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

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42 POSSIBLE EXPERIENCES Free exploration using the senses Mark making and patterns INTENDED LEARNING OUTCOMES • be aware of the properties and texture of damp/wet sand • develop descriptive vocabulary – wet, cold, damp, hard, soft, squeezy, smooth, rough, bumpy • experience the therapeutic nature of playing with sand • develop fine motor skills to facilitate pre-writing • recognise and create patterns • develop vocabulary – describing what they are doing, describing the pattern • identify name and describe the natural materials and the patterns they make DAMP/WET SAND PLAY ACTIVITIES • explore the properties of sand by observation, touch and smell • sift sand through fingers • squeeze, dig, pile, pour, heap, scoop, pinch • stand, move feet in sand • make patterns with fingers – wiggly wavy, straight, zig zag, round • draw pictures in the sand • vary the actions to slow, fast, light, heavy • vary the actions but using a variety of natural materials to make marks and create patterns LEARNING THROUGH SAND PLAY PROGRESSION PROVISION • compare the properties of different types of sand – silver, coarse, coloured, dry sand • ask children to draw or paint the shapes/patterns they have made in the sand • finger painting • make a repeated pattern • make patterns moving from left to right • copy a pattern • begin to write letters • sand trays – large/small • sand trays • creative sand trays add natural materials – stones, shells, pebbles, twigs, off cuts of wood
LEARNING THROUGH SAND PLAY POSSIBLE EXPERIENCES Mark making and patterns Impressions INTENDED LEARNING OUTCOMES • identify name and describe the natural materials and the patterns they make • describe the patterns • compare the patterns made with different objects • share sand space • recognise and name parts of the body • explore shape and form • name objects • develop observational skills • recognise that damp sand holds impressions • demonstrate simple sequencing DAMP/WET SAND PLAY ACTIVITIES • vary the actions but using a variety of objects to create patterns and move sand about • make impressions using fingers, hands, feet, elbows and knees • make individual patterns using a variety of objects • match impression with object • choose one object to make a repeated pattern PROGRESSION PROVISION • make patterns moving from left to right • look for other patterns in the play room • printing activities • copy a pattern • link to work with dough and clay • choose a combination of 2 objects to make a repeating pattern • a range of natural materials – add modelling tools e.g. forks, combs, rakes – vary sizes • creative sand accessories (NES Arnold) • sand tray • add shells, pastry, cutters, blocks, spools, lids, sand moulds, potato masher, fir cones, keys • add vehicles with wheels 43
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 38 and 39: 40 POSSIBLE EXPERIENCES Experimenta
Page 42 and 43: 44 POSSIBLE EXPERIENCES Capacity/ W
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 88 and 89: 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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