Pebbles and stones are readily available at little or no cost (see Resources) and can provide children with hours of play and a wealth of learning opportunities.
Adult-led activities
Pass the pebble
Encourage children to focus on the features of polished stones during a simple circle game.
Key learning intentions
To take turns in a small group
To look closely at features of polished stones and to talk about their observations
Adult: child ratio 1:6
Resources
* A familiar puppet character * wicker or raffia basket with a lid * a selection of polished pebbles or gemstones * seven small chairs or cushions * a long 'tube' of fabric Preparation
* Arrange the chairs or cushions in a circle in a quiet area of the setting.
* Make the fabric tube long enough to stretch comfortably around the circle. It should be wide enough for a stone to pass through. Sew the ends together but leave 'entry' and 'exit' holes.
Activity content
* Invite the children to join you in the circle.
* Introduce the puppet character. Pass the puppet around the circle and ask the children, in turn, to tell him about an object or toy that is special to them.
* Explain that the puppet has brought his collection of special stones to show them.
* Pass the basket of stones around the circle and invite each child to choose one.
* Ask the children, in turn, to describe their stone and to say why they chose it.
* Say a child's name and ask that child to cross the circle and swap their stone with yours. Ask the child to then return to their original seat and to say another child's name. As the game continues, encourage children to look closely at the stones that they receive, and remind them to say 'thank you'.
* Pass the basket around the circle again. Ask the children to return the stones to the basket as it reaches them.
* Ask the puppet to choose his favourite stone and show the children the fabric tube. Explain that you all have to work together to pass the puppet's stone through the tube, around the circle until it returns to the puppet. Ask children to take hold of the tube with both hands and, when they feel the stone come to them, to move it through the tube from one hand to the other and then on to the next person until it has gone around the whole circle.
Extending learning
Key vocabulary
'Turn taking' vocabulary such as next, before, after, turn; descriptive language such as smooth, shiny, spotty, stripy, cold, round.
Questions to ask
Why did you choose this stone? What do you like about the stone? How is your stone different from mine? What does the stone feel like? Has anyone else's stone got the same pattern as yours?
Extension ideas
* Provide a large, round piece of velvet in one colour with the basket of stones on an interactive display surface. Encourage the children to arrange and rearrange the stones on the velvet, creating their own patterns.
* Sort the stones with the children, encouraging them to decide on criteria, for example, with/without spots, large/small.
* Make up stories about 'special' stones. Encourage the children to think imaginatively about the origins of the stone, who it belongs to and so on.
Sound bite
Use small stones and gravel with the children to explore sound.
Key learning intentions
To discriminate between sounds
To experiment with sound, making and changing sounds, and to use one sound to represent another
Adult:ratio 1:4
Resources
* Rainsticks * maracas * ocean drums * tubs of gravel (different types) * small pebbles and sand * recycled tubes (such as lengths of plastic drainage tubing, plumbers' plastic piping, cardboard tubes, plastic film canisters) * cardboard drums * plastic and tin trays * paper discs * rubber bands * masking tape
Activity content
* Introduce the musical instruments to the children. Encourage them to close their eyes as they listen, to heighten their awareness of sound. Talk about the different sounds and ask children to discriminate between sounds.
* Explore the other resources and support the children in making their own instruments using the tubes, gravel, small pebbles and sand.
* Encourage the children to compare the sounds that they produce and experiment with changing sounds. Talk about the effects of mixing large and small gravel and of adding sand.
Extending learning
Key vocabulary
Loud, quiet, rattle, shake, roll
Questions to ask
Do the pebbles make the same sound as the sand? How is it different? What do you think will happen if you add stones to the sand in your shaker? What happens if you roll the gravel in the drum instead of shaking it in the tube? What does your shaker sound like? Can you make a sound like waves in the sea?
Extension ideas
* Make the resources available in the technology workshop or music and sound area over a period of time so that the children can experiment further and develop ideas.
* With the children, make an audiotape of the sounds that they produce. Try creating a 'rainstorm' or 'waterfall' tape using their handmade instruments to represent the water sounds.
Child-initiated learning
Small-world area
Additional resources
* Large shallow tray (a builder's mixing tray is ideal) * gravel * larger stones and rocks * potted plants (imitation or real) * cut-off pineapple tops * small shallow tray containing water * a selection of play dinosaurs * information books and posters about dinosaurs.
Possible learning experiences
* Exploring the additional resources.
* Sharing their knowledge of dinosaurs.
* Looking closely at, and talking about, the features of different dinosaurs.
* Using information books to identify and find out more about dinosaurs.
* Sorting dinosaurs according to their features, for example, those that ate meat or that stood on two legs.
* Working co-operatively to set up and change the environment.
* Using one object to represent another (for example, a large stone to represent a mountain, a tray of water as a lake, a pineapple top as a tree).
* Making up stories and developing imaginative ideas over a period of time.
The practitioner role
* Collect interesting stones in advance.
* Involve the children in setting up the environment.
* Support the children in using information books to find out about dinosaurs. Learn new facts about dinosaurs alongside the children.
* Take photographs at different stages in their playing to enable the children to revisit their ideas and experiences.
* Use photographs of the children playing, and scribe their ideas, to make an information book about dinosaurs.
* Recognise children's interest in dinosaurs and use this to motivate them to learn. Value and listen with interest to their knowledge of the subject.
* Ask open-ended questions to challenge the children's thinking, such as, Why do you think this dinosaur has such a long neck? What does this one use its horn for? Can you find another dinosaur with a tail like this one? Where do you think the dinosaurs would go to look for food?
Sand area
Additional resources
* Pebbles * small stones * tub of pea gravel * shallow collecting trays
Possible learning experiences
* Handling and looking closely at the stones and pebbles.
* Selecting stones and pebbles of interest.
* Comparing size and shape, using mathematical language such as 'big', 'bigger', 'small', 'smaller'.
* Describing texture using words such as 'rough', 'smooth', 'bumpy', 'scratchy'.
* Picking up and carefully positioning small stones.
* Lining up stones and counting them.
* Arranging and rearranging stones in the sand.
* Continuing a repeat pattern (such as big stone, small stone, big, small).
* Using stones to make imprints in damp sand.
* Working collaboratively to produce a 'group pattern'.
The practitioner role
* Ask parents and carers to collect interesting pebbles and stones over a period of time.
* Explore the stones and pebbles with the children and model key language.
* Create patterns with the children.
* Ask questions to extend learning, such as, Can you find a stone that is smaller than this one? What will come next in our pattern? How many more stones do you think we will need to complete the circle?
Outdoor area
Additional resources
* Tyres or tubs containing a range of stones * pebbles * gravel (different grades, rough and smooth) * play sand * scoops * short-handled spades * trowels * garden sieves * buckets * bowls * spoons * plant pots * large shallow mixing tray * small shallow trays * watering cans, jugs
Possible learning experiences
* Listening to the sounds produced while handling gravel and stones.
* Using mathematical language such as heavy, light, more, less, big, small.
* Comparing quantities.
* Counting scoopfuls of materials into containers.
* Estimating how many scoopfuls will be needed to fill a container.
* Developing control and co-ordination filling and emptying containers.
* Mixing materials together and with water.
* Talking about properties and changes, for example, differences between wet and dry sand, colour changes in pebbles when they become wet.
* Engaging in imaginative and role play, such as gardening, building and baking.
The practitioner role
* Check stocks of materials daily and replenish as necessary.
* Cover tubs and tyres at night to guard against use by cats.
* Talk with the children about their play.
Maths area
Additional resources
* Flat-backed polished minerals or gemstones such as onyx, tiger's eye, rose quartz and malachite (see Resources) * number lines * grids * individual trays * clipboards * paper * pencils * coloured crayons
Possible learning experiences
* Exploring the minerals and gemstones using appropriate senses.
* Matching and sorting the stones.
* Talking about patterns on the stones.
* Lining up stones and counting them.
* Matching stones, with one to one correspondence, to spaces on the number track.
* Combining two groups of stones and counting the total number.
* Predicting how many more stones will need to be added to, for example, a group of three to make it up to five.
* Sharing out the stones, giving one or more to each child in the area.
* Exploring random and repeat pattern.
* Making up games using tracks or grids.
* Beginning to record, for example, patterns of groups of stones.
The practitioner role
* Ask parents and carers to contribute to the resources.
* Stimulate interest in the stones by introducing them in a special bag or box.
* Model counting skills.
* Model key vocabulary such as more, less, next to, after, before, same, different.
Resources
* For flat-backed gemstones and polished tumble stones, contact PJ Minerals for a comprehensive catalogue. PJ Minerals, 666A Liverpool Road, Southport PR8 3LT, tel: 01704 575 461, www.beads.co.uk. Or look round for local suppliers.
* A wide range of musical instruments is available from Hope Education (tel: 08451 20 20 55) including ocean drums (30cm, 35.95; 40cm, 47.95), painted rainsticks (small, 7.95; large, 9.99), South American rainsticks (small, 14.95; large, 34.95), authentic gourd shakers (4.99 per pair) and tri-colour maracas (large, 7.25 per pair).
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: