Adult-led activities
River stones
This simple circle game will reinforce children's understanding of 'in' and 'out' as well as offering valuable learning opportunities in other areas across the early years curriculum.
Key learning intentions To increase phonological awareness through the use of rhythm and rhyme in a simple 'chant'
To look closely at objects and to talk about distinguishing features.
Adult: child ratio 1:6
Resources
An attractive tin, a selection of polished stones, alternatively, shells, buttons or large decorative beads could be used *(see note at end) Preparation
* Choose the stones carefully to include a variety of colours, shapes, patterns and surface textures.
* Consider how the stones will be presented to the children. A brief introductory story will capture their imagination and arouse curiosity about the stones. For example, the stones had belonged to a princess who lived in a large castle near a forest. One day she had been walking in the forest when a bear frightened her. She ran through the forest towards the river but as she crossed the bridge she tripped and her precious stones all tumbled into the deep water. Years later, during a very hot summer, the river dried up and the stones were left on the riverbed. The local children collected them up and kept them in a tin.
* Familiarise yourself with the chant (see below).
Activity content
* Gather the children together in a circle in a quiet area of the nursery, such as the book corner.
* Make sure you have their attention and then show them the tin. Rattle the tin and ask children to guess what might be inside. Tell them your introductory story and then open the tin to reveal the stones.
* Give each child a stone each and close the tin.
* In turn, ask each child to tell the group one thing about their stone, for example 'It's flat', 'It's cold'.
* Tell the children they can now swap their stone. Ask them to put their first one back and to choose another from the tin.
* As each child makes their swap, chant with the group: 'In and out, out and in, Precious stones in the tin.
Take one out, put one in, In and out, out and in.'
* Encourage children to clap the rhythm as they chant.
* After each child has chosen their stone, encourage them to give a reason for their choice - for example, 'I like its spotty pattern', 'It feels so smooth'.
* As a group, discuss the stones' features.
Extending learning
Key vocabulary
In, out. Turn-taking: next, before, after. Descriptive language: shiny, rough, round, dotty, stripy.
Questions to ask Why did you chose that stone? What do like best about your stone? How is your stone different from mine?
Extension ideas
* Set up an interactive display providing a variety of boxes, basket and tin and a selection of polished stones. Include a copy of the chant on the display and urge children to repeat this as they play. Trying to fit the word 'box' or 'basket' into the chant instead of 'tin' will offer additional opportunities for playing with, and talking about, rhythm and rhyme.
* Provide collection tins for interesting stones in the outdoor area.
Child-initiated learning
Outdoor area
Additional resources
Large cardboard boxes (such as packaging from furniture or large electrical equipment), nylon tunnels, tents, den frames, lengths of fabric, carpet roll inner tubes, lengths of plastic drain piping, wheelbarrows, buckets, plant pots Possible learning experiences
* Climbing in and out of boxes or tunnels.
* Building dens and hiding inside them.
* Exploring the darkness in the den and comparing this with the light outside it.
* Playing in tents.
* Putting stones, gravel, soil in buckets and plant pots and tipping them out.
* Putting objects in the wheelbarrow to move them to another place.
* Putting balls or cars in the pipe or tube at one end and watching them come out at the other.
The practitioner role
* Model the use of the words 'in' and 'out'.
* Ask challenging questions to extend children's thinking, such as 'How many people do you think can fit in the big box? Which way do you think we need to tip the pipe to make the car come out of the other end?'
* Support children's individual interests.
Home corner
Resources
Washing machine, microwave oven, toaster, cupboards, drawers, toy box, cardboard boxes, shoe boxes, laundry baskets and bags, tea and coffee canisters, sandwich boxes, biscuit tins, handbags, shopping bags, backpacks, purses
Possible learning experiences
* With some careful thought about the equipment that is offered to children in this area, you can provide a wealth of opportunities to explore the idea of 'in' and 'out' in the meaningful context of role play - for example, moving clothes in and out of the washing machine.
* Packing up picnics in boxes and bags.
* Unpacking shopping, taking groceries out of boxes and bags.
* Storing shoes in corresponding boxes.
* Taking food out of the cupboard.
* Packing items in boxes in preparation for moving house.
Children may also:
* Represent experiences from home.
* Explore roles via domestic role play.
* Find out about purposes of everyday furniture and equipment.
The practitioner role
* Engage in role play with the children.
* Model uses of equipment.
* Model vocabulary and ask questions such as 'How many plates do we need to take out of the cupboard? Can you put two pieces of bread in the toaster? What shall we keep in this cupboard? Which drawer are the spoons in? Is the cake ready to take out of the oven?'
Technology workshop
Additional resource
Cardboard rolls and tubes (from cooking foil), lengths of wide plastic piping, cardboard boxes (different sizes) and drums, plastic pots, masking tape, scissors, marbles or spherical beads*, sand timer
Possible learning experiences
* Watching as a marble goes in at one end of a tube and out at the other end.
* Experimenting with inclines to find ways of making the marble roll out faster.
* Building a marble run.
* Collecting marbles in a container as they roll out of the end of the tube.
The practitioner role
* Respond to children's interests and support their ideas.
* Model skills such as cutting, using tape.
* Support children in using tools and techniques independently.
* Ask questions such as 'Do you think the marble will come out before the sand timer finishes? If we put the marble in at the top, where will it come out?'
* Ask parents to supply recycled materials.
* Be aware of the dangers of young children putting small items such as marbles in their mouth. Assess the risk and respond appropriately by planning adult support in the area.
PROJECT GUIDE
This project recognises that:
* settings should be constantly resourced and organised in such a way as to offer learning opportunities across all areas of the Foundation Stage curriculum
* topics can enhance basic provision and respond to children's interests
* children need plenty of first-hand experiences and time to develop ideas, skills and concepts through play
* the practitioner has a vital role in supporting children's learning.
This project, therefore, suggests:
* adult-led activities for introducing the theme
* resources that enhance basic provision and facilitate learning through child-initiated play
* how the practitioner can support children's learning.
When using the project, practitioners should recognise that:
* activities should be offered and never imposed on children
* children's experiences, and learning, may differ from those anticipated
* the learning, planned or unplanned, that takes place is valid
* the process is very valuable and should not be undermined by an inappropriate emphasis on outcomes or concrete end results.
The areas of learning are:
Personal, social and emotional development
Communication,language and literacy
Mathematical development
Knowledge & understanding of the world
Physical development
Creative development