Teddy Bear Game (Orchard Toys) This Teddy Bear game encourages children to develop colour recognition, personal and social skills through playing in groups, number and counting skills and encourages observational skills. Resources: The Teddy Bear game is kept on top of the mathematical cupboard in the over 2 s classroom. Through the Teddy Bear game we encourage children to achieve the following Early Years Foundation Stage learning goals: Characteristics of effective learning PE10 Seeking challenge PE11 Showing a can do attitude AL1 Maintaining focus on their activity for a period of time AL3 Not easily distracted AL5 Persisting with activity when challenges occur AL9 Being proud of how they accomplished something not just the end result CTC2 Finding ways to solve problems. Personal, Social and Emotional Development MR12 Plays alongside others. MR14 Plays cooperatively with a familiar adult.
MR15 Interested in other play and starting to join in e.g. joins in an organised play activity. MR21 Keeps play going by responding to what others are saying or doing. e.g. shows an understanding of rules and boundaries and turn taking. Communication and Language S14 Beginning to ask simple questions. LA23 Is able to follow directions e.g. responds when given an instruction such as please stop now. LA24 Maintains attention, concentrates and sits quietly during appropriate activity. U7 Understands simple sentences U9 Understands more complex sentences U14 Responds to simple instructions S21 Uses simple sentences S23 Beginning to use more complex sentences to link thoughts Mathematics N8 Recites some number names in sequence N13 Uses some number names and number language spontaneously N14 Uses some number names accurately in play N15 Recites numbers in order to 10 N17 Beginning to represent numbers using fingers, marks on paper or pictures N19 Shows curiosity about numbers by offering comments or asking questions N21 Shows an interest in number problems Early Learning Goals Children playing co-operatively, taking turns with others. They take into account of one another s ideas about how to organise their activity. Children work in groups and understand the need for behaviour rules. Children follow instructions involving several ideas or actions. Children can work as part of a group or class, and understand and follow the rules.
Name Writing Name writing is a great way for children to practise writing their letters and sounds. It allows children to develop their fine motor skills and hand eye coordination. It helps encourage children to develop the use of the tripod grip, a grasp pattern for holding a writing tool such as a pencil. Through this activity we encourage children to achieve the following Early Years Foundation Stage learning goals: Characteristics of Effective Learning PE10 Seeking challenge PE11 Showing a can do attitude AL1 Maintaining focus on their activity for a period of time AL3 Not easily distracted AL4 Paying attention to detail AL5 Persisting with activity when challenges occur AL7 Bouncing back after difficulties AL9 Being proud of how they accomplished something not just the end result AL10 Enjoying meeting challenges for their own sake rather than external rewards or praise CTC2 Finding ways to solve problems CTC8 Planning, making decisions about how to approach a task, solve a problem and reach a goal CTC9 Checking how well their activities are going CTC10 Changing strategy as needed CTC11 Reviewing how well the approach worked
Personal, Social and Emotional Development MR14 Plays cooperatively with a familiar adult MR16 Seeks out others to share experiences SS9 Demonstrates sense of self as an individual SS13 Welcomes and values praise for what they have done SS17 Shows confidence in asking adults for help SS19 Can describe self in positive terms and talk about abilities Communication and Language LA14 Rigid attention may appear not to hear LA18 Single channelled attention. Can shift to a different task if attention is fully obtained Using child s name helps focus. LA22 Focusing attention still listen or do, but can shift own attention LA23 Is able to follow directions LA24 Maintains attention, concentrates and sits quietly during appropriate activity LA25 Two- channelled attention can listen and do for a short period of time U7 Understand simple sentences U9 Understands more complex sentences U14 Responds to simple instructions S21 Uses simple sentences Physical Development MH30 Beginning to use three fingers (tripod grip) to hold writing tools, or in this case using the tripod grip while threading beads. MH33 May be beginning to show preference for a dominant hand. MH41 Uses one- handed tools and equipment MH42 Holds pencil between thumb and two fingers, no longer using whole- hand grasp MH43 Holds pencil near point between first two fingers and thumb and uses it with good control MH51 Handles tools, objects, construction and malleable materials safely and with increasing control. e.g. manages own buttons and zip, interlocking bricks, threads and beads. MH52 Shows a preference for a dominant hand Literacy R26/ W9 Links sounds and letters, naming and sounding the letters of the alphabet
W11 Writes own name and other things such as labels, captions Early Learning Goals: Children show good control and co-ordination in small movements.
Mobilo Mobilo is a fun construction toy for children, developing their fine motor skills and imagination! Resources: kept in the drawers in the over 2 s classroom. Through this activity we encourage children to achieve the following Early Years Foundation Stage learning goals: Characteristics of Effective Learning PE3 Engaging in an open- ended activity PE9 Initiating activities PE10 Seeking challenge C2C1 Thinking of ideas CTC2 Finding ways to solve problems CTC3 Finding ways to do things CTC6 Testing their ideas Personal, Social and Emotional Development MR12 Plays alongside other children MR14 Plays cooperatively with a familiar adult MR15 Interested in others play and starting to join in MR16 Seeks out others to share experiences MR18 May form a special friendship with another child MR19 Can play in a group, extending and elaborating play ideas
MR20 Initiates play by responding to what others are saying or doing MR22 Demonstrates friendly behaviour, imitating conversation and forming good relationships with peers and familiar adults MR23 Initiates conversations, attends to and takes account of what others say MR24 Explains own knowledge and understanding, and asks appropriate questions of others SS8 Gradually able to engage in pretend play with toys MFB9 Beginning to understand yes, no and some boundaries MFB12 Responds to a few appropriate boundaries, with encouragement and support Communication and Language U7 Understands simple sentences U9 Understand more complex sentences S16 Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts S19 Uses gestures, sometimes with limited talk S20 Uses a variety of questions S21 Uses simple sentences S23 Beginning to use more complex sentences to link thoughts S31 Uses talk in pretending that objects stand for something else in play Physical Development MH51 Handles tools, objects, construction and malleable materials safely with increasing control Understanding of the World TW13 Matches parts of objects that fit together Expressive Arts and Design EUMM20 Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces. EUMM21 Joins construction pieces together to build and balance B14 Beginning to make-believe by pretending
Story telling using Teddy Bears Encouraging children to use Teddy Bears to tell Teddy Bear stories allows children to understand the story and the characters. It also allows them to use their imagination and ideas to add to the story and think of how the story might end. Resources: Teddy Bears are kept in the under 2 s classroom Through this activity we encourage children to achieve the following Early Years Foundation Stage learning goals: Characteristics of Effective Learning PE3 Engaging in an open- ended activity. PE4 Showing particular interests. PE7 Taking on a role in their play. AL2 Showing high levels of energy, fascination. CTC1 Thinking of ideas. CTC6 Testing their ideas. Personal, Social and Emotional Development MR12 Plays alongside others. MR14 Play cooperatively with a familiar adult MR15 Interested in others play and starting to join in e.g. joins in an organised play activity. MR16 Seeks out others to share experiences.
MR19 Can play in a group, extending and elaborating play ideas. MR21 Keeps play going by responding to what others are saying or doing. MR22 Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. MR23 Initiates conversations, attends to and takes account of what others say. SS8 Gradually able to engage in pretend play with toys. MFB12 Responds to a few appropriate boundaries, with encouragement and support. Communication and Language LA20 Listens to stories with increasing attention and recall. LA22 Focusing attention- still listen or do, but can shift own attention. LA23 Is able to follow directions. U14 Understands simple instructions. S14 Beginning to ask simple questions. S19 Uses gestures, sometimes with limited talk. S20 Uses a variety of questions. S21 Uses simple sentences. Physical Development MH28 Turns pages in a book, sometimes several at once. MH29 Shows control in holding and using jugs to pour, hammers, books and mark making. Literacy R5 Repeats words or phrases from familiar stories. R10 Listens to and joins in with stories and poems, one-to- one and also in small groups. R12 Beginning to be aware of the way stories are structured. R13 Suggests how a story might end. R14 Listens to stories with increasing attention and recall. R15 Describes main story settings, events and principle characters. R19 Handles books carefully. R21 Holds books the correct way up and turns pages. Understanding of the World T5 Knows how to operate simple equipment. BI4 Beginning to make believe by pretending. BI11 Engages in imaginative role- play based on own first- hand experiences.
BI13 Uses available resources to create props to support role- play. Early Learning Goals: Children playing co- operatively, taking turns with others. They take into account of one another s ideas about how to organise their activity. Works in groups and understands the need for behaviour rules. Children follow instructions involving several ideas or actions. Children can work as part of a group or class, and understand and follow the rules. Helps children to form positive relationships with adults and other children.
Junk Modelling Junk modelling is a great way for children to be creative and use their imagination. Together with some paint, white glue, a pair of scissors, children can come up with some fantastic creations! Resources: Junk modelling is kept in the over 2 s craft room. Through this activity we encourage children to achieve the following Early Years Foundation Stage learning goals: Characteristics of Effective Learning PE3 Engaging in an open-ended activity PE4 Showing particular interests PE9 Initiating activities PE10 Seeking challenge PE11 Showing a can do attitude AL1 Maintaining focus on their activity for a period of time AL2 Showing high levels of energy, fascination AL4 Paying attention to details AL5 Persisting with activity when challenges occur AL6 Showing a belief that more effort or a different approach will pay off AL7 Bouncing back after difficulties AL8 Showing satisfaction in meeting their own goals AL9 Being proud they accomplished something not just the end results
AL10 Enjoying meeting challenges for their own sake rather than external rewards or praise CTC1 Thinking of ideas CTC2 Finding ways to solve problems CTC3 Finding new ways to do things CTC6 Testing their ideas CTC8 Planning, making decisions about how to approach a task, solve a problem and reach a goal CTC9 Checking how well their activities are going CTC10 Changing strategy as needed CTC11 Reviewing how well the approach worked Personal, Social and Emotional Development MR12 Plays alongside other children MR13 Uses a familiar adult as a secure base from which to explore independently in new environments MR14 Plays cooperatively with a familiar adult MR15 Interested in others play and starting to join in MR16 Seeks out others to share experiences MR18 May form a special friendship with another child MR19 Can play in a group, extending and elaborating play ideas MR20 Initiates play by responding to what others are saying or doing MR22 Demonstrates friendly behaviour, imitating conversation and forming good relationships with peers and familiar adults MR23 Initiates conversations, attends to and takes account of what others say MR24 Explains own knowledge and understanding, and asks appropriate questions of others SS8 Gradually able to engage in pretend play with toys MFB9 Beginning to understand yes, no and some boundaries MFB12 Responds to a few appropriate boundaries, with encouragement and support Communication and Language U7 Understands simple sentences U9 Understand more complex sentences S16 Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts S19 Uses gestures, sometimes with limited talk S20 Uses a variety of questions
S21 Uses simple sentences S23 Beginning to use more complex sentences to link thoughts S31 Uses talk in pretending that objects stand for something else in play S33 Uses language to imagine and recreate roles and experiences in play situations Physical Development MH23 Makes connections between their movement and the different marks they make MH33 May be beginning to show preference for a dominant hand. MH41 Uses one- handed tools and equipment MH51 Handles tools, objects, construction and malleable materials safely with increasing control MH52 Shows a preference for a dominant hand Understanding of the World PC5 Beginning to have their own friends TW11 Explores objects by linking different approaches Expressive Arts and Design EUMM5 Notices and is interested in the effects of making movements which leave marks EUMM9 Experiments with blocks, colours and marks EUMM16 Explores colour and how colours can be changed EUMM18 Beginning to be interested in and describe the texture of things EUMM19 Uses various construction materials EUMM20 Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces EUMM21 Joins construction pieces together to build and balance EUMM22 Realises tools can be used for a purpose EUMM25 Explores what happens when they mix colours B14 Beginning to make-believe by pretending BI1L Engages in imaginative role-play based on own first-hand experiences BI12 Builds stories around toys BI18 Introduces a storyline or narrative into their play BI19 Plays alongside other children who are engaged in the same theme
COMPARE BEARS Children can be encouraged to sort compare bears by colour and/ or size and can be encouraged to use language relating to quantities and size. Children can also count the compare bears. Resources: Compare bears are kept in a trey in the Mathematical cupboard in the over 2 s classroom. Through this activity we encourage children to achieve the following Early Years Foundation Stage learning goals: Characteristics of Effective Learning PE10 Seeking challenge PE11 Showing a can do attitude AL1 Maintaining focus on their activity for a period of time AL4 Paying attention to details AL5 Persisting with the activity when challenges occur AL9 Being proud of how they accomplished something not just the end result CTC2 Finding ways to solve problems Personal Social and Emotional Development MR12 Plays alongside others MR14 Plays cooperatively with a familiar adult MR16 Seeks out others to share experiences MR21 Keeps play going by responding to what others are saying or doing SS13 Welcomes and values praise for what they have done SS17 Shows confidence in asking adults for help MFB12 Responds to a few appropriate boundaries, with encouragement and support
Communication and Language LA23 Is able to follow directions LA24 Maintains attention, concentrates and sits quietly during appropriate activity U7 Understands simple sentences U9 Understands more complex sentences U14 Responds to simple instructions S21 Uses simple sentences S23 Beginning to use more complex sentences to link thoughts Mathematics N8 Recites some number names in sequence N10 Begins to make comparison between quantities e.g. more or lots N11 Uses some language of quantities N12 Knows that a group changes when something is added or taken away N13 Uses some number names and number language spontaneously N14 Uses some number names accurately in play N15 Recites numbers in order to 10 N16 Knows that numbers identify how many objects are in a set N17 Beginning to represent numbers using fingers, marks on paper or pictures N18 Sometimes matches numeral and quantity correctly N19 Shows curiosity about numbers by offering comments or asking questions N21 Shows an interest in number problems N24 Shows an interest in representing numbers N28 Counts up to three or four objects by saying one number name for each of them N30 Counts objects to 10, and is beginning to count beyond 10 N34 Estimates how many objects they can see and checks by counting them N37 Says the number that is one more than a given number SSM9 Beginning to categorise objects according to properties such as shape or size SSM10 Begins to use the language of size
Compare Bear Printing Compare Bear printing is a simple art experience that encourages children to explore and create with a different kind of media and allows them to experiment with colours and marks. Resources: Compare Bears are kept in the mathematical cupboard in the over 2 s classroom. Paint is kept under the sink in the over 2 s craft room. Through this activity we encourage children to achieve the following Early Years Foundation Stage learning goals: Characteristics of Effective Learning PE2 Uses senses to explore the world around them PE3 Engages in an open- ended activity AL1Maintaining focus on their activity for a period of time AL4 Paying attention to detail CTC1 Thinking of idea CTC3 Finding new ways to do things Personal Social and Emotional MR12 Plays alongside other children MR14 Plays cooperatively with a familiar adult MR16 Seeking out others to share experiences SS13 Welcomes and values praise for what they have done SS17 Shows confidence in asking for adults MFB9 Beginning to understand yes, no and some boundaries MFB12 Responds to a few appropriate boundaries, with encouragement and support
Communication and Language LA22 Focusing attention still listen or do, but can shift own attention U7 Understands simple sentences U9 Understands more complex sentences U14 Responds to simple instructions S12 Beginning to put two words together S14 Beginning to ask simple sentences S21 Uses simple sentences Physical Development MH23 Makes connections between their movement and the different marks they make Expressive Arts and Design EUMM5 Notices and is interested in the effects of making movements which leave marks EUMM9 Experiments with blocks, colours and marks EUMM16 Explores colour and how colours can be changed EUMM18 Beginning to be interested in and describe the texture of things EUMM25 Explores what happens when they mix colours
Animal Printing Animal printing is an art experience that encourages children to explore and create with a different kind of media and allows them to experiment with colours and marks. Through this activity we encourage children to achieve the following Early Years Foundation Stage learning goals: Characteristics of Effective Learning PE2 Uses senses to explore the world around them PE3 Engages in an open- ended activity AL1Maintaining focus on their activity for a period of time AL4 Paying attention to detail CTC1 Thinking of idea CTC3 Finding new ways to do things Personal Social and Emotional MR12 Plays alongside other children MR14 Plays cooperatively with a familiar adult MR16 Seeking out others to share experiences SS13 Welcomes and values praise for what they have done SS17 Shows confidence in asking for adults MFB9 Beginning to understand yes, no and some boundaries MFB12 Responds to a few appropriate boundaries, with encouragement and support Communication and Language LA22 Focusing attention still listen or do, but can shift own attention U7 Understands simple sentences U9 Understands more complex sentences
U14 Responds to simple instructions S12 Beginning to put two words together S14 Beginning to ask simple sentences S21 Uses simple sentences Physical Development MH23 Makes connections between their movement and the different marks they make Expressive Arts and Design EUMM5 Notices and is interested in the effects of making movements which leave marks EUMM9 Experiments with blocks, colours and marks EUMM16 Explores colour and how colours can be changed EUMM18 Beginning to be interested in and describe the texture of things EUMM25 Explores what happens when they mix colours
Marble Painting Marble painting is a fun way for children to experiment with colour and marks as they roll the marbles around on the paper. Through this activity we encourage children to achieve the following Early Years Foundation Stage learning goals: Characteristics of Effective Learning PE2 Uses senses to explore the world around them PE3 Engages in an open- ended activity AL1Maintaining focus on their activity for a period of time AL4 Paying attention to detail CTC1 Thinking of idea CTC3 Finding new ways to do things Personal Social and Emotional MR12 Plays alongside other children MR14 Plays cooperatively with a familiar adult MR16 Seeking out others to share experiences SS13 Welcomes and values praise for what they have done SS17 Shows confidence in asking for adults MFB9 Beginning to understand yes, no and some boundaries MFB12 Responds to a few appropriate boundaries, with encouragement and support Communication and Language LA22 Focusing attention still listen or do, but can shift own attention
U7 Understands simple sentences U9 Understands more complex sentences U14 Responds to simple instructions S12 Beginning to put two words together S14 Beginning to ask simple sentences S21 Uses simple sentences Physical Development MH23 Makes connections between their movement and the different marks they make Expressive Arts and Design EUMM5 Notices and is interested in the effects of making movements which leave marks EUMM9 Experiments with blocks, colours and marks EUMM16 Explores colour and how colours can be changed EUMM18 Beginning to be interested in and describe the texture of things EUMM25 Explores what happens when they mix colours
STRING PAINTING String painting is a simple art experience that encourages children to explore and create with a different kind of media and allows them to experiment with colours and marks. Through this activity we encourage children to achieve the following Early Years Foundation Stage learning goals: Characteristics of Effective Learning PE2 Uses senses to explore the world around them PE3 Engages in an open- ended activity AL1Maintaining focus on their activity for a period of time AL4 Paying attention to detail CTC1 Thinking of idea CTC3 Finding new ways to do things Personal Social and Emotional MR12 Plays alongside other children MR14 Plays cooperatively with a familiar adult MR16 Seeking out others to share experiences SS13 Welcomes and values praise for what they have done SS17 Shows confidence in asking for adults MFB9 Beginning to understand yes, no and some boundaries MFB12 Responds to a few appropriate boundaries, with encouragement and support Communication and Language LA22 Focusing attention still listen or do, but can shift own attention U7 Understands simple sentences
U9 Understands more complex sentences U14 Responds to simple instructions S12 Beginning to put two words together S14 Beginning to ask simple sentences S21 Uses simple sentences Physical Development MH23 Makes connections between their movement and the different marks they make Expressive Arts and Design EUMM5 Notices and is interested in the effects of making movements which leave marks EUMM9 Experiments with blocks, colours and marks EUMM16 Explores colour and how colours can be changed EUMM18 Beginning to be interested in and describe the texture of things EUMM25 Explores what happens when they mix colours
Teddy Bear ABC Puzzle From early childhood right through to adulthood we love to play with puzzles! We like the way they challenge our thinking and exercise our minds. Puzzles are an important educational learning tool for children as they provide many skills, mental learning benefits and opportunities. This Teddy Bear ABC puzzle allows children to see the order of the alphabet and sound out the letters of alphabet and words. Resources: The Teddy Bear ABC puzzle is kept on top of the mathematical cupboard in the over 2 s classroom. Through this activity we encourage children to achieve the following Early Years Foundation Stage learning goals: Characteristics of Effective Learning PE10 Seeking challenge PE11 Showing a can do attitude AL1 Maintaining focus on their activity for a period of time AL3 Not easily distracted AL4 Paying attention to details AL5 Persisting with activity when challenge occur AL9 Being proud they accomplished something not just the end result AL10 Enjoying meeting challenges for their own sake rather than external rewards or praise CTC2 Finding ways to solve problems CTC9 Checking how well their activity is going Personal, Social and Emotional Development
MR12 Plays alongside others MR16 Seeks out others to share experiences SS13 Welcomes and values praise for what they have done Communication and Language S14 Beginning to ask simple questions S21 Uses simple sentences Physical Development MH33 May be beginning to show preference for a dominant hand Literacy R24 Hears and says the initial sounds in words R25 Can segment the sounds in simple words and blend them together and knows which letters represent some of them R26/ W9 Links sounds to letters, naming and sounding the letters of the alphabet Mathematics SSM3 Attempts sometimes successfully, to fit shapes into spaces on inset boards or jigsaw puzzles
SORTING COLOURS WITH BOTTLE TOPS Sorting colours with bottle tops encourages children to place and sort coloured bottle tops onto the matching colour paper plate. This activity encourages and promotes discussions about different shades of colour such as light green and dark green; and also allows children to talk about the things around us that is made of that colour. It also allows children to count how many bottle tops they have categorised on each plate and use language between quantities. Sorting Coloured Bottle Tops promotes: Language skills: naming, labelling and discussions about what objects are made of certain colours. Reinforces and extends learning about colours. Fine motor development and eye hand coordination. Children can be encouraged to count how many bottle tops they have on each plate. Which plates have more or less? Through this activity we encourage children to achieve the following Early Years Foundation Stage learning goals: Characteristics of Effective Learning PE10 Seeking challenge PE11 Showing a can do attitude AL1 Maintaining focus on their activity for a period of time AL4 Paying attention to details AL5 Persisting with the activity when challenges occur AL9 Being proud of how they accomplished something not just the end result CTC2 Finding ways to solve problems Personal Social and Emotional Development MR12 Plays alongside others
MR14 Plays cooperatively with a familiar adult MR16 Seeks out others to share experiences Communication and Language LA23 Is able to follow directions U14 Responds to simple instructions S14 Beginning to ask simple questions S21 Uses simple sentences S23 Beginning to use more complex sentences to link thoughts Mathematics N8 Recites some number names in sequence N10 Begins to make comparison between quantities e.g. more or lots N11 Uses some language of quantities N18 Sometimes matches numeral and quantity correctly N28 Counts up to three or four objects by saying one number name for each of them SSM9 Beginning to categorise objects according to properties such as shape or size