The Tiny Warriors Programme is set against the principles in the Statutory Framework of the Early Years Foundation Stage specifically relating to key outcomes for those within the 22 – 60 months bracket in the following areas:
Observing: Students free movement, with pleasure and confidence in a range of ways, such as slithering, shuffling, walking, running, jumping, skipping, sliding and hopping. Also students ability to runs skilfully and negotiate space successfully, adjusting speed or direction to avoid obstacles. They will be expected to stand momentarily on one foot when shown, Experiment with different ways of moving, Negotiate space successfully when playing racing and chasing games with other children, adjusting for speed or changing direction to avoid obstacles and Show a degree of control over an object in pushing, patting, throwing catching or kicking it.
Positive relationships: Tiny Warriors Coaches motivate students to be active through short 10 minute games such as follow the leader and Catch my tail. They Encourage body tension, movement and coordination activities helping students discover their own bodies capabilities and potential. They encourage the students to move safely with controlled effort using technical language such as Guard, Stance and rotate to develop their Martial Arts and movement vocabulary.
Enabling Environment: Tiny Warriors sessions are designed to provide time and space to enjoy energetic play, practice movement skills through games with bean bags, cones, balls and hoops and practice different ways of moving at different speeds, balancing, rolling , kicking and catching.
Observing: Students should listen attentively in a range of situations giving their attention to what others say and respond appropriately while engaged in another activity. They should be able to hold a conversation jumping from topic to topic. Use talk to explain ideas, explain what is happening and anticipate what might happen, recall and relive past experiences.
Positive relationships: Coaches make a point of listening to students taking account of what they say in their responses back. They prompt students thinking in discussion helping them reflect upon events
Enabling Environment: through asking students about their week and asking about the outcomes of a games coaches set up shared experiences that children can reflect upon
Observing: Students playing co-operatively, taking turns with others while forming positive relationships with adults and other children. Confidence in trying new activities and develop confidence in speaking in a familiar group.
Positive relationships: Coaches encourages children to explore and talk about what they are learning, valuing their ideas and ways of doing things. They challenge negative behaviour towards peers and adults helping children to recognise the impact of their actions on others making clear feelings are understandable but certain behaviours are not. They encourage students to think about the merits of inclusion through sharing and encourage children to see adults as a resource and as partners in their learning.
Enabling Environment: Through student of the day awards coaches provide opportunities for children to reflect on their successes, achievements and their own gifts and talents in an activity. Activities provide opportunities for turn taking, sharing and teamwork.