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Msz's Marvelous Lists!

Discussion in 'Early Years' started by puddle, Sep 7, 2009.

  1. Msz
    You posted a list of ideas for Maths activities for reception children a while ago that is fantastic. I was wondering whether the list was yours (and if so do you have similar for other subjects/areas?) or if they're not yours - any idea where I can look to find similar?
    I have searched on here and have found a similar list for gross and fine motor skills.
    Cheeky Puddle!
  2. Msz

    Msz Established commenter

    I've put lists for acctivities for various areas on the forum but not sure what threads anymore.
    I have reformatted my hard drive so moved all my files and will have to search if you can bear with me.
  3. I would be forever greatful if you do find any lists. I'll search again and see what I can find.
  4. Whoops, I pressed send before I'd finished!
    I'd love to see your ideas for different classroom areas in reception, and particularly for an ourselves/all about me topic.
    It's just so so SO hard to think of ideas when you're new to reception and trying to get your head round how different it is.
    Thank you so much for looking, it's really kind.
  5. Hello Msz
    Please could you add me to your email list when you have found your files. I would very much appreciate the lists of activiites for all the areas. Please help!!!!!!! nandita_261@fsmail.net.
    Many thanks in advance

  6. Msz

    Msz Established commenter

    When I find the lists I will add them to the resource bank rather than start a long request thread.
  7. Msz

    Msz Established commenter

    Speaking & ListenigSet collaborative tasks such as asking a group to make a large construction model together. • Ask a group to make up a story, plan a bus journey in the role play area together.
    • Use a microphone, shell, hat or other object to pass round the circle at ‘news' time. Children take turns to talk when they are holding the object, others listen.
    • Discuss several children's ideas for a story or poem, model incorporating more than one idea and accounting for everyone's contribution. • Use circle time to model negotiating skills by, for example, planning an area of the room and what to resource it with.
    • Encourage groups to set-up activities such as large outdoor equipment (under supervision). Stimulate talking by using materials in a surprising way, for example add real food to the home corner, or hide special objects in the sand. • Provide resources that encourage writing in the role play area such as forms, lists, tickets etc. • What would you see at - a garage, a park, a supermarket?
    • Describe the contents of a feely bag, or box.
    • Retell a story in own words.
    • Recounting experiences, news.
    • Act out simple roles.
    • Telephone conversations - with teacher, with peers.
    • Circle time - everyone encouraged to take their turn and contribute something eg. my favourite toy.
    • Recall time - telling the others what they have done during a session.
    • Storying using small world imaginative play materials eg. zoo, farm, playmobil. • Make tape recorders available for use in their spontaneous play.
    • Use a tape recorder to record messages appropriate for the role play area eg. train announcements, tannoy announcements in the doctor's surgery.
    One child talks about an experience, event or favourite toy, the others then ask questions to find out more about it. One of the other children retells the same event.
    • Bring a special object to the circle. The first child says a word to describe it, the second says that word and adds one of their own, the third says the 2 previous words and then adds their own and so it goes on.
    • Listen to a taped story, turn the tape off then draw some pictures to go with the main events of the story.
    • Play Chinese whispers.
    • Stop and go games in the hall, or outside using sounds.
    • Memory games - I went to market and I bought
    • Nonsense sentences - spot the deliberate mistake.
    • Music and movement - different movements to different tempos.
    • Clapping patterns to rhymes, children's names etc.
    • Guess the sound.
    • Sound lotto.
    • Matching sounds - repeating a sound made by an object or instrument.
    • Listening walks.
    • Sound effect stories, playing the right effect at the right point.
    • Simon says, robot to controller.
    • Direction games.
    • Making body sounds behind a screen, children repeat or guess.
    • Listen before you move eg. everyone with blue eyes line up for lunch.
    • How far does a sound travel?
    • How long does a sound last?
    • Where am I? Child sits in the middle of the room, closes eyes and points to the direction from which the sound is coming.
    • Story tapes to listen to - children make own tapes, teacher read, parent read. Make up poems, songs and stories as a whole class and scribe them on to a white board.
    • Make class story and song books.
    • Interpret meaning and feelings of characters through role play.
    • Transform the home corner into an imaginary setting eg. the house of the three bears, grandma's cottage, the giant's castle.
    • Make up poems and rhymes to a pattern.
    • Make up songs to existing tunes, or create new verses to well known songs.
    • Write, paint, move, dance, to rhymes and songs. • Practice writing patterns to well known nursery rhymes eg. ‘Jack and Jill went up the hill', ‘Humpty Dumpty' and ‘This is the way the farmer rides'. • Say rhyme in head and stop. Where did we stop? • Miss out words from rhymes and movement poems and do an action instead eg. head and shoulders, knees and toes.
    • Develop pupils' capacity to reflect upon what they have heard by giving them time to sit quietly with their eyes closed and asking them to think about an event or character in the story.
    • Set-up an inviting book corner with high quality books.
    • Read stories regularly and when possible have adults available to read during the session.
    • Share stories, one to one, in small groups, in bigger groups. Encourage children to borrow books to take home.
    • Carry out reading interviews. Ask pupils to talk about the books they have chosen.
    • Read big books, or enlarged text to share a story with a small or whole group.
    • Help children to develop a critical awareness of their favourite book, author, illustrator.
    • Make books and stories fun by using props to illustrate a story eg. a box of items, or a large paper bag with the sequence of events illustrated on smaller bags, which can be brought out one at a time; making pictures to put up on an easel, or flannel board; using puppets for characters -finger, hand, stick, shadow, sock etc.
    Sort the books in the book corner into types:
    poetry, information, traditional stories, favourite
    stories, pop-up books, etc.
    • Encourage children to sort and tidy.
    • Encourage children to care for books and put them away properly.
    • Visit the library.
    • Start a class library with a system for borrowing books.
    • Arrange book sharing sessions with parents before school, or at a set time during the day.
    • Use big books to teach the skills of handling books eg. turning the page.
    Make up some rhyming words, rhyming with their names for example (see Professor Dog Troupe's Music Tape).
    • Explore the meaning of words through stories, songs, poems and rhymes.
    • Introduce new vocabulary through topic work, information books, posters, pictures etc.
    • Display ‘new' words on the walls.
    • Passwords - word of the week.
    • Play classification games.
    • Guess the odd one out.
    • Riddles - What am I?
    • Questioning games - What am I thinking of?
    • Description games - using a screen - one child describes and the other tries to recreate.
    Encourage reciting of poems and rhymes to the
    whole class.
    • Encourage the use of ‘please' and ‘thank you' at snack time.
    • Vary the audience according to the confidence of the child. (eg. 1-1, small group, whole class).
    • Send children to other children or other classes with simple messages.
    • Class assemblies and celebrations for parents.
    • ‘Show and tell', review sessions, stimulus + response songs.
    • Use the book "The Elephant and the Bad Baby" to stimulate a discussion about saying ‘please' and ‘thank you'.
    Transform the home corner into real life
    situations eg. shop, hospital, optician, railway
    station, imaginary situations eg. desert island,
    space ship, under the sea.
    • Plan the role play area with the children.
    • What will they need? From whom can they borrow things? What will they need to make themselves?
    • Discuss the range of activities they might carry out in the role play area.
    • Model roles for them to copy. Demonstrate activities.
    • Bring in artefacts as a stimulus eg. a message in a bottle with a problem to solve.
    • Devise a phone message.
    • Act out favourite stories, using dressing up
    clothes and props eg. the enormous turnip. Make artefacts for the role play area.
    • Discuss feelings and emotions in relation to events and characters in stories.
    • Use photos and pictures to discuss people's facial expressions and body language.
    • • Make up stories to act out in the role play area.
    Use review and circle time to talk about activities
    or news.
    • Encourage children to describe to each other how they made something.
    • Encourage children to talk about their feelings at circle time (Box of feelings).
    • Look at pictures of different peoples faces and guess how they are feeling.
    • Discuss the classroom code of behaviour and reasons for making rules and how people might feel when they are broken.
    • Encourage children to tell you what they plan to do before they begin an activity and what resources they will need, ask them what order they will need to do things in.
    • Use appropriate stories to stimulate discussion about feelings.
    • Recall special events such as birthdays, weddings,
    • holidays, the arrival of new siblings.

  8. Msz

    Msz Established commenter

    Compare different types of materials and their
    properties, ie wood, plastic, metal, sponge.
    · Observe how clay or dough changes as you
    manipulate it, add water, textures, smells etc.
    · Explore materials in the water.
    · Arrange visits to the beach, the park.
    · Introduce descriptive vocabulary, ie smooth,
    spikey, bumpy, soft, hard.
    · Investigate and explore musical instruments made
    from different materials, ie wood, plastic, metal,
    · Listen to sound effects and play sound lotto.
    · Taste different foods - try salty, bitter, sweet
    things. Record likes and dislikes.
    · Smell different things. Describe the smells.
    · Put something smelly in a parcel and pass it round
    the circle. Get the children to guess what is
    · Use feely bags and boxes in a range of activities,
    eg recognising the shape of objects, the quality of
    materials etc.
    · Match by feel. Put different materials in a feely
    box. Have matching materials mounted on cards.
    Let the children find the match without looking.
    · Wrap a number of parcels and get the children to
    guess the contents.
    · What's behind your back? Place an object in a
    child's hands and get them to guess what it is.
    · (See also listening activities under Language and
    · Use magnifiers, binoculars, microscopes, colour
    · Make gloop using cornflour.
    · Bring in real objects such as crabs or fish to look
    Make card windows to look at parts of objects.
    · Observational drawings and paintings.
    · Set up situations where children observe
    something and talk about it in a small group, eg cut
    up pieces of fruit to see what is inside.
    · Record observations on tape, in photographs, in
    pictures, in diagrams, in emergent writing.
    · Keep a pet in the classroom and use it to talk
    about caring for living creatures.
    · Encourage the children to get involved with
    feeding and cleaning.
    · Make a book about caring for a pet.
    · Have a rota for sharing care of the pet over
    weekends and holidays.
    · Invite visitors in with their pets.
    · Incubate some eggs.
    · Grow plants in the classroom and outside - from
    seeds, bulbs, cuttings, flowers, herbs and
    vegetables. Use these to talk about what plants
    need to help them grow.
    · Give all children a turn at watering the plants.
    · Use pictures of different sorts of animals for
    sorting and discussion, eg wild, farm, domestic,
    sea, birds etc.
    · Use books and stories to teach the names of
    animal babies.
    · Sort objects into natural and man made, eg rocks,
    shells, buttons, toys, clothes.
    · Sort objects by the materials from which they
    are made, eg. wood, plastic, wool, paper.
    · Listen to sound effects and play sound lotto.
    · Go on walks, or visits to see seasonal changes, eg
    to a farm, wood, park.
    · Use events in the children's lives and stories to
    talk about death, birth, growth, both in humans
    and in animals.
    · Use building works to explore changes in the
    locality and the materials being used, eg road
    works, new houses, school buildings, the landscape
    around the school.
    · Create interactive displays, eg leaves to match.
    Work on ourselves - hair colour, eye colour,
    · Self portraits in paint and crayons.
    · Finger prints, hand prints, foot prints in talcum
    powder, paint and plaster.
    · Talk about pictures of children from other
    · Make pairs and lotto games with subtle
    differences in the pictures.
    · Teach the language of colour, shape, texture and
    size to help children describe similarities and
    · Make collections of objects with similar and
    different properties, eg size, colour, texture,
    shape, natural, made etc.
    · Sort objects by different criteria, eg collection
    of clothes in the home corner.
    · Look for patterns in the environment, eg paving,
    tiles, brickwork.
    · Look for patterns in natural and man made
    objects, eg leaves, flowers, material, wrapping
    · Use good quality information books to find out
    about patterns in nature, eg animal camouflage,
    snowflakes, butterflies and insects.
    · Do rubbings of tree bark, leaves, cross sections of
    tree trunks.
    · Make patterns in different media.
    · Make rubbings of patterns around the nursery, eg
    bricks, tiles etc.
    · Explore change through work on all the above
    topics, eg the seasons, life cycles, plant growth,
    · Activities where children can use their sense to
    observe, smell, touch and hear to describe
    materials before, during and after change.
    · Making jellies and ice lollies, baking biscuits, cakes
    and bread, cooking eggs, pasta, potatoes.
    · Making clay and dough models.
    · Mixing paints and making different colours.
    · Mixing soap and water to make bubbles.
    · Tasting activities.
    · Look at changes that can be reversed, eg melting
    ice/ chocolate.
    Use of children's play experiences to talk about
    the vocabulary of movement: push, pull, slide, roll.
    · Give children experiences of toys which have
    different power sources and talk about how they
    work. Use on, off, turn, switch, wind, clockwork,
    batteries, electricity etc.
    · Use questions to develop the language of enquiry.
    · Why did that happen? What can you see, hear,
    taste, smell, feel? How does it work?
    · Allow children to speculate and come up with their
    own answers to questions, eg why does ice melt in
    the classroom?
    · Set problems, eg how can you move the big box?
    Can you build a taller tower? Can you use all the
    pieces of the train track to make one continuous
    layout with no dead ends?
    · Talk about the questions you want to ask a visitor.
    · Use puppets, or telephone to ask questions.
    · Include questions on interactive classroom
    displays. Use the language master to record
    questions for the children to listen to and then
    record their answers.
    · Get children to think up their own questions about
    a topic, eg can penguins fly? They can then be
    shown how to look for information in a book using
    the contents page and the index. Help children
    look for the answers to the questions by looking at
    the pictures. Read bits out if they are unable to
    use the text.
    · Have a post box monster in the classroom to write
    and answer questions.
    · Provide a range of subjects to play with that work
    in different ways for different purposes, eg egg
    whisk, torch, other household implements, pulleys,
    construction kits, tape recorder.
    · Think of a question that can be typed into a
    search engine
    Provide a variety of construction kits and
    materials for building.
    · Have available a wide range of resources for
    making, ie stapler, glue, scissors, elastic bands,
    masking tape.
    · Ask questions such as "Can you think of another
    way of doing this?" "What should we use?" "What
    else can we try?"
    · Build for a variety of purposes, eg a truck to
    carry animals, a BBQ, a dolls house, a boat for the
    water tray.
    · Discuss how play equipment works, eg pushing,
    pulling, spinning, pivoting.
    · Add resources such as carpet fields to farm sets,
    material for ponds, blocks for walls, etc.
    · Small world resources for children to select and
    arrange, eg dolls house, farm, zoo.
    · Make models from various resources, boxes,
    string, lollipop sticks, cellophane, fabric, wool etc.
    · Encourage group work - construction ideas for
    castles, houses, landscapes, villages.
    · Provide a range of objects and resources for sand
    and water play.
    · Encourage suggestions for role play areas - make
    vegetables, menus, dough food, home corner
    Have a range of materials available for pupils to
    select from to make models: boxes, tubes, lids,
    bottle tops, wheels, lolly sticks, dowel, different
    sorts of paper and materials and items for
    decoration such as sequins and foil.
    · Have a selection of materials available for joining
    things together: glue, sellotape, hole punches,
    split pins, paper clips, staples, treasury tags.
    · Teach children to use a small selection of tools
    and equipment, eg scissors, hammer, saw,
    magnifier, balance, spade, trowel, watering can.
    · Cut out shapes, snowflakes, place mats, Christmas
    decorations. Cut straight and curved lines. Use
    cutting to decorate.
    · Tear paper and tissue.
    · Fold card and paper.
    · Cut and roll clay, dough, pastry.
    · Thread beads, cotton reels, natural materials
    (leaves, acorns, crab apples), bottle tops, rolled up
    · Select different materials and equipment for
    writing, eg pencils, felt tips, plain or lined paper.
    · Make envelopes.
    · Use jigsaws.
    · Select materials and equipment to use in cookery,
    woodwork, gardening.
    · Use technology, eg a tow rope to pull another
    Teach the terminology of time: before, after,
    morning, afternoon, evening, yesterday, today,
    · Discuss routine events in the day and their
    sequence: breakfast, lunch, tea, supper, hometime,
    bedtime, playtime etc.
    · Keep a scrap book of events over the school year
    with photos and captions to record what
    · Make events a focus for planned activities:
    Christmas, Easter, Bonfire Night.
    · Make family events a focus for planned activities:
    a birthday, a wedding and encourage role play of
    these events.
    · Make a collection of toys and clothes and talk
    about who would use them - a baby, a toddler, a
    nursery child, a school child, a man, a woman.
    · Invite parents and grandparents in to talk about
    the past using pictures, photos and artefacts.
    · Talk about the passage of time: days of the week,
    months of the year, seasons, the weekend, the
    · Tell stories which involve the days of the week, eg
    Mr Wolf's week, The Very Hungry Caterpillar.
    · Make a collection of family photos to show how
    individual children's families and practitioners
    family have changed.
    · Sequence photos of the children to show how they
    have changed over time.
    · Observe changes in the environment, eg through
    the seasons, or as an extension is built.
    · Provide long term growing projects, eg sowing
    · Compare artefacts of different times, eg garden
    and household tools.
    Set-up Listening Centre with headphones and
    · Use tape players/recorders.
    · Encourage using a camera, disposable or digital, to
    photograph models or construction.
    · Use programmable toys: Pixie, Roamer, Big Track.
    · On the computer: use a roller ball, mouse,
    keyboard. Limited range of software for
    graphics, word processing and playing games.
    · Help children to become aware of technology
    around them in the setting and local environment
    eg. washing machines, street lights, telephones,
    cash registers.
    · Provide opportunities to take things apart and
    reassemble, eg telephones.
    · Provide opportunities in role play area for using
    ICT. ie. old laptops or typewriters.
    · Use video and TV to find things out.
    · Go on walks to observe use of ICT in the
    environment, eg traffic lights, barcode scanners
    in supermarket etc.
    · Introduce the correct language, eg click on, eject,
    rewind etc.
    Look at photos and pictures of houses and talk
    about their features.
    · Talk about the children's own homes. What are
    they like? Where are they? What are the
    addresses? What sort of houses are they?
    · Discuss the purpose and use of different rooms in
    the house and the furniture you would find in
    · Sort catalogue pictures according to the room the
    items would be used in.
    · Get the children to sort and arrange the furniture
    in the doll's house.
    · Change the home corner into different rooms:
    kitchen, dining-room, bedroom.
    · Play at moving house with boxes to pack and
    · Interview local people to find out about the
    environment - park warden, traffic warden.
    · Create simple maps and plans.
    · Use stories that help children make sense of
    different environments, ie living in a city, on a
    farm, by the sea, on a narrow boat.
    · Explore roles that take place in different places,
    eg school, post office, library, bank, supermarket.
    · Make a book of photos about their area.
    · Make features identified in their local
    environment, ie a pond, park, railway station.
    · Sing songs about the environment, weather etc.
    · Observational drawings of natural world, ie plants,
    flowers, fruit.
    · Introduce vocabulary to help children make
    distinctions in their observations, ie house,
    bungalow, flat, church, temple, synagogue, city,
    town, village
    Reinforce the vocabulary of weather through
    discussion and well chosen stories: hot, cold, wind,
    rain, mist, fog, frost, snow, cloud etc.
    · Make a simple weather chart with symbols to
    record the weather over time.
    · Teach geographical terminology: hill, road, bridge,
    village, park, town, wood, field, beach, river,
    stream, shop, church, through well chosen
    pictures and stories.
    · Include seasonal activities as appropriate:
    collecting autumn fruits and berries, leaf
    rubbings, planting bulbs etc. Draw children's
    attention to seasonal changes in the weather and
    in vegetation.
    · Take the children on walks around the school
    grounds and the locality to identify different
    buildings and different land uses: school, church,
    shops, factory, park, car park, health centre.
    · Set up the home corner as a shop, railway station,
    · Take photos of the school/locality to talk about.
    · Follow a photo trail around the school/locality.
    · Make a play mat using photos of the locality.
    · Talk about what the children pass on the way to
    · Make a street in the playground with traffic
    lights, zebra crossing, post-box, traffic signs.
    · Identify different areas in the classroom, eg art
    and craft, mathematics, writing.
    · Use playmats of different localities - town, farm,
    wood, fields, roads.
    · Use other small world resources such as train
    sets, harbour, airport, garage to discuss transport
    and travel.
    · Use the sand tray and water tray to create
    imaginary environments.
    · Make models of houses, castles, farms etc.
    · Introduce vocabulary to enable children to talk
    about their observations, ie shapes and colours of
    road signs, windows, trees.
    · Encourage the children to express an opinion
    about their environment, ie play areas, pollution,
    road safety, shops, flower beds.
    Introduce language that describes emotions, eg
    sad, happy, angry, lonely in conversations with
    children when they express their feelings about
    special events.
    · Use group times to share events in children's lives
    and explain the significance of special events to
    · Use tape recordings, video, make books, draw
    pictures as ways of preserving memories of
    special events.
    · Tell stories, listen to music, dance, eat foods from
    different cultures.
    · Use resources in role play that reflect a variety
    of cultures, eg clothes, cooking implements,
    vegetables, badges, symbols, toys.
    · Look at pictures and videos of the cultures of
    children within the setting and other cultures
    outside children's experience.
    · Collect resources which portray other cultures
    and religions including good quality information
    books, posters, postcards, stamps and pictures.
    Use these to talk about people in this country and
    in other countries about similarities and
    differences in the way they live.
    · Take children on visits/invite in visitors from a
    range of religious and ethnic groups.
    · Make artefacts for religious festivals eg. divas
    for diwali.
    · Search for other countries web sites or web
  9. Msz

    Msz Established commenter

    Help children to plan what they intend to do. Set challenges, eg "can you make a tower as tall as....? • Negotiate learning activities.
    • Provide manipulative and open-ended materials. • Provide activities that encourage children to ask questions, seek answers, take decisions and solve problems.
    • Set up interactive displays with questions and activities for pupils to carry out.
    • Involve children in making decisions about what happens in the classroom, eg rules and routines, changes to the learning environment and ways of improving the storage of books in the book corner etc.
    Show and tell activities.
    • Reciting nursery rhymes to the group. • Circle time activities where each child contributes to a round, eg I am good at ...... • Getting out equipment and putting it away. • Encourage independent learning. • Make materials accessible to children and teach them to use and care for materials. • Explore and talk about new learning, eg, review time talk about what they have done that day. Encourage children to finish one activity before starting another.
    • Time limit activities - use an egg timer. • Give opportunities for children to pursue their learning without interruption and come back to activities when necessary.
    • Give children opportunities to complete activities to their satisfaction.
    • Introduce circle times for group discussions. • Encourage quiet reading, eg settle down with a book for a long time.
    • Introduce times for silence and reflection. • Get to know a leaf, twig, stone, feather - feel, smell, look, listen to just one object carefully. Discuss likes and dislikes.
    • Discuss what makes them happy, sad, angry and why. • Share first hand experiences ie, going on a journey, going to a party, going on holiday, to a wedding. • Talk about their feelings and introduce words such as excitement, fear, amazement, beautiful, anticipation.
    • Take a group outside and ask them to notice one or two things that please them, discuss or draw them. • On other days try: things I'd like to change.
    things that are bigger/smaller
    than me.
    • A nature walk - focus on one sense, eg listening. • Learn using the five senses, eg smelling incense, tasting foods, hearing bells, singing, seeing colours, clothes and touching fabrics, artefacts, natural objects.
    • Have times of quiet and stillness.
    • Use music, ask them how it makes them feel, why?
    • Use a candle as a focus for reflection. • Discuss welcoming or rejecting people, ie a new baby, a new person to the group. How could they welcome them?
    Help children to think about how others feel through well chosen stories, eg Dogger, I'll always love you, Grandpa etc.
    • Explore feelings through role play and drama.
    • Put together a feelings book.
    • Look at photos of people with different expressions on their faces and talk about how they might be feeling.
    • Use puppets and small world resources to set up and talk about imaginary situations.
    • Be interested in what children say. Actively listen and offer experiences and opinions. • Discuss the needs of others ie, babies, older people. • Helping others - distribute harvest food, collect gifts for others at Christmas time. • Look at life cycles - pets being born, death of pets, loved ones, burial, sad feelings.
    • Use photos/pictures to show life cycle of human beings.
    • Discuss beginnings/endings - start of day/end of day.
    Talk about special occasions and clothes worn, ie going to a wedding, going to Church/Mosque. • Collect special clothes, artefacts.
    • Look at photos of special events. • Introduce key words, church, baptism, wedding, Muslims, Mosque, vicar.
    • Tell the Christmas story.
    • Discuss birthdays, have a party or role play a party. • Use equipment which reflects a multi-cultural society, ie music, role play, books. • Prepare and eat food from different cultures. • Look at and discuss ingredients, ie rice, spices, herbs.
    • Celebrate May Day, make a May pole, hats, bells, do a simple dance.
    • Invite in drama groups and visiting theatre groups.
    • Visit the local church, synagogue, mosque. • Discuss special days or times enjoyed at home (mealtimes, Christmas parties, Divali, Chinese New Year).
    • Design greetings cards, banners, posters to advertise a festival.
    • Send invitations for a meal or party. Give plenty of positive feedback about relationships in the class and praise good behaviour. • Encourage other adults to come into school regularly to work with children on a wide range of activities, eg cooking, creative activities, reading stories, sewing, playing games.
    • Give opportunities to form stable relationships with adults and with peers in spontaneous and planned groups.
    • Give opportunities to work with friends. • Ensure key practitioners are familiar to the children.
    • During circle/group time highlight examples of sharing, caring for each other.
    • Use the language of negotiation, eg Please can I have.....?
    • Brainstorm all people who help us. • Arrange visits from policemen, fire-fighters, nurse etc.
    • Use role play to try out roles and relationships.
    • Use puppets.
    • Hold hands in a circle time and say/sing Hello or pass on a smile.
    Share snacks.
    • Play board games where pupils have to take turns and share out resources, eg lotto, dominoes, snakes and ladders, chequers.
    • Circle games, eg Punchinello, The farmers in his den. • Encourage pupils to work with different children and in different sized groups, eg paired work, small group, larger groups. Vary class management and group dynamics.
    • Discuss and agree codes of behaviour. • Work together to produce big pieces of work, eg a collage, a display.
    • Work together co-operatively and take turns , eg using large apparatus, outside toys. • Learn to use equipment and apparatus safely and with consideration for others, eg waiting before jumping onto mat, carrying scissors correctly. • During music sessions follow rules, eg starting together, stopping, etc.
    • Develop the language of negotiation, eg Can I have a turn? Please can I have...?
    • Use role play to negotiate different roles in a group, eg shop keeper, customer.
    • Listening, sharing and recording news.
    • Parachute games.
    Develop class rules and agree these with the children.
    • Write signs and notices with the children and display these around the room, eg hang your aprons here, only four can play in the sand. Refer to these regularly.
    • Reinforce expectations by praising wanted behaviour.
    • Use circle time or small group time to discuss moral dilemmas as they arise.
    • Through stories and discussion, eg Mr Grumpy's Outing, The Elephant and the Bad Baby, Elmer. • Role play different situations using puppets and acting what would children do?
    • Adapt activities or environment and provide alternative activities where appropriate. Help children to think about the consequences of their actions.
    • Help children to manage their own behaviour and praise positive behaviour.
    • Discuss what makes us ‘sad' and ‘happy'.
    Teach the importance of hygiene through daily routines: washing hands before snacks, after using the lavatory, before handling food. • Develop children's self help skills: hand washing, going to the toilet, putting on coats and shoes, taking off clothes for PE - break down into small steps if necessary.
    • Encourage children to help each other with difficult tasks, eg tying.
    • Selection of different clothes and shoes with different fastenings in the role play corner. • Use of a fastening cube to practice different fastenings.
    • Dressing and undressing dolls.
    • Bathing dolls.
    • Washing clothes.
    • Setting up role play corner into a hairdressers, dentist, launderette, baby clinic.
    Introduce planning activities where pupils choose what to do from a range of options. • Include some element of choice in activities, eg shape of paper, colour of paper, choice of materials. • Encourage children to find, use and return materials for themselves.
    • Provide children with their own things, labelled with their name, eg snack mat, coat peg, book bag. • Discuss with children before hand what they would need in a role play area.
    • Preparing and serving snack.
    • Set up interactive displays with questions and activities for pupils to carry out.
    Collect resources which portray other cultures and religions, including good quality information books, posters, postcards, stamps and pictures, eg pictures from calendars. Use these to talk about people in this country and in other countries, about similarities and differences in the way they live. • Take children on visits.
    • Invite visitors into the classroom.
    • Collect artefacts from other countries and cultures. • Include seasonal activities, eg Diwali, the Chinese New Year.
    • Cook foods from other cultures. • Use puppets to tell a story, to express feelings, to introduce ways to behave.
    • Develop the role play area into a Hindu or Sikh home for celebrating Diwali, a Chinese home at New Year, a Christian home for celebrating Christmas, baptism or wedding.
    Use stories and information books to learn about other cultures and other countries. Be aware of stereotyping.
    • Celebrate a variety of festivals, eg Christmas, Easter, Diwali, Chinese New Year. • Collect artefacts from other cultures and use these to discuss similarities and differences in the way people live.
    • Make sure that resources reflect the multi-cultural nature of society in Britain, eg dolls, books, jigsaws, dressing-up clothes.
    • Talk about special things and special places. • Take in something personal to show and invite the children to bring their own special items. • Notice seasonal changes.
    • Celebrate special times, eg birthdays, the birth of a baby, a wedding.
    • Act out special occasions, eg in the role play area. • Teach the children to reflect on their experiences by closing their eyes and thinking quietly for a few moments about something they have done, or something they have listened to, or something they have seen.
    • Share achievements through assemblies or group time.
    • Discuss how we treat our friends? At school, at home, in the street?
    • Say something complimentary about your neighbour at group time.
    • Through stories introduce fairness, sharing, friendship.
    • Introduce a beautiful basket or box with precious items in it.
    • In circle time pass round an egg very carefully.
    Second time pass round an imaginary egg.

  10. WOW Msz!! These ideas are great! Thank you so much for sharing [​IMG]
  11. Wow Msz! Brilliant! Thank you!!!
  12. I just stumbled across these useful ideas. Thanks for sharing [​IMG]
  13. And thank you Browneyedgirl for helping others to find it!
  14. Msz, thank you so much for these fab ideas. Do you have any idea how valuable you are on this forum? Your are an early years treasure! If you haven't already, you should write a book! Thanks for all your time and for sharing your ideas.
  15. Just stumbled across these ideas - thank you!
  16. Great and thank you for sharing.

  17. GemsEYFS

    GemsEYFS New commenter

    Thank you very much, these ideas are great !!!
  18. Yes - so useful, thank you!
  19. What a great collection of ideas! Thank you Msz. However I would love to print these pages out but having difficulty as juist get a blank sheet; can anyone help please?

  20. Just worked it out for myself!
    What a great resource, please let us know when the maths one is available on the resources section. Thanks again.

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