Adult-led activities
The mystery key
This activity is sure to excite children and motivate them to develop imaginative ideas.
Key learning intentions
To respond imaginatively to a stimulus.
To express ideas and thoughts through imaginative play.
Adult: child ratio 1:6
. Resources
Locked 'treasure' box (containing coins, jewellery, polished gem stones etc) ,key (compatible with the lock on the treasure box) ,treasure map ,envelope ,torches ,binoculars
Preparation
* Hide or bury the treasure in the outdoor area.
* Make a simple map of the outdoor area and mark with an 'x' to indicate the location of the treasure.
* Address the envelope to the children and enclose the box's key and the map.
Activity content
* Gather the children together in a quiet area such as the book corner.
* Explain to them that a package has arrived through the post and show them the nursery address on the envelope.
* Ask children to speculate about who has sent the package and why.n Encourage them to feel the envelope and to guess what might be inside.
* With the children, open the envelope to reveal the contents.
* Pass the key around the children encouraging them to comment on their observations and to suggest where it might have come from and why it has been sent to them.
* Focus on the map asking children about the contexts in which they have come across maps before. Look at landmarks on the map (storage shed, climbing frame) to help them to recognise the outdoor area.
* Point out the 'x' marked on the map and discuss the possible significance of this. Suggest that you all try to find this place. Ask the group to nominate a child to take responsibility for the key. Support children as they search for the spot outside.
* When the children find the locked treasure box, ask carefully framed questions to encourage them to make the connection with the key. Talk with them about what they find in the box, who the contents might belong to and why they have been hidden.
Extending learning
Key vocabulary
Envelope, address, key, lock, map, this way, go backwards/forwards, left, right, next to, behind, under, on
Questions to ask
What do you think will be in the envelope? Who has sent it to us? Why did they want us to have the key? What will the key open? Who has drawn the map? What is the 'x' next to? Why is the box locked? What do you think is inside? How can we open it?
Extension ideas
* Continue to support children's developing play and story ideas. Allow children opportunities to explore their ideas over time and, in response to your observations and interactions, provide appropriate materials and equipment to enhance their play.
* Take digital photographs of children's play and show these as a slide show on the computer. Encourage children to use the photographs as a prompt for revisiting and sharing experiences. Print photographs and scribe children's ideas to create a storybook.
* Hide several keys around the outdoor area and encourage children to find the one that opens the treasure box.
* Encourage children to hide the treasure box themselves and to make their own plans, maps or treasure trail signs.
Child initiated learning
Role-play area
Additional resources
Keys ,key rings and chains ,padlocks ,lockable cases ,boxes and bags ,wall-mounted key hooks
Possible learning experiences
* Exploring keys and locks.
* Matching keys to locks.
* Finding out about, and exploring, different purposes for using locks.
* Engaging in imaginative play such as unlocking the door to a castle, starting the engine of a rocket.
* Talking about own experiences of locks. For example, 'Mummy always locks the house door when we go out.'
* Imitating adults, for example using a key to start a car.
* Giving verbal instructions. For example, 'Put the key in that hole - turn it that way - see, the button pops up and the lid opens'.
* Developing fine motor control and co-ordination by positioning, inserting and turning keys in locks.
The practitioner role
* Model the skills involved in using locks and keys.
* Talk through the process of opening a lock using a key.
* Discuss the features of different locks with children.
* Talk about reasons for using locks and keys in everyday life.
* Engage in imaginative and role play with children.
* Ask challenging questions such as: 'Why have you locked your suitcase?'
'Which key do you think will open the jewellery box?' 'How do you know that this key is used to start a car?'
Outdoor area
Additional resources
Designated tree or suitable frame ,disused keys presented in a shallow basket ,metal spoons ,rolls of narrow ribbon ,scissors
Possible learning experiences
* Handling and looking closely at keys.
* Listening to sounds made when keys are dropped and jostled in the basket.
* Cutting a length of ribbon and threading it through the hole in the key.
* Hanging the key on a tree branch and listening to the sounds created as it knocks into other hanging keys.
* Discriminating between sounds.
* Making up words to describe sounds, for example, tinkling, clanging.
* Using metal spoons as 'beaters' against the keys.
* Making own music.
* Observing the effects of wind as it blows through the hanging keys.
The practitioner role
* Ask parents, carers and staff to collect obsolete keys.
* Support children in making choices and, if necessary, with physical skills, such as cutting a length of ribbon.
* Tie hanging keys on to the 'key tree'.
* Make music and talk about sounds with children using language such as 'loud', 'quiet', 'high', 'low', 'same'.
* Record the sounds made by the keys and provide a tape recording for the music and sound area.
Maths area
Additional resources
Keys and padlocks and corresponding templates ,coloured stickers or markers ,ey vocabulary cards
Possible learning experiences
* Comparing features of keys and padlocks.
* Matching keys and padlocks to flat shapes on templates.
* Using mathematical vocabulary to describe shape and size.
* Counting keys.
* Sorting keys according to criteria such as shape, size, colour.
* Joining together two groups of keys and saying the total amount.
* Finding the correct key to open a lock.
* Using a colour code to mark matching locks and keys.
The practitioner role
* Collect or purchase a range of keys and padlocks varying in shape and size.
* Draw around keys and padlocks and cut out silhouettes to produce templates. Cover or laminate these and attach them to a display surface.
* Model and encourage the use of key vocabulary such as 'big', 'small', 'bigger', 'smaller', 'long', 'short', 'heavy', 'light', 'same', 'different'.
* Ask questions to extend thinking, for example: 'Can you find a key that is bigger than this one?' 'Is there another padlock the same shape as the silver one?' 'Which key do you think will open this padlock?'