Observation in setting
Playing in the water area, Jack was observed pouring water from one cup into another and then back again. He then repeated this action using a yoghurt pot to pour water into a transparent tub, and watched with interest as the tub filled up and as the water spilled over the brim. At one point he stopped pouring and, holding the tub up to his face, looked at the water through the plastic. Jack used language such as, 'It's all (water) gone!'
and 'I want the big cup,' while he played.
Jack returned to the water area over several days to continue his explorations. Later in the week he was also observed emptying water out of the plant pots in the water area after a rainstorm.
Information from home
Jack's mother reports that he enjoys playing with containers in the bath.
He also likes to help to wash up after meals, but often becomes distracted from the task as he fills up and empties pots and pans in the sink and from the tap.
Practitioners' response
Assessment of learning
Staff assess Jack to be working within the early stepping stone bands in the area of shape, space and measures.
Next steps
The team recognise Jack's involvement in this self-initiated experience and decide to build on his interest by enhancing the provision to increase opportunities for learning. They also plan to clarify the adult's role in supporting Jack's learning and, in particular, to agree key vocabulary that would ensure a shared mathematical language.
Although this focus is planned primarily in response to an individual's observed interest, staff hope that it will motivate others. They also recognise that some children will be further on in their journey towards the goals for shape, space and measures, and they plan differentiation through resources and support.
Short-term planning for a focus
Key early learning goal
Use language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare quantities
Key objective
* To explore ideas and language related to capacity Area of provision
* Water area
Resources
Water tray, water, food colouring (so children can see the water levels more clearly), waterproof tape (to mark levels on the containers), plastic jugs, graded beakers, plastic cups and bowls, plastic bottles, scoops, egg cups, funnels
Content
* With the children, add a few drops of food colouring to the water in the water tray and talk about the effects.
* Introduce the resources and encourage the children to explore and experiment with these.
* If appropriate, mark the water levels on the containers using the tape to reinforce the concept of 'half full'.
Meeting all children's needs
* Be aware of all the children's different stages of development in the area of shape, space and measures so that you can build on what they already know and can do. Offer provision for free exploration and the more random filling and emptying of containers.
* Provide bilingual support for the children with English as an additional language to extend their mathematical vocabulary and support developing concepts.
Adult role
What will the adult do?
* Work alongside the children, predicting and talking about their observations.
* Model the use of key vocabulary and ask challenging questions.
* Observe the children and assess their understanding through play.
What will the adult say?
* Key vocabulary: 'full', 'half full', 'empty' and number names.
* Do you think you have enough water in the jug to fill the beaker?
* How full will the bowl be when you pour in all the water from this jug?
* How many egg cups do you think we will be able to fill from the jug?
* How many egg cupfuls did it take to fill the cup?
* Do you think we will have too much/too little water?
* My cup is nearly full.
* My beaker is half full - how many more cupfuls do you think I need to put in before it is full?
* Do you think my cup will be full if you empty yours into it?
Evaluation
How did the children respond?
Adding food colouring to the water immediately attracted the children to the area and promoted talk about water levels. Jack maintained his interest and was excited by the coloured water and new equipment. At first he rejected adult intervention, but in time he began to share the experiences with his keyworker, who was able to introduce key vocabulary. Two children used tape to make various marks up the side of the large beaker and then attempted to fill the container to each level.
What links to other areas of the curriculum were identified?
This focus offered lots of opportunities for the children to use language for thinking as they talked through their activities and ideas. They were also required to use physical control and co-ordination as they poured water from one container to another. Several children engaged in imaginative play using the orange water to represent orange juice and developing ideas around cafes and parties.
What follow-up will be planned?
Similar resources will be provided in the dry sand to reinforce learning.
Opportunities will also be offered for children to explore concepts of 'full' and 'empty' and to use appropriate mathematical language in the context of role play. In the outdoor area, practitioners will set up a kitchen/cafe and provide a tea set and coloured water. At snack time, staff will model and encourage the use of key vocabulary - 'full', 'half full'
and 'empty' - as children pour their drinks.
Are there any implications for the long-term planning of provision?
The staff team will:
* display permanently in the water area the key vocabulary for this focus
* review indoor provision in terms of the opportunities available to the children for exploring capacity
* order graded beaker and jug sets
* develop outdoor provision to include different sizes of buckets, watering cans and water carriers. NW