗顿幼儿园和家庭中心 YouTube 频道 ​ 故事 在我们的 Youtube 频道上 ​我们的 You Tube 频道上来自员工的故事和托尼的瑜伽。 资源 ​ 父母/照顾者的指导视频。 指南1： 准备拼音；在早年支持您的孩子 指南2： 支持您的孩子早年阅读 ​指南 3: 支持您孩子早期的沟通和语言发展 ​ 指南4： 在早年为您的孩子提供数学支持 通过舞蹈进行物理治疗 - YouTube ​Brain Changer 艺术项目 ​ 拼音绽放 ​Phonics Bloom 是一种交互式教育资源，为课堂和家庭提供拼音游戏。 ​ 字母和声音 ​这些免费在线游戏将对字母和发音拼音课程的第一阶段有用。 ​ 最高分 ​Topmarks 通过安全、有趣和引人入胜的游戏和活动，让孩子们有机会在线学习。 ​ Cbeebies算术 ​加入 Little Learners，探索所有这些有趣且免费的数学游戏、活动和剪辑。 ​ TTS家庭学习 ​家庭学习书籍结合自主和协作学习活动，为父母提供了与孩子一起学习的好机会 ​ EYFS 接待学校关闭家庭学习资源包 使用这套方便的 EYFS 资源包，让您的幼儿在学校停课时保持忙碌和学习。该套装包含一系列有趣、引人入胜和具有挑战性的活动，鼓励孩子们练习他们在学校学到的技能。 ​ 适合 2 至 4 岁儿童的 49 项有趣的体育活动 这份包含 49 项活动的清单是任何游戏约会、家庭儿童保育环境或与保姆一起度过的早晨或下午的终极选择。无论在什么情况下，短暂的注意力跨度都意味着将其中一些放在袖子里是个好主意。 Cbeebies JoJo & 格兰格兰 JoJo & Gran Gran 是一部关于一个将近五岁的女孩和她有趣而聪明的祖母的动画系列。 ​ Cbeebies 儿童广播收听活动 儿童听力活动 ​ 迪士尼 Shake Up 游戏 Change4Life 和迪士尼再次合作，为您带来灵感来自迪士尼和皮克斯的《玩具总动员 4》和《超人总动员 2》以及迪士尼的《狮子王》和《冰雪奇缘》的全新 Shake Up 游戏。这些 10 分钟的乐趣将真正让您的孩子动起来，并计入他们每天需要的 60 分钟活跃时间！ ​ Hungry Little Minds – 适合 0 – 5 岁儿童的简单有趣的活动 适合从新生儿到五岁儿童的简单有趣的活动。 ​ 五岁前要做的 50 件事 5 岁前要做的 50 件事是一款非常棒的全新免费家庭应用程序。 ​ ​ 孩子们在家就可以做的简单有趣的非屏幕活动 ​ 没有学校的时候，老师和家长能做什么？在家在线学习让孩子们有机会一键开发和学习新技能。 ​ ​ ​学校关闭支持： 随着冠状病毒 (Covid-19) 的爆发现在影响到世界各地的几家教育机构，我们 2Simple 正在为学校和家庭用户免费提供 Purple Mash 和 Serial Mash。 在这里申请免费访问 . ​ 家庭区 我们致力于提高英国最贫困社区的阅读、写作、口语和听力技能，那里三分之一的人有识字问题。 由于识字率低是代际相传的，因此我们将工作重点放在家庭、年轻人和儿童身上。 ​ 埃里克·卡尔 (Eric Carle) 读《好饿的毛毛虫》(The Very Hungry Caterpillar) - YouTube 看看《好饿的毛毛虫》的作者埃里克卡尔大声朗读这本经典的海鹦图画书。 ​ 飞跃启动 交互式学习系统，鼓励创造性、自信和快乐的学习者。 ​ #mindhealthy@home 在家中照顾家人的情绪健康 ​ 生物多样性#EcoSchoolsAtHome ​为了帮助支持那些仍在学校工作的人和那些现在不得不在家上学的人，我们想创建一套新的生态学校资源，可以对其进行调整，使您能够与任何年龄段的年轻人一起研究各种环境主题——同时应对 100 万和其他任务以及因 COVID-19 爆发而遇到的困难。 ​ 白玫瑰数学 White Rose Maths 受到全球领先的数学研究人员和从业者工作的影响、启发和启发，汇集了一支经验丰富、充满热情的数学教学专家团队，以培训、指导、帮助和支持所有想要改变世界的人他们的学校。 ​ 伟大的室内 启发国内年轻人思想的想法和活动 ​ EYFS - 早期基础阶段 - BBC 教学 EYFS / 3 - 5 岁。音频通过故事、音乐、动作和歌曲为早期学习提供理想的资源。内容直接链接到早期基础阶段 (EYFS) 课程。 heyworth home learning activities home learning activity pack jan 2021 Massage Music A Summer Sky 00:00 / 04:44

1/1 家庭中心 该项目是利物浦市地区 ESF 工作方式计划的一部分，由欧洲社会基金和青年就业倡议提供部分资金。该计划旨在通过求职、辅导和指导、工作经验、培训、技能发展和信息、建议和指导来支持当地人找到工作。 ​​ 欢迎来到我们的家庭中心 作为 Ofsted 最近于 2011 年 1 月评定的“杰出”儿童中心，我们为准父母和五岁以下儿童及其家人提供支持。 Early Intervention Family Workers 和 Community Engagement Workers 在 Everton 工作，与社区的父母和照顾者密切合作，帮助改善家庭生活。 我们的儿童中心是利物浦 26 家儿童中心之一。儿童中心为五岁以下儿童的家庭提供看护、教育、健康、社区发展和家庭服务。 我们的员工团队与家庭和社区合作，为孩子们提供最好的学习、健康和福祉成果。 我们相信您在埃弗顿幼儿园和家庭中心度过的时光会很愉快，并邀请您充分参与我们的活动。 ​ 家庭服务 埃弗顿托儿所和家庭中心为家庭提供一系列包容性服务。大多数健康和父母支持服务都是以很少的费用或免费提供给家庭的。 如厕训练 - 这个广受欢迎的计划在教导家长帮助孩子做好上学准备和不用尿布方面非常成功。 家庭支持 - 我们的员工团队在家庭支持方面非常有经验。我们在必要时为家庭提供外展家访服务。您的健康访问员或助产士可以将您转介到该中心。您也可以打电话或直接访问我们非常友好的团队之一寻求支持。 健康与福祉 - 关于牙齿健康、健康饮食和身体活动、儿童发展和育儿信息的健康促进材料和活动。 每周二下午在我们的网站上举行健康访问者诊所。 每周二全天在现场进行助产士预约。 为您的宝宝做好准备 - 在怀孕后期举行的三个会议。我们与助产士密切合作，帮助您为宝宝的到来做好准备。 言语和语言治疗师通过预约提供现场治疗和支持。 父母的儿科急救 - 该中心定期为父母提供儿科急救服务，让他们在照顾幼儿这一重要方面接受培训。事故确实会发生，这个程序将向您展示如何在处理事故时变得自信以及何时呼叫紧急服务。 学习与关怀 - 作为幼儿的父母或看护人，您是影响孩子发展的主要因素。存在早期儿童学习和保育活动来帮助您发挥这一重要作用。这些包括： 留下来玩 - 这将支持您的孩子学习如何与其他孩子社交。 故事与韵律 - 这是一个很好的机会，可以让您的孩子培养对书籍的热爱，并开始学习吸引他们的注意力和听短篇小说。孩子们还将在几周内学到很多新的童谣。 俯卧时间 - 这是该中心的一项新计划。我们提供此计划是为了帮助父母更有信心地鼓励 baby 在清醒时趴着玩。婴儿很快就会学会如何从趴着的姿势翻滚和爬行。 孩子们和谐相处 - 适用于 3 岁以下的婴幼儿。由知识渊博的音乐家提供的美妙音乐课程，他们了解并理解幼儿如何通过音乐学习。这些每周课程旨在支持父母观察您的宝宝如何通过音乐学习。 感官室 - 这个诱人的房间可供社区中的所有家长使用。让您的孩子在柔软的游乐区自由安全地漫游，探索灯光和彩色喷泉。 我们的报价 我们为您的孩子提供最好的开始，并为您和您的家人提供许多免费的优质服务和活动。

1/6 Everton Nursery School and Family Centre Child Application Form Child's name Child's date of birth Gender Choose an option Type of Place required Two Year Old Funded Place Two Year old Paid Place 3 - 5 Years Old 30 Hours 3 - 5 Years Old 15 Hours Home address Email Contact Phone number (The number will be used to contact parents/carers regarding status of application, please call: 0151 233 1969 if there are any changes) AM. (Preferred sessions required (although your choice cannot be guaranteed) Mon Tue Wed Thu Fri PM. (Preferred sessions required (although your choice cannot be guaranteed) Mon Tue Wed Thu Fri Child's information Nationality: Religion: Asylum Seeker Yes No Special Educational Needs Ethnicity: Languages spoken at home: Refugee Yes No Medical Needs Parent 1 full legal name Parent 1 Date of birth Parent 1 Address Parents 1 NI or NAS Number Parent 2 full legal name Parent 2 Date of birth Parent 2 Address Parent 2 NI or NAS Number Child's Doctor Child’s Health Visitor: Current/Previous Nursery or Childminder Attended: Signed Parent/Carer: Date Submit Application Child’s Social Worker: I have seen the data protection sheet: Yes No Staff use Date Name Thank you for your application. We'll get back to you as soon as possible.