(PDF) Foundation Stage, Early Years: Learning Through Play

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40 POSSIBLE EXPERIENCES Experimental <strong>Play</strong> – moulding INTENDED LEARNING OUTCOMES • develop manipulative skills – filling the bucket, turning it over, making sand castles • investigate if it is possible to make a sand castle using the various shapes of containers • discuss why it works/does not work • compare the shapes made • talk about the best size of spade to fill the various sizes of containers (large spade/large container) • explore and represent familiar objects in 3D form • recognise and name basic shapes • link sand play to a nursery rhyme e.g. Jack and Jill • develop 1 – 1 correspondence DAMP/WET SAND PLAY ACTIVITIES • fill containers using hands and spades • make sand castles using damp and wet sand and various wide-necked containers • look at the shapes made when the container is emptied • fill trays to make “buns” • Five Currant Buns – mix up sand and pebbles and make currant buns LEARNING THROUGH SAND PLAY PROGRESSION PROVISION • read stories about building sites. Add builders’ overalls, builders’ hats for children to wear • make sand wetter/drier • match the shape of the container to the shape of the sand castle • provide a set of commercial shapes for filling e.g. bricks, sand shapes set (NES Arnold), fruit, transport, hands and feet moulds • recite nursery rhymes • introduce appropriate resources to re-enact rhymes in the sand tray • sand trays (large/small) spades of various sizes • containers with wide openings e.g. plant pots, mixing bowls, saucepans, margarine tubs, tipper trucks, bun trays • pebbles • coloured sand • Delta Sand (Hope Education)
LEARNING THROUGH SAND PLAY POSSIBLE EXPERIENCES Experimental play – moulding INTENDED LEARNING OUTCOMES • development of manipulative skills – filling shapes, turning them over and making sand shapes • demonstrate concept of area • making shapes in a confined space • talk about the shapes, describing them, comparing them, counting them • recognise and name shapes • match the shape to the mould • compare the sizes of spoons, ladles and scoops – large/small, heavy/light • talk about materials spoons are made from • count sand shapes • develop social skills – share equipment and materials – take turns – co-operating with each other DAMP/WET SAND PLAY ACTIVITIES Free play with hands – squeezing, patting, making tunnels, shapes Fill containers using various tools and turning them out PROGRESSION PROVISION • leave sand free of equipment so children will make own shapes with hands • allow children to add various containers e.g. cups, yogurt pots, tins of various sizes and shapes, shells, jars, plastic containers • comparative language – holds more/less • sand trays (large/small) • commercial shapes/moulds e.g. fruit, transport, hands, feet, fish • variety of spades • spoons – plastic, metal, wooden, ladles, scoops 41
Page 2 and 3: LEARNING THROUGH PLAY in the early
Page 4 and 5: 4 LEARNING THROUGH PLAY - INTRODUCT
Page 6 and 7: 6 A RATIONALE FOR PLAY LEARNING THR
Page 8 and 9: 8 WHAT IS PROGRESSION? LEARNING THR
Page 10 and 11: 10 Imagining and Thinking • Child
Page 12 and 13: LEARNING THROUGH DRAMATIC PLAY DRAM
Page 14 and 15: LEARNING THROUGH DRAMATIC PLAY RELE
Page 16 and 17: LEARNING THROUGH DRAMATIC PLAY REST
Page 18 and 19: LEARNING THROUGH DRAMATIC PLAY DRAM
Page 20 and 21: LEARNING THROUGH DRAMATIC PLAY POSS
Page 22 and 23: LEARNING THROUGH DRAMATIC PLAY POSS
Page 24 and 25: LEARNING THROUGH SAND PLAY in the e
Page 26 and 27: 28 SOME RELEVANT LANGUAGE as much/m
Page 28 and 29: 30 SAND PLAY Equipment and Resource
Page 30 and 31: 32 SAND PLAY Mark making and patter
Page 32 and 33: 34 SAND PLAY Substitutes In a sense
Page 34 and 35: 36 OUTDOOR SAND PLAY The outdoor sa
Page 36 and 37: 38 SAND (Wet/Dry) Early Experiences
Page 40 and 41: 42 POSSIBLE EXPERIENCES Free explor
Page 42 and 43: 44 POSSIBLE EXPERIENCES Capacity/ W
Page 44 and 45: 46 POSSIBLE EXPERIENCES Experimenta
Page 46 and 47: 48 POSSIBLE EXPERIENCES Free explor
Page 48 and 49: 50 POSSIBLE EXPERIENCES ‘Going th
Page 50 and 51: 52 POSSIBLE EXPERIENCES Capacity/We
Page 52 and 53: 54 SAND Sand in your fingernails Sa
Page 54 and 55: LEARNING THROUGH WATER PLAY OBSERVI
Page 56 and 57: LEARNING THROUGH WATER PLAY WATER P
Page 58 and 59: LEARNING THROUGH WATER PLAY GOING T
Page 60 and 61: LEARNING THROUGH WATER PLAY ORGANIS
Page 62 and 63: LEARNING THROUGH WATER PLAY OUTDOOR
Page 64 and 65: LEARNING THROUGH WATER PLAY WATER E
Page 66 and 67: LEARNING THROUGH WATER PLAY POSSIBL
Page 78 and 79: LEARNING THROUGH DOUGH AND CLAY PLA
Page 80 and 81: 84 CLAY Clay can be used to provide
Page 82 and 83: 86 RESOURCES FOR DOUGH LEARNING THR
Page 84 and 85: 88 Elastic Dough Large amount of wh
Page 86 and 87: 90 POSSIBLE EXPERIENCES Experimenta
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92 POSSIBLE EXPERIENCES Imagining a
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LEARNING THROUGH TABLE TOP PLAY “
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LEARNING THROUGH TABLE TOP PLAY Per
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LEARNING THROUGH TABLE TOP PLAY POS
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LEARNING THROUGH SMALL WORLD PLAY S
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LEARNING THROUGH SMALL WORLD PLAY T
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LEARNING THROUGH SMALL WORLD PLAY C
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LEARNING THROUGH SMALL WORLD PLAY S
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LEARNING THROUGH SMALL WORLD PLAY P
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LEARNING THROUGH CONSTRUCTION PLAY
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LEARNING THROUGH CREATIVE PLAY LEAR
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LEARNING THROUGH CREATIVE PLAY ASPE
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LEARNING THROUGH CREATIVE PLAY OTHE
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LEARNING THROUGH CREATIVE PLAY CREA
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LEARNING THROUGH CREATIVE PLAY CREA
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LEARNING THROUGH CREATIVE PLAY POSS
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References Page “Early Childhood
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(PDF) Foundation Stage, Early Years: Learning Through Play

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