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
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
Crash, Bang, Wallop Guess the Sound Game Crash, Bang, Wallop is a great way for children to begin to recognise different sounds and match them with the correct item. It also requires lots of focus and concentration Recourses: Crash, Bang and Wallop is kept in the over 2 s classroom above the mathematical cupboard. 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 challenges occur AL7 Bouncing back after difficulties AL8 Showing satisfaction in meeting their own goals AL9 Being proud they accomplished something not just the end result Personal, Social and Emotional Development MR12 Plays alongside other children MR14 Plays cooperatively with a familiar adult
MR21 Keeps play going by responding to what others are doing or saying SS13 Welcomes and Values praise for what they have done MFB9 Beginning to understand yes, no and some boundaries Communication and Language LA23 Is able to follow directions LA24 Maintains attention, concentrates and sits quietly during appropriate activity U7 Understand simple sentences U9 Understands more complex sentences U14 Responds to simple instructions S14 Beginning to ask simple questions S21 Uses simple sentences Physical Development MH33 May be beginning to show preference to a dominant hand MH52 Shows a preference to dominant hand
Paper Plate Clown Faces Making Clown faces using paper plates allows children to decorate and design their clown face however they choose It encourages children to explore and create with a different kind of media and allows them to experiment with colours and marks. Resources: 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 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 MH52 Shows a preference for a dominant hand 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 the
Teapot Game - Colour Match Your Teapot and Cup The Teapot Game helps to develop colour matching, number and counting skills. Resources: The Teapot Game is kept on top of the mathamatical 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 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.
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. e.g. adapts how he/she behaves to fit in with others; talks about who their friends are; shares with others. 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 Understand simple sentences U9 Understands more complex sentences U14 Responds to simple instructions S14 Beginning to ask simple questions S21 Uses simple sentences Physical Development MH33 May be beginning to show preference for a dominant hand MH41 Uses one- handed tools and equipment 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 N13 Uses some number names and number language spontaneously. N14 Uses some number names accurately in play N15 Recites numbers in order to 10 N18 Sometimes matches numeral and quantity correctly
N19 Shows curiosity about numbers by offering comments or asking questions N28 Counts up to three or four objects by saying one number name for each of them 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.
Pick & Mix People Game The Pick & Mix People helps to develop memory, matching and observational skills. Whilst mixing and matching crazy characters Making hilarious combinations as you collect the different characters. Resources: The Pick & Mix People Game is kept on top of the mathamatical 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 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. 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. e.g. adapts how he/she behaves to fit in with others; talks about who their friends are; shares with others. 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 Understand simple sentences U9 Understands more complex sentences U14 Responds to simple instructions S14 Beginning to ask simple questions S21 Uses simple sentences Physical Development MH33 May be beginning to show preference for a dominant hand MH41 Uses one- handed tools and equipment 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 N13 Uses some number names and number language spontaneously. N14 Uses some number names accurately in play N15 Recites numbers in order to 10 N18 Sometimes matches numeral and quantity correctly N19 Shows curiosity about numbers by offering comments or asking questions
N28 Counts up to three or four objects by saying one number name for each of them N21 Shows an interest in number problems Understanding the World PC6 Learns that they have similarities and differences that connect them to, and distinguish them from others. e.g. shows interest in other children s lives and news; knows that they are like others in certain ways (type of clothes, hair colour and so on); knows that there are some things special to them (their physical appearance). PC10 Shows interest in different occupations and ways of life. e.g. talks about different jobs people do, fireman, shopkeeper, hairdresser. 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.
Bee Bot The Bee Bot helps to develop basic skills in operating ICT equipment. Resources: The Bee Bot is kept in the 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 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. MR19 Can play in a group, extending and elaborating play ideas. e.g. Building up a role-play activity with other children 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. e.g. adapts how he/she
behaves to fit in with others; talks about who their friends are; shares with others. 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 Understand simple sentences U9 Understands more complex sentences U14 Responds to simple instructions S14 Beginning to ask simple questions S21 Uses simple sentences Physical Development MH33 May be beginning to show preference for a dominant hand MH41 Uses one- handed tools and equipment Mathematics N8 Recites some number names in sequence N11 Uses some language of quantities N13 Uses some number names and number language spontaneously. N14 Uses some number names accurately in play N15 Recites numbers in order to 10 N28 Counts up to three or four objects by saying one number name for each of them N21 Shows an interest in number problems Understanding the World
T1 Anticipates repeated sounds, sights and actions, e.g. when an adult demonstrates an action toy several times. T2 Shows interest in toys with buttons, flaps and simple mechanisms and beginning to learn to operate them. T3 Seeks to acquire basic skills in turning on and operating some ICT equipment. T4 Operates mechanical toys, e.g. turns the knob on a wind-up toy or pulls back on a friction car. T5 Knows how to operate simple equipment, e.g. turns on CD player and uses remote control. T6 Shows an interest in technological toys with knobs or pulleys,or real objects such as cameras or mobile phones. T7 Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images. T8 Knows that information can be retrieved from computers T9 Completes a simple program on a computer. T10 Uses ICT hardware to interact with age-appropriate computer learning game. 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. Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Red Dog Blue Dog Game The Red Dog Blue Dog Game helps to develop colour matching and observational skills. Resources: The Red Dog Blue Dog Game is kept on top of the mathamatical 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 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.
MR19 Can play in a group, extending and elaborating play ideas. e.g. Building up a role-play activity with other children 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. e.g. adapts how he/she behaves to fit in with others; talks about who their friends are; shares with others. 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 Understand simple sentences U9 Understands more complex sentences U14 Responds to simple instructions S14 Beginning to ask simple questions S21 Uses simple sentences Physical Development MH33 May be beginning to show preference for a dominant hand MH41 Uses one- handed tools and equipment 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 N13 Uses some number names and number language spontaneously. N14 Uses some number names accurately in play N15 Recites numbers in order to 10
N18 Sometimes matches numeral and quantity correctly N19 Shows curiosity about numbers by offering comments or asking questions N28 Counts up to three or four objects by saying one number name for each of them N21 Shows an interest in number problems Understanding the World PC6 Learns that they have similarities and differences that connect them to, and distinguish them from others. e.g. shows interest in other children s lives and news; knows that they are like others in certain ways (type of clothes, hair colour and so on); knows that there are some things special to them (their physical appearance). PC10 Shows interest in different occupations and ways of life. e.g. talks about different jobs people do, fireman, shopkeeper, hairdresser. 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.
Exploring on the Ipad The ipad helps to develop basic skills in operating ICT equipment. Resources: The ipad is kept in the kitchen above the paper cupboard.. 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 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. MR19 Can play in a group, extending and elaborating play ideas. e.g. Building up a role-play activity with other children
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. e.g. adapts how he/she behaves to fit in with others; talks about who their friends are; shares with others. 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 Understand simple sentences U9 Understands more complex sentences U14 Responds to simple instructions S14 Beginning to ask simple questions S21 Uses simple sentences Physical Development MH33 May be beginning to show preference for a dominant hand MH41 Uses one- handed tools and equipment Mathematics N8 Recites some number names in sequence N11 Uses some language of quantities N13 Uses some number names and number language spontaneously. N14 Uses some number names accurately in play N15 Recites numbers in order to 10 N28 Counts up to three or four objects by saying one number name for each of them N21 Shows an interest in number problems
Understanding the World T1 Anticipates repeated sounds, sights and actions, e.g. when an adult demonstrates an action toy several times. T2 Shows interest in toys with buttons, flaps and simple mechanisms and beginning to learn to operate them. T3 Seeks to acquire basic skills in turning on and operating some ICT equipment. T4 Operates mechanical toys, e.g. turns the knob on a wind-up toy or pulls back on a friction car. T5 Knows how to operate simple equipment, e.g. turns on CD player and uses remote control. T6 Shows an interest in technological toys with knobs or pulleys,or real objects such as cameras or mobile phones. T7 Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images. T8 Knows that information can be retrieved from computers T9 Completes a simple program on a computer. T10 Uses ICT hardware to interact with age-appropriate computer learning game. 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. Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Button Printing Button 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 EUMM2 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