Adult-led activities
Over and under
Capitalise on interests in circles, rotation and radials using an old bicycle wheel as a weaving frame to create an exciting work of art with the children.
Key learning intentions
To introduce the technique of weaving and to manipulate materials to create an effect
To explore fabrics and threads in terms of texture, colour and pattern and to use them in a creative context
Adult:child ratio 1:4
Resources
A large bicycle wheel with spokes ,a collection of ribbons, threads, lengths of wool and strips of fabric ,examples of woven items (for example, fabrics, rugs)
Preparation
* Select a suitable bicycle wheel and check carefully that it is safe for children to play with. Remove any oil or dirt.
* With the children, look at wheels on bicycles, prams, cars and so on and talk about their features, similarities and differences before introducing the activity. Introduce children to the key vocabulary about wheels, such as frame, tread and spoke.
* Choose a spot where a group of children can work comfortably around the wheel at the same time.
Activity content
* Show the children the bicycle wheel and encourage them to touch the spokes and the tyre. Ask them to sit in a circle around the wheel. Talk about the pattern that the spokes make as they radiate from the hub. Point out the tread patterns on the tyre.
* Place the wheel flat on the floor and ask children to spin it around like a roundabout. Allow them to spend some time experimenting to see how fast they can make it go. Watch the spokes as the wheel slows down.
* Introduce the fabrics and threads and encourage the children to explore them. Model the use of language related to texture, colour and pattern. Ask the children to choose their favourites and encourage them to articulate why they like these particular ones.
* Introduce the idea of weaving, demonstrating the technique with your chosen thread. As you weave, make up rhythmic jingles using the key vocabulary, such as, 'Up and down, over and under, round and round we go.'
* For some children, 'wrapping' will be a more appropriate technique than weaving and easier to master. This, too, will need to be modelled.
* Talk with children about their contributions as the collaborative work progresses.
Extending learning
Key vocabulary
In, out, up, down, over, under; weave, wrap; round, circle, line, centre; hub, tyre, spoke; words about texture/colour/ pattern such as bobbly, scratchy, fluffy, soft, red, gold, stripey, spotty
Questions to ask
* Where do you think would be the best place to start your weaving?
* How can we attach this end of your ribbon to a spoke?
* Where will you take your thread next?
* Which colour are you going to choose after this?
* How can we make sure that your ribbon doesn't fall out?
Extension ideas
* Make the wheel and fabrics/threads available to children over a period of time so that they are able to return to the activity to develop ideas and refine skills. Encourage parents and visitors to contribute to the weaving.
* Find a way of displaying the weaving in the nursery or a local community building. Make sure that children are involved in decision-making about how and where their work is displayed. It may be possible to attach the wheel to a wall with an axle through the hub. This technique would allow the wheel weaving to be rotated on the wall.
Snapshots
Use digital photography to record circles and circular objects that interest children around nursery and to reflect on their own learning with them.
Key learning intentions
To understand what a circle is and to use language such as 'circle', 'big', 'small'
To understand that photography can be used to record and document. To be able to operate a simple digital camera
Adult: child ratio 1:2
Resources
Simple and robust digital camera ,computer and appropriate software printer
Preparation
* Through observation, find out which children may be interested in this activity.
* Talk with the children about circles in a variety of contexts.
* Be prepared to spend uninterrupted time with children as they learn how to use the camera.
Activity content
* Show the children the digital camera and invite them to handle it.
* Explain to them that all the buttons and switches perform different functions.
* Show them, for example, where the batteries are housed and the memory card on which the photographs are stored.
* Explain that there are some important things that they need to know if they are going to use the camera by themselves, and encourage them to watch and listen carefully.
* Show them, step by step, how to take a photograph, inviting them to 'have a go' at each stage. When they are able to switch on the camera, find the image they want through the viewfinder, and to press the button to take a photograph, let them practise a few times taking photographs of each other.
* Show the children the photographs they have taken.
* Invite them to search for 'circles' around the setting, indoors and out.
Support them in their search and in photographing circles - for example, bracelets and bangles in the home corner, a steering wheel in the construction area, a circle of children playing 'Ring o' roses', a wheel on a tricycle, hoops in the outdoor area, the rim of a plastic lid in the technology workshop.
* When children have taken a few photographs, show them how the images can be transported to, and stored on, the computer.
* Encourage them to add to their collection over a period of time and support them with the necessary technical skills.
* As children gain confidence with the camera, ask them to go and photograph some circles on their own. When they come back, look at their photographs and guess where they found the circles. Then go with the child to see if you were right.
* If appropriate, print off the photographs and make a book or display about circles with children.
Extending learning
Key vocabulary
Circle, big, small; camera, on, off, press, button, switch
Questions to ask
* How do we switch the camera on/off?
* Can you see your friend on the screen?
* Can you move the camera until you can see her?
* Which button do you press to take the photograph?
* Have you seen any circles in nursery?
* Can you go and photograph them?
* Where do you think I took this photograph?
* Which is your favourite photograph? Why?
Extension ideas
* Widen the 'circle search' to include photographing circles in the local environment and/or at home.
* Let children know that the camera is available for them to use at any time to record something of interest to them or to document a piece of work or experience. Use children's camera observations to find out what is interesting them.
* Repeat the activity, focusing on other identified interests.
* Encourage children to act as instructors for other children, teaching them how to operate the camera.
* Use the images to question children further, and talk with them about their interests and their learning stories.
Child-initiated learning
Outdoor area
Additional resources and adult support
* Provide buckets of water and decorators' brushes, paint rollers (long- and short-handled).
* Introduce long-handled sweeping brushes into basic provision and encourage children to sweep up leaves or dry things on the ground.
* Provide 'ribbon sticks' and scarves and play alongside children with these.
* Offer a range of music, using a CD player outside.
Play possibilities
* Pretending to be decorators 'painting' fences and walls with water
* Mark-making with water and brushes on walls and paving stones
* Dancing to music, waving and swirling scarves and ribbon sticks
Possible learning outcomes
Makes linear and circular gross motor movements
Engages in role play based on first- hand experiences
Responds to music and uses imagination in dance
Small world
Additional resources and adult support
* Provide plenty of small-world vehicles, animals and people.
* Provide a large sheet of paper or card and a collection of pens. Support children in using lines and circular marks to represent roads, zebra crossings, traffic lights and roundabouts on their 'map mat'. Show them how arrow signs can be used to indicate direction.
* Offer atlases and road maps and provide paper, pens and clipboards.
* Support children in making links with the construction area, offering them bricks to enhance their imaginative play.
Play possibilities
* Pushing cars along and making lines of 'traffic'
* Lining up animals and people in the context of imaginative and role-play, for example, cows waiting to be milked, people at a bus stop
* Talking about routes and following lines to reach a destination
* Drawing maps and making road signs
* Building vertically and horizontally to create walls, tower blocks and houses in their environment
Possible learning outcomes
Ascribes meaning to marks
Lines up and counts vehicles reliably
Says the number that is one more than a given number
Describes a simple journey and talks about position and direction
Comments on features of the made environment
Paint/technology workshop
Additional resources and adult support
* Encourage parents, children and staff to contribute to a collection of 'found objects'. Explore these objects with children. Talk about their shapes and possible uses. Look particularly for any circular shapes.
* Sort the objects with children, encouraging them to agree criteria.
* Provide a turntable within a protective drum and support children in using this. Cut circular pieces of paper to fit the turntable.
Play possibilities
* Printing with a range of objects to create linear and circular marks - for example, using the end of a cardboard tube, the edge of a piece of card, or the end of a cork
* Creating collages with objects and materials
* Making models using different shaped objects
* Making 'spiral' paintings by dropping paint on to the paper covered turntable
Possible learning outcomes
Explores and talks about solid and flat shape
Explores a range of media and understands that media can be combined Malleable materials: Dough
Additional resources and adult support
* Provide bun tins, cake baking tins, baking trays, round biscuit cutters (various sizes), plastic pastry/pizza wheels, mixing bowls and wooden spoons.
* Provide a tub of buttons.
* Play alongside children, engaging in role-play and modelling skills and ideas.
* Provide baking recipe cards and books.
* Add paper and mark-making tools.
Play possibilities
* Rolling out dough and cutting circular shapes to make 'biscuits', 'tarts', 'pies', and 'cakes'
* Lining up 'biscuits' on a baking tray
* Decorating cakes and buns using buttons to represent cherries, currants and so on (just don't try to eat them!)
* Pressing buttons into dough to make patterns and circular imprints
* Making linear patterns in dough using pastry/pizza wheels
* Looking through recipes and writing shopping lists
Possible learning outcomes
Understands that print carries meaning and makes marks to communicate information
Uses language to describe size, shape and position
Handles and manipulates malleable materials with control
Uses materials and equipment available to support role play and explores line and shape through the medium of dough
Areas of learning
Personal, social and emotional development
Communication, language and literacy
Mathematical development
Knowledge & understanding of the world
Physical development
Creative development