teddy bear game (orchard toys) - · pdf file8.04.2014 · teddy bear game (orchard...

Teddy Bear Game (Orchard Toys)

This Teddy Bear game encourages children to develop colour recognition, personal and

social skills through playing in groups, number and counting skills and encourages

observational skills.

Resources: The Teddy Bear game is kept on top of the mathematical cupboard in the

over 2’s classroom.

Through the Teddy Bear game we encourage children to achieve the following Early

Years Foundation Stage learning goals:

Characteristics of effective learning

PE10 Seeking challenge

PE11 Showing a ‘can do’ attitude

AL1 Maintaining focus on their activity for a period of time

AL3 Not easily distracted

AL5 Persisting with activity when challenges occur

AL9 Being proud of how they accomplished something –not just the end result

CTC2 Finding ways to solve problems.

Personal, Social and Emotional Development

MR12 Plays alongside others.

MR14 Plays cooperatively with a familiar adult.

MR15 Interested in other’ play and starting to join in e.g. joins in an organised

play activity.

MR21 Keeps play going by responding to what others are saying or doing. e.g.

shows an understanding of rules and boundaries and turn taking.

Communication and Language

S14 Beginning to ask simple questions.

LA23 Is able to follow directions e.g. responds when given an instruction such as

‘please stop now’.

LA24 Maintains attention, concentrates and sits quietly during appropriate

activity.

U7 Understands simple sentences

U9 Understands more complex sentences

U14 Responds to simple instructions

S21 Uses simple sentences

S23 Beginning to use more complex sentences to link thoughts

Mathematics

N8 Recites some number names in sequence

N13 Uses some number names and number language spontaneously

N14 Uses some number names accurately in play

N15 Recites numbers in order to 10

N17 Beginning to represent numbers using fingers, marks on paper or pictures

N19 Shows curiosity about numbers by offering comments or asking questions

N21 Shows an interest in number problems

Early Learning Goals

Children playing co-operatively, taking turns with others. They take into account

of one another’s ideas about how to organise their activity.

Children work in groups and understand the need for behaviour rules.

Children follow instructions involving several ideas or actions.

Children can work as part of a group or class, and understand and follow the

rules.

Name Writing

Name writing is a great way for children to practise writing their letters and sounds. It

allows children to develop their fine motor skills and hand eye coordination. It helps

encourage children to develop the use of the tripod grip, a grasp pattern for holding a

writing tool such as a pencil.

Through this activity we encourage children to achieve the following Early Years

Foundation Stage learning goals:

Characteristics of Effective Learning





AL4 Paying attention to detail


AL7 Bouncing back after difficulties


AL10 Enjoying meeting challenges for their own sake rather than external

rewards or praise

CTC2 Finding ways to solve problems

CTC8 Planning, making decisions about how to approach a task, solve a problem

and reach a goal

CTC9 Checking how well their activities are going

CTC10 Changing strategy as needed

CTC11 Reviewing how well the approach worked


MR14 Plays cooperatively with a familiar adult

MR16 Seeks out others to share experiences

SS9 Demonstrates sense of self as an individual

SS13 Welcomes and values praise for what they have done

SS17 Shows confidence in asking adults for help

SS19 Can describe self in positive terms and talk about abilities


LA14 Rigid attention –may appear not to hear

LA18 Single channelled attention. Can shift to a different task if attention is

fully obtained –Using child’s name helps focus.

LA22 Focusing attention –still listen or do, but can shift own attention

LA23 Is able to follow directions


activity

LA25 Two- channelled attention –can listen and do for a short period of time

U7 Understand simple sentences




Physical Development

MH30 Beginning to use three fingers (tripod grip) to hold writing tools, or in

this case using the tripod grip while threading beads.

MH33 May be beginning to show preference for a dominant hand.

MH41 Uses one- handed tools and equipment

MH42 Holds pencil between thumb and two fingers, no longer using whole- hand

grasp

MH43 Holds pencil near point between first two fingers and thumb and uses it

with good control

MH51 Handles tools, objects, construction and malleable materials safely and

with increasing control. e.g. manages own buttons and zip, interlocking bricks,

threads and beads.

MH52 Shows a preference for a dominant hand

Literacy

R26/ W9 Links sounds and letters, naming and sounding the letters of the

alphabet

W11 Writes own name and other things such as labels, captions

Early Learning Goals:

Children show good control and co-ordination in small movements.

Mobilo

Mobilo is a fun construction toy for children, developing their fine motor skills and

imagination!

Resources: kept in the drawers in the over 2’s classroom.




PE3 Engaging in an open- ended activity

PE9 Initiating activities


C2C1 Thinking of ideas


CTC3 Finding ways to do things

CTC6 Testing their ideas


MR12 Plays alongside other children


MR15 Interested in others play and starting to join in


MR18 May form a special friendship with another child

MR19 Can play in a group, extending and elaborating play ideas

MR20 Initiates play by responding to what others are saying or doing

MR22 Demonstrates friendly behaviour, imitating conversation and forming

good relationships with peers and familiar adults

MR23 Initiates conversations, attends to and takes account of what others say

MR24 Explains own knowledge and understanding, and asks appropriate

questions of others

SS8 Gradually able to engage in pretend play with toys

MFB9 Beginning to understand ‘yes’, ‘no’ and some boundaries

MFB12 Responds to a few appropriate boundaries, with encouragement and

support



U9 Understand more complex sentences

S16 Uses language as a powerful means of widening contacts, sharing feelings,

experiences and thoughts

S19 Uses gestures, sometimes with limited talk

S20 Uses a variety of questions



S31 Uses talk in pretending that objects stand for something else in play


MH51 Handles tools, objects, construction and malleable materials safely with

increasing control

Understanding of the World

TW13 Matches parts of objects that fit together

Expressive Arts and Design

EUMM20 Beginning to construct, stacking blocks vertically and horizontally,

making enclosures and creating spaces.

EUMM21 Joins construction pieces together to build and balance

B14 Beginning to make-believe by pretending

Story telling using Teddy Bears

Encouraging children to use Teddy Bears to tell Teddy Bear stories allows children to

understand the story and the characters. It also allows them to use their imagination

and ideas to add to the story and think of how the story might end.

Resources: Teddy Bears are kept in the under 2’s classroom




PE3 Engaging in an open- ended activity.

PE4 Showing particular interests.

PE7 Taking on a role in their play.

AL2 Showing high levels of energy, fascination.

CTC1 Thinking of ideas.

CTC6 Testing their ideas.


MR12 Plays alongside others.

MR14 Play cooperatively with a familiar adult

MR15 Interested in others’ play and starting to join in e.g. joins in an organised

play activity.

MR16 Seeks out others to share experiences.

MR19 Can play in a group, extending and elaborating play ideas.

MR21 Keeps play going by responding to what others are saying or doing.

MR22 Demonstrates friendly behaviour, initiating conversations and forming

good relationships with peers and familiar adults.

MR23 Initiates conversations, attends to and takes account of what others say.

SS8 Gradually able to engage in pretend play with toys.


support.


LA20 Listens to stories with increasing attention and recall.

LA22 Focusing attention- still listen or do, but can shift own attention.

LA23 Is able to follow directions.

U14 Understands simple instructions.

S14 Beginning to ask simple questions.

S19 Uses gestures, sometimes with limited talk.

S20 Uses a variety of questions.

S21 Uses simple sentences.


MH28 Turns pages in a book, sometimes several at once.

MH29 Shows control in holding and using jugs to pour, hammers, books and mark

making.

Literacy

R5 Repeats words or phrases from familiar stories.

R10 Listens to and joins in with stories and poems, one-to- one and also in small

groups.

R12 Beginning to be aware of the way stories are structured.

R13 Suggests how a story might end.

R14 Listens to stories with increasing attention and recall.

R15 Describes main story settings, events and principle characters.

R19 Handles books carefully.

R21 Holds books the correct way up and turns pages.


T5 Knows how to operate simple equipment.

BI4 Beginning to make believe by pretending.

BI11 Engages in imaginative role- play based on own first- hand experiences.

BI13 Uses available resources to create props to support role- play.

Early Learning Goals:

Children playing cooperatively, taking turns with others. They take into account

of one another’s ideas about how to organise their activity.

Works in groups and understands the need for behaviour rules.

Children follow instructions involving several ideas or actions.

Children can work as part of a group or class, and understand and follow the

rules.

Helps children to form positive relationships with adults and other children.

Junk Modelling

Junk modelling is a great way for children to be creative and use their imagination.

Together with some paint, white glue, a pair of scissors, children can come up with some

fantastic creations!

Resources: Junk modelling is kept in the over 2’s craft room.




PE3 Engaging in an open-ended activity

PE4 Showing particular interests

PE9 Initiating activities




AL2 Showing high levels of energy, fascination

AL4 Paying attention to details


AL6 Showing a belief that more effort or a different approach will pay off

AL7 Bouncing back after difficulties

AL8 Showing satisfaction in meeting their own goals

AL9 Being proud they accomplished something –not just the end results


rewards or praise

CTC1 Thinking of ideas


CTC3 Finding new ways to do things

CTC6 Testing their ideas

CTC8 Planning, making decisions about how to approach a task, solve a problem

and reach a goal

CTC9 Checking how well their activities are going

CTC10 Changing strategy as needed

CTC11 Reviewing how well the approach worked



MR13 Uses a familiar adult as a secure base from which to explore

independently in new environments


MR15 Interested in others play and starting to join in


MR18 May form a special friendship with another child

MR19 Can play in a group, extending and elaborating play ideas

MR20 Initiates play by responding to what others are saying or doing

MR22 Demonstrates friendly behaviour, imitating conversation and forming

good relationships with peers and familiar adults

MR23 Initiates conversations, attends to and takes account of what others say

MR24 Explains own knowledge and understanding, and asks appropriate

questions of others

SS8 Gradually able to engage in pretend play with toys



support



U9 Understand more complex sentences

S16 Uses language as a powerful means of widening contacts, sharing feelings,

experiences and thoughts

S19 Uses gestures, sometimes with limited talk

S20 Uses a variety of questions



S31 Uses talk in pretending that objects stand for something else in play

S33 Uses language to imagine and recreate roles and experiences in play

situations


MH23 Makes connections between their movement and the different marks

they make

MH33 May be beginning to show preference for a dominant hand.

MH41 Uses one- handed tools and equipment

MH51 Handles tools, objects, construction and malleable materials safely with

increasing control

MH52 Shows a preference for a dominant hand


PC5 Beginning to have their own friends

TW11 Explores objects by linking different approaches


EUMM5 Notices and is interested in the effects of making movements which

leave marks

EUMM9 Experiments with blocks, colours and marks

EUMM16 Explores colour and how colours can be changed

EUMM18 Beginning to be interested in and describe the texture of things

EUMM19 Uses various construction materials

EUMM20 Beginning to construct, stacking blocks vertically and horizontally,

making enclosures and creating spaces

EUMM21 Joins construction pieces together to build and balance

EUMM22 Realises tools can be used for a purpose

EUMM25 Explores what happens when they mix colours

B14 Beginning to make-believe by pretending

BI1L Engages in imaginative role-play based on own first-hand experiences

BI12 Builds stories around toys

BI18 Introduces a storyline or narrative into their play

BI19 Plays alongside other children who are engaged in the same theme

COMPARE BEARS Children can be encouraged to sort compare bears by colour and/ or size and can be

encouraged to use language relating to quantities and size. Children can also count the

compare bears.

Resources: Compare bears are kept in a trey in the Mathematical cupboard in the over

2’s classroom.








AL5 Persisting with the activity when challenges occur



Personal Social and Emotional Development

MR12 Plays alongside others



MR21 Keeps play going by responding to what others are saying or doing


SS17 Shows confidence in asking adults for help


support




activity






Mathematics


N10 Begins to make comparison between quantities e.g. ‘more’ or ‘lots’

N11 Uses some language of quantities

N12 Knows that a group changes when something is added or taken away

N13 Uses some number names and number language spontaneously

N14 Uses some number names accurately in play

N15 Recites numbers in order to 10

N16 Knows that numbers identify how many objects are in a set

N17 Beginning to represent numbers using fingers, marks on paper or pictures

N18 Sometimes matches numeral and quantity correctly

N19 Shows curiosity about numbers by offering comments or asking questions

N21 Shows an interest in number problems

N24 Shows an interest in representing numbers

N28 Counts up to three or four objects by saying one number name for each of

them

N30 Counts objects to 10, and is beginning to count beyond 10

N34 Estimates how many objects they can see and checks by counting them

N37 Says the number that is one more than a given number

SSM9 Beginning to categorise objects according to properties such as shape or

size

SSM10 Begins to use the language of size

Compare Bear Printing

Compare Bear printing is a simple art experience that encourages children to explore

and create with a different kind of media and allows them to experiment with colours

and marks.

Resources: Compare Bears are kept in the mathematical cupboard in the over 2’s

classroom. Paint is kept under the sink in the over 2’s craft room.




PE2 Uses senses to explore the world around them

PE3 Engages in an open- ended activity

AL1Maintaining focus on their activity for a period of time


CTC1 Thinking of idea


Personal Social and Emotional



MR16 Seeking out others to share experiences


SS17 Shows confidence in asking for adults



support






S12 Beginning to put two words together

S14 Beginning to ask simple sentences




they make



leave marks





Animal Printing Animal printing is an art experience that encourages children to explore and create

with a different kind of media and allows them to experiment with colours and marks.


















support











they make



leave marks





Marble Painting Marble painting is a fun way for children to experiment with colour and marks as they

roll the marbles around on the paper.


















support











they make



leave marks





STRING PAINTING String painting is a simple art experience that encourages children to explore and

create with a different kind of media and allows them to experiment with colours and

marks.


















support











they make



leave marks





Teddy Bear ABC Puzzle

From early childhood right through to adulthood we love to play with puzzles! We like

the way they challenge our thinking and exercise our minds.

Puzzles are an important educational learning tool for children as they provide many

skills, mental learning benefits and opportunities.

This Teddy Bear ABC puzzle allows children to see the order of the alphabet and sound

out the letters of alphabet and words.

Resources: The Teddy Bear ABC puzzle is kept on top of the mathematical cupboard in

the over 2’s classroom.









AL5 Persisting with activity when challenge occur

AL9 Being proud they accomplished something –not just the end result


rewards or praise


CTC9 Checking how well their activity is going






S14 Beginning to ask simple questions



MH33 May be beginning to show preference for a dominant hand

Literacy

R24 Hears and says the initial sounds in words

R25 Can segment the sounds in simple words and blend them together and knows

which letters represent some of them

R26/ W9 Links sounds to letters, naming and sounding the letters of the

alphabet

Mathematics

SSM3 Attempts sometimes successfully, to fit shapes into spaces on inset

boards or jigsaw puzzles

SORTING COLOURS WITH BOTTLE TOPS

Sorting colours with bottle tops encourages children to place and sort coloured bottle

tops onto the matching colour paper plate. This activity encourages and promotes

discussions about different shades of colour such as light green and dark green; and

also allows children to talk about the things around us that is made of that colour. It

also allows children to count how many bottle tops they have categorised on each plate

and use language between quantities.

Sorting Coloured Bottle Tops promotes:

Language skills: naming, labelling and discussions about what objects are made of

certain colours.

Reinforces and extends learning about colours.

Fine motor development and eye hand coordination.

Children can be encouraged to count how many bottle tops they have on each

plate. Which plates have more or less?








AL5 Persisting with the activity when challenges occur



Personal Social and Emotional Development







S14 Beginning to ask simple questions



Mathematics


N10 Begins to make comparison between quantities e.g. ‘more’ or ‘lots’

N11 Uses some language of quantities

N18 Sometimes matches numeral and quantity correctly

N28 Counts up to three or four objects by saying one number name for each of

them

SSM9 Beginning to categorise objects according to properties such as shape or

size

teddy bear game (orchard toys) - · pdf file8.04.2014 · teddy bear game (orchard...

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