Visual timetables help pupils to realise what they are doing and when over a period of time such as the scholastic day. They give structure to the day and often help with reducing anxiety. Symbols or images are used to represent the jobs, activities or lessons and the significance of their graphical representations are explained to the pupil. The visual timetable is then displayed to give a visual reference for what is happening throughout the time period in question .

Often a visual timetable will show the word of the activity alongside a pictorial representation of the activity. For a younger child it may be used just for morning or afternoon activities. For an older pupil it could be a graphical timetable for the week. Visual timetables are evolved and used according to the specific needs of the children in question .

A visual timetable is straightforward to make using symbols or footage and is a good tool in the classroom, helping to give pupils structure to their day. There are many benefits to using visual timetables as a help to classroom management. They promote independence, reduce anxiety, increase confidence and build on a pupil’s strength as a visible learner. They also build upon a pupil’s need for routine, foreseeability and organisation. It will also help to instil a sense of permanency.

Many children on the autistic spectrum can battle with the complexities of the school day. They frequently like to have fixed routines as the world can appear quite unpredictable to them. It is hard for them to take change in their stride so it is best to give an advanced warning to prevent anxiety or a sense of loss of control. Visual timetables may be used to break an activity down into steps giving children a feeling of structure to their day and making them feel secure. Visual timetables provide prompts to help children know what area of the curriculum they are going to be studying, what they are going to need to get their work done and what the social organisation of the class will be. This can reduce anxiety with the final result that children sometimes exhibit less anti-social, unattractive behavior.

Visual timetables may be employed for the whole class or reserved for individual children. If they are going to be utilized for the entire class they have to be displayed in a location where they can be seen clearly by everyone. If a visual timetable is employed for an individual child then a smaller version can be created. The teacher and any classroom assistants must refer to it in the school day till the children are totally acquainted with it. The timetable should be made either from left to right or from top to bottom.

Some children will benefit by being consulted regarding the specific symbols or representations to be used. The child will take greater ownership of the register and it’ll mean more to them as an organisational tool. Some children may need individualised visual timetables because they might be indulging in different activities to the remainder of the class. A personal timetable specific to particular children may include individual speech therapy, physiotherapy or medical needs that may not be relevant for the remainder of the class.

Visual timetables can be useful to help moderate behavior patterns. The timetable will indicate when a break occurs so this is going to be useful for a child on a behaviour intervention plan. She or he will know when a break is due and how much longer they need to be moderating their behaviour before a reward or break will be allowed.

Visual timetables could be a extraordinarily useful classroom management and organisational tool for the teacher in that if a supply or stand in teacher has to take over the class, they can right away see the structure of the school day. Teachers employing a visual timetable will find that their children become less reliant on teaching staff and verbal instructions and the class will generally benefit from a reduction in troublesome behavior and repeated questions. A visual timetable can therefore be of significant advantage for any classroom.

The Early Years Foundation Stage is based around 4 themes. First the concept that every kid is unique and looks upon every child to be a competent learner from birth who are able to be tough, capable, assured and self-assured. Secondly, the importance of positive interactions where youngsters learn how to be powerful and able to function on their own from a starting point of loving and secure relationships with elders and or a significant person. Thirdly, there should be enabling environments which play a major role in supporting and extending children’s development and learning. Finally the entire environment in which children develop and learn in alternative ways and at different rates and all areas of learning and development are similarly important and inter-connected. It is thru an enabling environment alongside prime quality early years resources that kids are soon to be competent learners.

Children achieve more when they feel happy and secure. Early years practitioners must recognise the unique qualities of each kid and their job is to develop every child’s self-confidence by building upon what they can do. This approach is based upon sound educational principles. To become confident independent learners, young children need a consistent environment. This needs to be provided thru the daily running order, the organisation of the learning environment and the strategies that adults engage with the children alongside having access to excellent quality early years resources.

Young people have a natural wish to learn so by making available appropriate early years resources and high quality interaction children will be encouraged to harness their initiative to plan and to develop their own strengths and interests. Youngsters need the opportunity to create and express their objectives, to generate their own learning experiences and to reflect on those experiences. Youngsters learn best by being active – by engaging with folks, resources, events and ideas in tactics that are direct, fast and meaningful to them. These aspects will give support to active and suggestive learning.

Playing outside provides chances for kids to use all of their senses, to experience wonder and enchantment, to work on a bigger scale and to enjoy a larger sense of liberty and independence. Outdoor play is a natural enhancement and extension of the indoor environments and wherever possible children should be well placed to choose to play outside at any point. Ideally there should be a flow of play between inside and outside. Outdoor play frequently has more to offer kids than indoor activities but there must be careful planning made for the outside environment. Providing prime quality key stage 1 resources for the out of doors environment is as important as resources for the indoor lecture room. Commitment, determination, imagination and creativity – from children, staff and adults – can turn even the most uninspiring area into a rich environment for children to explore and enjoy.

The curriculum for the early years should include as many chances for first-hand experiences as practical. It’s important to prioritize and dedicate planning time to ensure that children have accessibility to high quality experiences and in particular to have prime quality early years resources available. Young children should be in a position to use these foundation stage resources to use all of their senses and to start to make sense of their environment and the big wide world around them. They should be at liberty to try things out, to explore and experiment and to learn from their own mishaps. Time expended finding out about these crucial areas will have a massive impact on the education and learning of young children.

The Gingerbread Man is one of a number of classical fairy tales that engages children from the outset. This is an extremely popular story for children in the age range of three to 6 years of age.
 
To work effectively with The Gingerbread Man you will benefit from The Gingerbread Man teaching resources. This tale is one of a series of very useful foundation stage resources.

The story tells the tale of a gingerbread cookie made in the shape of a man who comes alive and resolves to make his escape. He evades no end of pursuers, taunting them as he goes. He meets his demise by the hands of a cunning fox who manipulates The Gingerbread Man into relaxing his guard. The tale makes extensive use of rhythm and repetition. In some versions The Gingerbread Man cries out as each quarter of him is devoured.
 
The Gingerbread Man can be used to draw out typical features like story language, characters, plots and offers many options to cover objectives for conversation and listening. Small children can re-tell the story orally using pictures as visual cues. As children become acquainted with the text and repetition of The Gingerbread Man they will be ready to re-tell the tale themselves after having had it read to them numerous times.
 
It is good practice to provide puppets and other interactive objects related to the story so that the children can re-tell or re-enact the tale using using footage, puppets and story props in small groups. Children could utilize masks and act out the story outdoors or in the role-play area. Young children are sometimes enthusiastic to perform this kind of activity independently, without adult intervention.
 
Allowing children to re-tell stories themselves helps to develop their story telling capabilities, builds their self esteem and develops the social abilities for working in a small group. To form extra interest, the story could be recorded, filmed or said in some other way to what’s left of the class.
 
Fairy tales are useful tools for identifying basic story elements the beginning, the middle and the end. There are several versions of The Gingerbread Man and they can form the root of a demonstration in comparing one with another.
 
There are numerous creative activities that early years children can partake in. Collages and paintings can be created and once displayed the study room will look lively and full of colour. Every child will be well placed to have their work displayed.

One specific activity that is inspired by this story is for children to bake their own real gingerbread men following a published recipe and decorate their creations using a selection of icing and fruits.
 
The Gingerbread Man electrifies many alternative concepts for creative writing. The process of making different versions and endings can be a valuable exercise. Telling the story of The Gingerbread Man from a different character’s perspective can also be challenging and a good stimulus for giving vent to additional creative story writing talents.
 
It is typically helpful to act out and use drama ahead of creative writing and hot seating some of the characters gives a good understanding of the intricacies of the characters involved. The children can create their own versions using different settings, characters and props. All of these practical ideas and activities inspire young children to think creatively and act as a stimulus when it comes to writing. It is widely believed that young males particularly gain from lively drama and role-play experiences before being asked to write.