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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
Match-a-colour sorting box
The match-a-colour sorting box allowing children to group different coloured objects
together. 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.
Resources: Match-a-colour sorting box is kept on top of the mathematical cupboard in
the over 2’s classroom
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 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
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
SSM9 Beginning to categorise objects according to properties such as shape or
size
Sorting Shapes
Sorting shapes is a brilliant way for children to learn their shapes, categorise
shapes, count how many sides the shape has and how many shapes are in each
section.
Resources: Shapes are kept in the mathematical cupboard in the over 2’s
classroom.
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 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
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
Finger Paint Starfish
Finger paint Starfish 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
Octons
Octons are an ideal construction toy for children, being colourful, bright and fun!
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
Water Painting and Chalking
Water painting and chalking is a fun way for children to make marks and draw freely,
being able to use water and chalk to draw and experiment with the marks they make.
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
AL2 Showing high levels of energy and fascination
AL4 Paying attention to details
CTC1 Thinking of ideas
CTC6 Testing their ideas
Personal, Social and Emotional Development
MR12 Plays alongside other children
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
LA22 Focusing attention –still listen or do, but can shift own attention
U7 Understands simple sentences
U9 Understands more complex sentences
S12 Beginning to put two words together
S14 Beginning to ask simple sentences
S21 Uses simple sentences
Physical Development
MH19 Holds pen or crayon using whole hand grasp and makes random marks with
different strokes
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
MH52 Shows a preference for 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
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
Shelby’s Snack Shack Game -‘A counting bone-
anza!’
Shelby’s Snack Shack Game helps to develop number and counting skills, and promotes
fine motor skills using one handed tools.
Resources: The Shelby’s Snack Shack 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.
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.
NUMBER TRACING
Number tracing is a great way for children to practise writing their numbers. Number
Tracing sheets are laminated allowing children to draw on them with a white board
marker and wipe it away easily with a tissue. Children can practise writing their
numbers correctly and wipe it away and try again.
Number tracing also 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.
Resources: Kept in the mathematical cupboard.
Number Rhymes can help:
Number 1: A straight line one, it is fun.
Number 2: Around and back on the railway track makes, two, two, two.
Number 3: Around the tree and around the tree, that’s the way you make a three.
Number 4: Down and across and down some more, that’s the way you make a four.
Number 5: Short neck, big round tummy, hat on top…..five looks funny.
Number 6: Down to a loop, six rolls a hoop.
Number 7: Across the sky and down from heaven, that’s the way you make a seven.
Number 8: Make an “S” do not wait, go back up and make an eight.
Number 9: A loop and a line makes number nine.
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 challenged 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 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
Mathematics:
N8 Recites some number names in sequence
N9 Creates and experiments with symbols and marks representing ideas of
number
N13 Uses number names and number language spontaneously
N14 Uses some number names accurately in play
N17 Beginning to represent numbers using fingers, marks on paper or pictures
N19 Shows curiosity about numbers by offering comments or asking questions
N24 Shows an interest in representing numbers
N27 Recognises numerals 1-5
Early Learning Goals:
Children show good control and co-ordination in small movements.
Story telling using props, puppets and microphones
Encouraging children to use props, puppets and microphones to tell a story 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: Puppets and microphones are kept in the over 2’s class room. Props can be
found all over the nursery, or be made creatively with the children, depending on the
stories you are telling.
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.
MH41 Uses one- handed tools and equipment.
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
T3 Seeks to acquire basic skills in turning on and operating some ICT equipment.
T4 Operates mechanical toys.
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.