Use the delightful traditional tale of 'The Gingerbread Man' to develop children's language and imagination. Various versions of the story are available (see box).
Adult-led activity
You can't catch me
Re-tell the story using character hats.
Key learning intentions
To listen and respond appropriately
To use language to imagine and recreate a story
Adult:child ratio 1:7 (number of characters in the story)
Resources
* A version of 'The Gingerbread Man' (see box) * cardboard * stapler or sticky tape * a large cardboard box * plastic mixing bowl * wooden spoon * blue paper * fabric or chalk * camera
Preparation
* Cut out cardboard headbands and attach a cardboard outline of one of the story characters to each.
* Share the story with the children until they are familiar with it.
Activity content
* Gather the children together and ask some questions to refresh their memory about the story. The child answering the first question correctly receives the baker's hat. Continue until all the children are wearing a character hat.
* As each character is introduced in the story ask a child to repeat the relevant dialogue, as well as demonstrate actions.
* Encourage all of the children to join in saying the story together.
* Ask the children to make predictions about what might happen next.
* Take photographs of each scene in the story to make your own version.
Extended learning
Key vocabulary
Gingerbread, baker, oven, cook, horse, cow, fox, river, heavy, wet, sly
Questions to ask
Why was the gingerbread man put into the oven? What happened to him there? Why was the gingerbread man running? Did anyone catch him? How did the fox help the gingerbread man? What might have happened if the fox hadn't taken him across the river? Was the fox clever? How did he trick the gingerbread man? What part of the story did you like best?
Extension ideas
* Provide opportunities for the children to retell the story using the props and by changing the plot or ending.
* Introduce different characters to the role play such as a cat, pig and dog.
* Make a gingerbread man stick puppet by drawing around a pastry cutter on a piece of card, cutting it out, colouring and decorating it and attaching it to a wooden ice lolly stick. Use this as the children repeat the story.
I'm the gingerbread man
Make a gingerbread man.
Key learning intentions
To use senses to investigate materials and observe changes that occur in the process of making gingerbread
To select appropriate tools and resources
Adult:child ratio 1:4
Resources
* Recipe for gingerbread biscuits * icing sugar, water, raisins or sweets to decorate * aprons * saucers/small plates * mixing bowl * scales * a teaspoon * a fork * rolling pin * gingerbread man pastry cutter * baking tray * pastry brush * palette knife
Preparation
* Check that the participating children have no allergies to any of the ingredients and that any cultural requirements are observed.
* Be sure to abide by the setting's hygiene and safety policies.
Activity content
* Explain to the children that they are going to make gingerbread man biscuits. Show them the recipe and explain the need to follow the instructions.
* Talk the children through the ingredients, asking if they know what each one is. Put a sample of each on a saucer or plate so they can be looked at, felt and smelled.
* Explain the equipment that you will use, giving clues if necessary as to the function of each.
* Follow the recipe, giving opportunities to the children to weigh, measure out and combine the ingredients.
* Allow plenty of time for the children to observe the changes that occur to the mixture.
* Divide the gingerbread mixture into equal pieces and demonstrate how to roll it out (on to a floured surface) and use the pastry cutter.
* Using the palette knife, carefully place each gingerbread man on the baking tray and decorate if required (this can be done before or after cooking).
* Support the children in completing their gingerbread man.
* When the gingerbread is cooked, cooled and decorated, organise a tasting session.
Extended learning
Key vocabulary
Recipe, instructions, ingredients, rolling pin, pastry cutter, scales, weigh, measure, mix, add, stir, hot, cool, decorate
Questions to ask
How will we cook the gingerbread? What will happen when it is inside the oven? Can we eat the gingerbread before it is cooked? Does it look the same when it has been cooked? How is it different? Why do we need to follow a recipe? How many eyes does the gingerbread man have? How many buttons does he have?
Extension ideas
* Cut gingerbread man shapes from white card and laminate. Encourage the children to decorate them using marker pens. A damp cloth will remove the pen marks so the board can be reused.
* Cut gingerbread man shapes from card. Invite the children to cut them into several pieces or draw cut lines on the cards for the children to follow. Challenge the children to reassemble the gingerbread characters by mounting them on to a contrasting coloured card. Talk about parts of the body and encourage the correct use of vocabulary.
Child-initiated learning
Sand tray
Additional resources
* Wet sand * baking trays * gingerbread man or people pastry cutters of different sizes * rolling pins * forks * teaspoons * plastic mixing bowls * plastic containers of varying sizes
Possible learning experiences
* Discovering the properties of wet sand by rolling sand, filling containers and making gingerbread man prints.
* Using small equipment, recognising and recreating patterns.
* Exploring texture, shape and form in two and three dimensions.
The practitioner role
* Model the activity, reminding the children to roll out the sand smoothly, encourage the addition of facial features.
* Begin a repeating pattern using cutters of various sizes and encourage the children to say which size will be next.
Small-world play
Additional resources
* 'The Gingerbread Man' story * plastic/ wooden figures of a man, woman, boy, cow, horse and fox * laminated cardboard gingerbread man * brown, blue and green cloth or paper to attach to the table as background scenery * small tree/shrub models * small play house (bakers) * furniture
Possible learning experiences
* Developing their imagination through retelling the story.
* Extending their vocabulary and conversation.
* Using resources independently.
The practitioner role
* Observe the activity, if necessary intervene to extend vocabulary.
* Encourage the children to exercise their imagination by producing a different outcome to the story.
* Ask the group to perform their story to the other children.
* Note any new stories and use these ideas as a feature for a wall display.
Wendy E Scott is a nursery nurse at Cheviot Primary School, Newcastle
Books
* 'The Gingerbread Man' in First Favourite Tales edited by Alan MacDonald (Ladybird Books, 2.99)
* The Gingerbread Man by Hugh Lupton (Barefoot Books, 4.99) - retold in a modern style with different characters, includes a recipe.
* The Gingerbread Boy by Ian Beck (Oxford University Press, 4.99) - a traditional version of the story.
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: