Encourage children to discuss their mood changes as they sympathise with the main character in this charming story.
In The Good Mood Hunt by Hiawyn Oram and Joanne Partis (Oxford University Press, 4.99), Hannah wakes up so happy that everyone catches her good mood ... until she remembers something that makes her good mood disappear.
Approach
Curriculum Guidance for the Foundation Stage (page 11) emphasises the importance of providing children with a balance of adult-led and child-initiated learning.
This project therefore:
* identifies adult-led activities to introduce or develop children's understanding of the topic through stimulating, meaningful experiences which offer challenge.
* suggests ways to enhance areas of core provision to consolidate children's learning about the theme. It is the practitioner's role to observe children's learning daily to inform individual children's Profiles and future planning. Children should be encouraged to use available resources to support their own learning, so the possible learning outcomes will be wide-ranging and varied for each child.
* advocates that settings should be organised and resourced using a 'workshop' approach so that children can access resources autonomously and independently.
Adult-led activity
On a hunt
Encourage children to search for unusual things to put in a good mood box.
Key learning intentions To continue to be interested, excited and motivated to learn To listen to stories with increasing attention and recall To use everyday words to describe position Adult-child ratio 1:4
Resources
*The Good Mood Hunt by Hiawyn Oram and Joanne Partis (Oxford University Press, 4.99) *four small boxes with lids *interesting natural materials such as smooth pebbles, colourful leaves, shiny conkers *model dinosaurs and minibeasts *attractive objects such as marbles and strings of beads
Activity content
* Hide the objects in four small piles around the room before sharing the story with the children.
* Invite the children to recall the things that Hannah collected on her good mood hunt and suggest that they hunt for interesting things that make them feel happy.
* Provide each child with a box and give them clues to help them to find the hidden objects, using positional language - for example, 'Look under the book box.'
* Once the children have located a pile of objects suggest that they each choose one thing to put in their 'good mood' box.
* When they have found all the piles, invite them to take turns to describe the objects in their box and why they chose them.
Extended learning
Key vocabulary
Hunt, lost, old, missing, empty, under, forgotten, buried.
Questions to ask
* Where did Hannah look for her good mood? Where did you hunt for things for your good mood box?
* What do you like best in your box?
Extension ideas
* Invite the children to bring in a special object for a 'show and tell'
session.
* Hide gold foil coins in the sand tray and enjoy a treasure hunt together.
Child-initiated learning
Sand tray
Additional resources and adult support
* Fill the empty sand tray with a dry material such as plastic beads or shredded paper and bury articles from the story.
* Allow the children to explore the tray contents before encouraging them to link the objects to the story.
Play possibilities
* Exploring the tray contents and searching for hidden objects.
* Matching the items found to those in the story.
* Enjoying the sensory experience of handling different materials.
Possible learning outcomes Introduces a story line or narrative into their play Matches three-dimensional objects to two-dimensional representations Manipulates materials by picking up, releasing and burying them Shows an interest in what they see, hear, smell, touch and feel
Adult-led activity
Mood music
Explore how music can enhance our mood.
Key learning intentions
To respond to significant experiences, showing a range of feelings when appropriate To express and communicate their ideas, thoughts and feelings through music and art
Adult-child ratio 1:4
Resources
*The Good Mood Hunt by Hiawyn Oram and Joanne Partis *CD or cassette player *music representing different moods such as Elgar's 'Pomp and Circumstance', Prokofiev's 'Romeo and Juliet' (Montagues and Capulets) or Beethoven's 'Pastoral' symphony (various movements) *paint *large paper Activity content
* Share the story with the children and repeat the first page describing Hannah's good mood. Talk about how her eyes and face were shining and her laugh was 'so catching that everyone caught it'.
* Invite the children to describe how they look when they are in a good mood. Contrast this by describing how Hannah's face became 'all pouting and crumply' when she was in a bad mood.
* Talk about how listening to music can make us happy, sad, sleepy and sometimes angry. Ask the children to listen to contrasting pieces of music and then talk about how they feel.
* Choose one of the children's 'happy' pieces and suggest that they paint 'good mood' pictures as they listen to it.
Extended learning
Key vocabulary
Shining, happy, pouting, crumply
Questions to ask
* Can you see a good mood? How do you think it looks?
* What made Hannah's good mood disappear? What made it come back again?
* How did the music make you feel?
Extension ideas
* Supply the children with safety mirrors and encourage them to explore facial expressions and talk about how they change when people are happy, sad, cross or surprised.
* Invite the children to identify 'good mood' stories that make them feel happy.
Child-initiated learning
Music area
Additional resources and adult support
* Provide a CD or cassette player, selection of music and percussion instruments.
* Spread cushions around the area.
* Explain how to use the equipment.
* Allow the children time to explore the resources before asking them to play some happy music to you as you have lost your 'good mood', just like Hannah.
Play possibilities
* Using equipment to listen to music.
* Exploring percussion instruments and using them to accompany music.
* Choosing music to match moods.
Possible learning outcomes Uses technological equipment to support learning Explores the different sounds of instruments Expresses and communicates their ideas, thoughts and feelings through music and musical instruments
Role-play area
Additional resources and adult support
* Set up a 'good mood den' with the children, for example, using shimmering fabric draped over a three-sided screen.
* Explain that you want the den to be somewhere peaceful that the children can visit when they feel upset or angry. Invite them to suggest resources for their den, such as cushions, favourite books, soft toys and recorded music.
* Allow the children to enjoy their den alone before asking if you might join them as you have lost your 'good mood'.
Play possibilities
* Beginning to understand their own emotions and that others might feel differently.
* Talking about what makes them feel happy and searching for appropriate resources to make this happen.
* Listening to others and sharing experiences.
Possible learning outcomes Has a developing awareness of their own needs, views and feelings and being sensitive to those of others Shows care and concern for themselves Initiates conversations and takes account of others' views
Areas of learning
Personal, social and emotional development
Communication, language and literacy
Mathematical development
Knowledge & understanding of the world
Physical development
Creative development