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I chose to present information to parents and practitioners within a "footprint" border because the Foundation Stage Guidance for the early years curriculum refers to the stages of development from 3 to 5 years as "stepping stones".
Almost every teaching and learning activity in my setting is already explained and demonstrated using this method, so that all adults are fully aware of my planned aims and objectives. Guidance notes are mounted and laminated uniformly and are either displayed on boards and walls around the nursery or packaged with various sets of equipment.
The section about support and differentiation is essential if the varying needs of the children are to be met appropriately.
Explanatory note 2
Pupils entering the nursery are 3 years old. Therefore, many of the teaching and learning opportunities will be very new to them and it is essential in order to achieve success and maintain high self-esteem, that they always build upon earlier experiences, knowledge and understanding.
The first microworlds I produced, require the children to count only to 3, for although they may be able to recite to higher numbers, they need to be able to demonstrate consistent 1 to 1 correspondence as they begin to tap in their programs.
At this early stage, the role of the adult is crucial in demonstrating respect for and physical control of PIXIE, and in modelling the correct vocabulary.
Taking turns and sharing equipment will also be new skills for children previously accustomed to home settings and family groups. Therefore, the practitioner role is the key to maintaining appropriate group sizes, pace and concentration.
Having learned how PIXIE works, by experiencing a simple grid of no more than 3 PIXIE lengths, I developed grids with 5 sections, using colour, numerals and farm animals.
I gradually developed grids with increasing numbers of sections as my young pupils' skills and confidence increased.
Only when my intervention was less frequent, did I introduce a single turn. PIXIE was then programmed to travel alongside the illustrated grid, before being programmed again to turn and face the target grid reference. For this reason all of my earliest grids were 33 cm wide. This also allowed for "drift" which occurs if PIXIE is not lined up accurately at the start of the activity.
Explanatory note 4
Once the children understood how to make PIXIE execute a turn, I began to develop more complex grids.
By placing images around the edges of a similar microworld, the children could make PIXIE travel over or between them, in order to reach an agreed target.
Microworlds now began to include shapes, sizes, Christmas images, landscapes and environments, larger numbers and lower and upper case letters.
By using images from computer clip art, photographs, catalogues, magazines, comics or colouring books there is no limit to the possibilities and microworlds can address any topic.
All of my play mats are double sided and laminated, making them durable and cost effective.