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

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44 POSSIBLE EXPERIENCES Capacity/ Weight/Height Comparing the nature and properties of sand INTENDED LEARNING OUTCOMES • use comparative language e.g. heavy/light, long/short, wide/narrow, tall/small • predict which hold most/least • use information to learn how the different sands behave • know that dry sand runs freely and sticks to the hand if it is wet • develop descriptive language – pour, trickle, lumpy, smooth, bumpy, colour, soft, hard • discover that patterns made in dry sand will not be as well defined • damp sand holds impressions and impressions in very wet sand will disappear quickly DAMP/WET SAND PLAY ACTIVITIES • fill and empty containers, talk about full/empty/nearly full, more/less • lift empty containers, fill with sand, lift again • use bags imaginatively e.g. bags of sugar, flour, soap powder • find and fill containers which hold nearly the same amount • explore and experiment • collect information through their senses; feel, listen, look • take off shoes, wiggle toes in sand, discuss how it feels • hold sand in hands • make prints in the 3 states (dry, damp, very damp) and types of sand • draw patterns in the different sands LEARNING THROUGH SAND PLAY PROGRESSION PROVISION • containers which hold the same amount but different shapes • sequence and put containers in order from holds most to holds least, biggest to smallest, heaviest to lightest, tallest to smallest • add balance scales to sand tray • predict – which type/state of sand will make the best castle, turn the sand wheels, make the best hill, tunnel • add water to dry sand • spades, buckets, containers – plastic yogurt/petit filous pots, plastic bags, cardboard boxes, cups, basins, scoops • trays of damp/wet/dry sand, fine, coarse, silver coloured • sand, spades, sand wheels, trowels, moulds, rakes, combs, magnifying glass
LEARNING THROUGH SAND PLAY POSSIBLE EXPERIENCES Introduction of suitable resources can develop imagining and thinking INTENDED LEARNING OUTCOMES • draw on their own experiences to stimulate talk and discussion • take part in role play • explore and recognise features of the natural world • share and agree on the props and the story line • re-tell a story in sequence • design and create environments for their stories • identify equipment • talk about what they are making – likes and dislikes • compare the sizes of bowls, spoons, cups • develop comparative language DAMP/WET SAND PLAY ACTIVITIES • the farm • the zoo • the garage • town scene (roads, street, buildings) • cold lands • the beach • the garden • the building site • the nativity scene • dinosaur world • buried treasure stories can be developed in the sand tray e.g. • The Three Bears (Landscapes) • Lucy and Tom at the Seaside • Postman Pat • Bob the Builder • Can’t you Sleep Little Bear? (making caves) • Rosie’s Walk • We’re going on a Bear Hunt (making tunnels, hills, rivers) • children fill containers, play baking/making meals PROGRESSION PROVISION • put dressing up clothes/hats beside sand tray • read stories about building sites, animals, people that reflect/support the children’s imaginative play • encourage children to draw, paint their stories • make sand wetter/dryer • continue to encourage collaborative play • respond to questions – which holds most/least? Which is biggest/smallest? • wet/damp sand • sand trays – large/small • farm/zoo animals • cowboys, indians, soldiers, dinosaurs, play people, tractors, trailers, cars, lorries, pick-up trucks, bulldozers, diggers, dumpers, boxes/containers for houses, shops, cake tins, foil trays, pastry cutters, shells, garden tools, plant pots, watering cans, flowers, plastic trees, twigs, trowels, mirrors for pond, wood, pebbles, boats, buckets, spades, wide plastic tubing, kitchen roll tubes, “treasure” • kitchen equipment can be added – bowls, saucepans, spoons, pudding plates, chinese dishes, chop sticks, cups, wok, frying pan, kitchen utensils, baking equipment 45
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
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Page 20 and 21: LEARNING THROUGH DRAMATIC PLAY POSS
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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 40 and 41: 42 POSSIBLE EXPERIENCES Free explor
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
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Page 60 and 61: LEARNING THROUGH WATER PLAY ORGANIS
Page 62 and 63: LEARNING THROUGH WATER PLAY OUTDOOR
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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 SMALL WORLD PLAY S
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LEARNING THROUGH CONSTRUCTION PLAY
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LEARNING THROUGH CREATIVE PLAY LEAR
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References Page “Early Childhood
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(PDF) Foundation Stage, Early Years: Learning Through Play

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