Displays and their impact on learning

So, I know sometimes we can spend so much time thinking about displays. What to put on them? How to make them look nice? But I’ve been reflecting on their appropriateness for learning and how I can make them so that children can actually use them to support their learning. Now, I am in quite a tricky classroom, I only have one free wall that I can put displays on. At the beginning of the year this wall had two display boards on them. For an EYFS classroom, this is not ideal. I see so much inspiration for displays on social media and kept thinking of ways that I could make them relevant to my children. My first step was to get them lowered. Why have displays if they aren’t at the right height for children to access them? I then liked the idea that the one wall I have for displays, is where my reading area is SO why not put these 2 displays together to create a really long display. Initially I thought about diving this using border paper and creating different elements into the display, such as phonics etc. But then I thought, I really want somewhere where children can put their writing that they are proud of, and in a way that they could be independent and put this up themselves. Then came the idea of my ‘special writing’ part of my display. I really like it when you can see different print in classrooms, not only computer based print, but adults handwriting and children’s handwriting, so I got one of my more able children to create the sign for me (yes this was guided). Then I put up some string and added some pegs - now children can have a space for their special writing, but also that they can access themselves and show others their work at the right level of height. 

Next, I reflected on what else to add to this display. Currently, I am using Talk 4 Writing in my EYFS curriculum in many ways and as most schools do I have a key text that we focus on linked to some overarching themes. Previous story maps I’ve made can be seen in the pictures. After creating a story map, I tend to take pictures of the story map, print them out onto A3 paper and stick them around the classroom to support the children in retelling the story at different opportunities within their play. Therefore, I decided that I would create a section on this display dedicated to our Talk 4 Writing texts. Here, I added photos of the text we have previously explored as a class and children now see them regularly and often use them to refer back to previous stories and use the vocabulary around stories, which is great to hear and also supports their reading and communication and language skills.

Next, I had space for another aspect of learning. When creating my curriculum, my intent was to have specific areas each term that are ‘areas of focus’, for example in term 1, I focus on personal, social and emotional development, as well as physical development, specifically gross motor skills. Whereas, in term 3 my focus shifted and reading became an ‘area of focus’. This term (term 4) and ‘area of focus’ for me was communication and language. Previously, I have noticed that when I introduce new topics or stories to the children, we tend to discuss vocabulary. Children will often ask “what does that mean?” and we discuss the meaning of words that are unfamiliar to them. So I wanted to incorporate this somewhere. So a section of this display is dedicated to vocabulary. Any new words the children learn I will add to a post it note and add it to the display. Currently we have words like ‘solar system’, ‘enormous’ and ‘respect’. All things we have previously discussed and children are becoming aware of their meanings and putting them into context. Another element or thought I had when creating this was, when visitors come into my classroom, they will often talk to the children, but if they don’t know the children then they don’t always know what the children will say/do. So by having a focal point where visitors can ask the children what these words mean, the children can share their learning with them. Something I think would be helpful for any inspection visits / learning walks, as it gives visitors something to ask the children, as well as showing them what the children have been learning. 

Lastly, one day I was scrolling through social media and I see lots of great technology now being used and the use of QR codes. This has always intrigued me, but not being as confident with technology I never took the plunge to incorporate this into my classrooms. But during remote learning, through the coronavirus pandemic, I have been creating pre-recorded videos of me reading stories for the children at home. So it made me think, could I use this to support children in school too. I came up with the idea that I could create a QR code, which the children could scan using an Ipad and a video of me reading our class text would appear. The next day, I shared this idea with my TA and set off to complete this. The video was already recorded (as it had been for the children working remotely), so I just needed to figure out how to create the QR code. Thanks to a tech-savvy colleague, we were able to create it. The next day, I then modelled to the children how to use the Ipad, turn on the camera, click the message and play the video. When it came time for free-flow play a group of children went straight over to the display in the reading area, picked up the Ipad and remembered the steps in order to access the video. One child spent the whole of the morning session, working out how to do this, watching the retelling of the story and showing other children how to access this too. Another exciting thing was when we had visitors in the classroom, the children were able to show them how they have been independent learners and gained access to this story. It was so wonderful to see children engage so well with this activity. Another reason for doing this was that we have been quite low with our ‘technology’ area of learning and as we have a set of Ipad within the school, this was a great way of modelling to the children how to use them to support their learning. I’m actually very excited to record more stories in order to create QR codes for the children to watch. 

I hope this post has let you see that displays don’t always have to be time consuming, last minute thoughts or overly stimulating, but it’s best to be purposeful for the children. If they can see it, they will use it! If you model how to use it, they’ll use it! The benefits you get from this are inspiring, to see children become independent learners and proud of their achievements in accessing this type of learning is awe inspiring. I encourage you to give it a try! 

Please share your thoughts with me in the comments box below or how this post has helped you reflect on how you use displays to support learning.