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Domestic bliss

See how the skills and judgement used in housework can be extended to nursery in part two of a project by Jane Drake In addition to planned activities and enhanced provision in play areas, there are valuable opportunities within a nursery's daily routines for the children to take part in genuine 'domestic' tasks, such as wiping paint off tables, sweeping sand off the floor and tidying up. Practitioners should involve the children in these routines and make sure that appropriate equipment is available to enable them to initiate such tasks independently.
See how the skills and judgement used in housework can be extended to nursery in part two of a project by Jane Drake

In addition to planned activities and enhanced provision in play areas, there are valuable opportunities within a nursery's daily routines for the children to take part in genuine 'domestic' tasks, such as wiping paint off tables, sweeping sand off the floor and tidying up. Practitioners should involve the children in these routines and make sure that appropriate equipment is available to enable them to initiate such tasks independently.

Adult-led activities

Happy birthday!

Bake a birthday cake to celebrate a child's birthday or other special occasion.

Key learning intentions

To have a sense of self within the nursery setting and to make choices with confidence

To show an understanding of reading and writing as a means of communicating information

To count reliably to five and recognise some numerals of personal significance

To explore food ingredients, to observe changes that take place during the preparation and baking process and to talk about what is happening

Adult:child ratio 1:4-6 (including the 'birthday child')

Resources

Six small mixing bowls , one large mixing bowl , six wooden spoons , greased or non-stick cake tins or trays , cooling trays , oven gloves , six aprons , cake board , birthday candles , access to an oven , a large stand-up number card displaying the child's age (this could be a commercially produced birthday card) , cake recipe card or book

For a basic, and large, Victoria sandwich cake, for example, you will need: six eggs and 350g of self-raising flour

sugar and soft margarine/butter Amounts can be adjusted as necessary but, ideally, each child should be able to mix one egg into their mixture. Note also that measurements made in spoonfuls are often easier for the children to understand and use.

Additional cake ingredients could include: , raisins , cherries , pieces of apple , ginger , chocolate chips , cocoa powder , coloured icing , chocolate

Preparation

* Talk to the child whose birthday is coming up about what kind of cake they like and take into account their comments when shopping for the additional ingredients.

* Encourage the child to write a shopping list of ingredients needed for the cake. If possible, involve the child in shopping for the ingredients.

* Be aware of any allergies or dietary needs when considering ingredients.

* Check that the food preparation area is clean.

Activity content

* Ask all the involved children to wash their hands.

* Allow them opportunities for tasting/smelling the additional ingredients and talk about the ingredients, their names and properties and the children's preferences.

* With the children, look at the recipe and list the ingredients that will go into the cake.

* Give each child a mixing bowl and wooden spoon and measure out the basic ingredients with them. Encourage the children to count spoonfuls of flour and sugar into their bowls and to mix these with the margarine and an egg.

* Talk with the children about what happens when the ingredients are mixed together.

* When the basic ingredients are mixed well, put all the mixture into the one large bowl and give the bowl to the 'birthday child'. Ask the child what else they would like to add to the mixture and encourage them to stir in the additional ingredients.

* With the children, scoop the cake mixture into the cake tins or trays and talk about what they think will happen to the mixture when it goes into a hot oven.

* Bake the cake(s) and turn out on to a cooling tray. Where the children cannot be involved because of safety issues, talk with them about what you are doing and question them to challenge their thinking and raise their awareness of changes that are taking place.

* When the cake is cool, assemble and decorate it with the 'birthday child'

according to his or her preferences. Talk about the age of the child and count the correct number of candles on to the card.

* At an appropriate time, sing 'Happy Birthday' as a group, cut the cake and offer a piece to each child..

Extending learning

Key vocabulary

Names of ingredients; number names; hot, cold, more, less, dry, wet; descriptive vocabulary such as 'sticky', 'stiff', 'sloppy'

Questions to ask

* What do you think will happen when we mix the sugar and margarine together?

* What will the egg look like when it comes out of its shell?

* How have the ingredients changed now that they are all mixed together?

* What does the mixture feel like when you stir it with your spoon?

* What does it look like?

* Why do we put the mixture in the oven?

* What do you think will happen when the mixture goes in a hot oven?

* How has the mixture changed while it has been in the oven?

* Why do I need to use an oven glove to pick up the tins?

* What would you like to put into your cake when it is your birthday?

Extension ideas

* Provide birthday candles, cake frills, cake boards and appropriate baking equipment with dough in the malleable materials area.

* Take photographs of the birthday cakes you make and write lists of favourite ingredients with the children. Compile a recipe file and share this with parents.

* Read Kipper's Birthday by Mick Inkpen (Hodder Children's Books) with the children and provide props related to this book, as well as the book, in the home corner so that the children can revisit the story ideas.

Child-initiated learning

Tidying and cleaning provision

The following suggestions do not fall directly into the category of child-initiated learning, and adults must teach the skills and make clear their expectations. However, it is hoped that many of the behaviours will become a part of the children's independent play, enhancing their learning, and be self-initiated as appropriate.

Additional resources and adult support

* Provide dustpans and brushes in the sand area and encourage the children to sweep up any spilled sand regularly. Also provide a sieve so that any debris from the floor can be separated from the sand, and the sand used again. Model the skills involved in this process and talk with the children about the safety implications of sand on the floor.

* Provide dustpans and brushes in the technology workshop and ask the children to sweep up discarded materials.

* Make sure that there are plenty of waste bins around the nursery and that the children are aware of any differences in uses, for example, recycled paper, food and general waste. Model appropriate use of waste bins.

* Provide cloths that the children are able to use to wipe up things such as small paint spillages and give them access to water. Monitor their use of the cloths and ensure that any over-enthusiasm for cleaning does not impact negatively on other children's play!

* Organise equipment in clearly marked (with words and illustrations or photographs) storage containers (for example, baskets, trays, bags or boxes). Support the children in 'reading' the information on the labels and in putting equipment away in the correct places.

Provide long handles sweeping brushes in the outdoor area with large buckets and other containers. (Look out for long-handled sweeping brushes designed and made specifically for the children, as these are much easier for them to use.)

* Provide buckets, sponges, scrubbing brushes, sponges, cloths and warm water in the outdoor area. Designate an area for the children to wash outdoor equipment.

Play possibilities

* Tidying equipment, and clearing-up materials, during (if necessary) and after play

* Sweeping up and collecting autumn leaves, sand, pebbles and soil in the outdoor area

* Cleaning equipment such as bikes and scooters

Possible learning outcomes

Demonstrates independence and confidence when operating within the nursery environment

Is aware of the need for safety measures and codes of behaviour within the nursery

Shows care for resources and a pride in their environment

Is able to use and manipulate equipment effectively and with control

Sand (wet and dry) areas

Additional resources and adult support

* Provide a tea set in the dry sand and play alongside the children, following their play theme.

* Offer the children mixing bowls, wooden spoons and jugs of water and talk with them about the effects of mixing sand with water. Model key vocabulary such as 'wet' and 'dry'. If appropriate, join in the children's imaginative and role play.

* Provide balance scales (appropriate for child use) in the sand, and model weighing out 'ingredients' for a cake or dish. Use simple mathematical language such as 'heavy', 'heavier', 'light', 'lighter', 'more' and 'less'

and encourage the children to use these words in their play.

* Include containers of different size and capacity and use questions to challenge the children's thinking - for example, 'How many spoonfuls of sand do you think it will take to fill this cup?', 'Do you think this cup will hold more or less than that one?'

* Provide sweet cutters and biscuit cutters (make sure these do not have sharp edges) and use these with the children in the wet sand. Encourage them to try using them with dry sand and talk with them about the differences between wet and dry sand and come to an agreement on which is better for moulding and imprinting. Also offer rolling pins and demonstrate how these can be used for flattening the wet sand in preparation for imprinting.

Play possibilities

* Exploring wet and dry sand, using hands

* Experimenting to find out the effects of adding water to dry sand

* Pouring dry sand from one container to another, filling and emptying containers

* Talking about their play and observations

* Engaging in imaginative and role-play such as cooking, baking, playing 'shops', tea parties

* Making imprinted patterns and moulding shapes, using cutters

Possible learning outcomes

Has a strong exploratory impulse

Uses talk to clarify thinking

Begins to use language related to measurement and solid shape

Talks about the different properties of wet and dry sand and the changes that take place when dry sand is made wet

Demonstrates increasing control in the manipulating of objects and tools

Plays alongside other children who are engaged in the same theme

Explores media, techniques and pattern

Role play

Additional resources and adult support

In addition to the basic home corner furniture, provide bags, purses, recipe cards and books, vacuum cleaners, cloths, scrubbing and sweeping brushes, buckets, tea towels, washing-up brushes, empty washing-up liquid bottles, baking and cooking equipment, plates, bowls, cups, cutlery, laundry basket, clothes airer, pegs, dolls with clothes and accessories such as changing mats, bottles and buggies. Provide a plug-in baby alarm linking the home corner to another area of provision. Observe the children to ascertain whether or not it is appropriate to join in with their play.

Where your interactions are welcome, model domestic skills through role play and respond to the children's own play themes and ideas.

* Provide writing tools and materials. Model writing skills - for example, catalogue orders, shopping lists, birthday cards, memos, telephone messages, recipes - and support the children in making their own marks.

Encourage the children to read back their own marks. Also provide appropriate reading material such as magazines and catalogues.

* Introduce a 'pet', for example, a soft toy dog, and discuss the care of the animal with the children. Provide food and water bowls, a collar and lead, a basket/bed and a blanket.

* Create a supermarket role-play area and support the children in making play links between the home corner and supermarket. Include a till, shelves stocked with empty food packaging, a conveyor belt (two cardboard boxes supporting a length of card at each end will suffice), paper bags, baskets and trolleys. Take on roles such as till operator, shopper.

Play possibilities

* Imitating actions of adults they know, for example, parents, grandparents and practitioners, and exploring their domestic roles,

* Taking on 'adult' responsibilities in the context of play, for example, babysitting, feeding and taking the dog for a walk, planning meals and parties

* Pretending with other children, developing domestic play ideas together

* Washing pots, clothes and babies, cleaning and tidying the home area, going shopping, cooking and baking

* Reading magazines and catalogues and writing lists, cards and so on Possible learning outcomes

Becomes deeply involved in self-initiated play

Interacts with others, negotiating roles and taking turns in conversation Begins to understand purposes of writing and makes own marks to convey meaning

Reads back own marks and attempts to read other material, beginning to use clues such as pictures

Engages in imaginative and role-play based on first hand experiences

Areas of learning

Personal, social and emotional development

Communication, language and literacy

Mathematical development

Knowledge & understanding of the world

Physical development

Creative development