LEARNING OUTDOORS – INTRODUCTION
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CONTENTS
INTRODUCTION 4
SECTION 1 RATIONALE & PRINCIPLES 7
SECTION 2 PURPOSE 13
SECTION 3 AREAS OF LEARNING 17
• Imaginative Area
• Creative Area (Art/Design & Music)
• Snack Area
• Horticulture Areas(Gardening/Wild and Digging)
• Large-Scale Construction Area
• Sand and Water Areas
• Quiet Area
• Large-Movement Area
• Small-Equipment Area
• Climbing Area
• Wheeled Vehicle Area
• Storage Suggestions
• Play Resource Centres – Northern Ireland
SECTION 4 AREAS OF PLAY – LEARNING BAYS 33
• The Arts
• Language and Literacy
• Mathematics and Numeracy
• Personal, Social and Emotional
• Physical Development and Movement
• The World Around Us
LEARNING OUTDOORS – INTRODUCTION
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SECTION 5 SUGGESTED GUIDANCE FOR PLANNING 81
SECTION 6 ROLE OF THE ADULT 129
SECTION 7 OUTDOOR PLAY BOXES/BAGS 149
SECTION 8 SUGGESTED BOOKS, RHYMES & SONGS 159
SECTION 9 FOREST SCHOOL 167
• Audit
• Playground Design
• Safety & Risk Assessment
• Planning for Learning
• Adult Interaction
• Developing An Outdoor Play Policy
• Suggested Books, Rhymes & Music
• Adults’ Reading List
• Websites
LEARNING OUTDOORS – INTRODUCTION
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This resource has been compiled by members of the Early Years Interboard Panel in response to requests by practitionersin Early Years settings for guidelines on provision and progression in learning outdoors.
The methodology and suggested progression in this document is appropriate for pre-school and proposed FoundationStage as recommended by CCEA.
It is proposed that teachers will use this resource as a starting point for their own planning.
We hope you find it useful.
Carol BrattonUna CrosseyDawn CrosbyWendy McKeown
LEARNING OUTDOORS – INTRODUCTION
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ACKNOWLEDGEMENTSThank you to those Early Years settings and schools who contributed the inspiring photographs used throughout thisdocument.
Thank you to Mairead O’Boyle (NEELB – Early Years Administration) for her endless patience and her word-processing skills.
Finally, a special word of thanks to The Early Years Interboard Panel and colleagues for their support.
BELB Bethlehem NSSt Teresa's NSEdenderry NS
NEELB Steeple NSKylemore NSMossley NSBuick Memorial NUSt Columba’s NU, KilreaSt Columba’s PS,DraperstownNew Row PS
SELB The Grove NSDromore NSAnnalong NSKilkeel NS
SEELB Fort Hill PSKillowen NUHoly Trinity NSSt Mary’s PS, ArdglassSt Malachy’s PS, BangorPond Park NSSt Therese NS
WELB Ballykelly PSLimavady NSGalliagh NSLisnagelvin NSLisnagelvin PSGrove NU Barrack St Boys,StrabaneBelmont NSSteelstown NU
SECTION 1 – RATIONALE AND PRINCIPLES
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RATIONALEThe outdoor area provides young children withone of the best possible environments in whichto learn. Any adult who has watched childrenplaying in a well planned and well resourcedoutdoor area with involved adults will haveobserved the joy and excitement theyexperience as they learn new skills and makefresh discoveries.
“the best kept classroom and the richestcupboard are roofed only by the sky”Margaret McMillan (c1925)Nursery Schools and the Pre-school Child NSA Publication
SECTION 1 – RATIONALE AND PRINCIPLES
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“The garden was arranged on different levels, on grass and hard surfaces. There were paths,steps, logs, trees, shrubs, ponds, seats, tables, slides, ropes, swings, playhouses, planks,ladders, barrels and blocks.
There was a kitchen garden, a wild garden and a rock garden. There was a plethora of naturalmaterials – twigs, leaves, stones, bark, seeds and so on. The moveable equipment includedtrucks, wheelbarrows and bicycles. Children used real tools. Sand, water and builders brickswere available. Children had access to dressing up materials. The garden naturally attractedbirds and they were further encouraged with bird boxes, bird baths and bird tables. Animals,including chickens, tortoises, rabbits and fish were kept. Children had access to scientificequipment and small games apparatus.”Margaret McMillan’s Open Air Nursery School, Deptford 1914.
SECTION 1 – RATIONALE AND PRINCIPLES
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OUTDOOR PLAY PRINCIPLES• Indoors and outdoors need to be viewed as one
combined and integrated environment.
• Indoors and outdoors need to be available to thechildren simultaneously.
• Outdoors is an equal player to indoors and shouldreceive planning, management, evaluation, resourcing,staffing and adult interaction on a par with indoors.
• Outdoors is both a teaching and learning environment.
• Outdoor design and layout needs careful consideration.
• Outdoor play is central to young children’s learning,possibly more to some children than others.
• The outdoor classroom offers children the opportunity toutilise effective modes of learning – play, movementand sensory experience.
• Children need versatile equipment and environments.
• Children need to be able to control, change and modifytheir environment.
• Staff have to be supportive toward outdoor play.Principles of Outdoor Play in the Early Years –Helen Bilton
These principles underpin the Early Years OutdoorCurriculum.
Well planned and well resourced outdoor play experiencesallow for progression in a child’s thinking andunderstanding. These can provide the context in which theseprinciples become the reality for all our children.
SECTION 2 – PURPOSE
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• It allows and encourages children to relivetheir experiences through their most naturalchannel – movement.
– Movement is one of the four vehiclesthrough which children can learn. Theothers are play, talk and sensoryexperiences.
• It provides access to space to nurture mind-body growth.
• Physical development is the pre-requisite forthe children’s growth. It:
– enhances the development of motor skills(gross and fine);
– develops co-ordination, balance and bodyawareness;
– keeps the body, heart and other organshealthy; and
– develops a life-long good habit of dailyexercise.
WHY DEVELOP OUTDOOR PLAY?
SECTION 2 – PURPOSE
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• It provides the opportunity for assessed riskyfreedom, where children can play and socialisefreely and use their own imagination andinitiative.
• All the areas of learning can be achievedoutside while the children’s long-term social,emotional and mental health are beingenhanced.
• Exercise can affect emotions allowing forrelaxation and calmness and a heightenedsense of well being (Armstrong 1996).
Young children’s basic need for well-being andinvolvement, and their urge to explore and makesense of the world, is developed through high-quality play in an outdoor environment.
AREAS OF LEARNINGin the early yearsSECTION 3
The Arts
Language and Literacy
Mathematics and Numeracy
Personal, Social and Emotional
Physical Development and Movement
The World Around Us
SECTION 3 – AREAS OF LEARNING
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Art and Design
Children will have opportunities to:
• explore a variety of materials and appreciatecolour, shape, texture and sound at verticaland horizontal levels;
• experience a variety of media andtechniques such as painting, drawing, markmaking, modelling and printing, both largeand small scale;
• develop their sense of spatial awarenessthrough the use of 3D and other materials,eg working with recyclable materials toshape, rearrange and create environmentssupporting imaginative play; and
• observe and experience outdoorcharacteristics using all of their senses.
THE ARTS
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MusicChildren will have opportunities to:
• listen and respond to a variety of sounds,rhythms and songs in the outdoorenvironment;
• make music by vocal sounds, bodysounds, singing, clapping and playingpercussion instruments with extendedvolume;
• make and use instruments to invent musicwhich expresses thoughts and feelings;
• participate in simple dances and singinggames;
• listen to and recognise sounds in theoutdoor environment; and
• use outdoor features as a stimulus formusic.
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Drama/Imaginative Play
Children will have opportunities to:
• plan, design and engage in stimulating role play, which encourages them to play co-operatively,negotiate roles, agree rules and act out scenarios;
• express their thoughts, ideas, feelings and imagination with confidence, enhancing self-esteemand oral language;
• link imaginative play scenes inside and out, providing much more scope for large movement,noisy play and involving the whole child; and
• access a wide range of equipment, resources and props to promote quality outdoor play.
SECTION 3 – AREAS OF LEARNING
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LANGUAGE AND LITERACYTalking and Listening
Children will have opportunities to:
• talk about their experiences in the outdoorenvironment;
• talk about features of the outdoor environment;
• use language to describe, explain, predict, andask questions;
• interact and converse with adults and peers toextend language;
• develop ideas and follow directions andinstructions;
• listen, respond and link language with physicalmovement in action songs and rhymes, role playand practical experiences; and
• talk, listen and interact with each other in allareas, including a quiet space.
SECTION 3 – AREAS OF LEARNING
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Reading
Children will have opportunities to:
• access a wide range of texts – books, leaflets, catalogues, reference materials,magazines, posters, maps, charts;
• enjoy stories, rhyme and songs in the outdoor environment; and
• experience a variety of meaningful print (eg labels, symbols, signs, anddirections), and begin to understand some purposes for reading.
SECTION 3 – AREAS OF LEARNING
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Writing
Children will have opportunities to:
• experiment with early writing using water and rollers,brushes, chalk, sand and paint, clipboards andpencils;
• use their drawings, written marks or writing toexpress their ideas and feelings;
• see themselves and adults using writing for apurpose, and discuss and agree the best way topresent the writing, eg lists, messages and reminders;and
• write during role play and other activities.
Children will have opportunities to:
• sort and categorise resources, equipment and naturallyoccurring objects;
• identify, understand and use numbers – both cardinaland ordinal, eg numbers on parking bays, numberlines, number plates, counting games, rhymes, jinglesand stories;
• develop appropriate mathematical language throughcounting games, rhymes, jingles and stories;
• recognise, explore and create patterns, shapes andcolours, eg with leaves, pebbles and 2D shapes;
• match objects, eg match photographs with outdoorfeatures;
• compare size, length, capacity and weight, eg playingon a see-saw;
• experience and talk about the routine and the passingof the time of day, the week, months and seasons;
• investigate and talk about patterns, colours and shapesin the outdoor environment, eg shapes of trees, leavesand clouds;
• sort, design, plan and build with a range of 3D shapes;
• explore spatial awareness through the different types ofmovement, eg balance, locomotion and manipulation;
• begin to understand and use positional and directionalwords – forwards, backwards, in front of, behind, aboveand below; and
• use mathematical language such as heavy, light, full,empty, long, short etc., in relevant contexts.
SECTION 3 – AREAS OF LEARNING
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MATHEMATICS AND NUMERACY
SECTION 3 – AREAS OF LEARNING
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PERSONAL, SOCIAL AND EMOTIONALChildren will have opportunities to:
• develop confidence, self-esteem and asense of security;
• develop independence as they acquirenew skills, eg children plan, choose andorganise equipment for the day/week,manage the transition from inside tooutside play co-operatively, and shareresources;
• care for themselves and their personalsafety;
• take care of the outside environment withrespect and concern;
• become aware of and respect the needsand feelings of others, and reflect this intheir behaviour;
• learn to follow rules;
• develop tolerance and perseverance; and
• explore, experiment and be adventurous.
SECTION 3 – AREAS OF LEARNING
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PHYSICAL DEVELOPMENT AND MOVEMENTChildren will have opportunities to:
• enjoy physical play and the sense offreedom and well-being it brings;
• begin to understand the importance ofphysical activity for good health andfitness;
• develop spatial awareness and how toshare space safely with others;
• move confidently with increasingcontrol and imagination;
SECTION 3 – AREAS OF LEARNING
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• acquire essential movement skills like:
– Balance – develop co-ordination and control of bodyactions by using equipment; playing games; walkingalong chalk lines, rope pathways, small balancingbeams, climbing equipment, and stepping stones;building using large equipment, and carrying heavierobjects;
– Locomotion – focusing on basic motor skills such asrunning, jumping and moving the body around indifferent ways, eg games like “What’s the Time MrWolf?” or “Simon Says”;
– Manipulative skills – using equipment to developaiming, predicting and estimating techniques, egthrowing balls into containers or through hoops;
– experience the vocabulary of movement and words ofinstruction; and
– understand simple rules and use tools and equipmentappropriately, safely and with increasing control.
SECTION 3 – AREAS OF LEARNING
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“Intrinsically linked to sensoryexperience is emotion… Children needto have experiences which heightenemotions such as wonder, joy andexcitement, and children need adultswho will use the natural resources tobring out and develop these emotions.”
Outdoor Play in the Early YearsManagement and Innovation – Helen Bilton
THE WORLD AROUND US
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Children will have opportunities to:
• develop their powers of observation by using their senses, egaccess to tools such as magnifying glasses;
• recognise objects by sight, sound, touch, smell, taste, eg multi-sensory garden;
• ask questions, experiment, design, make and solve problems, eguse flexible equipment that encourages experimentation likeguttering and bricks;
• recognise and experience that some things change over time, egtrees during autumn and clothes people wear;
• talk about and experience features in their local environment,such as the school setting and community;
• care for and respect living things and handle them sensitively, ega wormery;
• listen to stories while outside about people and places, eg fairystories;
• talk with adults and other children about themselves, their home,their setting and people who work within the setting and localcommunity;
THE WORLD AROUND US
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• use drama/imaginative play to communicate theirunderstanding of events, eg jobs done by people in thecommunity or a barbeque;
• record what they have seen, made, found out (individuallyand in groups), eg through drawings, photographs,paintings, models and simple maps;
• explore through first-hand experience, eg properties ofmaterials and sounds in the environment;
• become aware of everyday technology and develop theskills to use tools for woodwork, construction andgardening, including cutting, sticking, folding, pouring,joining and taking apart;
• learn about themselves by talking with adults and engagingin role play, eg “fire station” or “ambulance depot”;
• talk about their observations and predict what will happen ifwater is added to sand, hand is placed on an icy surface,plants are not watered, etc.;
• experiment, eg to find out how water will move from onepiece of guttering to another or how some objects float andothers sink;
• talk about environmental issues (eg litter and recycling), andhow to nurture these in the school environment.
AREAS OF PLAY – LEARNING BAYSin the early yearsSECTION 4
Imaginative AreaCreative Area (Art/Design & Music)
Snack AreaHorticulture Areas (Gardening/Wild & Digging)
Large-Scale Construction AreaSand and Water Areas
Quiet AreaLarge-Movement AreaSmall-Equipment Area
Climbing AreaWheeled-Vehicle Area
Storage SuggestionsPlay Resource Centres – Northern Ireland
SECTION 4 – AREAS OF PLAY – LEARNING BAYS
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A-framesPlanks – commercially made and cut to order by a DIY storeLaddersCubesHeavy pieces of materialPlastic sheeting/tarpaulinPlastic crates – bread, milk, supermarketBlocks – wooden and plasticLarge cardboard boxesIndustrial tubingCable spools (a variety of sizes up to one metre in diameter)Tree trunk sections, various sized pieces of woodPieces of carpet and carpet squaresTentsLarge conesBroom handlesHose pipe – cut to lengths for the firefighter and for sand andwater playLarge and small umbrellasRopes and stringMasking tapeElastic bands
SECTION 4 – AREAS OF PLAY – LEARNING BAYS
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Wheeled vehicles, largeand smallTrucks, hay carts, wooden pushchairs,prams, buggies, scooters, wheelbarrows
Trolleys with a host ofpropsDressing up clothes – overalls, rubbergloves, aprons, uniforms, dresses, cowboyand Native American outfitsAccessories such as bags and hats,sunglasses, hard hats, police hats,suitcases, basketsHoliday equipment – backpacks, sleeping
bags, cooking equipment, picnic bagsBuilder’s tools and equipment – mallets,screwdrivers, spirit levels, pulleysDIY tools and tool beltsMechanic’s toolsDecorator’s tools – brushes, potsRopes and pegsGardening tools – shovels, spades,watering cansHome tools – cameras, mobile phones,personal stereos, binoculars, umbrellas,money, purses, tickets, cardsFire-fighter equipmentDoctor’s bag and equipment
AmbulanceBuilding/construction siteBus railway or airportCampingGarage/CarwashDrive through McDonald’s
FarmPizza shop/Pizza deliveryFire-fightersGarden centreMarket stallPolice
PicnicFairy-tale castleDinosaur landIce cream sellerLibraryPost office
Pirate’s shipCampsiteRoad safetyZooIgloo
Contexts for imaginative role play
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Books, rhymes and songs
Tom and the Island of Dinosaurs – Ian BeckMrs Mopple’s Washing Line – Anita HewettThe Wind – Richard HarrisWashing Up Day – John AgardMachines – June MitchellThe Wind Blew – Pat HutchinsPercy the Park Keeper – Nick ButterworthWe’re Going on a Bear Hunt – Michael RosenThe Sun and the Wind – Aesop’s fablesWhere’s Julius? – John BurninghamThe Green Ship – Quentin BlakeSomeone Bigger – Jonathan EmmettHarry and the Dinosaurs Romp in the Swamp – IanWhybowBlue Rabbit and the Runaway Wheel – Chris WormwellGoing Shopping – Sarah GarlandThe House that Jack Built – Liz UnderhillMiss Brick the Builder’s Baby – Allan AhlbergOut and About – Shirley HughesLucy and Tom at the Seaside – Shirley Hughes
My Granny Was a Pirate – Margaret MahyOne Eyed Jack – Penny DaleThe Owl and the Pussy Cat – Hilary KnightRosie’s Walk – Pat HutchinsWhere the Forest Meets the Sea – Jeannie Baker
SECTION 4 – AREAS OF PLAY – LEARNING BAYS
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Art/DesignPicnic tables or portable desks
A storage trolley containing art / craft resources, eg paint, chalk, scissors, glue
Clips to hold paper on the tables
Chalk to use on the ground
Rolls of paper to attach to walls or fences for group art
A wheeled box of junk art materials
Clay and tools
Clipboards
Buckets, paint brushes and rollers for pretend painting of walls and paintings
Squeezy bottles to squirt paint onto large sheets of paper
A large chalk board fixed to the wall and made of varnished external plywoodpainted with easel / blackboard paint
A selection of natural materials, eg pine cones, sawdust to mix or use for printing
Laminated children’s work displayed outdoors under a covered way
SECTION 4 – AREAS OF PLAY – LEARNING BAYS
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Music
Banging
A drum area including a metal dustbin, pots and pansmobile, logs and sticks, old PC cases, upturned metalbuckets
Tapping
Old CD Roms hung on trees or fences
Various lengths of piping strung together and suspendedat the children’s height
A table tennis bat or flip flops to tap the tops of the pipes
Musical notes cut out of plastic, wood or metal and hungup. Children enjoy learning real naming words, so usemusical language when approriate
Blowing
Pipes
Tubing
Cylinders
SECTION 4 – AREAS OF PLAY – LEARNING BAYS
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Scraping
Ridged car mats
Willow fencing
Sticks to trail along fences, walls and tree bark
Clicking
An old computer mouse suspended by its cord
Splashing
Hoses, buckets, rainmaker, bells, and trianglesfor water play
Add to these scrap materials by:
• providing a range of commerciallyproduced instruments stored in a wheeledtrolley for ease of transportation, eg horns,drums, tambourines, recorders; and
• collecting books / booklets of rhymes /songs for staff to use outdoors.
Children will have opportunities to listen and respond physically to sounds they hear.
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Picnic tables / portable desks
Trays so children can help carry food from indoors tooutside
Bin
Crates for empty bottles
Large baskets for bread, biscuits, etc.
Picnic rugs for dry days
Story books and children’s magazines
Use a rhyme, phrase or sign so children know thatsnack is going to be a picnic outside today
Basins for soapy water, so children can help clear up
Bird tables for leftovers
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Gardening / Wild
Plot of land where childrencan plant, tend and harvestflowers and vegetables
A digging area
Wooden boxes, tubs, plantpots, growbags, washing upbowl, a bucket, an old sinkcan be used if land is notavailable
Camera to record changeover time
Books to record whathappened
Child-sized spades
Trowels
Forks
Hoes
Watering cans
Hoses
Canes
Wheelbarrows
Seeds/bulbs/plants
A herb tub for smellcomparisons
An area left to grow naturally
Old rotten logs or a piece ofcarpet to gather mini beasts
An old sink or bathtub forwater-loving mini beasts
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Magnifying glasses
Gathering jars
Pond dipping equipment
Pencils and clipboards
Reference books and books made by children andstaff
Bird tables, bird boxes and baths
A wormery
Themed play boxes – Sunny Day Box, Windy Day Box,Snowy Day Box, Rainy Day Box
SAMPLEA Sunny Day Box
Sunglasses – Sun hat – Books about sunshineBucket and spade – A towel to sit on
Chalk to trace shadows
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ClimbersConvolvulusIvyMorning GloryHoneysuckleNasturtiumsHop (Humulus)Boston Vine (Parthenocissus)Glory Vine (Vitis Coignetiae)Sweet peas
Sun loversPinks/Carnations (Dianthus)AubretiaIce plant (Sedum)Houseleek (Sempervivum)
Blue lily (Agapanthus)PansiesDaisies (Bellis)Marigolds (Calendula)Erigeron (daisy flowers)GeraniumsHelichrysum (everlasting)Chinese Lantern (Physalis)Golden RodNasturtiumsVerbenaMesembryanthemumAchillea (Yarrow)Montbretia (Crocosmia)Poached-egg plant(Limnanthes Douglasii)
Shade loversHostasIvyPrimula/primroseVioletsPeriwinkle (Vinca)Dead nettle (Lamium)Forget Me Nots (Myosotis)Lady’s Mantle (Achemilla)AstilbeGranny’s Bonnet (Aguilegia)Bleeding Heart (Dicentra)
SUGGESTIONS FOR PLANTS AND FLOWERSCheck with the supplier that the plant is suitable for the place andpurpose you intend.
Please note: make a risk assessment of the plants and planting areas. It may be appropriateto refer to ASE BeSafe (3rd edition) Health and Safety, or consult with suppliers.
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Tubs and basketsPansiesAlyssumBusy Lizzie (Impatiens)PetuniaMarigold (Tagetes)BegoniaHarebell (Campanula)LobeliaMimulusViolaLobelia
Fast growersMorning GloryNasturtiumsSweet peasSunflowersBusy Lizzie (Impatiens)Golden Hop (Humulus)Boston Vine (Parthenocissus)Glory Vine (Vitis Coignetiae)
Ground dwellersPeriwinkle (Vinca)Anthemis (Chamomile)Thyme (Thymus)Candytuft (Iberis)Speedwell (Veronica)Hardy geraniumRock rose (Helianthemum)Ground cover roses (Rosa)
Evergreen / WinterinterestGrassesCyclamenHeathersMyrtle (Myrtus)Flax (Phormium)
Perfumed foliageMyrtle (Myrtus)PelargoniumsChoysia
Perfumed flowersPinks (Dianthus)AlyssumWallflowers
BulbsCrocusesSnowdropsHyacinthSmall daffodilsGrape hyacinth (Muscari)
Everlasting flowersStraw flowers (Bracteantha)LimoniumLove in a Mist (Nigella)HelichrysumChinese Lanterns (Physalis)
Or you could sow some wild flowerseeds in a patch of grass which is leftto grow taller than the rest.
Please note: make a risk assessment of the plants and planting areas. It may be appropriateto refer to ASE BeSafe (3rd edition) Health and Safety, or consult with suppliers.
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ClimbersWisteriaThornless BlackberriesCotoneaster horizontalisHoneysucklePassion flower (Passiflora)
Sun loversLavenderBerberisWygelaShade loversHydrangeaSt John’s Wort (Hypericum)SpiraeaConvolvulus
IvyMorning Glory
Perfumed treesEucalyptus
Perfumed flowersLavenderPhilodelphusDaphneWisteriaLilac (Syringa)
Fast growersMorning GloryKerria (grows anywhere)
Spiny or pricklyHollyMahoniaPryocanthusGorse (Ulex)
ScreeningCotoneaster (prickly)Box (Buxus)ForsythiaLavender (Lavandula)Currant (Ribes)LonericaBlack bamboo (Phyllostachis)Striped bamboo (Pleioblastus)
SUGGESTIONS FOR SHRUBSCheck with the supplier that the plant is suitable for the place andpurpose you intend.
Please note: make a risk assessment of the plants and planting areas. It may be appropriateto refer to ASE BeSafe (3rd edition) Health and Safety, or consult with suppliers.
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Evergreen / WinterinterestCornus (Red stems)ChoysiaClematisEucalyptusYuccaHazel (Corylus)Tassel Bush (Garrya Eliptica)Willow (Salix)Viburnum
TreesBirch (Betula)Rowan (Sorbus)Crab apple (Malus)Plum and Cherry (Prunus)
FloweringButterfly bush (Buddleia)Ceanothus (Blue)Hebe (low growing)Prunus (flowering)
BerriesCotoneaster horizontalisHawthorn (Crataegus)Holly (Ilex)Firethorn (Pyracantha)Rowan (Sorbus)
Please note: make a risk assessment of the plants and planting areas. It may be appropriateto refer to ASE BeSafe (3rd edition) Health and Safety, or consult with suppliers.
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SUGGESTIONS FOR FOOD PLANTSCheck with the supplier that the variety is suitable for the place andpurpose you intend.
ClimbersThornless blackberriesTomatoesFrench/runner beans, peasMarrows, squashes, cucumbers,courgettesOr try a grape vine!
Sun loversSage (Salvia officinalis)NasturtiumsOnions (Allium)GarlicMost herbs
Tubs and potsSmall varieties of apples and pears(make sure you have a self-fertiletype, or plant two)StrawberriesFrench or runner beans, peas andcucumbers grow up sticks or trellisTomato plants grow in tubs or growbagsOrnamental cabbagesPotatoes in bucketsBasil and parsley
HerbsMarjoram (Origanum)Thyme (Thymus)Rosemary (Rosemarinus)Cotton lavender (Santolina)Lemon thyme (Melissa Officinalis)Mint (Mentha)ChivesFennelBasilDill
Please note: make a risk assessment of the plants and planting areas. It may be appropriateto refer to ASE BeSafe (3rd edition) Health and Safety, or consult with suppliers.
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Fast growersCarrotsBeansLettuce MarrowsPumpkinsRadishesSpinach
Attractive to insectsand butterfliesButterfly bush (Buddleia)SedumAlyssumCalendulaDianthusMyosotisSolidagoAsterCeanothusLavender (Lavandula)
DecorativeKohlrabiRed cabbageOrnamental cabbageArtichokes and cardoonsAlliums, leeks and onions
Please note: make a risk assessment of the plants and planting areas. It may be appropriateto refer to ASE BeSafe (3rd edition) Health and Safety, or consult with suppliers.
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Digging Area
There needs to be a digging patch, separate from the horticulture area. This can be for building and constructionworks where children can build structures using mud, bricks and wood, or it can be for imaginative play, wherechildren may be tunnellers or bury treasure.
Spades with strongshafts
Trowels
Natural materials
Bricks
Stones
Shells
Peat
Gravel
Pebbles
Bark
Leaves
Feathers
Conkers
Wooden blocks
Firewood/sticks/logs
Sand Pit
Sand
Water
Water pistols
Squirty bottles
Targets to shoot water at
Buckets
Brushes
Rakes
Combs
Moulds
Sieves
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LARGE-SCALE CONSTRUCTION AREA
It’s a plane
with bigwings.
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Woodwork benchWood off-cutsLogsPlanksBalsa woodHardwoodChipboardPlywoodCratesGutteringDrain pipesBuilder’s traysReal tools – hammers, pliers, hand drillNailsNuts, boltsGardening toolsRopesPlastic tubingHose pipesAccess to water – hose, water buttWooden blocks
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Boxes – cardboard,wooden, plastic
Masking tape
Spades
Wheel-barrows
Trolleys
Builders’ trowels
Hard-hats
Visibility tabards
Wellington boots
Overalls
Tyres
Community blocks
Off cuts of carpet, rugs,canvas
Ground sheets
Clothes horses
Tents
Buckets
Building blocks
Natural materials – stones,shells, twigs, leaves, barkand sand
Cork, gravel, straw
Diggers, tractors, trailers
Pulley system
Clipboards
Pens
Spirit level
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Tape measuresMeasuring sticks and wheelsArchitect’s plansBuilder’s chalkD.I.Y. booksHomes magazinesDesign and construction magazinesConstruction site sign
Hard Hats must be worn
Danger Keep Out
MapsMobile phonesTraffic conesSite warning tape
Estate agent’s signs
HARD HATS
MUST BE WORN
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Pictures of castles, houses, flats, airport terminals,office-blocks, ships, sailing boats, shops, cars, lorries,cranes, aeroplanes
Fluorescent safety jackets – use life jackets, puffer vests,etc.
Large sheets of paper for plans and sketches
First-aid box
Lunch boxes
Equipment to supportimaginative/constructive play:• Hospital, airport, garage, McDonald’s
• House play – renovate a kitchen, bedroom, utilityroom
• Camp site
• Igloo
• Desert island
*Equip each construction site above with relevant sceneprops, eg provide storage baskets, trolleys and boxesclearly labelled with equipment name and pictures.
SECTION 4 – AREAS OF PLAY – LEARNING BAYS
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Books, rhymes and songs
Bob the Builder
Mr Gumpy’s Motor Car – John Burningham
The Green Ship – Quentin Blake
We’re Going on a Bear Hunt – Michael Rosen
The House that Jack Built – Liz Underhill
Miss Brick the Builder’s Boy – Allan Ahlberg
The Lighthouse Keeper’s Books – David Armitage
My Granny Was a Pirate – Margaret Mahy
The Three Billy Goats Gruff
The Owl and the Pussy Cat
Little Red Riding Hood
The Three Bears
Three Little Pigs
Little Yellow Digger – Nicola Baxter
Additional resources, including commercial kits and themed construction environments for construction play outdoors, canbe found on pages 127–133 of the Learning Through Play resource file.
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SandA covered sandpit offers the best solution to keep rain and animals out. Pits can be made by building a square of bricksor laying four railway sleepers on the ground. A tyre from a large tractor or heavy goods vehicle also acts as a solid wall,which can be filled with sand.
Buckets and spades of differentsizes
Moulds
Sieves
Diggers, lorries, bulldozers
Guttering
Old pots
Spoons
Sticks
Rakes, combs
Twigs, shells
Cardboard boxes
Bricks
Treasure – fake coins, playjewellery, maps
Junk materials
Sand wheels
Watering cans
Funnels
Feathers
Conkers
For additional resources, seepages 30–35 of the LearningThrough Play resource file.
SECTION 4 – AREAS OF PLAY – LEARNING BAYS
62
WaterNature – rain, puddles, dew, frost, snow, etc.
Umbrellas
Wellington boots
Decorator’s painting brushes, sponges, rollers
Rain barrel with a tap / outside tap
Pots and pans
Buckets
Splash suits/overalls
Guttering, drainpipes
Paddling pool
Rain measuring equipment, eg wide neckedbottles for rain collection
Hoses
Watering cans
Create separate storage for labelled sand and water equipment
SECTION 4 – AREAS OF PLAY – LEARNING BAYS
63
Plastic spray bottles, squeezy bottles
Large transparent plastic sheets, eg shower curtain
Washing line and pegs
Shampoo, bubble bath, shaving foam
Bubble blowing equipment
SECTION 4 – AREAS OF PLAY – LEARNING BAYS
65
SeatingCarpet squaresMaterialsBlanketsChairs and cushionsTableCratesWooden seat enclosed with a pergola (iffunding is available)GazebosDeck and patio chairsGarden umbrellasLarge pieces of clothTravelling rugs over an A-frame or play houseTent or shed
Screens and boundariesHedges, growing plantsTrellis, net, clear plastic and fencingLow walls, paths, cones and linesFurniture brought out from inside
SECTION 4 – AREAS OF PLAY – LEARNING BAYS
66
ProtectionSunshades
Gazebos
Awnings and parasols
Screens of bamboo, willow
Trees and bushes
Planting tubs with herbs orother fragrant plants
Umbrellas and wind breaks
ActivitiesTape recorder
Tapes – songs, stories,rhymes, sound games
Books – reference and fiction
Dictaphones / headphones
Soft toys
Language and mathematicalgames which cannot beblown by the wind
Small motor-skill games
Writing and drawingmaterials
Mirrors and magnifiers
Small world play
Small construction
IDEAS FOR BOUNDARIES AND SCREENS
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67
Nature WatchBird tables and feeders,small ponds, wildlifesanctuaries
Streamers
Quiet bells, windchimes
Binoculars
Beetle boxes
Cameras
Spotter’s guide
Weather chart
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69
Children who begin physical activity young experience moresignificant and longer lasting results.
In your setting, try to allocate a space for the physical activitiesof running, jumping, throwing and striking with a bat. If there isno such area outside, consider using a P.E. hall.
RunningCones to weave in and out of
Crates or boxes to climb onto and jump off
Ropes and chalk to encourage running in pathways
Whistles so children can start the races
Large egg timer to time races
A windy day box containing objects which stream behind thechild. These may include a windsock, a kite, plastic bags andstring, lengths of ribbon
SECTION 4 – AREAS OF PLAY – LEARNING BAYS
70
Jumping
Stepping stones made from tree trunk sections,large floor 2D shapes, laminated coloured card
P.E. mats to practise landing
Rhymes and songs to encourage jumping, eg“One Little Speckled Frog”
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71
“Locomotor, or gross motor,development is about moving throughthe environment, which involves largemovement patterns, such as: walking,running, jumping, hopping, skipping,leaping, crawling, standing, sitting”.Playing Outside – Helen Bilton
Pegs, washing lineTicket and stampers/punchersOld camerasMobile phonesBean bagsBatsQuoitsBalls of different shapes, colour, textures, sizesSkittlesLaundry basketsSkipping ropesConesNetball ringsMarkings on ground / walls for targetsSuspended hoopsTop Start equipmentEgg timersWhistles
“Outside is the ideal place for children topractice and refine small motor skills…”Playing Outside – Helen Bilton
SECTION 4 – AREAS OF PLAY – LEARNING BAYS
72
SMALL-EQUIPMENT AREA
SECTION 4 – AREAS OF PLAY – LEARNING BAYS
73
SMALL APPARATUS RESOURCESA SAMPLE RESOURCE TROLLEY
EGG TIMERS QUOITS
SKITTLES SKIPPING ROPESBEAN BAGS
WHISTLES WINDY DAY RESOURCESBALLS
Children need to access resources outdoors with the same degree of independence we encourage them to display indoors.
SECTION 4 – AREAS OF PLAY – LEARNING BAYS
75
Planks
Slides
Ladders
A-Frames
Crates
Barrels
Tunnels
Large fixed equipment, where available
Bars
Rope ladders
Tree trunk sections
Portable modular system
Children should display “strong grip on the apparatus; comfortably managing bodyweight; smooth and fluent motion; opposite arm-leg action in use; confidence.”
Supporting Physical Development and Physical Education in the Early Years.Jonathan Doherty and Richard Bailey
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77
Wheeled VehiclesPramsWedding carScootersWheelbarrowsTractorsTaxiIce cream vanFire engineBusStep on trikes
PlaygroundMarkingsRoad waysRoundaboutsCrossingsOne way arrowsBicycle/pram laneParking bays/disabledbays/mother and baby baysYellow no-parking lines
RoadwayAccessoriesRoadsignsTraffic lightsDriving licenceFirst-aid boxNumber platesSpeed detector (old hairdryer)Road mapsCar park ticketsRoad safety postersTraffic conesMcDonald’s drive-throughPicnicPostal ServiceBuilding siteDriving test centreGrand PrixCar boot saleSupermarket
Contexts forWheeled VehiclesGarageCar wash / mechanic / MOTMcDonald’s drive-throughPicnicPostal ServiceBuilding siteDriving test centreGrand PrixCar boot saleSupermarket
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78
BOOKS, RHYMES AND SONGSBears in the Night – Stan and Jan Berenstain
Snail Trail – Ruth Brown
Handa’s Surprise – Eileen Browne
Mr Gumpy’s Motor Car – John Burningham
We’re Going on a Lion Hunt – David Axtell
Follow My Leader – Emma Chichester
The Train Ride – June Crebbin and Stephen Lambert
Rosie’s Walk – Pat Hutchins
STORAGE SUGGESTIONS• Ensure resources can be accessed and cleared away easily.
• Keep equipment safe, eg use a locked garden shed.
• Choose open-ended versatile equipment.
• Use rucksacks, themed backpacks stored on a row of coat pegs, or astretched wired area.
• Store Wellington boots using upturned wooden pegs or open shelving.
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79
PLAY RESOURCE CENTRES– NORTHERN IRELANDCreative Play Resource4 Artillery HouseArtillery RoadColeraineBT52 1QUTel: 028 7032 7817
Play Resource CentreNorth City Business Centre2 Duncairn GardensBelfastBT15 2GGTel: 028 9035 7540
Crafty BitzMoylinn House21 Legahory CentreBrownlowCraigavonBT65 5BETel: 028 3834 8467
Playhouse Resource Centre5 –7 Artillery StreetLondonderryBT48 6RGTel: 028 7126 8027
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
83
INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Recall own experiences
• Develop literacy skills – usetalk during role play
• Use language to describe,explain, predict, ask questionsand develop ideas
• Use mathematical languageappropriate to the learningsituations
• Develop self-care skills throughdressing for outdoor play andaccessing equipmentindependently
• Encourage the negotiation ofroles and respect for others’views
Create a
• Shop
• Petrol station
• Garden Centre
• Drive-in take-away
• Picnic
• Market
• Campsite
• Car wash
• Holiday play
• Beach scene
• Swimming pool
• Travel agency
• Beach shop
• Fish & Chip shop
• Extend by providing a cash tillto pay with
• Put notices up to show print inthe environment
• Link imaginative play scenesinside and outside
• Prop box of equipmentassociated with shop, petrolstation, garage etc.
• Writing equipment
• Appropriate books andmagazines
• Refer to pages 16-18 in theLearning Through Playresource file
IMAGINATIVE AREAD
RAM
ATIC
PLAY
INTH
EO
UTD
OO
RS
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INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• To stimulate imagination andprovide starting points forimaginative play and creativeactivities
• To re-enact main points of thestory
• Choose pirate clothes from thedressing up box and talkabout what they are wearing
• Build a pirate ship
• Make pirate hats, swords,cutlasses
• Make treasure maps, talkingabout what is on them
• Hunt for the treasure outside,following route marked
• Number hunt – hide largeplastic or wooden numeralsand chant “We’re going on anumber hunt. We’re notscared. We’re not scared.”
• Black paper, white paint,cardboard, silver foil, box fortreasure with toy gold coinsand beads, sparkly jewellery
• Dressing up clothes for pirates
• Blocks of wood, large plasticbricks
• Sand tray, cardboard boxes,milk crates, large constructiontoys
IMAGINATIVE AREA CONT.D
RAM
ATIC
PLAY
THRO
UG
HST
ORY
Ref:
“My
Gra
nny
was
aPi
rate
”–
Mar
gare
tM
ahy
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
85
INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• To express and communicateideas in role-play
• To use language to imagineand re-create roles
• Use talk to organise ideas
• To build and constructimaginatively usingappropriate resources
• Draw wild animals on theplayground with chalk
• Go on a pretend wild animalhunt
• Make animal traps or cagesfrom large constructionequipment
• Go on safari on wheeledvehicles
• Try to camouflage
• Play hide and seek
• Visit to zoo or wild life park
• Visit to the centre by anunusual animal and its owner
• Refer to pages 16–18 in theLearning Through Playresource file
IMAGINATIVE AREA CONT.D
RAM
ATIC
PLAY
THRO
UG
HST
ORY
Ref:
“Rum
ble
inth
eJu
ngle
”–
Gile
sA
ndre
aean
dD
avid
Woj
tow
ycz
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
86
INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Make up their own stories
• Explore and respond to sound,express ideas through soundand music
• Communicate their feelings
• Use mathematical languageas appropriate
• Make washing machines outof boxes to set up laundretteor dry cleaners outside
• Make instruments to makenoises like the washingmachine
• Wash the dolls’ clothes
• Sort the washing and hang iton the line
• Create washing lines withnumbered t-shirts
• Laminate relevant words,prices and instructions andleave outside for play
• Make book of instructionswhen the washing machinesare made
• Visit to the local laundrette
• Make wind chimes
• Sort clothes by size, eg smallt-shirt progressing to largest
• Recycled materials
• Dolls and a variety of dolls’clothes
• Prams and buggies for thedolls
• Large boxes, crates
• Large construction
• Refer to pages 16–18 in theLearning Through Playresource file
IMAGINATIVE AREA CONT.D
RAM
ATIC
PLAY
THRO
UG
HST
ORY
Ref:
“Mrs
Mop
ple’
sW
ashi
ngLi
ne”
–A
Hew
ett
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
87
INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• To move with control and co-ordination
• To observe, find out about andidentify features in the placethey live and the natural world
• To express and communicateideas, thoughts and feelings
• Go on journeys with vehicles,animals and figures, re-enacting “Rosie’s Walk” or“Little Red Riding Hood”
• Playing on wheeled toys,moving around a course thathas been set as a routearound the farm
• Play at being on tractors,visiting their animals to feedthem and round them up
• Climb in and out of tyres andhoops
• Ring games, eg “Farmer’s inHis Den” or “Here We GoRound the Mulberry Bush”
• Involve the children in thechoice and design of focusedimaginative areas
• Dressing up clothes for afarmer or farm worker withscarves, hats, wellingtons andoveralls
• Props such as toy lambs andbabies’ feeding bottles for thelambs
• Wheeled vehicles
IMAGINATIVE AREA CONT.D
RAM
ATIC
PLAY
THRO
UG
HST
ORY
Ref:
“Ros
ie’s
Wal
k”–
Pat
Hut
chin
s
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
89
INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Express ideas andobservations through painting
• Collaborate with friends on alarge scale piece of work
• Use large scale movements topaint big areas
• Fix rolls of paper onto tabletops or benches using bull dogclips
• Select, store and maintainpaint and brushesindependently
• Use buckets, paste brushesand rollers to “pretend” paintwalls and fences
• Access clipboards and paperto do personal paintings
• Enjoy splatter painting asuspended sheet or otherfabric
• Help laminate and displaywork outdoors
• Mix a required shade of paint
• Paint terracotta pots to displayplants
• Paint construction models
• Create a height chart usinghand prints
• Wallpaper rolls, rolls of paper
• Paint displayed in squirtybottles, eg handwashcontainers
• Brushes in a variety of sizes,rollers, buckets
• Bulldog clips
• Clipboards
• A selection of large and smallpaper
• Pots
• Laminator
• Blu-tac
• Large lengths of fabric
CREATIVE AREA – ART/DESIGNEX
PLO
RIN
GPA
INTI
NG
OU
TDO
ORS
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90
INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Express ideas andobservations using a variety oftools
• Share and co-operate withfriends on a large scaledrawing
• Mark trails on the playgroundusing chalk, eg bicycle trail,parking bays
• Draw ideas on the groundusing chalk
• Access a large outdoorblackboard for personal workor work with friends
• Use small black or whiteboards to sketch ideas /observations
• Access colouring pencils,markers, felt pens andclipboards
• Begin to makerepresentational drawings ofinteresting things to see/dooutdoors
• Take photographs of specialdrawings
• Observe and record detail
• Chalk numbers on walls/floorsurfaces
• Chalk patterns in differentcolours on paving slabs
• Decide as a small group whatthe group picture might beand share jobs
• Varnished external plywoodpainted with easel/blackboardpaint fixed on a wall at thechildren’s height
• A trolley of resources toinclude chalk, paper,clipboards, markers, pens,pencils, duster, sponges
CREATIVE AREA – ART/DESIGN CONT.EX
PLO
RIN
GD
RAW
ING
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
91
INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Create 3D models ofobservations and ideas
• Access materials required andtidy these away
• Use skills of cutting, folding,sticking, joining
• Use junk materials to createmodels representing what hasbeen done outdoors, eg a miniclimbing frame, a garden
• Select, use and store ownmaterials
• Paint models
• Use the outdoor workbench tomake 3D models using wood
• Combine junk materials andother construction materials ifappropriate
• Weave natural fabric, bark,ribbon, willow through fencingto create a texture area
• Weave numerals into fences
• An area to work on, eg atablecloth on a piece of grassor a table top
• A trolley and tubs with variousboxes, paper, glue, scissors,staplers, tape
• Materials for large-scaleweaving like willow, ribbon,hessian, rope, fabric, twigs
CREATIVE AREA – ART/DESIGN CONT.EX
PLO
RIN
GJU
NK
ART
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
92
INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Make loud music on a varietyof drums using banging
• Enjoy the drum area
• Enjoy tapping sounds madewith a variety of objects
• Use appropriate vocabulary todescribe the sounds
• Co-operate with friends tomake music together
• Collect objects for the drumarea, eg pots and pans, metalbuckets
• Use a variety of beaters, egold whisks, drumsticks,spoons, ladels to make loudmusic
• Hang up old CD Roms on treesor fences, tap these together
• Hit various lengths of pipe witha ping pong bat or flip flop
• Hang up musical notation cutouts and use vocabulary withthe children
• Begin to play along with asimple beat in taped music
• Beat out a familiar rhythm
• Perform a song and drumalong to it
• Begin to maintain a steadybeat
• Play chime bars andxylophones outdoors
• Make decisions about whetherbanging or tapping soundssuit a particular piece of music
• Bring in items from home toadd to the tapping resources
• Number line made of hangingnumbered plastic bottles thatchildren can tap
• Pots and pans mobile• Metal buckets• Large drums• Logs• Old PC cases• Metal dustbins• Tapes and tape recorder• Spoons, drumsticks, forks,wooden spoons
• Musical notation cut outs
• Old CD Roms
• Pipe
• Flip flops / Ping Pong batsCord
• Indoor instruments, egxylophones, triangles andbeaters
CREATIVE AREA – MUSICBA
NG
ING
TAPP
ING
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93
INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Blow through objects to createsound
• Have fun experimenting
• Create sounds by scrapingobjects
• Use vocabulary to describe thesounds
• Make clicking sounds
• Blow across the tops of milkbottles
• Experiment with bottles filled tovarious points with water
• Play with pipes and cylindersto create sound
• Scrape a beater or finger nailsalong ridged car mats
• Create a patch of wovenwillow fence to run sticksacross
• Suspend old computer mouseto make a clicker mobile
• Select clicker instruments fromthe box of musical instruments
• Use homemade blowinginstruments to play a tune forpeer/adult
• Make train noises to help telltrain stories and rhymes
• Use commercially producedwhistles
• Look at home for items thatcan be scraped and bringthem to share
• Select scraping instrumentsfrom the box of musicalinstruments
• Practise clicking fingersUse vocabulary to talk aboutloud clicks, soft clicksContribute to an interest tableof “clickers”
• Bottles• Water• Pipes• Tubing• Cylinders• Whistles• Books
• Old car mats• Willow fencing• Sticks to trail along fences,walls, tree bark
• Old computer mouse• Commercial clickers• Flat discs to click intocontainers, eg Leap FrogGame
CREATIVE AREA – MUSIC CONT.BL
OW
ING
SCRA
PIN
GC
LIC
KIN
G
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
94
INTENDEDOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• ? • ? • ? ?
DOUGH?
INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Enjoy making sounds in waterplay
• Develop ability to walk in acircle and sing and movetogether
• Explore louder sounds• To encourage friendship andsocial interaction
• To develop self confidence• To enjoy large movementaccompanying rhymes
• Play with water resources tomake a variety of sounds, egdrip, splash
• Enjoy traditional songs andrhymes, eg “In and Out of theDusty Bluebells”
• Sing along to taped music• Learn songs and perform themfor others
• Enjoy action rhymes
• Use musical instruments, egrainmaker, bells
• Play ring games with friends• Select and play favourite songtape
• Create a stage area to perform
• Variety of water playresources, eg rainmaker, bells,triangles
• Song and rhyme tapes• Tape recorder• Microphone
CREATIVE AREA – MUSIC CONT.SP
LASH
ING
SON
GS
/RH
YMES
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
96
INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Be helpful and carry out jobsindependently
• Follow usual indoor snackroutines outdoors, establishwhere symbol will go
• Experience the fun of outdooreating in all seasons –depending on the weather
• Enjoy feeding the birds withleftovers
• Help prepare trays of food foroutdoor picnic tables or rugareas
• Carry manageable itemsoutdoors
• Remember indoor snackroutines, eg putting yoursymbol in a special place
• Wash up plates and cups in abasin of hot, soapy water
• Relax and enjoy the soundsand sights outdoors/chat withfriends
• Save leftover bread/fruit for thebirds
• If an indoor and outdoorclassroom are runningsimultaneously, childrenshould be able to accesssnacks from either indoors oroutdoors if routines have beenestablished
• Read books about picnics
• Develop a picnic/barbequerole play area indoors and out
• Picnic tables or rugs
• Trays
• Basins
• Bird tables
• Baskets for bread/fruit
• Crates for empty bottles
• A place for symbols orplacemats
SNACK AREAEX
PERI
ENC
ING
SNA
CK
OU
TDO
ORS
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98
INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Share equipment and space
• Discuss and recognise theneed for rules
• Name toys and equipment
• Experience properties of soil –wet/dry in a digging areausing hands and spades
• Observe creatures
• Learn about seeds and weeds
• Practise keeping hands cleanafter each session
• Establish rules/routines
• Develop picture symbols torepresent the numbersallowed in the garden/wildarea, eg Sixpictures/tags/labels on a wall,children take one, replace itwhen finished
• Share factual books aboutgrowing things
• Look at seeds and seedlings
• Discuss digging usingvocabulary, eg squelch, slimy,crumbly, messy, muddy
• Look for worms and mini-beasts under logs or oldcarpet
• Work as a group, being awareof the needs of others
• Name, select and store toolsindependently
• Learn digging/growing,songs/rhymes
• Explore measures using large-scale balance, naturalmaterials, eg sand, gravel andwooden blocks
• Establish seedlings andmaintain their growth
• Learn about mini-beasts,naming and habits
• Keep a wormery and learnabout how worms break upthe soil
• An area for digging
• An area for growing
• Simple tools, eg various sizesof spade
• An area left to grow wild
• Logs/old sacks or carpet forchildren to look under
• Appropriate fiction / non-fictionbooks about gardening andinsects
• Magnifying glasses / dishesfor mini-beast observation
• A container to develop awormery
HORTICULTURE AREAEX
PERI
MEN
TAL
PLAY
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99
INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Explore the textures of a varietyof plants in the environment
• Enjoy the smells of plants likerosemary, mint and lavender
• Mirror the colours of thegarden/wild area in creativework
• Use herbs in cooking to tastevarious flavours
• Listen to the sounds of naturein the garden
• Plant or maintain a mixedshrub bed and encourage thechildren to experience and usetexture vocabulary
• Plant a small raised bed (anold sink or tyre) with herbs
• Grow herbs and vegetables toexplore taste and smell
• Use paint and colouringpencils to make pictures ofplants
• Hang up old CD Roms andwind chimes or plant bambooto listen to the wind sounds
• Go on a number walk orshape walk in the garden
• Use reference books to lookup pictures and learn namesof all the different plants
• Use mathematical vocabulary,eg positional language, size,shape, colours to describe theplants
• Create an herb interest table –encourage children andparents to provide items, eglavender pillows
• Use herbs like mint in a dip totaste it
• Keep a booklet ofpaintings/pictures and discussit indoors with peers and staff
• Create a willow tunnel
• Grow potatoes and leeks –make soup, enjoy smell andtaste
• Develop a themed garden, egjungle
• A raised bed, eg old tyres,pots, old sink, basin
• Cuttings or seeds to plant
• Spades, rakes
• Old CD Roms, wind chimes,bamboo
• Paint, clipboards, paper,pencils
• Willow for tunnel
• Logs, stepping stones
HORTICULTURE AREA CONT.FR
EEEX
PLO
RATI
ON
USI
NG
THE
SEN
SES
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
100
INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Develop vocabulary, eg soil,bulb, seed, seedling,vegetables, flower, herb,shrub
• Be aware that without care,the plants will not grow
• Commit to looking after plantsregularly
• Develop the skill of testing soilby ‘touch’ to establish if plantsneed water
• Become familiar with commonweeds and be able to pullweeds and leave plants
• Plant appropriate seasonalseeds, seedlings or bulbs in asmall plot or container
• Check regularly to see if thesoil feels dry, if so water it
• Leave a few plants withoutwater, observe and discusswhat happens
• Leave a patch of the wild area– allow weeds to build up andchoke the plants, observewhat happens, takephotographs
• Regularly weed the flower /vegetable / shrub patch
• Encourage parents to join withtheir children and create agarden plot/containers athome
• Develop a garden centre in therole play area where childrencan buy and sell produce
• Display flowers in theplayroom
• Use vegetables to make soup
• Visit a market garden,greengrocer’s and gardencentre
• Plot of land
• Containers – tubs, pots,growbags, buckets, tyres,wooden or brick tubs
• Spades, trowels, forks, hoes,hoses, canes, wheelbarrows
• Watering cans
• Gardening books andmagazines
SEASONAL PLANTS
• SPRING – daffodils, crocuses,snowdrops, tulips
• SUMMER/AUTUMN –candytuft, nasturtium, stock,anemones, freesia, iris,marigolds, petunias, beans,carrots, potatoes, peas,tomatoes
• WINTER – purple sproutingbroccoli, winter pansies
HORTICULTURE AREA CONT.C
ARE
AN
DSU
PPO
RT–
HO
WTO
WEE
DA
ND
WAT
ER
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101
INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Observe plants at variousstages
• Develop appropriatevocabulary to describe thesechanges
• Record change over time
• Take photographs of thegrowing process
• Make a diary of the growthusing photographs
• Use the diary at story time tohelp develop appropriatevocabulary, eg roots, shoots,longer, wider, darker, lighter
• Look at plants throughmagnifying glasses toencourage “really looking”
• Make clipboards usinglaminated card and pegs –children can write or drawtheir observations
• Make children’s drawings intoa booklet so change can bereviewed
• Introduce children to thelanguage of time – days,months, seasons
• Develop and observe acompost bin
• Camera
• Notebooks
• Magnifying glasses
• Homemade clipboards andpencils
• Treasury tags
• Story books about growth andtime
• Compost bin
HORTICULTURE AREA CONT.PL
AN
TSD
EVEL
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AN
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EO
VER
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E
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INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Develop co-ordinationfine/gross motor skills
• Develop concepts associatedwith size, shape, height,weight, position, space
• Begin to question, predict,experiment
• Begin to solve problems asthey lift, carry, build on top ofetc.
• Talk about what they aremaking / constructing
• Observe that carefully stackedmaterials are less likely to fall
• Explore relationships of objectsto each other, eg buildingwalls, stacking differentshapes
• Problem solve
• Begin to negotiate, discussand select
• Begin to predict, collaborateand communicate
• Use a wide range ofconstruction materials toexplore, experiment with andfind out about the properties ofmaterials
• Assemble and re-arrangeconstruction materials
• Have fun with a variety ofempty boxes
• Build a large bridge usingcrates, planks, ladders & poles
• Build a construction usingcrates, guttering, wood, logs,soft blocks, foam blocks, clickwood flooring, cork tiles
• Relate construction tobuildings, eg home, castle,farm, airport
• Record through photographsand drawings
• Play with large empty boxes –getting inside, how manychildren will fit
• Storing construction hats onnumbered hooks or pegs
• Talk about construction withconfidence
• Select own equipment andmaterials
• Record through drawingphotographs
• Describe construction
• Introduce architect’s plans andencourage their own creativedesigns
• Observe building beingconstructed in local community
• All types of constructionmaterials
• Pictures of buildings
• Camera
• Clipboards
• Hard hats
• Spirit levels
• Wheel-barrow
• Real tools
• Overalls
• Hard hats, tape measures
• Design and constructionmagazines
• Construction site signs
• See resource list on pages55–58
LARGE-SCALE CONSTRUCTION AREAM
ATH
EMAT
ICA
LSK
ILLS
AN
DEX
PERI
MEN
TAL
PLAY
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INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Begin to develop skills ofimagining, co-operating,listening, communicating,observing, problem solving,selecting/choosing,questioning
• Develop social inter-action
• Use language to imagine andrecreate roles and experiences
• Retell narratives in correctsequence
• Encourage safe use of toolsand negotiate rules
• Create role play contexts forconstruction play, eg Bob theBuilder, Humpty Dumpty,Postman Pat’s van and postbox, Mary Mary Quite ContraryGarden, a bridge for the ThreeBilly Goats Gruff
• An aeroplane• A boat• Harland and Wolff crane• An igloo• Link construction play torelevant stories, rhymes andsongs
• Mr Gumpy’s Motor Car– The Green Ship– The House that Jack Built– The Lighthouse Keeper’sBooks
– The Owl and the Pussy Cat– Little Red Riding Hood– Cinderella– Three Bears– Three Little Pigs– Lucy and Tom and theIsland of Dinosaurs
• Create homemade booksfocusing on the process andsequences of construction
• Opportunities for children touse these books to retell theprocess of story-time
• Create shelters using sheets,umbrellas, etc.
• Use woodwork bench & realtools
• Create wood work house
• Appropriate environmentalprint
• Relevant books, songs, rhymesetc
• Hard hats
• Goggles
• Aprons
• Visibility vest
• Safety signs
• See resource list on pages55–58
• Refer to pages 140–151 in theLearning Through Playresource file
LARGE-SCALE CONSTRUCTION AREAIM
AG
ININ
G,T
HIN
KIN
GA
ND
CO
MM
UN
ICAT
ING
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INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• To use writing as a means ofrecording and communicating
• Experiment with adding liquidsto sand
• Experiment with pouring,filling, building with differenttextures
• Explore sand with large-scalecontainers
• Use tool in sand to recordscores/tally chart
• Make pictures or patterns withnatural resources
• Mix dry sand and clay. Mixwater and then washing-upliquid to clay. Mix beans, lentilsand peas with sand and addwater
• Explore the resources in eachof the textured sands/mud
• Fill/empty big buckets andspades
• Extend indoor activities on alarger scale
• Child can develop letterformation or write own name
• Offer a set of challenges
• Use descriptive words to tell oftheir experiences – rough,sticky, soapy
• Use comparative language
• Builders tray with cover
• Sand
• Twigs
• Feathers
• Shallow tray
• Deep bucket
• Assorted sand
• Wet and dry cups
• Bottles
• Tubes
• Jugs
• Spoons
• Funnels
• Plastic sheets
• Lentils
• Beans
• Peas
• Design tools – combs, dowels,trowels
• Refer to pages 39–53 in theLearning Through Playresource file
SAND AND WATER AREASA
ND
–W
ETSA
ND
/M
UD
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INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Use stories as stimulus forimaginative play
• Create environments toencourage a range ofimaginative role play
• Build and construct with arange of materials
• Transport with a purpose
• Create a dinosaur swamp
• Children will access and returnresources to storage areas
• Fill a variety of coloured sockswith sand
• Hunt in sand, eg potatoes,pinecones, root vegetables,treasure
• Transport items to anotherarea
• Building site – make, transportand use the “cement” inbuckets
• Children can add own propsor suggest changes toprovision
• In construction area, makeprops/resources for swamp
• Use a series of pulleys andsuspended buckets to movesand from one place toanother
• Compost, logs, shells, stones,bark, leaves, conkers.
• Storybook “Romp in theSwamp”
• Flexible piping
• Tubing
• Sticks
• Rakes
• Sweeping
• Brushes
• Plastic figures
• Toy vehicles
• Plastic gloves for thosechildren who do not like to bemessy
• Socks
• Hard hats
• Shovels
SAND AND WATER AREA CONT.SA
ND
–W
ETSA
ND
/M
UD
CO
NT.
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INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Explore the properties ofmoving water
• Explore and select materialsand equipment
• Experiment moving wateraround
• Use buckets of water and avariety of paintbrushes to paintfences/walls
• Handle equipment withincreasing control
• Use buckets/plastic bags totransport water from onepaddling pool to another
• Fit harbour sets together toallow for large-scale work
• Melt giant ice cubes (coloured)in water tray and mix thecolours
• Use squirters to hit targets
• Explore water flowing downpieces of guttering or throughplastic pipes
• Discuss how the waterevaporates
• Use comparative languageand the language of measure– full, empty, heavier etc.
• Involve a larger number ofchildren working together
• Develop concepts of howcolours are mixed
• Increase distance andcomplexity of game
• Covered builders trays
• Paddling pools
• Buckets
• Tubes
• Guttering
• Squirters & targets
• Hoses
• Harbour sets
• Outdoor – water barrel or hosepipe
• Large paint brushes
• Buckets
• Decorators brushes (big andsmall)
• Rollers
• Watering can/mister
• Sponges
• Hand pump
• Frozen coloured ice cubes
SAND AND WATER AREA CONT.W
ATER
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
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INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Wash dolls and clothes. Washcups/beakers after snack timein a large bowl of soapy water.
• Set up laundrette outside –add props – wash baskets,iron, ironing board, pegs,clothes airer
SAND AND WATER AREA CONT.W
ATER
CO
NT.
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
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INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Be confident to try out newactivities
• Take turns and share fairly
• Handle tools with increasingcontrol
• Become aware of water innature and the environment
• Wash bikes and other toyswith big sponges
• Use a bicycle wheel as awater wheel substitute
• Explore rainy days withumbrellas and wellingtons
• Make a snowman
• Create angels on ground
• Melting frost with handprint onsafety surface
• On a rainy day stomp in apuddle. When rain stops lookfor rainbows and sweep thepuddles
• Try to increase / decreasespeed of the water wheel
• Watch/observe thermometerfor temperature change
• Try drawing around a puddleas the sun dries the ground.Where does the water go?
• Wheeled toys
• Buckets
• Sponges
• Bicycle wheel on a bracket
• Plastic cups
• Umbrellas
• Wellington boots
• Refer to pages 68–80 in theLearning Through Playresource file
SAND AND WATER AREA CONT.
Water play outdoors can be an extension of indoor activities on a larger scale.
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
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INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• To develop confidence, self-esteem and a sense of security
• To provide opportunities forpersonal “think time”
• Explore and experiment withsounds, words, and texts
• Listen with enjoyment andrespond to stories, songs,rhymes and poems
• Use of mathematical languagein practical activities
• A “Quiet Reading” time
• Mark making on boards,books, clipboards
• Bring a favourite item to theQuiet Area and enjoy
• Board games, threadingactivities
• Books on a particular topic
• Children will enjoy the calmingeffect of the quiet area afterexperiencing an upset
• Table, deck and patio chairs,picnic bench, blanket, piece ofcarpet, cushions, woodenseat, pergola
• Large pieces of cloth, travellingrugs over an A-frame, a playhouse, tent or shed
• Box with books, tape recorder,Dictaphones, tapes – songs,stories, rhymes, sound games
• Soft toys
• Writing and drawing materials
• Language and mathematicalgames
• Small-motor-skill games
QUIET AREA
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
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INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Explore and enjoy resources
• Be aware of safetyrules/routines
• Become able to strike anobject with the hand
• Develop skills needed to useshort and long handled bats
• Step and swing
• Keep eyes on the ball
• Shake hands with a bat
• Develop swinging arm action
• Use balloons and beach ballsto develop skills of batting withthe hand
• Play swing ball or suspend aball by string or in a stockingfrom a netball ring or monkeybar. Encourage child to strikeas hard as they can
• Time and space to developbatting skills on own, or inpairs
• Provide markings on theground to show correctplacement of feet
• Move to using short and longhandled bats and small balls
• Short handled bats
• Long handled bats
• Balloons
• Beach balls
• Swing ball
LARGE-MOVEMENT AREASP
AC
ETO
BAT
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
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INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Enjoy the freedom of an openspace
• Begin to understand changingdirection
• Develop ability to run inpathways
• Develop ability to focus theeyes forward, bending of theelbows, using forward andbackward arm movements
• Weave in and out of cones
• Create pathways using ropesand chalk
• Use a large egg timer to timeraces
• Use windy day box resourcesto enjoy running withstreamers on a windy day
• Running on the spot
• Develop obstacle coursesusing a range of equipment
• Number obstacle courses withdice formats and numerals
• Practise the arm action bywalking or running on the spotand pumping the arms.Pretend to be a train
• Emphasise high knee lift usingmarching songs or pretendingto run upstairs
• Cones
• Ropes
• Chalk
• Whistle
• Egg timer
• Windy day box containing –streamers, windsock, kite,plastic bags, string, lengths ofribbon
LARGE-MOVEMENT AREASP
AC
ETO
RUN
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
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INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Share and co-operate usingresources
• Develop jumping
JUMP FOR HEIGHT
• Swing arms and springupwards
• Land quietly
• Swing arms and reach skyward
JUMP FOR DISTANCE
• Swing arms and spring forward
• Coil body and jump up
• Jump with head up and eyesforward
• Reach skyward while jumpingforward
• Land like fairies
• Land like mice (quietly)
• Develop hopping skills
• Develop safe landing skills
• Draw jumping lines – see howfar they can jump, hop, step.Which line do they reach?
• Place large 2D shapes on theground, children jump to theshape when they hear it’sname
• Suspend a balloon in the air,child jumps to tap it
• Enjoy playing on steppingstones
• Hold child’s hands and ask“How many hops can you doin a row?”
• Use memory mats, eg lettersand numbers – can you jumpfrom c to f?
• Use imagery – “Pretend youare a rocket taking off”
• Practise hopping on both rightand left legs
• Hop in various patterns RR, LLor RL, RL
• Play hopscotch
• Use of “FundamentalMovement Skills” Programmeto assist with Progression
• Stepping stones made fromtree trunk section, large 2Dshapes for the floor, laminatedcoloured card
• PE mats or safety surface topractise safe landing
• Rhymes & songs to encouragejumping, eg “One LittleSpeckled Frog”.
LARGE-MOVEMENT AREASP
AC
ETO
JUM
P/
HO
P
Use “Fundamental Movement Skills” Programme to assist with Progression
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
118
INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Select and use activities andresources independently
• Use everyday words todescribe position
• Move with control and co-ordination
• Use a range of small andlarge equipment
• Show awareness of space,themselves and others
• Develop the language ofmovement and position withtheir actions
• Develop motor skills to handlea wide range of smallapparatus
• Aiming and throwing games.Throw to person. Throw into,through, at chalktarget/bucket/bowl
• Play “10 green bottles”
• Add/remove hoops for goingthrough/bouncing a ball in,jumping in, using as a target(could also use a hole cut in acardboard box)
• Playground games:
– Hopscotch
– Counting snake
– Caterpillar
– Snail trail
• Hoopla
• Hook the duck
• Bowling / golf game
• Skipping games
• Stilts
• Develop the techniques ofaiming, predicting andestimating with increasingaccuracy
• Create own challenges
• Demonstrate better spatialawareness and a sense ofbalance
• Hoops.
• Balls large and small and ofdifferent shapes, colours,textures and sizes
• Bean bags
• Skittles (bottles)
• Rope
• Baskets, tubs
• Starting place-rope, chalk line,bats, quoits
• Basketball
• Hoops
• PE spots
• Stilts
• Ribbons and streamers
• Top Start equipment bags andactivity cards
SMALL-EQUIPMENT AREAG
AM
ES
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
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INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Co-operate and turn take
• Devise own rules
• Say and use number names inorder in familiar contexts
• Use own methods to solve aproblem
• Show interest, involvement andperseverance
• Develop the skills for throwingand catching balls
• Large playground games, eg“Bad Tempered Ladybird” or“Connect 4”
• Children run to a shape, colouror number item named by anadult
• Draw a zigzag line on theground, aim a ball into space
• Roll a bag along the zigzagline
• Move feet to place body in linewith ball
• Children keep their eyesfocused on the ball
• Children reach out hands toreceive the ball
• Develop own means of scorekeeping:
• Beat the score of friend
• Beat the time
• Extend rules of games toinclude shape and colour(include more than one criteria)
• Time and space to developtheir own games with friends
• Adjust hands to path and sizeof ball
• Keep fingers soft, slightlycupped
• Catch ball in hands withelbows bent to absorb impact
• Large-scale games/giant dice
• Sand timer
• Magnetic board
• Score board and chalk
• Laminated scoreboard onrings to flick over
• Giant abacus arm spinner
• Large number tracks
• A large variety of large, andmiddle-sized balls
SMALL EQUIPMENT AREATH
ROW
ING
,CAT
CH
ING
,AIM
ING
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
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INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Develop skills and abilities –balance, co-ordination,climbing, swinging, strength,self confidence, negotiation
• Be able to climb up and climbdown
• Develop upper-body strength
• Access to a range of climbingresources in a safe secureenvironment have. Use thesein imaginative play, to developspecific climbing skills as partof a games session – enjoytaking a “safe risk”
• Practise holding tightly todevelop strong hand grip
• Have a “bear walk” – walkalong ground using alternatefoot and hand pattern
• Place a ladder on the groundfor the child to climb along,alternatively draw a ladderpattern on the ground
• Integrate climbing as part ofan obstacle course
• Role play a firefighter rescue.Child climbs ladder and ringsbell
• Provide taller ladders orladders with removable oradjustable rungs
• Planks
• Slides
• Ladders
• A-frames
• Crates
• Barrels
• Tunnels
• Large fixed equipment, ifavailable
• Bars
• Rope ladders
• Tree trunk sections
• Portable modular systems
CLIMBING AREAC
LIM
BIN
G
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
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INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Develop skills of pushing,pedalling, steering, controlling
• Develop co-ordination
• Be able to steer safely arounda course
• Starting
• Stopping
• Judging distance
• Judging speed
• Manoeuvring
• Talk about the importance ofsafety on vehicles and relatethis to road safety
• Discuss and plan a coursetogether, mark out with chalkor cones
• Introduce road safety signs –stop, slow – pedestrian,crossing, zebra crossings
• Wear helmets and visibilitytabards
• Have a driving test centre –children go for driving lessonsand pass a test
• Draw course
• Add more road signs – trafficlights, speed limits, no-entrysigns, one way arrows.
• Speed cameras
• Police speed checks
• Visit by DOE Road SafetyOfficer
• Selections of wheeled vehicles
• Items to mark out course
• Road signs
• Highway code books
• Road safety posters
• “L” plates and “R” plates
WHEELED-VEHICLES AREAEX
PERI
MEN
TAL
PLAY
–D
EVEL
OPI
NG
CO
-ORD
INAT
ION
/SA
FETY
AWA
REN
ESS
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SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
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INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Follow directions andinstructions
• Extend positional language
• Begin to collaborate
• Begin to communicate
• Begin to negotiate
• Develop drawing andrecording skills
• Carry out the route directions
• Talk about the journey andinclude positional language
– who is in front, behind,next, first, last etc.
• children make their owncourse using chalk or paintrollers, follow tracks, paths orroutes
• Follow routes on simple map
• Draw map for friend to follow
• Take photographs of featuresof the play area that are on theroute
• Add one way arrows,roundabout etc
• Simple maps
• Clip boards
• Digital camera
WHEELED-VEHICLES AREA CONT.FO
LLO
WIN
GD
IREC
TIO
NS
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
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INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Develop skills related tojudging speed and distance,matching, counting, ordering
• Extend comparative language– fast, faster, fastest, slow,slower, speeding
• Develop number recognition
• Develop language such asunder, over, through
• Attach windmills to explorespeed
• Attach number plates
• Count/estimate how manychildren fit in the bus or chariot
• Make an obstacle coursearound outside play area
• Add speed signs
• Transport large or heavyobjects using wheeled toys,wheelbarrows, trolleys orpulley systems
• Match number plates toparking bays
• Introduce parking tickets, finesand points on driving licence
• Small plastic windmills
• Writing materials
• Homemade parking tickets
WHEELED VEHICLES AREA CONT.M
ATH
EMAT
ICA
LEX
PERI
ENC
ES
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
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INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Recognise need for safemaintenance
• Care for vehicles andequipment
• Develop investigating,exploring, observing andpredicting skills
• Explore and investigate howthings work
• Set up vehicle care centre orMOT centre
• Take an old trike apart
• Vehicle service and repairsheets
• Non-fiction books about bikes,trikes etc
• Car log books
• Overalls
• Tools
• Oil cans
• Rags
• Polish
• Vehicle washing area
• Air pumps
• Inspection ramps
• Jacks
• Car wash
WHEELED VEHICLES AREA CONT.TE
CH
NO
LOG
YEX
PERI
ENC
ES
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
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INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Develop imagining, listening,communication, observing,problem solving andpredicting skills
• Develop social interactions –
– Co-operating
– Taking turns
– Sharing
– Joining-in
• Relate to the occupations ofpeople in the community
• Create role play contexts forwheeled vehicles, eg
– Car wash
– Garage
– McDonald’s drive through
– Car boot sale
– Postal service
– Building site
– Supermarket
– Driving test centre
• Opportunities for children toextend their own role playideas
• See resource list on page 36
WHEELED VEHICLES AREA CONT.IM
AG
ININ
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HIN
KIN
GA
ND
CO
MM
UN
ICAT
ION
SECTION 5 – SUGGESTED GUIDANCE FOR PLANNING
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INTENDED LEARNINGOUTCOMES
ACTIVITIESPOSSIBLE
EXPERIENCESPROGRESSION PROVISION
• Develop skills of imagining,listening, predicting,communication, observationand recalling negotiation skills
• Introduce a storyline ornarrative into their play withwheeled vehicles
• Extend and developvocabulary of features of localenvironment
• Recall own experiences
• Talk about journeys, readstories relating to journeys, eg“Mr Gumpy’s Motor Car”
• Act out journeys addingfeatures and props relating tothe story
• Recreate local high street bypainting or having largephotographs of town features– shops, churches, offices, carparks etc
• Link indoors/outdoors bycreating supermarket insideand wheeling trolley out to carpark
• Map the journey either onpaper or in the sand tray usingprops
• Match photographs of outdoorplay area with feature
• Visit local town / village
• Exchange coins to pay forshopping trolley
• See list of stories to supportoutdoor play
• Boxes
• Card
• Paint
• Shopping trolley
• Supermarket items
WHEELED VEHICLES AREA CONT.D
EVEL
OP
IMA
GIN
ATIO
NA
ND
AWA
REN
ESS
OF
LOC
AL
ENV
IRO
NM
ENT
ROLE OF THE ADULTin the early years
Audit
Playground Design
Safety & Risk Assessment
Planning for Learning
Adult Interaction
Developing an Outdoor Play Policy
SECTION 6
SECTION 6 – ROLE OF THE ADULT
131
ROLE OF THE ADULTBefore, during and after play“The success of outdoor play rests with the staff. It is onlywhen the whole staff support and enjoy outdoor playthat it will work . . . When outdoor play is viewed as aperipheral activity it will only have a peripheral effect onchildren’s learning. If adults provide quality outdoor play,children will become confident, independent and learna great deal. It is the adult’s role to ensure that allchildren can learn, enjoy and reach their potential.Practitioners need to enjoy being outside and becommitted to developing the outdoor area”.
Outdoor Play in the Early Years – Helen Bilton
SECTION 6 – ROLE OF THE ADULT
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AUDIT OF THE OUTDOOR AREATo develop children’s learning, you should have examples of the following:A – Good, B – Adequate/Improve, C – No Provision
A B C– Small and large equipment accessible to the children
– Well-arranged storage system accessible to the children
– Access to water
– Places to hide and be quiet
– Places to dig and plant
– Places where animals, insects and birds will be found
Support for children learning through their senses
– A range of textures
– A range of smells
– A range of sounds and music
– A range of sizes, shapes and colours
– Gradients
SECTION 6 – ROLE OF THE ADULT
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A – Good, B – Adequate/Improve, C – No Provision
A B CEquipment for practising skills
– Jumping on and over and going through
– Balancing
– Kicking, throwing and aiming for
– Getting into and under
– Pushing, pulling and riding
– Sliding
– Swinging
– Climbing
– Equipment for sand and water
– Equipment to trigger imaginative play
– Equipment for investigation
– Equipment to build, haul and construct with
– Provision for drawing and painting
– Provision for speaking and listening
– Provision for reading
– Provision for writing
– Provision for maths*Checklist based on that found in ExercisingMuscles and Minds – Marjorie Ourvy.
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PLAYGROUND DESIGNAssessing the Outdoor Environment
Good design of a play environment involves the provision of abroad balanced curriculum, values, children’s needs and siteconditions. As you view your site, think about the type of spaceyou are working with and its:
• available resources;
• type and amount of natural materials;
• size – is it a very small or very large space;
• topographical elements such as a steep slope or a big treestump in the middle of the space;
• uses – is it a shared space;
• safety requirements.
SECTION 6 – ROLE OF THE ADULT
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“If you make an environment hazard free it becomeschallenge free, and then children have less experience inmaking decisions on their own, less opportunity to assesstheir own personal frontiers and less opportunity to gainconfidence and self esteem through coping independently”Physical risk taking; dangerous or endangered? –Stephenson A. 2003 Early Years 23; 1 35-43
Physically the area has to be safe but still allow risk andchallenge. “Safeness is about enabling things to happen,not shutting down opportunities.”Playing Outside – Helen Bilton
To make a safe environmentconsider the following.• Be aware of dangers in the setting and get rid of these
hazards, eg outside poles in the play area, poisonousplants, splinters in sheds and fences, loose or unevenpaving slabs, unsecured gates etc.
• Make a risk assessment of the outdoor area and checkthis regularly.
• Make sure that there is a challenge.
• Decide what clothing and footwear you feel is suitablefor outside.
• Discuss regularly with children safeness, risk andchallenge.
• Write a safeness policy that can be passed on to theparents and carers.
• Make sure the area is safe for all children to have a goat any activity.
• Outside staff need to be ever watchful, even if they areengrossed in an activity with a particular group ofchildren.
• Have a flexible adult rota so that one member of staffcan swap and go outside when another membercontinues work with their group inside.
SAFETY & RISK ASSESSMENT
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NEGOTIATED SAFETYRULES FOR OUTDOORS
Suggestions
• We take care with sand – sand hurts if itgets in our eyes.
• We take turns.
• We share.
• We put things back on the trolley where wefound them when it is time to tidy up.
• We are kind to our friends.
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“The successive steps by which children are led on to makenew efforts and new achievements have to be planned byadults”The Nursery School – Margaret McMillan
There are many ways to plan for outdoor learning andfinding the way that suits the group and setting is one ofthe first tasks.
Planning – overview• Ensure there is an appropriate learning environment.
• Ensure that outdoor learning potential/opportunities aremaximised.
• The whole curriculum should be covered anddiscovered
• Experiences and resources should be open endedenough to include most of the curriculum’s areas oflearning.
• The outdoor layout and routine of the day needs to bepredictable.
• Create long, medium and short term plans.
• Plans should be flexible enough to respond to surprise,enthusiasm and discovery.
Observation, Assessment andRecording• Observation, assessment and recording of the childrens’
experiences and achievements will inform the planning.
• Staff need time to be allocated to share observationswith each other and parents.
Planning can only act as a guide – the ongoingassessment and the evaluation at the end ofeach day gives the complete picture.
PLANNING FOR LEARNING
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Medium Term PlanningIn medium-term planning, staff should identify intended learning for each of the curriculum areas. Medium-term plansinform the day-to-day detail of the weekly (short-term) plans.
Suggested Short-term PlanningShort-term plans include:
• areas of play (should be integrated, eg encourage writing in the construction area);
• learning potential;
• experiences / activities;
• role of the adult / key language;
• resources;
• spontaneous responses to planned activities;
• action for specific children;
• evaluation linked to the spontaneous opportunities.
The weekly plan should focus on the play provision for the indoor and outdoor classroom. The following are sampleplanners.
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WEEKLY PLANNNING (SHORT-TERM PLANS) Exemplar 1
Date:
Area Learning Potential Activities Resources Role of Adult Spontaneous responseto planned activities
Action for SpecificChildren
Evaluation
Imaginative
Creative
Large-Movement
Small-Equipment
Horticulture
Wheeled Vehicles
Climbing
Quiet
Large-ScaleConstruction
Sand and Water
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WEEKLY PLANNNING (SHORT-TERM PLANS) Exemplar 2
Relevant Previous ExperiencesINDOOR OUTDOOR
PLAY AREA
Sand
Water
Creative
Table Top
Floor
Role Play
Snack
Stories/Rhymes/Music
ICT
EVALUATION
Sand and Water
Horticulture
Imaginative
Large Scale Construction
Quiet
Wheeled Vehicles
Climbing
Large-Movement
Creative
Small-Equipment
ACTION FOR SPECIFIC CHILDREN CHILDREN’S SPONTANEOUS RESPONSETO PLANNED ACTIVITIES
MAIN TEACHINGAND LEARNING
RESOURCES PLAY AREA MAIN TEACHINGAND LEARNING
RESOURCES
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WEEKLY PLANNNING (SHORT-TERM PLANS) Exemplar 3
Main Teaching & Learning
Imaginative Creative Large-Movement Small-Equipment
Large-Scale ConstructionQuietClimbingWheeled Vehicles
Role of Adult Spontaneous response toplanned activities
Action for specific children Evaluation
Horticulture
Sand and Water
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Observation• Observation – what do we notice and what action do we take, if any? Do our observations suggest we should
take action?
• Are adults giving more of their time and attention to some individual children or groups?
• How do adults decide what equipment and materials are needed?
• Does outdoor provision reflect and respond to children’s experiences outside school?
• Are there children who invariably play either alone or in very small groups?
• What do the children say about the outdoor area and how does this affect what we plan?
• Are the children making decisions?
• What preferences do the children have? Are there areas to develop?
Assessment• Assess and record children’s experiences and achievements.
• Using assessments to inform future planning.
• Assessment should take place informally within the security and context of the children’s play.
• Use clipboards, dictaphones, cameras or a video camera.
Observation & Assessments are implemented using the normal procedure in the setting.
The adults in the team need to be constantly observing the children to inform the next stage of planning.
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ADULT INTERACTION“Through keen observation, sensitive interaction, timely guidance and careful evaluation, every adult can make a positiveresponse to children’s movement, not just by setting up an environment and letting things happen, but by seekingopportunities to extend the experience of children.”
The Contribution of Physical Activity in the Early Years – Pauline Boorman
• A positive attitude– help staff to identify the potential and learning
possibilities of the activities
– the role of the staff is to model, provide, observe,interact, intervene and evaluate
• Setting Up– provide starting points for the children
– have the storage arranged so that the children canaccess the equipment and set up some of theactivities themselves
• Playing with the children– enhances learning
– increases the quality of the play
– raises the status of the play and activity
– raises the self-esteem of those involved
– allows staff to support unsure children
– reduces stereotypical play
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• Providing opportunities, challenge, stimulation andprogression
– provide the right environment, the right resourcesand the right ethos, which says “Have a Go”
– by asking challenging questions or posingchallenging situations, adults will enable children toreally think
– stimulation increases motivation, motivationincreases perseverance and perseverance increasesthe likelihood of understanding; activities need to befun and involve real life
– you need to know where you are going with thechildren and what it is you are expecting by the timethey leave your setting
• Observation
– make observations of children and make judgementsabout the resources and the environment that hasbeen provided
• Adult Rota
– be flexible according to the number of staff available
• Tidying Up
– children can tidy up, as long as they are shown howto and they are given the guidelines
Children need to know that when they need an adult that they can access one. Adultsshould also have opportunities to work with specific children, ie one-on-one, selectgroups, and those with special needs.
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DEVELOPING AN OUTDOOR PLAY POLICY• Involve all staff in discussion about what is in the policy
so that they feel part of the final agreement.
• Evaluate the policy regularly so that it is kept relevant andcompletely up to date.
• Involve parents and ancillary staff (cleaners, kitchenstaff), as everyone needs to be aware of the benefits ofoutdoor play. Children are very sensitive to all adults’views and chance remarks.
A policy for outdoor play may be organised under theseheadings:
• PURPOSES
• PRINCIPLES
• PRACTICES
and needs to address the following issues:
• overall aims of outdoor play in our setting;
• planning and organisation of the outdoor environment(including addressing the areas of learning);
• rules for outside;
• the role of adults when outside; and
• equality of opportunity outside, promoting inclusion andincluding statements about:
– children of all abilities being able to play and explorein the outdoor area;
– gender issues;
– how children will be monitored when using theoutdoor area;
– equal presentation, eg tidying after the morningsession to make sure that the afternoon session isequally well presented as a fresh area to explore; and
– respect for cultural issues, eg some children mayneed to remain fully clothed even when the paddlingpool is available.
SECTION 7 – OUTDOOR PLAY BOXES/BAGS
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OUTDOOR PLAY BOXES / BAGSPlay boxes/play bags/prop boxes contain exciting resources that support a particular theme/topic/story/event. They canbe used alone or with equipment that you already have outdoors. Play boxes/bags need to be labelled and organised ina way that is accessible to the children.
The Rainy Day Box• Raincoats• Wellies• Umbrellas• Plastic bottle ‘rain gauges’, jugs• Watering cans• Waterwheels• Photographs of rain• Chalks to draw around puddles• Guttering• Objects to float• Paint brushes• Tin trays
The Windy Day Box• Streamers• Kites• Windmills• Plastic bags• Yachts• Windchimes
Sunny Day Box• Sun hats• Caps• Sun cream (pretend)• Sunglasses• Sun Umbrella• Chalk to draw around shadows
Frosty/Snowy Day Box• Hats• Scarves• Gloves• Thermometer• Spades• Tin Trays
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The Beach Play Box• Beach towel• Beach mat• Beach ball• Beach bag• Buckets and spades• Paddling pools• Sun cream bottle (empty)• Sun glasses• Sun hats• Shells and pebbles• Flip flop or ‘jelly’ shoes• Fishing nets• Sea creatures• Boats• Pretend ice-creams• Punch and Judy puppets
The Painter andDecorator’s Play Box• Assorted sizes of brushes and
rollers• Roller trays• Rolls of wallpaper and border rolls• Paint• Buckets• Tape measure• Mobile phone• White overalls or old shirts• Sponges• Clipboards• Paint colour cards
Washday Play Box(use a wash basket)• Bowl• Washing powder/liquid• Fabric conditioner• Clothes of various sizes• Washing line• Wash basket• Pegs• Iron• Ironing board• Clothes horse• Old fashioned wash board
Frosty/Snowy Day Box• Hats• Scarves• Gloves• Thermometer• Spades• Tin Trays
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Noah’s Ark• Large box in the shape of a boat• Animals in pairs• Animal masks• Wood off cuts• Hammers, nails• Measuring tapes• Calculators• Hard hats• Goggles• Rain coats• Clipboard/pencils
Prop Boxes forImaginary Play• The café restaurant• The garage/service station• Garden centre• Camp site• The airport• Building site• The desert island
Activity Prop Boxes• Snails• Colour treasure hunts• Measuring• Mini-beasts• Rubbings• Collage
The Three Little Pigs• Story book• Masks of pigs/wolf• Three cardboard boxes• Box for chimney• Straw• Twigs• Bricks – real/plastic/wooden• Large pot• Signs
We’re Going on a BearHunt• Copy of story• Large box• Smaller flattened out boxes• Blanket• Blue material• Teddy• Long grasses or ribbons
Cinderella• Story book• Ugly masks• Shoes• Dresses and jewellery• Wigs• Mirror• Clock• Pretend mice• Pumpkin• Scrubbing brushes• Party invitations• Tape of dancing music
Goldilocks and theThree Bears• Story book• Masks• Blonde wig• Three bears• Three bowls/cups/spoons etc.• Porridge oats• Three carpet squares• Three blankets• Map of woods
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STORY PROP BOXES
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OUTDOOR PLAY BAGThe idea is based on materials produced by ‘Mind Stretchers’ (Early Years,Clare Warden).
The notion of having a bag of materials arranged to suit topics or subjectarea fits in with developing an outdoor classroom. The bags are boughtinexpensively and filled by staff who are aware of potential learningoutcomes from the resources.
The following are samples of Early Maths bag which fit in with the languageof size, quantity and measure – big/small, huge/tiny, full/empty, long/short.
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SIZE/QUANTITY
Pebbles
Small, medium and large boxes Glass fish
Glass leaves
Carpet squares
Glass shells
Mini clipboard and writingimplements, suitable story bookand appropriate maths story
Mini clipboard and writingimplements, suitable story bookand appropriate maths story
Sticks
Wool, thread, string, cord and scissors
Rulers
Tape measures
Carpet squares
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MEASURES
SUGGESTED BOOKS, RHYMES & SONGSin the early yearsSECTION 8
Suggested Books, Rhymes & Songs
Adults’ Reading List
Websites
SECTION 8 – SUGGESTED BOOKS, RHYMES & SONGS
161
Books and RhymesRock-a-bye Baby on the Tree TopThe Wind Blew – Pat HutchinsMrs Mopple’s Washing Line – A HewettPercy the Park Keeper – Nick ButterworthWe’re going on a Bear Hunt – Michael Rosen and HelenOxenburyThe Rainbow Fish – Marcus PfisterMrs Wishy-Washy – Joy Cowley Elizabeth FullerPostman Pat’s Breezy Day – John CunliffePostman Pat’s Rainy Day – John CunliffePostman Pat’s Snowy Day – John CunliffeTom and the Island of Dinosaurs– Ian BeckThe Wind – Richard HarrisWashing Up Day – John AgardMachines – June MitchellThe Sun and the Wind – Aesop’s fablesWhere’s Julius?- John Burningham
The Green Ship – Quentin BlakeSomeone Bigger – Jonathan EmmettHarry and the Dinosaurs Romp in the Swamp – IanWhybowBlue Rabbit and the Runaway Wheel – Chris WormwellGoing Shopping – Saran GarlandThe House that Jack Built – Liz UnderhillMiss Brick the Builder’s Baby – Allan Ahlberg
SUGGESTED CHILDREN’S BOOKS, RHYMESAND SONGS FOR USE OUTSIDE
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Out and About – Shirley HughesLucy and Tom at the Seaside – Shirley HughesMy Granny was a Pirate – Margaret MahyOne Eyed Jack – Penny DaleThe Owl and the Pussy CatRosie’s Walk – Pat HutchinsWhere the Forest Meets the Sea – Jeannie BakerBob the BuilderMr Gumpy’s Motor Car – John BurninghamThe Green Ship – Quentin BlakeThe Lighthouse Keeper’s Books – David ArmitageThe Three Billy Goats GruffLittle Red Riding HoodThe Three BearsA Day at the Seaside – Penny ThomsonThe Lighthouse Keeper’s Lunch – Rhonda and DavidArmitageThe Big Big Sea – Martin WaddellThe Deep Blue Sea – Jakki WoodThe Bad Tempered Ladybird – Eric CarleThe Very Hungry Caterpillar – Eric CarleThe Very Lively Firefly – Eric Carle
Traditional street games and songs, eg “Fair Rosa,” “TheBig Ship Sails,” “Dusty Bluebells”Action rhymes, eg “Ten in a Bed” or “Frogs Jumping into aPond”
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MusicTom Thumb’s musical maths Helen MacGregor ISBN 0713672951
Bingo Lingo Helen MacGregor ISBN 0713673249
Bobby Shaftoe Clap Your Hands Sue Nicholls ISBN 0713635568
Count Me In (Music Edition) Music Edition ISBN 0713626224
Game-songs with Prof Dogg’s Troupe (Book and CD) Harriet Powell ISBN 0713662077
The Handy Band Sue Nicholls ISBN 0713668970
High Low Dolly Pepper (Book and CD performances) Veronica Clark ISBN 0713663456
Let’s Go Zudie-o: (Book and Enhanced CD) Bobbie Gargrave, Helen MacGregor ISBN 0713654899
Michael Finnigin, Tap Your Chinigin Sue Nicholls ISBN 0713647167
When I was Young Len Graham and Padriagin Ni Uallachain ISBN 509 899029 0001
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ADULTS’ READING LISTBooksBuilding for Young Children Mark Dudek, National Early Years NetworkSinging Games & Rhymes for Early Years National Youth Choir of Scotland ISBN 0-9538261-0-4The Foundation Stage Teacher in Action Margaret Edgington ISBN 0-7619-4419-2Outdoor Play in the Early Years Helen Bilton ISBN 1-85346-952-1Playing Outside Helen Bilton ISBN 1-84312-067-450 Exciting Things To Do Outside Ros Bayley and Lynn Broadbent ISBN 1-90367007-1The Little Book of Outdoor Play Sally Featherstone ISBN 1-902233-743Exercising Muscles and Minds Marjorie Ouvry ISBN 1-870985-516Practical Pre-school Outdoor Play Sue Durant ISBN 1-90243894-9A Place to Learn Lewisham Early Years Advice and Resource Network ISBN 0-90-1637106Let’s Go Outside Tracy Theemes High/Scope UK ISBN 1-57379-0826Mindstretchers Clare Warden ISBN 0-95-448834-2Learning Through Landscapes 2002 ISBN 0-340-65519-4Helping Young Children to Play Tina Bruce ISBN 0-340-80152-2A Process for Self-EvaluationCurricular Guidance Pre-School Education CCEAFundamental Movement Skills – The Tools for Learning, Teaching Assessment ISBN 0-7307-4068-4
PeriodicalsNursery World April 2001Practical Pre-school Update April 2001Early Years Educator Vol. 6, No. 1, May 2004
Vol. 6, No. 8, December 2004Vol. 6, No. 12, April 2005
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Nursery Education May 2004/Scholastic
Child Education (Great Outdoors) June 2004
Early Education Spring 2003
Improvement Through Self-Evaluation Education, Training and Inspectorate
Together Towards Improvements Education, Training and Inspectorate
Designing for 3 to 4 year olds Architects and Building Branch Dfee 1999
Websiteswww.ltl.org.uk Learning Through Landscapes
www.mindstretchers.co.uk
www.ptotoday.com (click on playgrounds)
www.edfacilities.org/rl/outdoor.cfm
www.rhs.org.uk/education/children.asp
www.early-education.org.uk
www.ncb.org.uk
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FOREST SCHOOLForest Schools were initiated in Demark to provide a way ofincorporating regular outdoor learning experiences for young children.
Some guiding principles of a Forest School focus on:
• enjoying the outdoors;
• capitalising on the outdoors as an area for learning;
• utilising the outdoor environment as a rich source of naturalmaterials and resources for learning;
• building on how young children learn, are active, and use all offtheir senses to enhance their natural curiosity and motivation;
• promoting and developing young children’s self esteem,independence, confidence, positive dispositions to learning, soundskills and team work; and
• developing partnership with parents.
Text contributed by Jenny Boyd Enniskillen Nursery School
Photograph Captions– Castle Archdale Forest School– Woodland School Partnership Roe Valley Country Parkwith the help and support of Environment and Heritage Services.www.ehsni.gov.uk