Session 4 Seak Peek: Muscles for Writing
Now both you and the children are comfortable using all the resources, they can start progressing to more independent activities. In this session we'll look at how to integrate activities that will enable the development of gross and fine motor skills.
Review this sessionWEBVTT
1
00:00:13.385 --> 00:00:14.575
Hello, welcome back.
2
00:00:15.195 --> 00:00:17.695
In today's training, we're going to introduce you
3
00:00:17.695 --> 00:00:19.815
to the Tales Toolkit at writing resources,
4
00:00:20.315 --> 00:00:23.055
and all of these are available for you to download
5
00:00:23.355 --> 00:00:25.895
so you can start writing with your children from tomorrow.
6
00:00:26.165 --> 00:00:28.255
There's two parts to today's training.
7
00:00:28.915 --> 00:00:30.815
In part one, we're going to show you
8
00:00:30.915 --> 00:00:33.455
how Tales Toolkit sets children up for writing.
9
00:00:34.075 --> 00:00:37.175
And in part two, we're gonna look at the Tales Toolkit,
10
00:00:37.175 --> 00:00:38.255
writing resources.
11
00:00:38.835 --> 00:00:40.895
So let's get going with part one.
12
00:00:41.415 --> 00:00:43.695
I want you to think here about the Tales, toolkit,
13
00:00:43.745 --> 00:00:48.015
principles, safe Space, child-led and fun.
14
00:00:49.105 --> 00:00:52.955
Safe space writing isn't easy, it's something
15
00:00:52.955 --> 00:00:54.035
that doesn't come naturally.
16
00:00:54.535 --> 00:00:57.995
And if children were left to their own devices, then many
17
00:00:57.995 --> 00:00:59.555
of them wouldn't choose to write.
18
00:01:00.015 --> 00:01:01.555
If you think back to the cavemen,
19
00:01:02.055 --> 00:01:04.075
it wasn't a skill they needed to survive.
20
00:01:04.455 --> 00:01:07.115
And it's only in the last 150 years
21
00:01:07.385 --> 00:01:10.235
that writing has been something that all children learn,
22
00:01:10.335 --> 00:01:11.875
and not just a rich and privilege,
23
00:01:12.015 --> 00:01:14.715
but over the generations there's been a passion
24
00:01:14.775 --> 00:01:15.835
for Mark making.
25
00:01:17.035 --> 00:01:19.565
Even the youngest children you'll see trying
26
00:01:19.565 --> 00:01:20.965
to communicate their thoughts
27
00:01:20.985 --> 00:01:22.845
and ideas through the marks they make.
28
00:01:23.265 --> 00:01:26.965
So we see if you like a natural history from the first
29
00:01:26.995 --> 00:01:31.165
time, maybe a baby traces marks in the food they're eating
30
00:01:31.265 --> 00:01:36.245
or in the sand or with a wet finger runs it along a window.
31
00:01:36.335 --> 00:01:37.965
Those are all early marks,
32
00:01:38.505 --> 00:01:42.485
and as children get more confident in making those marks,
33
00:01:42.485 --> 00:01:44.405
they'll often ascribe meaning to them.
34
00:01:44.825 --> 00:01:47.285
And as soon as they're ascribing meaning to a mark
35
00:01:47.785 --> 00:01:49.925
for us, they're on the journey. As early writers
36
00:01:50.655 --> 00:01:54.125
Tells, toolkit, provides lots of opportunity for children
37
00:01:54.265 --> 00:01:57.285
to be self-motivated to record their stories
38
00:01:57.505 --> 00:01:59.645
and ideas through Mark making,
39
00:01:59.895 --> 00:02:02.365
which is the first step in developing writing.
40
00:02:02.585 --> 00:02:05.125
Sounds, toolkit believes children don't need
41
00:02:05.125 --> 00:02:06.805
to master the skill of writing
42
00:02:07.345 --> 00:02:09.085
before they develop their voices.
43
00:02:09.085 --> 00:02:10.965
Writers, in fact,
44
00:02:11.035 --> 00:02:14.725
it's really important you give them a storytelling voice
45
00:02:14.815 --> 00:02:17.325
early on, building their confidence
46
00:02:17.465 --> 00:02:19.285
and helping them believe their writers
47
00:02:19.585 --> 00:02:21.205
before they put pen to paper.
48
00:02:22.215 --> 00:02:24.285
Think back now to session one,
49
00:02:24.555 --> 00:02:26.805
when we talked about the children not getting quality
50
00:02:26.805 --> 00:02:30.845
interactions at home, children spending most of their time
51
00:02:31.305 --> 00:02:33.165
inside in front of a screen.
52
00:02:34.005 --> 00:02:36.165
Children who don't get to play, who come
53
00:02:36.165 --> 00:02:39.725
to school unprepared for writing, both in their fine motor,
54
00:02:40.345 --> 00:02:45.285
but also lacking in experience, language, and creativity.
55
00:02:45.825 --> 00:02:47.845
And add to this, the opportunities
56
00:02:48.025 --> 00:02:49.485
for writing have decreased.
57
00:02:49.865 --> 00:02:52.845
So lots of children won't get to see their families write.
58
00:02:53.225 --> 00:02:56.405
So with technological change, there's lots
59
00:02:56.405 --> 00:02:58.365
of very exciting play you can do now
60
00:02:58.365 --> 00:03:00.245
as a child without really having
61
00:03:00.265 --> 00:03:02.245
to move off your sofa if you like.
62
00:03:02.395 --> 00:03:05.285
Tablets, phones, video games, all
63
00:03:05.285 --> 00:03:06.605
of all of those sorts of things.
64
00:03:07.185 --> 00:03:11.525
And my own view is that that brings lots
65
00:03:11.525 --> 00:03:13.645
of exciting possibilities to childhood
66
00:03:14.225 --> 00:03:17.325
and that we shouldn't position ourselves to say
67
00:03:17.405 --> 00:03:19.845
that there is a intrinsic problem
68
00:03:20.515 --> 00:03:22.325
with technology in young children,
69
00:03:22.985 --> 00:03:25.485
but it has to be part of a kind of balanced
70
00:03:25.625 --> 00:03:28.005
and healthy development for the child without
71
00:03:28.005 --> 00:03:31.285
Writing role models and the experiences to write about.
72
00:03:31.795 --> 00:03:34.085
Some children won't see the purpose in writing
73
00:03:34.505 --> 00:03:37.285
and they'll be really reluctant to even have a go,
74
00:03:37.595 --> 00:03:38.845
take away the pressure
75
00:03:39.105 --> 00:03:40.725
and create a safe space
76
00:03:40.815 --> 00:03:44.165
where children can write at their own pace, start
77
00:03:44.345 --> 00:03:45.125
by scribing,
78
00:03:54.145 --> 00:03:55.965
really extend their language
79
00:03:56.145 --> 00:03:57.925
before they put pencil to paper.
80
00:03:58.675 --> 00:04:00.765
It's going to take a lot of practice
81
00:04:00.945 --> 00:04:02.605
before writing is perfected.
82
00:04:02.875 --> 00:04:04.885
Your children are on a long journey,
83
00:04:05.225 --> 00:04:08.565
and at the core of writing is resilience and creativity.
84
00:04:08.905 --> 00:04:10.285
The activity of writing
85
00:04:10.865 --> 00:04:12.645
and the activity of creating
86
00:04:12.795 --> 00:04:15.445
what will be written are two separate things.
87
00:04:16.775 --> 00:04:18.565
Tales, toolkit, builds on both
88
00:04:18.825 --> 00:04:22.085
and sets children up with the skills that will help them
89
00:04:22.105 --> 00:04:25.525
to be successful writers all the way through school.
90
00:04:26.445 --> 00:04:28.365
I look forward to hearing your stories.
Nursery Group Story
Kate leads a group story with this nursery setting. As well as modelling for the children, Kate is also incorporating a variety of creative approaches. Using songs, actions and phonic sounds.
Under 3s Group Story
This group story with the littlest of people shows how they quickly grasp the story structure. This practitioner takes her time embedding the use of the symbols while keeping the children really engaged with voices, songs and actions.
Watch without activities
This video has the same content as the core training video but we've removed the timed activity sections for speedier viewing. This is designed to help practitioners refresh their knowledge.
If you are doing the training for the first time, we recommend watching the full length video together with your team. Team learning means you'll get the most out of the training experience - and it's more fun!
Session 4 Seak Peek: Muscles for Writing
Now both you and the children are comfortable using all the resources, they can start progressing to more independent activities. In this session we'll look at how to integrate activities that will enable the development of gross and fine motor skills.
WEBVTT
1
00:00:13.385 --> 00:00:14.575
Hello, welcome back.
2
00:00:15.195 --> 00:00:17.695
In today's training, we're going to introduce you
3
00:00:17.695 --> 00:00:19.815
to the Tales Toolkit at writing resources,
4
00:00:20.315 --> 00:00:23.055
and all of these are available for you to download
5
00:00:23.355 --> 00:00:25.895
so you can start writing with your children from tomorrow.
6
00:00:26.165 --> 00:00:28.255
There's two parts to today's training.
7
00:00:28.915 --> 00:00:30.815
In part one, we're going to show you
8
00:00:30.915 --> 00:00:33.455
how Tales Toolkit sets children up for writing.
9
00:00:34.075 --> 00:00:37.175
And in part two, we're gonna look at the Tales Toolkit,
10
00:00:37.175 --> 00:00:38.255
writing resources.
11
00:00:38.835 --> 00:00:40.895
So let's get going with part one.
12
00:00:41.415 --> 00:00:43.695
I want you to think here about the Tales, toolkit,
13
00:00:43.745 --> 00:00:48.015
principles, safe Space, child-led and fun.
14
00:00:49.105 --> 00:00:52.955
Safe space writing isn't easy, it's something
15
00:00:52.955 --> 00:00:54.035
that doesn't come naturally.
16
00:00:54.535 --> 00:00:57.995
And if children were left to their own devices, then many
17
00:00:57.995 --> 00:00:59.555
of them wouldn't choose to write.
18
00:01:00.015 --> 00:01:01.555
If you think back to the cavemen,
19
00:01:02.055 --> 00:01:04.075
it wasn't a skill they needed to survive.
20
00:01:04.455 --> 00:01:07.115
And it's only in the last 150 years
21
00:01:07.385 --> 00:01:10.235
that writing has been something that all children learn,
22
00:01:10.335 --> 00:01:11.875
and not just a rich and privilege,
23
00:01:12.015 --> 00:01:14.715
but over the generations there's been a passion
24
00:01:14.775 --> 00:01:15.835
for Mark making.
25
00:01:17.035 --> 00:01:19.565
Even the youngest children you'll see trying
26
00:01:19.565 --> 00:01:20.965
to communicate their thoughts
27
00:01:20.985 --> 00:01:22.845
and ideas through the marks they make.
28
00:01:23.265 --> 00:01:26.965
So we see if you like a natural history from the first
29
00:01:26.995 --> 00:01:31.165
time, maybe a baby traces marks in the food they're eating
30
00:01:31.265 --> 00:01:36.245
or in the sand or with a wet finger runs it along a window.
31
00:01:36.335 --> 00:01:37.965
Those are all early marks,
32
00:01:38.505 --> 00:01:42.485
and as children get more confident in making those marks,
33
00:01:42.485 --> 00:01:44.405
they'll often ascribe meaning to them.
34
00:01:44.825 --> 00:01:47.285
And as soon as they're ascribing meaning to a mark
35
00:01:47.785 --> 00:01:49.925
for us, they're on the journey. As early writers
36
00:01:50.655 --> 00:01:54.125
Tells, toolkit, provides lots of opportunity for children
37
00:01:54.265 --> 00:01:57.285
to be self-motivated to record their stories
38
00:01:57.505 --> 00:01:59.645
and ideas through Mark making,
39
00:01:59.895 --> 00:02:02.365
which is the first step in developing writing.
40
00:02:02.585 --> 00:02:05.125
Sounds, toolkit believes children don't need
41
00:02:05.125 --> 00:02:06.805
to master the skill of writing
42
00:02:07.345 --> 00:02:09.085
before they develop their voices.
43
00:02:09.085 --> 00:02:10.965
Writers, in fact,
44
00:02:11.035 --> 00:02:14.725
it's really important you give them a storytelling voice
45
00:02:14.815 --> 00:02:17.325
early on, building their confidence
46
00:02:17.465 --> 00:02:19.285
and helping them believe their writers
47
00:02:19.585 --> 00:02:21.205
before they put pen to paper.
48
00:02:22.215 --> 00:02:24.285
Think back now to session one,
49
00:02:24.555 --> 00:02:26.805
when we talked about the children not getting quality
50
00:02:26.805 --> 00:02:30.845
interactions at home, children spending most of their time
51
00:02:31.305 --> 00:02:33.165
inside in front of a screen.
52
00:02:34.005 --> 00:02:36.165
Children who don't get to play, who come
53
00:02:36.165 --> 00:02:39.725
to school unprepared for writing, both in their fine motor,
54
00:02:40.345 --> 00:02:45.285
but also lacking in experience, language, and creativity.
55
00:02:45.825 --> 00:02:47.845
And add to this, the opportunities
56
00:02:48.025 --> 00:02:49.485
for writing have decreased.
57
00:02:49.865 --> 00:02:52.845
So lots of children won't get to see their families write.
58
00:02:53.225 --> 00:02:56.405
So with technological change, there's lots
59
00:02:56.405 --> 00:02:58.365
of very exciting play you can do now
60
00:02:58.365 --> 00:03:00.245
as a child without really having
61
00:03:00.265 --> 00:03:02.245
to move off your sofa if you like.
62
00:03:02.395 --> 00:03:05.285
Tablets, phones, video games, all
63
00:03:05.285 --> 00:03:06.605
of all of those sorts of things.
64
00:03:07.185 --> 00:03:11.525
And my own view is that that brings lots
65
00:03:11.525 --> 00:03:13.645
of exciting possibilities to childhood
66
00:03:14.225 --> 00:03:17.325
and that we shouldn't position ourselves to say
67
00:03:17.405 --> 00:03:19.845
that there is a intrinsic problem
68
00:03:20.515 --> 00:03:22.325
with technology in young children,
69
00:03:22.985 --> 00:03:25.485
but it has to be part of a kind of balanced
70
00:03:25.625 --> 00:03:28.005
and healthy development for the child without
71
00:03:28.005 --> 00:03:31.285
Writing role models and the experiences to write about.
72
00:03:31.795 --> 00:03:34.085
Some children won't see the purpose in writing
73
00:03:34.505 --> 00:03:37.285
and they'll be really reluctant to even have a go,
74
00:03:37.595 --> 00:03:38.845
take away the pressure
75
00:03:39.105 --> 00:03:40.725
and create a safe space
76
00:03:40.815 --> 00:03:44.165
where children can write at their own pace, start
77
00:03:44.345 --> 00:03:45.125
by scribing,
78
00:03:54.145 --> 00:03:55.965
really extend their language
79
00:03:56.145 --> 00:03:57.925
before they put pencil to paper.
80
00:03:58.675 --> 00:04:00.765
It's going to take a lot of practice
81
00:04:00.945 --> 00:04:02.605
before writing is perfected.
82
00:04:02.875 --> 00:04:04.885
Your children are on a long journey,
83
00:04:05.225 --> 00:04:08.565
and at the core of writing is resilience and creativity.
84
00:04:08.905 --> 00:04:10.285
The activity of writing
85
00:04:10.865 --> 00:04:12.645
and the activity of creating
86
00:04:12.795 --> 00:04:15.445
what will be written are two separate things.
87
00:04:16.775 --> 00:04:18.565
Tales, toolkit, builds on both
88
00:04:18.825 --> 00:04:22.085
and sets children up with the skills that will help them
89
00:04:22.105 --> 00:04:25.525
to be successful writers all the way through school.
90
00:04:26.445 --> 00:04:28.365
I look forward to hearing your stories.
