© hey dee ho music p/l update 2018 3 script...hey dee ho’s got talent 92 15. dr. knickerbocker 98...

© hey dee ho music update 2018 8 2

Week Program Page

Section 1 Start/Welcome Songs 4 Section 2 The Sol Fa 5 Section 4 Listening Walking Songs 5 Section 5 Instrument Songs & March 6 Section 6 Musical stories 10 Section 7 Action Songs / Advanced Activities 10 Section 8 Dances 14 Section 9 Finish Songs including mindfulness 18

Components of a hey dee ho session 20 1. 12 3 Go Part 1 21

2. 1 2 3 Go Part 2 26

3. Toyland 30

5. What Time Is It? 35

6. Emergency Services 40

7. Finger Play 48

8. Boom Boom Aint it Great to be Crazy 54

9. Simon Says 61

10. I Spy 67

11. Yo ho me hearties - A Pirate Adventure 74

12. A visit to the dentist 81

13. Superheroes (Please inform your parents/centres the 87 week before about this dress up day)

14. Hey dee ho’s got Talent 92

15. Dr. Knickerbocker 98

16. How do You Feel Today? 104

17. Pyjama Party (Please inform your parents/centres the week 109 before about this dress up day)

Brain Development 115 Props Term 3 116


Each hey dee ho music program is made up of 8 sections. 1. Start song - welcome 2. The Sol Fa 3. Theme 4. Walking and listening 5. Instrument songs, musical concepts and march 6. Musical Stories 7. Action / feature songs or Advanced Activities 8. Dances 9. Finish / Mindfulness Section 3 (the theme part) and section 6 (the action / feature songs) change every week.

The rest of the sections are repeated each week but not in their entirety. You may choose to work on one song from each of these sections for 2 -3 weeks depending on the interests and capabilities of the children. Music for all options are included so that you may be flexible from class to class. This enables you to do different songs for the babies, toddlers and pre-schoolers within the one program. Songs on the list that are preceded with a K are best to sing only with the 3+ year old children. There are far more songs each week than you will have time for in class; you can choose what will work best with your group. There are also more themes than there are weeks in a term so again, choose what will work best for your groups.

The sections that do not change have been detailed once at the beginning of this manual. Each of the weekly themes have been listed subsequently without these sections repeated. If you have any queries please contact your Franchise Manager.

123 Go Part one 123 Go Part two Toyland Indigenous program What time is it? I Spy Emergency Services Finger Play Boom Boom Aint it great Simon Says A Pirate Adventure Lets visit the dentist Superheroes Hey dee hos got talent Dr Knickerbocker How do you feel today? Pyjama Party

It could be argued that every song and every aspect of the hey dee ho music program engages most of our senses and engages all aspects of childhood development. That’s what makes our program so good!

However, there are some songs and aspects of the programs that really emphasise particular early childhood development domains. You will notice that we have done our best to highlight some of these songs and what relevance they play in developmental areas. We hope that this helps you, as a presenter, be more informed about why we instruct and perform and choose certain songs. It will not only help in your delivery of the program but also serve as a good reminder of the roots of the program and to give you a quick reference tool when discussing the program and songs with relevant care givers, whether it be parents or centre staff. Considering the multitude of early childhood development theorists and theories, we have over simplified this complex web and looked at whether the strength of a song fits into one or more of 4 categories of developmental domains. They are:

SOCIAL COGNITVE PHYSICAL EMOTIONAL You will notice these terms in the script - look for the brain tip boxes. They are a guide as to what that song might be really initiating in a child’s growth. However please remember, the songs could really cover all domains and it also depends on HOW the song is delivered so it is arguably a subjective analysis.


There are many reasons why the introductory song is a feature in the program. The primary reason is that it indicates that the session is about to start. If the kids are fractious, sometimes just starting the music is enough to bring them to attention rather than shouting over the top of the noise. Another reason is to ascertain each child’s level of development. e.g. This is where you may first notice you have a “W” sitter in the group or whether a child can cross their midline.

We will use the same song all term this term.

You need to tell people what you are going to do, what you expect from them and then repeat it as you do it.

It is important that adults sit on the floor with the children and do all the actions with them. Make sure the adults know what is expected of them. Get everyone sitting in a circle, children with parents next to them on the floor or in their lap. At early learning centres there may not be room to sit in a circle, but the educators should sit on the floor with the children. This usually happens in the baby room as a matter of course but in the older rooms there is a temptation for the educators to use this time to do things whilst you "mind" the children. One way of getting the educators to be part of this is to introduce yourself before you start of the session and say something like "It's great to be here. I'll be calling on you to help me out during the session if that's alright. Are you able to join us for music?"

"Good morning everyone. My name is ______, we're going to have a lot of fun today singing, dancing and playing instruments. Let's start with our welcome song". For classes with parents you may say "Have you got someone to shake hands with? Shake hands with Mummy/Daddy etc and let's sing". In early learning centres start with clapping hands. at Early Learning Centres Hey dee ho and clap your hands x 3 Clap your hands this morning At Parent and child classes Hey dee ho and how do you do x 3 How do you do this morning

This song should be repeated at least twice, with a different action in subsequent verses. ALWAYS SING WHAT YOU ARE DOING e.g. Sing ‘clap your hands’ when you are clapping your hands etc. Hey dee ho and pat your nose x 3 Pat your nose this morning Stamp your feet, Roll your arms etc

As the term progresses,

increase the difficulty for the kinder children by doing a different activity with each hand (e.g. pat your head and rub your tummy).


The focus for this term is the Sol Fa and tuneful singing. Based on Solfège or Solfeggio, Sol Fa is a method of learning and reading music. The technique uses seven syllables for a scale (do, re, mi, fa, so, la and ti) with a hand signal for each syllable. Sol fa enables singers to better learn pitch relationships, or the spaces between the notes of a scale. By practicing with Sol fa patterns, singers improve their ability to pitch every note accurately. Using hand signals whilst singing assists children with understanding the differences of high and low pitch. Because Sol fa focuses the attention on pitch relationships it is a fantastic way to train the musical ear for tasks like playing by ear and improvising. Go through the hand signs slowly– singing the words to do re mi as you do them. Doe a deer, a female deer Ray, a drop of golden sun Me, a name I call myself Far, a long, long way to run Sew a needle pulling thread La a note to follow sew Tea a drink with jam and bread That will bring us back to Doe Do re mi fa so la ti do Using the hand signs for the sol fa helps encourage tuneful singing. It gives the children a physical action to correspond with the muscle movement involved in singing each note and interval. This section ties in with section 7 – the musical story.

These sections of the program are imperative as they really form the crux of our music program, where much learning is done implicitly and explicitly (music itself, is an activity that activates, stimulates and uses the whole brain). Dynamics of music can be introduced at a basic and higher level depending on your group at this point. Listening to music helps develop our ability to recognise patterns and contours which in turn helps develop our linguistic abilities among others. Moving with the music helps integrate our reflexes and limbic system as well as practising our left brain right brain cross lateral movements to ‘unstick’ the brain and work on balance and co-ordination. The music allows us to develop appropriate responses and improve social


communication. The benefits really are endless, and these sections of the program allow a musical experience to form an integral part of the child’s day.

This is where the children respond to the music, firstly with their bodies and then with the instruments, so be very clear with your instructions so they know exactly what to do. Make sure they listen, identify the change in the music and then respond accordingly. Of course, you will have to prompt them. "Now it is time for our walking listening song, we have to listen very carefully and do what the words say. Let's all stand up and walk around together." Let’s move, move around together Let’s dance, dance around together Let’s move, move around forever then you Jump, jump, jump and you jump, jump, jump And you jump, jump, jump and stop! Repeat OR Let’s walk, walk around walk around together x 2 Let’s jump, jump around jump around together x 2 Let’s hop/skip/fly/march/crawl (whatever you think)

"Now that we are sitting down and you are such good listeners I think we should play our instruments. (In Early Learning Settings) I have a shaker for everyone who is sitting beautifully. (For Parent and child classes) I am going to get my instruments out now. I need you to come and get one for you and Mum/Dad/Grandand then go back and sit down with Mummy then we can start. "

Hand out shakers to the Under 3s and a mixture of instruments to the older children.

"What we need to do is have a practice. We have to listen to the music and play. When the music stops we have to STOP and listen!" Put on the instrument music and lead them by example. When the music stops between each verse, say “Stop and Listen! What is the music going to do? Yes its fast / slow etc.”. Don’t forget to hold your hand up in a STOP motion each time the music stops. Feeling The Beat (with stops)

Playing in time (playing in time), feeling the beat (feeling the beat) x 2


Playing up high (playing up high), feeling the beat (feeling the beat) Playing down low (playing down low), feeling the beat (playing and STOP) Playing really softly, playing in time with me Playing really softly, feeling the beat with me Playing really loudly, playing in time with me Playing really loudly feeling the beat and STOP! (you need to manually adjust loud) Playing in front (playing in front), feeling the beat (feeling the beat) Playing behind (playing behind) feeling the beat (feeling the beat) Play very slow, (play very slow) feeling the beat (feeling the beat) Play very fast (play very fast), feeling the beat (feeling the beat) x 2 Or The Clave Song There are quite a lot of verses in this song you can adapt the words adapt to suit – here are some suggestions.

Claves are tapping on the beat, Tap them together on the beat Claves are tapping on the beat Tapping on the beat today (x 2) Claves are tapping side to side Tap them together side to side etc. Claves are tapping end to end.... Claves are climbing up the ladder.......... Claves are tapping on your knees/wherever/on the floor Claves are tapping way up high/down low/very soft/very loud etc For the older children you should use the Kids Time Mix so they can explore the different time signatures. Kids Time Mix

2/4 Count the beat march with me x2 1 2 1 2 1 2 1 2, STOP

¾ waltz Count the beat waltz with me x2 1 2 3, 1 2 3, 1 2 3, 1 2 3, 1 2 3, 1 2 3 1 2 3, STOP

4/4 Count the beat walk with me x2 1 2 3 4, 1 2 3 4, STOP

6/8 Count the beat skip with me x2 1 2 3 4 5 6, 1 2 3 4 5 6, STOP


For the older children we extend their learning by incorporating a musical concept using the musical concept flash cards.

Ask the children "How can you play…?" "What can you hear in the music?" "Where can you hear this in the song?" "Show me how you can play…" "Let's play it…" Musical Concepts:

BASS

Of the lowest pitch or range

TREBLE Of the highest pitch or range

PIANO

Soft; subdued

FORTE

Loud; with force

ALLEGRO

Brisk or rapid in tempo.

LENTO

Slow

STACCATO

Shortened and detached when played or sung

LEGATO

Smooth and connected

CRESCENDO < Increasing in volume

DIMINUENDO >

Decreasing in volume

RESTS

An interval of silence between tones

Music rests:


The march is a time for the children to stand up and march around the room whilst using the instruments. You can incorporate the musical concepts into the march. This term we are exploring different genres of music. You'll find two songs of one genres, swapping over each week. Take the opportunity before each weeks march to discuss the different genres of music. You don’t have to use the whole piece of music if you are low on time. Some of the songs in this section are the original versions containing vocals – these songs are for use in the march only. Do not use these in any other section of the program. Part of what sets us apart from our competitors is that we sing live so it is important to not use them any time other than the march. Country Music: A genre of popular music that originated in the southern United States. It often consists of ballads and dance tunes with generally simple forms, folk lyric and harmonies accompanied by mostly string instruments such as banjos, electric and acoustic guitars, steel guitars and fiddles as well as harmonicas.

Jazz Music: A music genre that originated in the African-American communities of New Orleans, United States, in the late 19th and early 20th centuries, and developed from roots in blues and ragtime. ... Jazz is characterized by swing and blue notes, call and response vocals, polyrhythms and improvisation. Typically played on brass and woodwind instruments.

Rap Music: Rapping is a musical form of vocal delivery that incorporates "rhyme, rhythmic speech, and street vernacular", which is performed or chanted in a variety of ways, usually over a backbeat or musical accompaniment. The components of rap include "content" (what is being said), "flow" (rhythm, rhyme), and "delivery" (cadence, tone).

Reggae Music:

Reggae is a music genre that originated in Jamaica in the late 1960s and is led by the drum and bass. One of the most easily recognizable elements is offbeat rhythms; staccato chords played by a guitar or piano on the offbeats of the measure. The tempo of reggae is usually slower paced.

Latin

Latin music is a genre that is used by the music industry as a catch-all term for any music that comes from Spanish- and Portuguese-speaking areas of the world (including Spain and Portugal), as well as music sung in either language. Spain, Brazil, Mexico, and the United States are the largest Latin music markets in the world

Showtunes / Broadway music The story and emotional content of a musical – humor, pathos, love, anger – are communicated through the words, music, movement and technical aspects of the entertainment as an integrated whole. Although musical theatre overlaps with other theatrical forms like opera and dance, it may be distinguished by the equal importance given to the music as compared with the dialogue, movement and other elements.

Classical Music:

Classical music is a very general term which normally refers to the standard music rooted in the European tradition during a period lasting approximately from 1750 to 1830, when forms such as the symphony, concerto, and sonata were standardized. Classical music greatly emphasized homophonic melodies, meaning that there was a single melody that all the instruments played. Classical music uses orchestras to produce their distinctive sounds.

Contemporary / pop Pop music is a genre of popular music that originated in its modern form in the United States and United Kingdom during the mid-1950s. Pop music is eclectic, and often borrows elements from other styles such as urban, dance, rock, Latin, and country; nonetheless, there are core elements that define pop music. Identifying factors include generally short to medium-length songs written in a basic format (often the verse-chorus structure), as well as common use of repeated choruses, melodic tunes, and hooks.

https://en.wikipedia.org/wiki/Music_industry

https://en.wikipedia.org/wiki/Music_industry

https://en.wikipedia.org/wiki/Pathos

https://en.wikipedia.org/wiki/Opera

https://en.wikipedia.org/wiki/Music_genre

https://en.wikipedia.org/wiki/Popular_music

https://en.wikipedia.org/wiki/Urban_contemporary

https://en.wikipedia.org/wiki/Dance_music

https://en.wikipedia.org/wiki/Rock_music

https://en.wikipedia.org/wiki/Latin_music_(genre)

https://en.wikipedia.org/wiki/Country_music

https://en.wikipedia.org/wiki/Verse%E2%80%93chorus_form

https://en.wikipedia.org/wiki/Hook_(music)


The musical story is usually done after the instruments. It is a real favourite with everyone and serves to settle everyone down. Using a book to demonstrate the Sol Fa is a fun way of teaching and reinforcing this sometimes difficult subject. There are three types of books we use. The first is a book with a short recurring line of two or three integrals ('whose' books, 'when Im feeling' books and others). The second are books that you would learn a whole line and have the children repeat it back. The line may not necessarily be written on every page but matches the books (e.g. 'I spy' books). The third are whole books that you can sing with the children (often nursery rhyme books). Please watch the sol fa training videos and plan your stories.

This section contains some more active songs that relate to the theme that suit all ages but particularly suit younger children. For children 3+ that need extension replace the action song section with your choice of the advanced activities as listed below. This term we are using echo songs, body percussion and claves (also called clapsticks). Some weeks the advanced part of this section contains a 'foot story' which will be listed in the script. The story is told sitting on the floor using your feet as 'mice'. The introduction to each foot story is the same every time. This repetition is to help build confidence to contribute to the stories later in the year. You will notice before too long the group will start saying this part of the story with you. Try to avoid rotating the ankles as studies have found this is not beneficial to growing bones. Before each story you may like to ask the children where they think the mice will go? What would they do there? Who would they see? You may need to make the stories slightly shorter if you have time constraints, simply take the mice home at an earlier point in the story.


These next tracks have the vocals on them

TAP YOUR STICKS

Tap your sticks in the air with a 1 2 3 Tap your sticks on the floor with a 1 2 3 Tap your sticks in the air with a 1 2 3 Tap your sticks on the floor with a 1 2 3 Tap your sticks to the right with a 1 2 3 Tap your sticks to the left with a 1 2 3 Tap your sticks to the right with a 1 2 3 Tap your sticks to the left with a 1 2 3

Rub your sticks together Shake them high above you Rub your sticks together Pass them both behind you

Cross your sticks tap your knees with a 1 2 3 Tap your sticks end to end with a 1 2 3 Cross your sticks tap your knees with a 1 2 3 Tap your sticks end to end with a 1 2 3 Hammer left with the right with a 1 2 3 Hammer right with the left with a 1 2 3 Hammer left with the right with a 1 2 3 Hammer right with the left with a 1 2 3 Repeat third and first verses PLAY AND REST

Play two beats and then rest two beats Play four beats and then rest four beats Play three beats and then rest one beat Play one beat and then rest three beats Play and rest anytime you want to Play and rest anytime you want to

YOKOMO

Hello baby Do way ackka way Hully hully hully ho Don’t you know yokomo? A ring ting ting Way ay o


FLEA! Make sure the children understand the concept of an echo before you start this song Clap hands and pat knees in time

Flea (flea) Flea fly (flea fly) Flea fly flo (flea fly flo) Vista (vista) Cumala, cumala, cumala vista (cumala, cumala, cumala vista) Oh no no no no da vista (oh no no no no da vista) Eeney meaney decimeaney ooh wala wala meaney (Eeney meaney decimeaney ooh wala wala meaney) Exameaney salameaney ooh wala wa (Exameaney salameaney ooh wala wa) Saying beat biddley oten doten bobo da beaten doten bobo da beaten doten Peanut Butter! (Saying beat biddley oten doten bobo da beaten doten bobo da beaten doten Peanut Butter!)

Alternate (much easier) lyrics:

Flea (flea) Flea fly (flea fly) Flea fly mosquito (flea fly mosquito) Calamine, calamine, calamine lotion (calamine, calamine, calamine lotion) Oh no no no not the lotion (oh no no no not the lotion) Itchy itchy, scratchy scratchy, ooh I got one down my backy (itchy itchy, scratchy scratchy, ooh I got one down my backy) Beat that big bad bug with the bug spray (beat that big bad bug with the bug spray CHHHHHHHHHHHHH!

You can repeat getting faster each time.

MUMBO JUMBO Start by teaching this as an echo song, include the body percussion as you go. Older children will be able to do this as a round as well.

Mumbo Jumbo Christopher Columbo (Mumbo Jumbo Christopher Columbo)

Sitting on a sidewalk chewing bubble gumbo (Sitting on a sidewalk chewing bubble gumbo)

I think I’ll catch a whale I think I’ll catch a snail (I think I’ll catch a whale I think I’ll catch a snail)

I think I’ll sit around a while twiddling my thumbo (I think I’ll sit around a while twiddling my thumbo)


UH OH SPAGHETTIO Spaghetti-o is a brand of canned spaghettis that is shaped like an ‘o’ Break the song up and teach as an echo song including the rhythm pattern. Uh oh Spaghetti-o (Uh oh Spaghetti-o) Eat it with Confettio (Eat it with Confettio) When it’s ready let it go (When it’s ready let it go) Uh oh Spaghetti-o (Uh oh Spaghetti-o) For older children you can split the groups into 2 (or even 3) and combine the rhythms.

A round (also called a perpetual canon) is a musical composition in which a minimum of three voices or groups sing exactly the same melody at the same time and may continue repeating it indefinitely, but with each voice or group beginning at different times. Split your class into two or three groups. Group one start the song, then group two sing the first line as group one sing the second line and so on.

ROW YOUR BOAT

Group 1 Group 2 Row Row Row your boat Gently down the stream Row Row Row your boat Merrily Merrily Merrily Merrily Gently down the stream Life is but a dream Merrily Merrily Merrily Merrily Row Row Row your boat Life is but a dream Gently down the stream Row Row Row your boat Etc..

LION SLEEPS TONIGHT Wimoweh, owimoweh, owimoweh, owimoweh Wimoweh, owimoweh, owimoweh, owimoweh Wimoweh, owimoweh, owimoweh, owimoweh Wimoweh, owimoweh, owimoweh, owimoweh

https://en.wikipedia.org/wiki/Musical_composition

https://en.wikipedia.org/wiki/Part_(music)

https://en.wikipedia.org/wiki/Melody

https://en.wikipedia.org/wiki/Imitation_(music)


In the jungle, the mighty jungle The lion sleeps tonight In the jungle, the quiet jungle The lion sleeps tonight CHORUS: Wee..........ooh.....Oh, wimoweh Wee..........ooh.....Oh, wimoweh Near the village, the peaceful village The lions sleeps tonight Near the village, the quiet village The lion sleeps tonight CHORUS: Wee..........ooh.....Oh, wimoweh Wee..........ooh.....Oh, Wimoweh

Choose different dances for each age group and work on them for a few weeks; 2 – 3 weeks depending on how quickly they pick them up and the level of interest in each one. EVERYWHERE’S A DANCE FLOOR When I hear the music groove And I see that magic mirror ball Everything I do becomes a dance move And everywhere is a dance floor! Wash your hands from side to side Shake 'em loose until they're dry Looking cool when you brush your hair Dry yourself like you just don’t care Yeah dry yourself C'mon dry yourself Use your towel And Dry Your Self Everywhere’s a dance floor Everywhere’s a dance floor You start to move it when you hear the music Everywhere’s a dance floor


Wash the windows Wash the walls Sweep the chimney Sweep the floors Run the vaccumn All around Run it up Run it down Now wipe your feet Wipe your feet To the funky beat Everybody Wipe Your Feet Everywhere’s a dance floor Everywhere’s a dance floor You start to move it when you hear the music Everywhere’s a dance floor Cause when the music starts to play I wanna dance I gotta dance Cause everywhere a dance floor Everywhere’s a dance floor Everywhere’s a dance floor You start to move it when you hear the music Everywhere’s a dance floor DOROTHY, WOULD YOU LIKE TO DANCE WITH ME Dorothy, Dorothy, would you like to dance with me? (x 2) First you take your hands and you put them on your hips Sway from side to side and let your backbone slip. Dorothy, Dorothy, would you like to dance with me? (x 2) Next you turn your head, you turn it from side to side Then you shake your hands, it’s really out of sight Dorothy, Dorothy, would you like to dance with me? (x 2) Dorothy, Dorothy, would you like to dance with me? (x 2)


ROMP BOMP A STOMP Well you push your arms up in the air from side to side Then the next thing we do is sing “romp bomp a chomp” (romp bomp a chomp) Then you stamp your feet and you’re doing the romp bomp a stomp Chorus: Romp bomp a stomp (Romp bomp a stomp)Romp bomp a chomp (Romp bomp a chomp) Romp bomp a stomp (Romp bomp a stomp)Romp bomp a chomp (Romp bomp a chomp) Well it’s Dorothy’s dance and we’re doin’ the romp bomp a stomp. Repeat whole song SEVEN STEPS Have you ever heard of the seven steps? x 2 They say that I can’t dance a step I can dance like any other chap This is one…………(continue repeating until 7) 1 = 1 knee down 2 = 2 knees down 3 = 2 knees + 1 elbow 4 = 2 knees + 2 elbows 5 = 2 knees + 2 elbows + 1 palm 6 = 2 knees + 2 elbows + 2 palms 7 = all of the above + head 5 6 7 8 Listed below is the chorus which actually fits over everything – both the chorus and the verse patterns. My boot scootin’ baby is driving me crazy My obsession for a western my dance floor date My Rodeo Romeo, a cowboy guy from head to toe Gonna make you mine gonna stay in line 5 6 7 8! DO THE MONKEY Do the monkey, do the monkey. Monkey, monkey, that's alright. Do the elephant, do the elephant. Do the elephant, that's alright. Jump to the front and back. Jump to the front and back. Jump to the front and back. That's alright.


Do the tiger, do the tiger. Tiger, tiger, that's alright. Jump to the front and back. Jump to the front and back. Jump to the front and back. That's alright. Now do the monkey, do the monkey. Monkey, monkey, that's alright. Do the elephant, do the elephant. The tiger, tiger, the tiger, tiger. BLAME IT ON THE BOOGIE Don’t blame it on the Sunshine Don’t blame it on the moonlight Don’t blame it on the good times Blame it on the boogie FUNKY TOWN {6 BAR INTRO} Gotta make a move to a town that's right for me Town to keep me movin' Keep me groovin' with some energy Well, I talk about it, talk about it, talk about it, talk about it Talk about, talk about, talk about movin’ Gotta move on x 3 {6 BARS INSTRUMENTAL} Won't you take me to Funkytown x 4 {4 BARS INSTRUMENTAL} Repeat all above


The finish song is a way to signal to children that the session is coming to a close and that is time to return to other activities. It helps to calm the children and bring their focus back. Its never a good idea to leave the children too hyped up for the educators to deal with. You should finish the session with a finish song or a mindfulness song, a recap of what you did during the session and then 'hey dee ho and say goodbye'. Both Ring a Rosie and The Hokey Pokey work in early learning centres with the lycra. Circle dances are often difficult in a confined space and older children can use this time to push and shove each other but the lycra helps to control these issues. RING A RING A ROSIE Ring a ring a Rosie a pocket full of posies A tissue a tissue we all fall down. The cows are in the meadow eating buttercups A tissue a tissue we all jump up! HOKEY POKEY Vs1. You put your right hand in you put your right hand out You put your right hand in and you shake it all about You do the hokey pokey and they turn around That’s what it’s all about Vs2. You put your left hand in etc Chorus – Oh the hokey pokey x 3 That’s what it’s all about Vs 3 & 4 Chorus Vs 5 & 6 Chorus Choose other body parts and alternate them each week Right foot, head, tongue, bottom, tummy, elbows etc

Early learning centres - All classes It is important that you don’t leave the children too hyped up so get them all to sit down again and discuss what you have done during the session. You can sing 'Rockabye your bear' then sit them down, or (particularly in older classes) you can sing our mindfulness song 'hand on your shoulder' or have the children sit in a circle and do 'the massage song'. If you have time you can do a mindfulness song and Rockabye your Bear. ROCK A BYE YOUR BEAR Everybody clap (clap clap clap) Everybody sing (la la la lala) Bow to your partner, then you turn around Hands in the air Rock a bye your bear Bear’s now asleep sh sh sh x 2


Let's relax our minds – breathe in deeply and then gently breathe out again. Let's give ourselves a pat on the back – what a good job we have done today. HAND ON YOUR SHOULDER

Hand on your shoulder x 2 (right hand on to left shoulder, then left hand to right shoulder) Give yourself a hug (give yourself a hug) Hand on your shoulder X 2 Feeling kinda snug Wrap your arms around you and you’ll be ok I’m proud of you, you’ve done the best you can today hand on your shoulder give yourself a hug hand on your shoulder give yourself a hug THE MASSAGE SONG

Stroking slowly, stroking slowly stroking Up and down your back (arm, leg) Patting gently, patting gently patting Up and down your back Tickling quickly tickling quickly tickling Up and down your back

“What did we sing about today?” Point to the Felts / Laminates/Laminates/Laminates and get them to identify the songs where possible. Tell them that you will be back next week or whenever and tell them what you are going to sing about then. Complete the session by asking them to sing one more song with you and then wave goodbye. Hey dee ho and say goodbye Hey dee ho and say goodbye Hey dee ho and say goodbye Say goodbye till next time.


Components of a hey dee ho session

We try to use as many senses as possible at hey dee ho. The props are an important part of this. They provide a visual stimulus for passive action songs as well as involving the sense of touch which is particularly important for children.

Puppets We use a variety of finger puppets. These provide an important tactile part of the program. There should be one for every child and educator/parent. They are a valuable part of the program and also extend the use of songs (from fingers to puppets).

Puppets are a great ice breaker and may be used to help children join in activities

Props/Dress Ups Props and dress ups are excellent tools to promote active play. These can be used to act out songs and this can extend the life of songs (from toddlers through to preschoolers). You can use them to demonstrate simple music concepts and also develop confidence in children as they step out from their comfort zone and take part in simple drama activities.

Dress up activities promote co-operation,

sharing and turn taking, improve communication skills and improves relationships and emotional intelligence.

Surprise Trolley Your trolley does more than just carry your props – it’s a basket that the children can‘t see into. It contains all the props and puppets that you will use in the program that day. Its presence is very important. It creates anticipation – everyone wants to know what is in your basket each week. Try not to let the children see your puppets or Pictures/Laminates before it is time to use them during the program.

Instruments We use a variety of percussion instruments to demonstrate basic music concepts in a fun manner. The instruments are introduced approximately half way through the program to break up the passive and active songs. This maintains interest and helps avoid restless behaviour. Everyone loves the instruments. Children often choose instruments that match their personalities i.e. a loud, forward child will want to play the cymbals or drum whilst a quiet child will opt for the bells. Try offering the quiet children a turn on the cymbals and vice versa, it is good for them to experiment and different instruments will help with fine motor skills. Use musical terminology to describe tempo – Allegro (fast) and Lento (slow) - and Dynamics - Forte (Loud) and Piano (soft).

Felt Board Utilising another of our senses, laminate and felt pictures are an important tool that help focus the children‘s attention during your sessions. The pictures assist with language development and word association – SING a song, SEE a picture, SAY the word.


hey dee ho music term 3 "123 Go - Part 1" Song list START SONG: Hey dee ho & how do you do? 1 SOL FA SONG: Do Re Mi 2 FOLLOWED BY: 1 Finger 1 Thumb 3 or 1 Potato (can be used for “7” also) 4 Bananas in Pyjamas 5 or 2 Fine Snowmen 6

or 2 Green Apples 7 3 Green Birds 8 or 3 Little Ducks 9 or 3 Little Fishies 10 4 Green & Spotty Frogs 11 5 Little Magpies K 12 or 1 2 3 4 5 Fish Alive 13 WALKING/ Jumping Dance 17 LISTENING SONGS: Walk Around Together 18 INSTRUMENTS: Feeling the beat 21

Clave Song 22 Kids Time Mix 23 MARCH: (Jazz) The cool and hip spider 24 Happy Birthday (with pause) 25 MUSICAL STORY ACTION SONGS: 5 Cheeky Monkeys OR 26 Or replace 5 in the bed 27 With advanced Alice the Camel K 28 activities Bugs and beetles K 29 REGULAR DANCES: Everywhere’s a dance floor 37 Dorothy Dance With Me 38 Romp Bomp a Stomp 39 7 Steps 40 5 6 7 8 41 Do The Monkey 42 Blame it on the Boogie 43 Funky Town 44

FINISH: Ring a Rosie 59 Hokey Pokey 60 ELCs Rockabye Your Bear 61 MINDFULNESS: Hand on your shoulder 62

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1 2 3 GO Part one Section 3 Theme Songs (This theme could be combined into one week if needed) “We’re going to practise our counting today. Do you know any songs that have numbers in them? Well, let’s start at one. Show me one finger and one thumb.” Put up the hand felt. Only do the first verse for the youngest age groups. One finger, one thumb keep moving x 3 Let’s all be merry and bright One finger, one thumb, one arm keep moving x 3 Let’s all be merry and bright One finger, one thumb, one arm, one leg keep moving x 3 Let’s all be merry and bright One finger, one thumb, one arm, one leg, one nod of the head keep moving Let’s all be merry and bright OR One potato, Two potato, Three potato, Four Five potato, Six potato, Seven potato more Repeat song “One finger, one thumb, let me see, two…” Put up the Bananas in Pyjamas felt. Bananas in Pyjamas are coming down the stairs Bananas in Pyjamas are coming down in pairs Bananas in Pyjamas are chasing teddy bears ‘Cause on Tuesdays they all try to catch them unawares Repeat OR Two fine snowmen met in the lane Bowed most politely bowed once again How do you do x 2 How do you do again You can just use fingers for this song or perhaps in the older rooms get two children up to act out the song. OR Two green apples hanging on a tree Two green apples smiling at me I shook that tree just as hard as I could Down came the apples MMM They were good

Counting is an essential life skill that

aids in learning more advanced skills as we grow older. Becoming comfortable with numbers and counting increases a child’s confidence, which in turn will give them a better foundation to learn from. So, count everything in these programs.

SOCIAL: If you have an older group, you may like to ‘act out’ this song. Using our imagination sparks a child’s creative abilities as they learn to act out their world through symbols.


The children can stand up and act like a tree, their arms are the branches and their hands are the apples. “One finger, two bananas, let me see what do think there may be three of?” For the older children you may like to do a song that requires dressing up. Dress up three children in the green bird hats or wings and get them to stand out the front. Explain that when you want them to fly away, you will tap them on the shoulder or head. Three green birds, three green birds, three green birds Sitting on a fence One flew off… OOOH!! Two green birds etc One green bird etc No green birds, no green birds, no green birds Sitting on a fence One flew on… YEAH!! One green bird etc Two green birds etc Three green birds etc Or you can do three Mermaids. Sing the same song using the mermaid costumes. Or for the younger children: Three little ducks went out one day Over the hills and far away One little duck went quack quack quack But only two little ducks came back Two little ducks …. One little duck… Mother duck went out one day Over the hills and far away Mother duck said quack, quack, quack, quack And all of the three little ducks came back Or Put up the fish felt. “Fish! Of course! Who would like a fish for their finger?” Hand out the fish puppets. NB: this is the more suitable option for the younger children. Down in the meadow in a little bitty pool Swam three little fishies and the mamma fishie too Swim said the mamma fishie swim if you can So they swam and they swam all over the dam Boom boom diddum daddum waddum CHOO x 3 And they swam and they swam all over the dam Repeat getting them to do the CHOO


Collect up the fish puppets/ props and count out loud. “One, two, three… What are we up to? FOUR! Hmm, I know four very noisy frogs. Do you know what they say?” (Someone will usually yell out ribbet) “Most frogs say “Ribbet! Ribbet!” but these frogs are very hungry and they just love to eat bugs! They say “YUM YUM!” When they eat, let me hear you say “YUM YUM”!” Put up the frog felt and hand out the frog puppets. Four green and spotty frogs sat on a mossy log Eating some most delicious bugs YUM YUM One jumped into a pool where it is nice and cool Now there are three green spotty frogs Three green and spotty frogs etc.

Try and get the children to do the “yum yum’s” by themselves. Collect up the frog puppets and Five little magpies sat on a wall (Hold up left hand with fingers extended) Ten little feet amongst them all (Show both hands, fingers extended) Two little magpies crowed and said (Point to ring and pinkie fingers) "It's getting late, we're off to bed" (Fold ring and pinkie fingers down) Two little magpies gone away (Point at vacant space) Three little magpies yet did stay (Touch thumb and index/middle fingers) One little magpie hopped along (Move thumb up and down) Singing so sweetly his goodnight song (Fold thumb down) Two little magpies all alone (Separate index and middle fingers) Oh, how frightened they had grown! (Hug self and pretend to be scared) They hugged each other 'til night had come (Cross fingers) Then off they flew to find their Mum. (Move index and middle fingers briskly

as if flying, then fold them down) OR (with the fish puppets) 1 2 3 4 5 once I caught a fish alive 6 7 8 9 10 then I let him go again Why did you let him go? Because he bit my finger so Which finger did he bite? This little finger on my right

Section 6 Action Songs (or substitute this section for advanced activities) If the children are very young you may like to do Five Cheeky Monkeys. If they are very small you can hand out monkey puppets, if they are around 2 – 3 it would be okay to get them up and jumping by now and the kinder kids will love Alice the Camel or the challenge of Five Little Magpies.

PHYSICAL: Have a go a at using all those

fingers - as we improve our fine motor skills, we improve our ability to grasp such important tasks as learning to zip, write, use buttons and feed ourselves.


Five cheeky monkeys jumping on the bed One fell off and bumped his head Mummy called the doctor and the doctor said No more monkeys jumping on the bed! Four cheeky monkeys etc OR There were five in the bed and the little one said Roll over roll over So they all rolled over and one fell out There were four in the bed… There were three in the bed… There were two in the bed… There was one the bed and he cried and said I’m lonely I’m lonely So they all jumped in and kissed goodnight! OR Alice the camel has 5 humps x 3 So go Alice Go boom boom boom Alice the Camel has 4 humps etc Alice the camel has no humps x 3 COS ALICE IS A HORSE OF COURSE! Or dress them up and do: Bugs and beetles in my garden. Oh what horror! Oh what dread! Five hungry beetles in my cabbages, soon my cabbages will be dead! So I go into my garden, creeping softly, tip toe tread. I creep up behind those beetles and I BOPPED one on the head. OOCH! OUCH! Is what he said when I bopped the little beetle on the head. Bugs and beetles………..etc (4……3……..2…….1 etc).


hey dee ho music term 3 "123 Go - Part 2" Song list START SONG: Hey dee ho & how do you do? 1 SOL FA SONG: Do Re Mi 2 FOLLOWED BY: 6 Little Ducks 3 or 6 Grey Elephants 4 7 clowns 5 8 Fat Sausasges 6 Dr Knickerbocker 7 I'm a little rocket 8 WALKING/ Jumping Dance 17 LISTENING SONGS: Walk Around Together 18 INSTRUMENTS: Feeling the beat 21

Clave Song 22 Kids Time Mix 23 MARCH: (Jazz) Mary had a real cool lamb 24 Happy Birthday (with pause) 25 MUSICAL STORY ACTION SONGS: Bugs and Beetles K 26 Or replace with Count to ten freeze song K 27 advanced activities REGULAR DANCES: Everywhere’s a dance floor 37 Dorothy Dance With Me 38 Romp Bomp a Stomp 39 7 Steps 40 5 6 7 8 41 Do The Monkey 42 Blame it on the Boogie 43 Funky Town 44


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123 Go Part Two Section 3 Theme songs This theme could be combined into one week if needed. “Do you remember how we practised our counting last week? 1 2 3 4 5.... what comes next? Yes it is 6!! What do you think there may be 6 of?" "Oh yes, now come and get a duck for your finger.” Put up the duck Felts / Laminates. Six little ducks that I once knew Fat ones skinny ones fairs ones too But the one little duck with a feather on his back He led the others with a Quack, Quack, Quack Quack, Quack, Quack, Quack, Quack, Quack He led the others with a Quack, Quack, Quack Down to the river they would go Wibble wobble wibble wobble to and fro But the one little duck with a feather on his back He led the others with a Quack, Quack, Quack Quack, Quack, Quack, Quack, Quack, Quack He led the others with a Quack, Quack, Quack Home from the river they would come Wibble wobble wibble wobble ho hum hum But the one little duck with a feather on his back He led the others with a Quack, Quack, Quack Quack, Quack, Quack, Quack, Quack, Quack He led the others with a Quack, Quack, Quack “Okay, time to say goodbye to the ducks – let’s pop them back in the basket... OR You can use the elephant puppets for the little ones or the elephant trunks for the older ones. One grey elephant balancing Step by step on a piece of string Thought it was such a wonderful stunt So he called for another elephant Two grey elephants ---- etc Up to six and then Six grey elephants balancing Step by step on a piece of string All of sudden the piece of string broke And down came all the elephant folk

Use your fingers to count and encourage the children to use

their fingers too. We all learn in different ways and holding up your fingers as you count is a great visual cue alongside the aural one to engage different learners.


“Now where were we? I know, counting! Count with me now 1 2 3 4 5 6 – what are we up to? 7!! Now, for the number 7, here is my very silly clown – let’s stand up and be clowns together”. Put up the clown felt. Seven clowns hop up and down x3 Then all fall down Seven clowns jump up and down x3 etc Seven clowns spin round and round x3 etc “What number are we up to now? Eight? Eight fat sausages!” You may like to get half the children to be POP (clap) and the other half can be BANG (stamp). Put up the sausages felt. Eight fat sausages sizzling in a pan x2 And if one went POP! And the other went BANG! There’d be six fat sausages sizzling in a pan etc “Count with me 1 2 3 4 ---- 9. Great well that means we can do this next song. Stand up everyone” Put up the Dr Knickerbocker felt. Dr Knickerbocker, Knickerbocker number nine He likes to dance and keep in time Now let’s get the rhythm of the hands Now we’ve got the rhythm of the hands Now let’s get the rhythm of the number nine 1 2 3 4 5 6 7 8 9! This song is cumulative hands, feet, hips and lips. “We must be up to number … ten!” Put up the rocket felt. I’m a little rocket tall and thin Here is my nose cone here are my fins When I get all fuelled up then I zoom Off the launch pad to the moon 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, BLAST OFF!!

Section 6 Action Songs (or substitute this section for advanced activities) Dress them up and do: Bugs and beetles in my garden. Oh what horror! Oh what dread! Five hungry beetles in my cabbages, soon my cabbages will be dead! So I go into my garden, creeping softly, tip toe tread. I creep up behind those beetles and I BOPPED one on the head. OOCH! OUCH! Is what he said when I bopped the little beetle on the head. Bugs and beetles………..etc (4……3……..2…….1 etc).

COGNITIVE: Counting is an essential life skill and a building

block for other higher order brain activity. All of these songs engage some form of counting which will help children start to make sense of their world.

COGNITIVE: Make- believe play develops in the early years of children and allows them to grow through imitation and fantasy, so dress up and allow the children to think and act out their world.


Count to ten freeze dance In this song the children should freeze when you say the number 10, but we want to 'trick' them by not saying it when they expect it. You can say numbers out of sequence, call out random numbers or say all the numbers in order and then NOT say 10 straight away. We've given you a suggestion in brackets below but you can use any sequence of numbers in this part. Hey kids what do you know Let’s all do a stop and go Everybody clap their hands 2 times Everybody clap two times again Now turn around jump up and down Laugh just like a circus clown - do it again Now don’t stop dancing until I say the number… ooooh it’s the number… (1, 2, 3, 4, 5 ,6, 7, 8, 9… 9…. Tricked you I didn’t say ten!) (Three?) (Six?) oh, it’s the number 10! Shake your bodies again x 2 Repeat

Felts / Laminates needed Hand felt or Potato felt Bananas in pyjamas or 2 green apples Three green birds or Mermaid or Fish Frogs Monkey or Alice the Camel or Ducks or Magpie Clown Elephant Sausages in pan Dr Knickerbocker Rocket

Props needed Banana puppets Green bird hats/wings or Mermaid costumes or Fish puppets Frog puppets Monkey puppets or Duck puppets Bug capes Elephant trunks (parent child classes)


hey dee ho music term 3 "Toyland" Song list START SONG: Hey dee ho & how do you do? 1 SOL FA SONG: Do Re Mi 2 FOLLOWED BY: Come With Me to Toyland 3 Bananas in Pyjamas 4 Here We Are in Toyland 5 Bingo 7 Humpty Dumpty 8 Here We Are In Toyland 9 Three happy trolls 10 Bob the Builder 11 Build it Up (building blocks) 12 Little Red Engine 13 Barbie Girl K 14 Ticketty Boo 15 WALKING/ Jumping Dance 17 LISTENING SONGS: Walk Around Together 18 INSTRUMENTS: Feeling the beat 21

Clave Song 22 Kids Time Mix 23 MARCH (Reggae) e-right, e-not wrong 24 Happy Birthday (with pause) 25 MUSICAL STORY ACTION SONGS: Jack in the Box (x 3) 26 Or replace with or Fuzzy the Clown 27 advanced activities I’m A Little Aeroplane (2nd time fast) 28

Dinga Linga Reo 29 Teddy Bear Turn around 30

REGULAR DANCES: Everywhere’s a dance floor 37 Dorothy Dance With Me 38 Romp Bomp a Stomp 39 7 Steps 40 5 6 7 8 41 Do The Monkey 42 Blame it on the Boogie 43 Funky Town 44

FINISH: Ring a Rosie 59 Hokey Pokey 60 CCC’s Rockabye Your Bear 61 MINDFULNESS: Hand on your shoulder 62

The Massage Song 63


Toyland Section 3 Theme songs “Today we are going on a very special trip to one of my favourite places, Toyland!” Put up the Toyland sign. “Do you know what we will find there? Let’s go and find out – feet out the front!” Come with me to Toyland, Toyland, Toyland Come with me to Toyland tell me what you see “Let’s see… Whose house are we at?” Put up the Bananas in Pyjamas felt. “It’s the Bananas House!” I would suggest using the Bananas puppets here as there are no other puppets in this program. Bananas in Pyjamas are coming down the stairs Bananas in Pyjamas are coming down in pairs Bananas in Pyjamas are chasing teddy bears Cos on Tuesdays they all try to catch them unawares Repeat “Let’s see who else we can find.” Here we are in Toyland, Toyland, Toyland Here we are in Toyland tell me what you see "We’re at someone else’s house now – let’s see who lives here.” Reach into the basket – if you are doing Bingo he may bark from within the basket. If you are doing Humpty Dumpty reach in a bring him out. Usually Humpty is better for parents and children than at Early Learning centres. There was a farmer had a dog and Bingo was his name O B. I. N. G. O. X 3 And Bingo was his name O! Repeat OR The older children can pretend o be Humpty and ‘fall off’ the wall- if they are with parents, they can ‘fall off’ the parent’s knee. Humpty Dumpty sat on the wall Humpty Dumpty had a great fall All the kings horses and all the king’s men Couldn’t put Humpty together again. Repeat “Feet out the front let’s go and visit someone else!”

There are so many toys in the world and

they play a part in children understanding their world. They help in play-based learning which aids children’s creativity and develop other strengths such as dexterity and emotions, as we use them to build, create, imagine and investigate cause and effect.


Here we are in Toyland etc. "Who's this? They've got very long hair. Can you guess who it is? They're the trolls!" Have three helpers come up and wear the troll headbands. Three happy trolls (three happy trolls) See how they dance (See how they dance) They all went out to a party last night They sang and they danced all through the night Did you ever see such a sight in your life As three happy trolls (three happy trolls) It is one of the most famous toys of all - BOB!” Put up the Bob the Builder felt. Chorus: Bob the Builder palms up, hands out to the side at shoulder level Can we fix it? point both index fingers to the front on each word Bob the Builder palms up, hands out to the side at shoulder level Yes we point both index fingers to the front on each word Can! thumbs point to yourself Take a step to the left and pretend to dig throwing the dirt over our left shoulder then repeat the motion to the right. Scoop, Muck & Dizzy and Rollie too Lofty and Wendy join the crew Bob and the gang have so much fun Working together they get the job done Repeat Chorus Roll your arms throughout this verse: Pilchard and Bird, Travis and Spud Playing together as good friends should Repeat Chorus “What do you think Bob is doing today – he is hard at work building!” Build it up, build it up, build it high Build it up, up, up into the sky Build it up, build it up, build it higher Build it up, up, up, up, up into the sky “Oh look, it’s one of my favourite toys! It’s a little red engine!”

PHYSICAL: Building blocks help develop hand-eye co-ordination; use your hands stacked on top of one another and pretend to build.


The little red engine was chuffing along When he came to a great big hill He said I must chuff and never stop I must chuff chuff chuff til I get to the top I think I can I think I can I think I can I think I can And he chuffed right over the hill Tooooot Tooooot! “All aboard for the next station!” Repeat the song.

OR

I’m a Barbie girl (point to yourself) In a Barbie world (hand out to the side) Life in plastic, it’s fantastic (roll your arms) You can brush my hair take me anywhere (brush your hair) Imagination life is your creation (roll your arms again) “Goodness me! Can you see who I see? It’s my favourite fairy Ticketty Boo!” There’s a fairy at the bottom of my garden And their name is Ticketty Boo There’s a fairy at the bottom of my garden And all that they can do Is sprinkle their fairy dust day and night And wave their wand in the fairy light There’s a fairy at the bottom of my garden And their name is Ticketty Boo

Section 6 Action Songs (or substitute this section for advanced activities) “Let’s all get down deep in our box – are you ready to be a Jack in the box?” Jack is quiet down in his box until someone opens the lid! Oooooooo!! Repeat OR Fuzzy the Clown lives a long, long way down, down Deep inside his box And every night when it is still and quiet, Fuzzy pops right up And he dances and dances all around (x3) And then he POPS back down “I think I can see an aeroplane! Have a look, can you see it too? Let’s be aeroplanes together.”


I’m a little aeroplane on the ground Spin my propellers round and round When I get my revs up then I fly Off the runway to the sky “Look out! Look what’s coming! Ding Ding Ding REO REO REO!! It’s a fire engine!” Put up the fire engine felt. You may choose to do only part of this song depending on time. Chorus: Dinga linga linga linga REO REO x 3 REO REO REE

We’re off in the fire truck this morning my sister and me We’re off in the fire truck this morning There’s a cat stuck up a tree Repeat Chorus

We’re off in the fire truck this morning And the ladder’s on top as well Cause when we’re in high places It’s probably just as well

Repeat Chorus

We’re off in the fire truck this morning And don’t forget the hose Cause water puts out fire That’s something everybody knows Repeat Chorus x 2 “Now look! Why, it’s our favourite teddy! Let’s all stand up and be teddies.” Put up the Teddy felt and sit your Teddy near the easel. Teddy bear teddy bear turn around Teddy bear teddy bear touch the ground Teddy bear teddy bear dance on your toes Teddy bear teddy bear touch your nose Teddy bear teddy bear stand on your head Teddy bear teddy bear go to bed Teddy bear teddy bear turn out the light Teddy bear teddy bear say goodnight Sssh shhh Teddy bear teddy bear wake up now Teddy bear teddy bear make your bow Felts / Laminates needed Toyland sign Humpty Bingo Bananas in Pyjamas Red engine Teddy bear Jack in the box Clown Fire engine Aeroplane Bob the builder Fairy Troll Barbie doll

Props needed Bananas in pyjamas puppets Bingo or Humpty Little red engine (optional) Teddy Barbie Fireman’s hat Bob the Builder hat Any other toys you may have

We all love a teddy bear and we all learn in different ways.

Asking the children to BE the teddies, allows them to transfer the visual of a toy into a physical and cognitive task therefore we are applying the use of multiple ways of teaching.


hey dee ho music term 3 "What time is it?" Song list START SONG: Hey dee ho & how do you do? 1 SOL FA SONG: Do Re Mi 2 FOLLOWED BY: 7am I Jump Out of Bed (x 4vs) 3 Hurry Up Billy 4 8am Rumbly Tummy 5

This is the Way We… 6 9am Clocks 7 10am Lets all go for a walk to the playground 8 See Saw Marjorie Daw 9

Lunch time! 12pm 6 Fat Sausages 10 It’s getting late! 1pm Hickory Dickory Dock 11 (You can take the nap after instruments if you like & use this as the singing story) WALKING/ Jumping Dance 17 LISTENING SONGS: Walk Around Together 18 INSTRUMENTS: Feeling the beat 21

Clave Song 22 Kids Time Mix 23 MARCH: (Reggae) Three little birds 24 Happy Birthday (with pause) 25 MUSICAL STORY ACTION SONGS: 3pm Let’s Go Walking 26 Or replace with Bob the Builder 27 advanced activities 5.30pm Pizza Song 28 6.00pm Wash Your Dirty Face 29 6.30pm Bananas in Pyjamas 30 7.00pm Goodnight Mummy/Daddy (x 2 vs) 31

Can’t go to bed coz… Five Cheeky Monkeys 32 REGULAR DANCES: Everywhere’s a dance floor 37 Dorothy Dance With Me 38 Romp Bomp a Stomp 39 7 Steps 40 5 6 7 8 41 Do The Monkey 42 Blame it on the Boogie 43 Funky Town 44


The Massage Song 63


What time is it? Section 3 Theme songs We don’t use any Felts / Laminates today – just hang the clock on the easel and talk about the activities that we do at the appropriate time. “Today I have my clock with me. Let’s tell the time together.” Have the clock set on 7am. “Goodness me, look at the time! Time to get out of bed!” Just do two or three verses for the younger children. Choose the verses you feel most comfortable with. The older children love to flush the toilet but the younger ones don’t really care. I jump out of bed in the morning x 3 I hope it’s a very nice day I jump out of bed and flush the loo in the morning x 3 I hope it’s a very nice day

I jump out of bed and flush the loo and wash my face in the morning x3 I hope it’s a very nice day I jump out of bed and flush the loo and wash my face and brush my hair in the morning x 3 I hope it’s a very nice day “Oh it’s a bit cold in our pyjamas. We had better get dressed. Let’s do it quickly so we can stay warm.” You may choose to use children’s names in this song. Hurry up Billie and put your shirt on x 2 Hurry up Billie, hurry up Billie time to put your shirt on Repeat with all the different items of clothing – pants socks etc. “8 o’clock! No wonder I am hungry! My tummy is rumbling – can you hear it?” Rub your tummy. I’d love a bit of tucker in my rumbly tummy Rumbly, grumbly, rumbly, tummy I’d love a bit of tucker in my rumbly tummy Rumbly, grumbly tum “What do we always do after we finish our breakfast? Yes, clean our teeth! Show me how you clean your teeth.” This is the way we clean our teeth Clean our teeth, clean our teeth This is the way we clean our teeth So early in the morning Repeat “Well I think it might nearly be time for us to go out and play; yes it’s almost 9 o'clock. Have a look at the clock. Listen, what sound does it make?”

Following from our Counting Themes comes ‘What time is

it’ where we can put all those number learnings into practise. Beginning to learn about time concepts and even hear the terminology helps build a foundation for greater learning in the future.


Big clocks make a sound like tick tock tick tock Little clocks make a sound like tick tock tick tock tick tock tick tock And the little wrist watch goes ticker, ticker, ticker, ticker, ticker, ticker, ticker, ticker, tock "Lets head out for the day. We can go to the park!" Lets all go for a walk to the playground Lets all go for a walk to the park 10.00 O’clock. “Here’s the park, let’s have a go on the see saw.” The children can face each other and hold hands like ‘Row Your Boat’ or just rock back and forth in a see saw motion. See saw Marjorie daw Johnny shall have a new master He shall have but a penny a day Because he can’t work any faster Repeat using other children’s names “Goodness me where did that time go? Now it’s 12.00 and time for lunch! Guess what we are having? It’s my favourite sausages.” You may wish to divide the older children up into ‘POP’ and ‘BANG’. Ten fat sausages sizzling in a pan x 2 And if one went pop and the other went bang There’d be eight fat sausages sizzling in a pan Repeat until there are none left OR “It’s lunch time! 12 O’clock. I can see a mouse!” Use your mice puppets here. Hickory dickory dock, the mouse ran up the clock The clock struck one, the mouse ran down Hickory dickory dock Hickory dickory dock, the mouse ran up the clock The clock struck two, the mouse said BOO Hickory dickory dock Hickory dickory dock, the mouse ran up the clock The clock struck three the mouse said WEEEEEEEE Hickory dickory dock

SOCIAL -Using puppets in our songs is a way to enhance

our learning across so many areas such as Emotions – using the puppets as another way to ‘talk’ (to each other or oneself), Motor skills – learning to manipulate the puppet aids these fine skills, Social skills – the puppets can encourage conversation skills.


Section 6 Action Songs (or substitute this section for advanced activities) “It’s time now to put our instruments back because it’s 3 o'clock. Stand up and let’s go for a walk.” Let’s go walking, walking, walking Let’s go walking far, far away Let’s walk back again, back again, back again Let’s walk back again Back the same way “Look who has been busy working.” Chorus: Bob the Builder palms up, hands out to the side at shoulder level Can we fix it? point both index fingers to the front on each word Bob the Builder palms up, hands out to the side at shoulder level Yes we point both index fingers to the front on each word Can! thumbs point to yourself This next verse is what I call ‘Step and Dig.’ We take a step to the left and pretend to dig throwing the dirt over our left shoulder then repeat the motion to the right. Scoop, Muck & Dizzy and Rollie too Lofty and Wendy join the crew Bob and the gang have so much fun Working together they get the job done Repeat Chorus Roll your arms throughout this verse: Pilchard and Bird, Travis and Spud Playing together as good friends should Repeat Chorus “Oh now I am really hungry again, ah, no wonder its 5.00 O’clock!” It can be 5.30 for older children. “Time for tea! Can you hear my tummy rumbling? Ooh, great! We’ve got pizza for dinner!”

Some salami some zucchini and a little mozzarella x3 Pizza pizza pizza itsa lotsa lotsa fun x4 “Ooh look at your face! It is covered in pizza! I think it is time for a bath – 6.00 O’clock. Run the water and let’s get in. What shall we wash first? Your face?” Wash your dirty face x2 Rub and scrub and rub and scrub and wash your dirty face Wash your dirty hands/feet/knees

PHYSICAL - You could walk in different directions in this song, you could teach walking forwards and backwards or sideways . . . apply different spatial concepts to cater for the different ages.


“Look at the time, 7.00 pm!” Or 7.30pm for older children. “We had better put our pyjamas on. I know someone else who has their pyjamas on.” Bananas in Pyjamas are coming down the stairs Bananas in Pyjamas down in pairs Bananas in Pyjamas are chasing teddy bears Cos on Tuesdays they all try to catch them unawares Followed by: Goodnight Mummy, goodnight Daddy Say good night, it’s time to go to sleep Goodnight Mummy, goodnight Daddy Say good night, it’s time to go to sleep “Quick let’s get into bed – but wait, what is this? Someone is already on my bed – it’s those cheeky monkeys!” Five cheeky monkeys jumping on the bed One fell off and bumped his head Mummy called the doctor and the doctor said No more monkeys jumping on the bed Four cheeky monkeys etc. Felts / Laminates needed Props needed None Clock - this can clip on to the felt board

Banana Puppets (optional) Monkey Puppets (optional)

Mice Puppets (optional)


hey dee ho music term 3 "Emergency Services" Song list START SONG: Hey dee ho & how do you do? 1 SOL FA SONG: Do Re Mi 2 FOLLOWED BY: 000 Emergency Song 3 Ding a ling a reo 4 000 Emergency song 5 Five cheeky monkeys 6 Call 000 for an ambulance 7

Three little ducks 8 000 Emergency Song 9 Stop says the red light 10 I'm a police officer 11 Warm kitty 12

WALKING/ Jumping Dance 17 LISTENING SONGS: Walk Around Together 18 INSTRUMENTS: Feeling the beat 21

Clave Song 22 Kids Time Mix 23 MARCH (Classical) Nutcracker Danse de da fée 24 Happy Birthday (with pause) 25 MUSICAL STORY ACTION SONGS: 000 Emergency Song (full) 26 Or replace with advanced activities ADVANCED ACTIVITY: Foot story: Two mice see a fire REGULAR DANCES: Everywhere’s a dance floor 37 Dorothy Dance With Me 38 Romp Bomp a Stomp 39 7 Steps 40 5 6 7 8 41 Do The Monkey 42 Blame it on the Boogie 43 Funky Town 44


The Massage Song 63


Emergency Services Section 3 Theme songs “Every now and again, people need help straight away. We call that an emergency. Lucky for us, there are some wonderful people in our community that can come and help us at these times. Who do you think those people might be? And when might we need them?” Brainstorm ideas and encourage suggestions from the children. Fire, police, ambulance, SES etc. “What great ideas you have! Tell me, if we did need a fireman or an ambulance, how would we get their help?” Allow time for responses. “We can call them and I know a song to help me remember the number to call. Let’s sing it – you can help me – say out loud, zero, zero, zero.“ Zero, zero, zero, is what it needs to be, The numbers you dial on your phone In an emergency If you are in trouble And don’t know what to do Fire, Ambulance & Police Can come and rescue you “Have you ever seen a fire truck? Maybe you’ve been inside one? We can go for a drive in a fire truck to help the firemen! Who would like to be my fire person today?” Select child to wear the fireman hat. “Oh, we’ve got a call. There’s a bushfire, let’s go help put it out! Everyone stand up, let’s go!” Ding a linga linga linga reo reo x 3 Ding a linga linga linga reo reo reo reo ree We’re off in the fire truck this morning my sister and me We’re off in the fire truck this morning there’s a cat stuck up a tree Ding a linga linga linga reo reo x 3 Ding a linga linga linga reo reo reo reo ree We’re off in the fire truck this morning and the ladders on top as well Cos when we’re in high places it’s probably just as well Ding a linga linga linga reo reo x 3 Ding a linga linga linga reo reo reo reo ree We’re off in the fire truck this morning and don’t forget the hose Cos water puts out fire that’s something everybody knows

- According to the - Ambulance service of NSW, it is often the case that children are the ones who dial 0 0 0, in an emergency, so teaching children to identify emergency service workers and what number to call in case of an emergency may save lives.


“Do you know what to do if you see a fire? You keep your distance and call our special number, zero zero zero!” Call zero, zero, zero, it’s what it needs to be The numbers you dial on your phone In an emergency “Well done everyone! It’s time to say goodbye to the firemen now." "I can hear a different type of siren now. Oh no, it sounds like someone’s hurt themselves. I bet its those cheeky monkeys again.” Hand out monkey puppets to the younger children, the older children can stand up and jump like the monkeys. Five cheeky monkeys jumping on the bed One fell off and bumped his head Mummy called the doctor and the doctor said No more monkeys jumping on the bed! Four cheeky monkeys etc “Look! Here comes the ambulance. They'll take those monkeys to hospital and make them all better.” (To the tune of The bear went over the mountain) Call triple 0 for an ambulance, Call triple 0 for an ambulance, Call triple 0 for an ambulance if someone needs some help. You'll hear the siren sound and see the flashing lights, The ambulance will come and help, The ambulance will come and help, The paramedics will come and help to save your friend today. I'm sure those monkeys will be okay now, we'd better leave them to it. How about we go to the park? Off we go!” Put up the tree and flower felt. “Ah, here we are at the park. Look at all the ducklings!” Hand out duck puppets. Three little ducks went out one day Over the hills and far away Mother Duck said quack quack quack quack But only two little ducks came back etc. “Oh look there, a tree has fallen down! It’s separated the ducks from their pond and they can’t get home! We’ll need to call someone to come and move it. It’s the SES!” Call zero, zero, zero, it’s what it needs to be The numbers you dial on your phone In an emergency


“Here are the SES volunteers, they’ll take the tree away and help the ducks get home. We should head home too. Don’t forget to stop at the traffic lights!” Put up traffic light felt. Say the next song before singing it. Get everyone to do the actions especially the winking. You can use your Auslan signs in this song also – Stop, red, green and yellow. Stop says the red light, go says the green Wait says the yellow light winking in between Repeat “Uh oh, the lights aren’t working. We need the police to come direct the traffic. What number do we need to call? That’s right!” Call zero, zero, zero, it’s what it needs to be The numbers you dial on your phone In an emergency “The police are very helpful in lots of different ways. They help direct traffic, they help you when you are lost, and they catch criminals!” Similar to the tune of ‘I’m A Little Teapot’ I’m a police officer dressed in blue Here are some things I like to do I direct the traffic in your town Help to keep you safe and sound It’s my job and I like it fine No-one has a better job than mine I’m a police officer dressed in blue I want to be a friend to you You can see me every day I will wave my hand and say It’s my job and I like it fine No-one has a better job than mine “What a busy day for all those emergency services. I think it’s time for a little nap now after all that action! Let’s have a rest and catch our breath.” Warm kitty soft kitty little ball of fur Sleepy kitty happy kitty purr, purr, purr, purr

- COGNITION: By - talking about emergency service workers, we help children understand that these people are safe people to approach when they need help.


Section 6 Action Songs (or substitute this section for advanced activities) 000 Emergency Song 000 is what it needs to be, The numbers you dial on your phone In an emergency There’s a fire in the kitchen Getting bigger and bigger Don’t hang about, you just run out Forget about your dinner And call 000, it’s what it needs to be The numbers you dial on your phone In an emergency It’s stormy, wind is raging A branch has hit the roof It’s raining in the loungeroom And nothing’s waterproof! What you do is call 000, it’s what it needs to be The numbers you dial on your phone In an emergency Mum has fallen over While you two were at play You need to call the ambulance And do just as they say Just call 000, it’s what it needs to be The numbers you dial on your phone In an emergency Out walking with your daddy You get lost at the shops Just go and find the shopkeeper Ask her to call the cops They need to call 000, it’s what it needs to be The numbers you dial on your phone In an emergency If you are in trouble And don’t know what to do Fire, Ambulance & Police Can come and rescue you

• COGNITION: • Repeating an activity, lyrics, words, gestures over and over again, helps improve the connections in the brain which in turn will aid our memory, confidence and overall learning. By repeating the zero, zero, zero sequence throughout this program, we aim to improve a child’s retrieval of these numbers in case a situation arises when they are called to remember them.


Advanced Activity - Foot story: Two mice see a fire Once upon a time there were two mice, and when this story started they were fast asleep, snoring. (Legs stretched out straight in front on the body, toes pointing down to the floor and flexing back towards the chest to the rhythm of the snores.) When one little mouse woke up and said, “Hooray!” (Lift right leg and shake) She tried to wake up her friend, “Wake up! Wake up!” (Tap left leg and shake) But her friend was fast asleep, so the little mouse went and fetched her alarm clock. (Left leg continues to point and flex. Right leg bends and tiptoes out to the side, level with hip and returns to front centre. Both legs stretched straight in front of the body) The alarm clock went, “Bbbrrrrrriiinnnngggg.” (Shake whole body gently) But still the mouse slept. (Left leg continues to point and flex) So this time the alarm clock rang louder. “Bbbrrrrrriiinnnngggg.” (Shake the whole body a little more vigorously) But still the mouse slept. So this time alarm clock rang as loudly as it could, “Bbbrrrrrriiinnnngggg!” (Shake whole body with force) I think that worked. The little mouse jumped up and said, “Hooray!” (Lift left foot into the air and return to the floor) “Hooray!” said his friend. “What shall we do today?” (Turn feet towards each other, and wriggle each foot in turn as it speaks) “Lets go for a walk to the park!” “Good Idea! But first, lets do our exercises.” The two little mice went Point and Flex, Point and Flex. (Pont and flex feet) They did push ups. Up, down. Up, down. Up, down. (Keep balls of the feet on the ground, lifting heels up and down) They did some star jumps! Star jump! Star jump! Star jump! (In a sitting position jump feet apart high in the air, then back together) They ran on the spot as fast as they could. (Run with feet on the spot in a sitting position) Finally they were ready to go to the park. They went walk, walk, walk, walk, hop, hop, skippety-hop, hop, hop, skippety-hop, jump, jump, jump, jump, STOP! (Rhythm of different steps performed using the feet in a sitting position, with bent knees)


They looked both ways to cross the street. They looked to the left (raise your feet and point them to the left – remember that if the children are facing you you'll need to do the opposite of the instructions) and they looked right... (point your feet to the right) They went walk, walk, walk, walk, hop, hop, skippety-hop, hop, hop, skippety-hop, jump, jump, jump, jump, STOP! They were near to the park now but it was getting a bit smoky. The mice were getting a bit worried. The closer they got the smokier it grew. (Walk your feet on the spot) They reached the park and then they saw it – a fire at the park! "Should I call the fire brigade?" said one mouse to the other. "You definitely should" said the other mouse. So the first mouse got out their phone and dialled 000. (pretend to make a call.) (using another voice)"'You have dialled emergency Triple Zero. Your call is being connected. Do you need police, fire and rescue or ambulance?" "Fire please!" cried the first mouse. By now the mice were getting quite worried. They could see the flames getting higher. "Fire department, where is your emergency?" said a voice. "It's at the park!" answered the mouse. "The grass is on fire!" "What street is the park on? Can you tell me the address?" The operator replied. "Its at the playground at 123 Main Street. Its getting awfully close to the trees. Can you come quickly?" "We'll be there as soon as we can." It seemed like only moments and the mice heard sirens. (Circle your hands above your head and make a siren sound.) They stood back and didn’t get close to the fire. The firemen pulled up at the park. They jumped out of the cab (Jump your legs). They got out their hose from the truck. (lean forward over your legs and then lean back like you are pulling a hose from a reel) They pointed it at the fire and they turned on the water! (Twist your body at the waist, mimicking holding a hose and spraying it around). Hooray the fire was out! "Who called in the fire emergency?" said the fireman. "We did! We did!" cried the mice, jumping up and down. (Jump your feet up and down excitedly) “You two are heroes!" said the fireman. "You deserve a reward. How about a ride in the firetruck?" The mice were so excited. They climbed up into the cab of the fire truck. (Climb your feet up and down). They clicked in their seatbelts. (Click in your seatbelt)


And they were off! They were so high up, they could see really far. This was the best reward! The firemen took the mice all the way home. They weren’t even sorry they didn’t get to play because they'd had such an adventure. They jumped back down from the cab (jump your feet) and waved goodbye to the firemen (wave your feet). They were so excited and they wanted to tell all their friends but it was getting late and they were sooooo tired… so it wasn’t long until they were inside and fast asleep…SNORING! (Legs resting straight on the floor in front of the body as toes point and flex to the rhythm of the snoring)

The end!

Props needed Felts/ Laminates needed Monkey puppets Ambulance Police car Duck puppets Fire truck Ducks Fireman hat Traffic light


hey dee ho music term 3 "Finger Play" Song list START SONG: Hey dee ho & how do you do? 1 SOL FA SONG: Do Re Mi 2 FOLLOWED BY: Twinkle Twinkle 3 Open Shut Them 4 1 Finger 1 Thumb 5 Incy Wincy 6 3 Little Ducks 7 Where is Thumbkin? 8 Put Your Finger on Your Nose 9 See My Fingers 10 5 Little Magpies 11 One Day a Hand Went Walking 12 Here is a Beehive 13 Bubbles Pop 14 WALKING/ Jumping Dance 17 LISTENING SONGS: Walk Around Together 18 INSTRUMENTS: Feeling the beat 21

Clave Song 22 Kids Time Mix 23 MARCH (Broadway) I Don't Need Anything But You 24 Happy Birthday (with pause) 25 MUSICAL STORY ACTION SONGS: This Little Piggy 26 Or replace with Roll your eyes 27 advanced activities 10 Fat Sausages 28 Make a Circle 29 Can You Point Your Fingers K 30 Freeze Game K 31 Hot Potato 32 REGULAR DANCES: Everywhere’s a dance floor 37 Dorothy Dance With Me 38 Romp Bomp a Stomp 39 7 Steps 40

5 6 7 8 41 Do The Monkey 42 Blame it on the Boogie 43 Funky Town 44 FINISH: Ring a Rosie 59 Hokey Pokey 60 ELCs Rockabye Your Bear 61 MINDFULNESS: Hand on your shoulder 62

The Massage Song 63


Finger Play Section 3 Theme songs “Today we have a lot of songs where we use our fingers. Let’s see if you can do this one with me.” Put up the star felt. Twinkle, twinkle little star how I wonder what you are Up above the world so high Like a diamond in the sky Twinkle, twinkle little star how I wonder what you are Repeat “Show me your hands – open them, shut them, open them, shut them.” Put up the hands Felts / Laminates. Open shut them open shut them Give a little clap Open shut them open shut them Lay them in your lap Creep them creep them creep them creep them Right up to your chin Open wide your little mouth But, do not pop them in! Repeat “Show me one finger and one thumb… mmm this could be a bit tricky…” Just do the first verse for the very young children. One finger, one thumb keep moving x 3 Let’s all be merry and bright One finger, one thumb, one arm keep moving x 3 Let’s all be merry and bright One finger, one thumb, one arm, one leg keep moving x 3 Let’s all be merry and bright One finger, one thumb, one arm, one leg, one nod of the head keep moving Let’s all be merry and bright “Sometimes I like to use my fingers to crawl up my arms, just like… hmm, do you know who?” Use the spider if you wish, put up the spider felt. Incy Wincy spider climbed up the water spout Down came the rain and washed poor Incy out Out came the sunshine and dried up all the rain So Incy Wincy spider climbed up the spout again Repeat

Using our fingers helps develop the small muscles used

to control our hands. These fine motor skills are essential for everyday tasks and in turn, help us become school ready.

PHYSICAL – the repetition of actions and songs help cement the learning, so the babies will love to hear this song a number of times and you could encourage the older children to have a go at singing it by themselves, increasing their self-belief and esteem.


“Show me one hand like this. Count your fingers with me - 1 2 3! Hmm, I know a song about 3 little ducks.” Hand out the puppets. Three little ducks went out one day Over the hills and far away Mother duck said Quack, Quack, Quack, Quack But only two little ducks came back One little duck etc Mother duck went out one day Over the hills and far away Mother duck said Quack, Quack, Quack, Quack And all of the three little ducks came back “Now show me your thumb. Now hide him away behind your back.” Just do this first verse with the younger children and be aware of the political correctness of each centre – just check what words they use in this song before you do it. Where is Thumbkin? x2 Here I am x 2 How are you today sir? Very well I thank you Run away, run away Where is pointer?… Where is tall man (tall friend)?… Where is ring man (ring friend)?… Where is pinkie,(small man/small friend)?… Where are all friends?… “Now show me your finger.” Put your finger on your nose on your nose x 2 Put your finger on your nose that’s where the cold wind blows Put your finger on your nose on your nose. Put your finger on your cheek on your cheek x 2 Put your finger on your cheek leave it there abut a week Put your finger on your cheek on y our cheek Put your finger on your ear on your ear x 2 Put your finger on your ear leave it there about a year Put your finger on your ear on your ear “Let me see if you can make your fingers dance – now let’s see if you can make a window with them.” See my fingers merrily dancing now they make a window pane I peep through them and I see two little fingers wave to me Repeat


“MMM, now my fingers are going to be something else. What do you think they could be? Not Ducks this time but MAGPIES!” Five little magpies sat on a wall (Hold up left hand with fingers extended) Ten little feet amongst them all (Show both hands, fingers extended) Two little magpies crowed and said (Point to ring and pinkie fingers) "It's getting late, we're off to bed" (Fold ring and pinkie fingers down) Two little magpies gone away (Point at vacant space) Three little magpies yet did stay (Touch thumb and index/middle fingers) One little magpie hopped along (Move thumb up and down) Singing so sweetly his goodnight song (Fold thumb down) Two little magpies all alone (Separate index and middle fingers) Oh, how frightened they had grown (Hug self and pretend to be scared) They hugged each other 'til night had come (Cross fingers) Then off they flew to find their Mum (Move index and middle fingers briskly, as if flying, then fold them down) “Now my hands are going to do some walking.” One day a hand went walking and walking and walking One day a hand went walking to see what it could see Another hand went walking, and walking and walking Another hand went walking to see what it could see Then those two hands got talking and walking and talking And those two hands got talking and walked down to the sea And then they started dancing and prancing and dancing And then they started dancing and danced beside the sea “Let’s see what else I can do with my fingers.” This is a bee hive where are the bees They are inside where nobody sees See them come flying out of the hive One two here four and five Zoom, zoom, zoom, zoom, zoom etc See them come flying back to the hive One two three four and five NB: Cup one hand to make the hive and put the fingers of the other hand inside to make the bees. Bring them out one by one, let them fly about and then return. “I love bubbles – see if you can do this with me.” Bubbles pop, bubbles pop, bubbles pop, pop, pop x 2

PHYSICAL – this is a great song at all levels; you can scrunch up your hand and

make it burst open for the babies and see if they can copy you; with the older children, challenge those motor skills even more by asking them to make a bubble shape between their thumb and each finger – great fun and a real challenge.


Section 6 Action Songs (or substitute this section for advanced activities) This little piggy went to market This little piggy stayed home This little piggy had roast beef This little piggy had none And this little piggy went wee wee wee All the way home “This is a magical song – I can show you how to kiss the back of your neck…” You may need to go over this slowly the first time. Roll your eyes, stretch your neck Scratch your head, tap your chin Beat your chest, wiggle your bottom Tickle your toes, kiss the back of your neck “Hold up two hands for me.” Ten fat sausages sizzling in a pan x 2 And if one went pop and the other went bang There’d be eight fat sausages sizzling in a pan Eight fat sausages sizzling in a pan etc… “Stand up now and let’s make circles.” Make a circle with your hand Make a circle with your foot Make a circle with you head Then walk in a circle on the ground on the ground Walk in a circle on the ground Repeat “Can you point your fingers? Can you twist?” Can you point your finger and do the twist x2 Twist em up twist em down Twist them all around Can you point your finger and do the twist Can you stand on one leg and shake your hands x2 Shake em up shake em down Shake em all around can you stand on one leg and shake your hands Repeat first verse “Let’s play our freeze game.” You can stamp your feet (stamp stamp stamp)


You can knock your knees (knock knock knock) You can sway and shake and spin And when the music stops you can freeze “Freeze, what about something hot!” Hot potato hot potato, hot potato hot potato Hot potato hot potato, potato, potato potato potato Mashed banana mashed banana, mashed banana mashed banana Mashed banana mashed banana, banana, banana banana banana Ooh jiggy jiggy jiggy jiggy! Ooh jiggy jiggy jiggy! Gimme that, gimme that, gimme that food Ooh jiggy jiggy jiggy jiggy! Ooh jiggy jiggy jiggy! Gimme that, gimme that Cold spaghetti cold spaghetti, cold spaghetti cold spaghetti Cold spaghetti cold spaghetti, spaghetti, spaghetti spaghetti spaghetti Ooh jiggy jiggy jiggy jiggy! Ooh jiggy jiggy jiggy! Gimme that, gimme that, gimme that food Ooh jiggy jiggy jiggy jiggy! Ooh jiggy jiggy jiggy! Gimme that, gimme that Repeat hot potato Felts / Laminates needed Props needed Star Hands Duck Puppets Ducks Spider 10 Fat Sausages Magpie Bee The object of this week is to use your fingers so the spider prop has been left out.


hey dee ho music term 3 "Boom Boom Aint it great to be crazy" Song list

START SONG: Hey dee ho & how do you do? 1 SOL FA SONG: Do Re Mi 2 FOLLOWED BY: Boom Boom Ain’t it Great to be Crazy! 3 One Finger One Thumb 4 Open shut them 5 Do your ears hang low 6

Boom Boom 7 Aiken Drum 8 Mr. Clicketty K 9 Alice the Camel K 10 Der Glumph 11 Bananas in Pyjamas 12 Boom Boom 13 WALKING/ Jumping Dance 17 LISTENING SONGS: Walk Around Together 18 INSTRUMENTS: Feeling the beat 21

Clave Song 22 Kids Time Mix 23 MARCH: (Broadway) This is me 24 Happy Birthday (with pause) 25 MUSICAL STORY ACTION SONGS: Dr Knickerbocker (x 3) 26 Or replace with Roll your eyes 27 advanced activities Mr Funny Feet 28 Toffa Tuffa 29 Ping pong ball 30 REGULAR DANCES: Everywhere’s a dance floor 37 Dorothy Dance With Me 38 Romp Bomp a Stomp 39 7 Steps 40 5 6 7 8 41 Do The Monkey 42 Blame it on the Boogie 43 Funky Town 44


The Massage Song 63


Boom Boom ain't it Great to be Crazy? Section 3 Theme songs NB: Once children get to around 3 – 4 they start to develop a sense of humour and really love this program. When you are singing to younger children you don't need to try and make it as funny – just enjoy singing the songs together. "Ok everyone, show me a happy face, oh yes beautiful, what about a sad face? What about a cross angry face? Ooh that's a bit scary! What about a silly face? Oh you are all very funny! I've got a song just for you." Boom boom ain't it great to be crazy x 2 Giddy and foolish the whole day through Boom boom ain't it great to be crazy "Today we have lots of songs that are silly or funny – show me one finger and one thumb." One finger one thumb keep moving x 3 Let's all be merry and bright One finger one thumb one arm keep moving x 3 Let's all be merry and bright One finger one thumb one arm one leg keep moving x 3 Let's all be merry and bright One finger one arm one leg one nod of the head keep moving x 3 Let's all be merry and bright Don't sing the whole song for the very young children, maybe just stop after one finger thumb and arm. "Show me your hands. Now open them. Now shut them. Can you say open them but shut your hands instead. How about when we say shut them, open your hands instead. Ready to do it with the music?" Do the opposite action to the words Open shut them, open shut them, give a little clap (clap) Open shut them, open shut them, lay them in your lap. Creep them, creep them, creep them, creep them, right up to your chin. Open wide your little mouth but………do not let them in. (Using your eyes) Open shut them, open shut them, give a little wink. Open shut them, open shut them, blink, blink, blink, blink, blink. Repeat ‘Boom boom’. Go straight into it. Use it as a link to each song.

Whilst we all learn in different ways and there are multiple intelligences, sometimes, it is ok to just sing for the sake of singing and to just have fun – the learning will be there, it will just be incidental.


“What other silly things can we do with our bodies? How about your ears?”

Do your ears hang low do they wobble too and fro Can you tie them in a knot can you tie them in a bow Can you toss them over your shoulder like a regimental soldier Do your ears hang low? Repeat. NOTE: For the very small children leave out Aiken Drum/Mr Clicketty and Alice the Camel. You wouldn't do both Aiken Drum and Mr Clicketty unless you decided to do Mr Clicketty as a feature song at the end instead of Raindrops. Put up the felt for Mr Clicketty (it is the same one as Dr Knickerbocker and Aiken Drum). "Look who we've got here – a very silly man. I need someone brave to come up and help me." Get up a child and show them how to play the ladle, everyone else can clap. Oh there came a man to our town to our town to our town There came a man to our town and his name was Aiken Drum Chorus And he played up on a ladle, a ladle a ladle And he played upon a ladle and is name was Aiken Drum Choose another child to wear the scarf of sausages. And he wore a scarf of sausages of sausages of sausages And he wore a scarf of sausages and his name was Aiken Drum Chorus Choose another child to wear the socks of fried eggs. And his socks were made of fried eggs of fried eggs of fried eggs And his socks were made of fried eggs and his name was Aiken Drum Chorus Choose another child to wear the hat of swiss cheese. And his hat was made of swiss cheese of swiss cheese of swiss cheese And his hat was made of swiss cheese and his name was Aiken Drum Chorus Or ‘Mr. Clicketty’. If you have a session where the children can understand ECHOES then this is a perfect one to do. You sing the song and get the children to copy you.

SOCIAL – this song takes a bit of learning and turn taking and co-ordination, so it is a great one to practise those skills as different children take on the role of various sections of the song and we put it all together. What team work!


Chorus: Mr. Clicketty Cane he plays a silly game All the kids in the street they like to do the same Wash your face with orange juice (wash you face with orange juice) Repeat Chorus Wash your face with orange juice (wash your face with orange juice) Clean your teeth with bubblegum (clean your teeth with bubblegum) Repeat Chorus Wash your face with orange juice (wash your face with orange juice) Clean your teeth with bubblegum (clean your teeth with bubblegum) Fix the fence with sticky tape (fix the fence with sticky tape) Repeat Chorus Wash your face with orange juice (wash your face with orange juice) Clean your teeth with bubblegum (clean your teeth with bubblegum) Fix the fence with sticky tape (fix the fence with sticky tape) Brush your hair with a tooth brush (brush your hair with a tooth brush) Repeat Chorus Wash your face with orange juice (wash your face with orange juice) Clean your teeth with bubblegum (clean your teeth with bubblegum) Fix the fence with sticky tape (fix the fence with sticky tape) Brush your hair with a tooth brush (brush your hair with a tooth brush) Fry an egg on a slippery dip (fry an egg on a slippery dip) Repeat Chorus Wash your face with orange juice (wash your face with orange juice) Clean your teeth with bubblegum (clean your teeth with bubblegum) Fix the fence with sticky tape (fix the fence with sticky tape) Brush your hair with a tooth brush (brush your hair with a tooth brush) Fry an egg on a slippery dip (fry an egg on a slippery dip) Belly flop on a Pizza – Belly flop on a Pizza! Ooh Yuk!! Mr. Clicketty Cane he plays a silly game All the kids in the street they like to do the same x 3 “Silly Game!”


Repeat ‘Boom boom ain't it great to be crazy.’ Put up the camel felt. “Look, who this is? It's Alice the Camel and how many humps has she got – let's count them." Alice the Camel has 5 humps x 3 So go Alice go boom boom boom Alice the camel has 4 humps etc Alice the camel has no humps x 3 Cos Alice is a horse of course Repeat ‘Boom boom ain’t it great to be crazy’. "Who is the next silly person?" Put up the frog felt. "What sound do frogs make? – This is a song about some frogs who say something very different to that – they sing la de da de da! I have a frog for your finger." Frog puppets are optional here as the actions are great fun. Small children will need a puppet. Der Glumpf went the little green frog one day Der Glumpf went the little green frog Der Glumpf went the little green frog one day And the frog went glumpf glumpf glumpf But we all know frogs go la de da de da La de da de da, la de da de da But we all know frogs go la de da de da La de da de da, la de da de da We all know frogs go la de da de da They don't go glumpf glumpf glumpf Repeat, then collect up the frogs – encourage everyone to stay seated until you come to them. Repeat ‘Boom boom ain’t it great to be crazy’. Put up the Bananas in Pyjamas felt. “What’s this? Bananas in Pyjamas – have you ever seen anything so silly?” Hand out the puppets to the very young children. Bananas in Pyjamas are coming down the stairs Bananas in Pyjamas are coming down in pairs Bananas in Pyjamas are chasing teddy bears Cos on Tuesdays they all try to catch them unawares. Repeat. Boom boom ain’t it great to be crazy.

PHYSICAL – when using puppets with the babies, they get to use their fine motor skills, putting the puppet on and off and moving it with the music, which will allow those muscles to grow stronger.


Section 6 Action Songs (or substitute this section for advanced activities) “Here’s a funny man – stand up and show me how you can count to NINE.” Dr Knickerbocker, Knickerbocker, number 9 He likes to dance and keep in time. Now let’s get the rhythm of the hands (clap, clap) Now we’ve got the rhythm of the hands (clap, clap) Now let’s get the rhythm of the number 9. 1-, 2-, 3, 4, 5, 6, 7, 8, 9. (cumulatively) – repeat 1st verse ongoing including action in preceding verse/s ….. now let’s get the rhythm of the feet (stamp, stamp) ….. now let’s get the rhythm of the hips (swivel hips calling “woo whoop!” ….. now let’s get the rhythm of the lips (kiss, kiss) “All our songs have been a bit crazy today – have you heard of Michael Finnegan? He had a beard – right on his chin – where’s your chin? And one day the wind blew his beard AWAY…….” "Now I need you to stand up and see if you can copy me – can you roll your eyes?" Teach them to roll their eyes and then just do the song so that the last line is a surprise. Roll your eyes (roll your eyes) Stretch your neck (stretch your neck) Scratch your head (scratch your head) Tap your chin (tap your chin) Beat your chest (beat your chest) Wiggle your bottom (wiggle your bottom) Tickle your toes (tickle your toes) Kiss the back of your neck (kiss the back of your neck) “Show me how you can use your funny feet." Put up the feet felt. First he walks upon his toes Then upon his heels he goes On the side of his feet he goes clump clump clump With his feet together he goes jump jump jump Repeat. OR ”Sometimes we use our inside voices when we speak, and sometimes we use our singing voices (demonstrate the voices as you go) and sometimes we use our loud voices – I need you to copy my voice and my actions – I need you to ECHO me.“ Make sure they understand this concept before you start.


I’m Singing in the rain just singing in the rain What a glorious feeling I’m (STAMP STAMP) happy again Hang about (hang about) Arms out (arms out) Thumbs up (thumbs up) Toffa Tuffa x 4 I’m singing in the rain etc Hang about (hang about) Arms out (arms out) Thumbs up (thumbs up), elbows together (elbows together) Toffa Tuffa etc Add - knees together, bottoms out, tongues out.

Felts / Laminates Props Aiken drum/ Mr. Clicketty Sausage scarf Alice the Camel Cheese head band Frog Egg socks Bananas in Pyjamas Ladles x 2 Roll your eyes face Frog puppets Mr. Funny feet Bananas in Pyjamas puppets (optional) Hand with one finger and one thumb Bananas in Pyjamas soft toy (optional) Dr Knickerbocker

PHYSICAL and FUN FUN FUN! This dance can be a lot of fun and there is a lot of movement in it so improves the children’s physicality as well as providing lots of giggles as we hang about, stick our bottoms out and even our tongues!


hey dee ho music term 3 "Simon Says" Song list START SONG: Hey dee ho & how do you do? 1 SOL FA SONG: Do Re Mi 2 FOLLOWED BY: Heads & Shoulders, Knees & Toes 3 Open Shut Them 4 Do You Put Your Hat on Your Head 5 My Hat it Has 3 Corners 6 The Farmer in the Dell K 7 2 Gentlemen 8 Put Your Finger on Your Nose 9 Bean Bag Frog Song K 10 Humpty Dumpty 11 WALKING/ Jumping Dance 17 LISTENING SONGS: Walk Around Together 18 INSTRUMENTS: Feeling the beat 21

Clave Song 22 Kids Time Mix 23 MARCH: (Country) Hoedown throwdown 24 Happy Birthday (with pause) 25 MUSICAL STORY ACTION SONGS: I’m a Little Teapot 27 Or replace with Jack in the Box (x 3) 28 advanced activities Dingle Dangle Scarecrow 29 Freeze Game K 30 7 Silly Clowns 31 Point Your Fingers K 32 Simon Says 33 REGULAR DANCES: Everywhere’s a dance floor 37 Dorothy Dance With Me 38 Romp Bomp a Stomp 39 7 Steps 40 5 6 7 8 41 Do The Monkey 42 Blame it on the Boogie 43 Funky Town 44 FINISH: Ring a Rosie 59 Hokey Pokey 60 ELCs Rockabye Your Bear 61 MINDFULNESS: Hand on your shoulder 62

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Simon Says Section 3 Theme songs You may choose to use a bear, doll or other stuffed toy as a puppet in this program - however this is optional. If you use a prop it becomes ‘Simon’ and Simon gives all the instructions. Otherwise you can just play the game. “Simon says… hands on heads! Simon says… hands on shoulders! Simon says… what else do you think Simon will say?” Heads and shoulders knees and toes Knees and toes knees and toes Heads and shoulders knees and toes we all clap hands together Eyes and ears and mouth and nose Mouth and nose mouth and nose Eyes and ears and mouth and nose We all clap hands together “Simon says open your hands! Simon says shut them!” Open shut them open shut them Give a little clap Open shut them open shut them Lay them in your lap Creep them creep them creep them creep them Right up to your chin Open wide your little mouth But do not pop them in Repeat “Simon Says put your hat on your knee – Simon says put your hat on your elbow – Simon says put your hat on your……” Put your hat on all the different parts of your body. Do you put your hat on your head on your foot? Your hat on your foot? oh no Do you put your hat on your elbow your elbow? Your hat on your elbow? no way Do you put your hat on your knee on your knee? Your hat on your knee? oh no You put your hat on you put your hat on you put your hat on Your head, head, head You put your hat on, you put your hat on, you put your hat on your Head, head, heady head Repeat

“Have a look at my hat, it’s a funny one! It has three corners – a bit like a pirate hat. Count the corners with me – 1 2 3!”

This theme is all about copying and

imitating actions and behaviour – one of the many ways we learn.


My hat it has three corners Three corners has my hat And had it not three corners It would not be my hat “Now have a look at this hat – it looks like a bit like a farmer’s hat don’t you think? I need someone to be my farmer.” Try to get a volunteer to wear the hat – if no one wants to at this stage it is difficult to continue with the rest of the program. Sometimes parents or carers will wear the hats until the children get the hang of it. NB: these next two songs take quite some time – you may choose to do one only - either way keep it moving as quickly as you can so that the children who are not personally involved don’t get bored. The farmer in the dell x 2 Hi ho the derrio the farmer in the dell Take out the wife’s hat – you can choose someone to be the farmer’s wife or perhaps get the farmer to choose someone to wear the wife’s hat The farmer takes a wife x 2 Hi ho the derrio the farmer takes a wife Continue the same way for the child/dog/cat rat and cheese. The wife takes a child… The child takes a dog… The dog takes a cat… The cat takes the rat… The rat takes the cheese… We all eat the cheese … Pretend to eat the cheese on the last one. Songs with hats take a long time, so you may choose to use one of these. OR “Oh look who I can see coming down the lane, its two gentlemen.” Hand out the hats. Two gentlemen met in the lane Bowed most politely bowed once again How do you do x 2 How do you do again? You may choose to sing 2 fat snowmen instead. Continue with two ladies, two policemen or workmen depending on what hats you have, two schoolchildren and two babies. If you have a class of younger children who cannot cope with the props and dress ups you may choose to use the next three songs. “Simon says put your finger on your nose….”

SOCIAL & COGNITIVE Dressing up in these songs really encourages our sense of creativity and imagination. Using the props aids dramatic play and increases opportunity for comprehension.


Put your finger on your nose on your nose x 2 Put your finger on your nose that’s where the cold wind blows Put your finger on your nose on your nose. Put your finger on your cheek on your cheek x 2 Put your finger on your cheek leave it there abut a week Put your finger on your cheek on y our cheek Put your finger on your ear on your ear x 2 Put your finger on your ear leave it there about a year Put your finger on your ear on your ear OR Use your frog puppets Jump your little frog from side to side x 3 And now get ready to STOP! Pass your little frog around your middle x 3 And now get ready to STOP! Give a little jump from hand to hand x 3 And now get ready to STOP! Take your little frog for a fly in the air See your little frog go flying everywhere Flying, flying around and around And now get ready to STOP! OR Humpty Dumpty sat on the wall Humpty Dumpty had a great fall All the King’s horses and all the King’s men Couldn’t put Humpty together again

Section 6 Action Songs (or substitute this section for advanced activities) “Simon says… everyone stand up and let’s pretend to be a teapot!” I’m a little teapot short and stout Here is my handle and here is my spout When I get all steamed up then I shout Tip me over pour me out Repeat “Simon says… let’s all crouch down low.”

COGNITIVE - Learning to take and

understand direction is yet another life skill and this song is a fun way to play with that concept.


Jack is quiet down in his box until someone opens the lid. Oooooooo! “Simon says that was fun. What else can we do if we crouch down low and then jump up? I know! Simon Says let’s all be a Scarecrow.” When all the cows are sleeping and the sun has gone to bed Up jumped a scarecrow and this is what he said I’m a dingle dangle scarecrow with a flippy floppy hat I can shake my hands like this I can shake my feet like this When all the hens are roosting and the moon behind a clou Up jumped a scarecrow and shouted very loud I’m a dingle dangle scarecrow with a flippy floppy hat I can shake my hands like this I can shake my feet like this “Simon says… stamp your feet. Simon says knock your knees. Simon says shake and spin. Listen carefully.” You can stamp your feet You can knock your knees You can sway and stamp and spin And when the music stops you can freeze "Simon says turn around and let’s see what can you do? Touch the ground.” To the tune of 7 clowns jump up and down. Turn around and touch the ground x 3 Then all fall down Turn around and jump up high/clap your hands etc Pick a song or two out of this section that you are working on. Can you point your finger and do the twist x 2 Twist em up twist em down Twist them all around Can you point your finger and do the twist Can you stand on one leg and shake your hands x2 Shake em up shake em down Shake em all around can you stand on one leg and shake your hands Repeat first verse “Simon has his own song.”

PHYSICAL – whilst this is another

instructional song, it is a great one to engage gross motor skills, as we spin, crouch down, jump up and fall down. These larger, stronger muscles are required for development such as sitting, walking and skipping.


I’d like to play a game that is so much fun And it’s not so very hard to do The name of the game is Simple Simon says And I would like for you to play it too Put your hands in the air (Simple Simon says) Shake them all about (Simple Simon says) Do it when Simon says (Simple Simon says) And you will never be out Simple Simon says put your hands on your hips Let your backbone shake (Simple Simon says) Simple Simon says put your hands on your hips Let your backbone shake (Simple Simon says) Put your hands on your head (Simple Simon says) Bring them down by your side (Simple Simon says) Shake them to your left (Simple Simon says) Now shake them to your right Now that you have learned to play this game with me You can see it’s not so hard to do Let’s try it once again, this time more carefully And I hope the winner will be you Clap your hands in the air (Simple Simon says) Do it double time (Simple Simon says) Now slow it down like before (Simple Simon says) My, you’re looking fine Now shake your hands in the air (Simple Simon says) Shake them all about (Simple Simon says) Do it when Simon says (Simple Simon says) And you will never be out Felts / Laminates needed Farmer in the dell Felts / Laminates – farmer/wife/child/dog/cat/rat/cheese Humpty Dumpty Teapot Jack in the box Scarecrow Clown

Props needed Hats - Farmer in the dell (optional) Dog, Cat, Rat & Cheese headbands

3 cornered hat 2 gentlemen & ladies hats (optional)

2 policemen, children & babies hats (optional) Simon doll (optional)

Bean bags (optional) or frog puppets Humpty Dumpty


hey dee ho music term 3 "I Spy" Song list START SONG: Hey dee ho & how do you do? 1 SOL FA SONG: Do Re Mi 2 FOLLOWED BY: (rhyme) I spy with my little eye – use as many times as you like between songs Baby Bumble Bee 3 Hickory Dickory Dock 4 Bubbles Pop 5 My unicorn friend 6 Three Happy Trolls 7 Shoo Fly 9 Teasing Mr Crocodile 10 Peekaboo 11 WALKING/ Jumping Dance 17 LISTENING SONGS: Walk Around Together 18 INSTRUMENTS: Feeling the beat 21

Clave Song 22 Kids Time Mix 23 MARCH: (Country) Achy Breaky Heart 24 Happy Birthday (with pause) 25 MUSICAL STORY ACTION SONGS: Fuzzy the Clown 26 Or replace with Dingle Dangle Scarecrow 27 advanced activities I Wiggle My Fingers 28 Freeze Game K 29 Point Your Fingers K 30 ADVANCED ACTIVITY: Foot story: Two mice spy an elephant family REGULAR DANCES: Everywhere’s a dance floor 37 Dorothy Dance With Me 38 Romp Bomp a Stomp 39 7 Steps 40 5 6 7 8 41 Do The Monkey 42 Blame it on the Boogie 43 Funky Town 44


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I Spy Section 3 Theme songs

This is a great theme - you can use the SOL FA hand signs in between each song. “I spy with my little eye…” Use the ‘sol mi interval’ with this rhyme. “Something beginning with… B!” Oh, I'm bringing home a baby bumble bee Won't my mommy be so proud of me 'Cause I'm bringing home a baby bumble bee -- Buzzy, buzzy, buzzy -- OOOOH, it bit me!

Oh, I'm bringing home a baby rattlesnake Won't my mommy shiver and shake 'Cause I'm bringing home a baby rattlesnake -- Rattle, rattle, rattle -- OOOOH, it bit me!

Oh, I'm bringing home a baby turtle Won't my mommy really pop her girdle 'Cause I'm bringing home a baby turtle Snappy, snappy, snappy -- OOOOH, it bit me!

Oh, I'm bringing home a baby dinosaur Won't my mommy fall right through the floor 'Cause I'm bringing home a baby dinosaur -- Gobble, gobble, gobble -- OOOOH, it ate me! “I spy with my little eye…” Use the ‘sol mi interval’ with this rhyme. “Something beginning with… M!” Hickory dickory dock, the mouse ran up the clock The clock struck one, the mouse ran down Hickory dickory dock Hickory dickory dock, the mouse ran up the clock The clock struck two, the mouse said BOO Hickory dickory dock Hickory dickory dock, the mouse ran up the clock The clock struck three the mouse said WEEEEEEEE Hickory dickory dock “I spy with my little eye…” Use the ‘sol mi interval’ with this rhyme. “Something beginning with… POP!”

This whole theme can be used as a game for the children, as they guess what comes next with each letter, or if they are a bit younger, you could ask them to guess according to the sound something makes. This ‘game’ element is very engaging and really helps with our language skills – an essential skill to help children deal with everyday life. Don’t forget, when we are communicating that making eye contact is a form of communication in itself.


Bubbles POP x2 Bubbles POP POP POP Repeat “I spy with my little eye… Something beginning with… U, and they're magical!” Woah, my unicorn friend Woah, woah my unicorn friend

My unicorn friend of mine

Grownups can't see him but he really is there He just wants to hide from their curious stares He's sweet and he's gentle and he likes to have fun He gallops around every day in the sun

Woah, my unicorn friend Woah, woah my unicorn friend

My unicorn friend of mine "I spy with my little eye.. something beginning with T… They're very happy and they're very colourful." Three happy trolls (three happy trolls) See how they dance (See how they dance) They all went out to a party last night They sang and they danced all through the night Did you ever see such a sight in your life As three happy trolls (three happy trolls) “I spy with my little eye… something beginning with… F! Yes it is a fly; Say shoo fly!” Shoo fly, don’t bother me (x 3) I don’t want your company Repeat "I spy with my little eye.. something beginning with M! Its monkeys! I can see something else though, something with a big mouth and pointy teeth. It starts with C… Oh no! It’s a crocodile!" Five little monkeys sitting in a tree Teasing Mr. Crocodile, "You can't catch me." Along came Mr. Crocodile, Quiet as can be.. SNAP

Four little monkeys sitting in a tree … Three little monkeys sitting in a tree … Two little monkeys sitting in a tree … One little monkey sitting in a tree … NO little monkeys sitting in a tree.


“I spy with my little eye…” Use the ‘sol mi interval’ with this rhyme. “Something beginning with… BOO! Sometimes people like to play hide and seek – let’s all hide behind our hands.” Peek a boo Peek a boo Who’s that hiding there Peek a boo peek a boo Its me I’m hiding here Repeat

Section 6 Action Songs (or substitute this section for advanced activities) Fuzzy the clown lives a long, long way down, down Deep inside his box. And every night when it is still and quiet, Fuzzy pops right up. And he dances and dances all around x3 OR When all the cows were sleeping and the sun had gone to bed UP! Jumped the scarecrow and this is what he said……. Chorus: I’m a dingle dangle scarecrow with a flippy floppy hat I can shake my hands like this and shake my feet like that. When all the hens were roosting and the moon behind a cloud UP! Jumped the scarecrow AND SHOUTED VERY LOUD!!!!! Chorus OR I wiggle my fingers, (I wiggle my fingers) I wiggle my toes; (I wiggle my toes) I wiggle my shoulders, (I wiggle my shoulders) I wiggle my nose; (I wiggle my nose) Now no more wiggles are left in me So I will be still, as still as can be. Repeat song x 3 – gets faster

OR You can stamp your feet (stamp stamp stamp) You can knock your knees (knock knock knock) You can sway and shake and spin And when the music stops you can freeze. OR

These action songs are perfect for children to imitate behaviour. Copying and imitating another person is one way we learn and pick up skills. Mimicry can also create a connection between people.


Can you point your fingers and do the twist (x 2) We’re gonna go up and go down, get back up and turn around. Can you point your fingers and do the twist. Can you stand on one foot and shake your hands (x 2) We’re gonna go up and go down, get back up and turn around Can you stand on one foot and shake your hands. Repeat first verse. Advanced activity - Foot Story: Two Mice Spy An Elephant Family Once upon a time there were two mice who are brothers and when the story started they were fast asleep, snoring. Legs stretched out straight in front on the body, toes pointing down to the floor and flexing back towards the chest to the rhythm of the snores. When one little mouse woke up and said, “Hooray, what shall we do today?” Lift right leg and shake. He tried to wake up his brother, “Wake up! Wake up!” Tap left leg and shake. But his brother was fast asleep, so the little mouse went and fetched an alarm clock. Left leg continues to point and flex. Right leg bends and tiptoes out to the side, level with hip and returns to front centre. Both legs stretched straight in front of the body. The alarm clock went “Brrrring”. But still the mouse slept. Shake whole body gently. So the alarm clock rang louder. “Brrrring”. But still the mouse slept. Shake the whole body a little more vigorously. So the alarm clock rang as loud as it could “Brrrrring”. Shake whole body with force. And the little mouse jumped up, “Hooray!” Lift left foot into the air and return to the floor. “Hooray!” said his brother. “What shall we do today?” Turn feet towards each other, and wriggle each foot in turn as it speaks. "I know! Lets go for a walk in the jungle!" So the mice set off on their walk. They went walk, walk, walk, walk, skippity-hop, skippity-hop, jump, jump, jump, jump, stop! x2-3 Rhythm of different steps performed using the feet in a sitting position, with bent knees. There were many sights to see in the jungle. There were monkeys in the trees. Act like a monkey There were colourful birds flying by. Flap your arms like a bird. Soon they came across a clearing and in that clearing was a herd of great big elephants. Closest to them was three elephants. A daddy elephant. Raise one arm and trumpet like an elephant A mummy elephant. Raise one arm and trumpet like an elephant And a little baby elephant. Raise one arm and trumpet like an elephant


The elephants were huge Spread out your arms They were playing around and rolling in a big mud bath. They were having a grand old time! But the mice were perplexed. Why would the elephants want to roll around in the dirty mud? So they gathered up their courage and went and asked them. "Hello up there!" said one mouse to the Daddy elephant. Raise and shake your foot like your talking. But they didn’t get any answer. They tried again. "Hello!" the other mouse said to the mummy elephant. Raise the other foot and shake it But they still didn’t get any answer. "We must be too small for them to hear us. How will we get their attention?" They tried jumping up and down. Jump feet up and down and waving their legs in the air wave your legs in the air but it was no use, the mummy and daddy elephants just didn’t notice them. What could they do? You could ask the children for suggestions at this point. "I know! We should ask the baby elephant. It's much smaller and more likely hear us." "Hello!" they tried together. Shake both feet Elephant trumpet. "Hello down there." Said the baby elephant. "Why are you playing in the mud?" said one little mouse. "Its so much fun, and it helps to cool us down." Said the little elephant. "And now we get to go down to the river and wash it all off! Want to come?" So the mice joined the line of elephants. First went the Daddy elephant, then the mummy elephant and then the baby elephant. They all joined in the line, trunk to tail. Have the kids stand up and form a circle. They should have one hand behind them and one in front and hold on to the people in front of and behind them. Plod around the circle trumpeting like elephants until you circle around to your place and sit back down. And soon they arrived at the river. The mice leapt into the water and started to swim. They swam breaststroke. Bring your arms together and bend down over your straight legs and pretend to swim. and they swam backstroke. Lean back and circle your arms backwards. The elephants picked up water with their trunks and sprayed themselves with it. Whoosh! Whoosh! Scoop your arm from the floor to over your head and spray yourself with water. They had a wonderful time but it was growing late now and the mice were getting weary. It was time to go home. The mice set off home. They went walk, walk, walk, walk, skippity-hop, skippity-hop, jump, jump, jump, jump, stop! x2-3 Rhythm of different steps performed using the feet in a sitting position, with bent knees.


And when they reached home, they jumped into bed and it wasn’t long before they were fast asleep. Snoring. Lower legs to the ground as upper body lifts from the floor into an upright position. Legs resting straight on the floor in front of the body as toes point and flex to the rhythm of snoring. The end!

Felts / Laminates needed Props needed Bee Teddy Mouse puppets Clock Fairy Fairy puppets Fly Clown Troll headbands Scarecrow Trolls


hey dee ho music term 3 “Yo Ho Me Hearties – A Pirate Adventure” song list START SONG: Hey dee ho & how do you do? 1 SOL FA SONG: Do Re Mi 2 FOLLOWED BY: If you want to be a pirate 3

Sailing Sailing 4 All the fish 5 Baby Shark 6 3 mermaids/ 7 Mermaid girl 8 The Shell song 9 Row your boat 10 Digging Digging 11


Clave Song 22 Kids Time Mix 23 MARCH: Itchy fingers sea shanty 24 Happy Birthday (with pause) 25 MUSICAL STORY ACTION SONGS: Nicky Nacky Nocky Noo K 26 Or replace The Silly Pirate Song K 27 With advanced The friendly pirate ship 28 activities REGULAR DANCES: Everywhere’s a dance floor 37 Dorothy Dance With Me 38 Romp Bomp a Stomp 39 7 Steps 40 5 6 7 8 41 Do The Monkey 42 Blame it on the Boogie 43 Funky Town 44


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Yo ho me hearties – A pirate adventure Section 3 Theme songs Feel free to dress up in pirates garb today, or you can just wear your pirates hat. This works best when you do your best pirate accent and put on your best pirate performance.

“Ahoy me hearties! I’m lookin’ fer a crew to help me sail the ocean. I’ve found meself a treasure map. I’m even willin’ to split the booty… 80/20. You look like a sad lot of landlubbers. If you want to join me pirate crew and help me find the buried treasure you’d better show me that you’re ready to be the best buccaneers.” (To the tune of if you’re happy and you know it) If you want to be a pirate, shout “Ahoy!” (Ahoy!) If you want to be a pirate, shout “Ahoy!” (Ahoy!) If you want to be a pirate Really want to be a pirate If you want to be a pirate, shout “Ahoy!” (Ahoy!) If you want to be a pirate, swab the deck (swish, swish) If you want to be a pirate, swab the deck (swish, swish) If you want to be a pirate Really want to be a pirate If you want to be a pirate, swab the deck (swish, swish) If you want to be a pirate, walk the plank...(stomp, stomp) If you want to be a pirate, walk the plank...(stomp, stomp) If you want to be a pirate Really want to be a pirate If you want to be a pirate, walk the plank... (stomp, stomp) “When I was a little buccaneer, me Mum and Dad made me walk the plank. We couldn't afford a dog.” “Alright, you lot look like fine pirates, just the crew I need! Ready your sea legs and lets cast off. What’s a pirates favourite letter? You’d think it’d be rrrr but the C be our first love… The first part of our maps journey is over the sea.” Put up the map and ship laminate. Get out the lycra. Sailing, sailing over the bounding waves But many a stormy wind will blow till we get home again Stormy - did I say stormy? Oh no big waves! Repeat fast and slow etc “What’s that, underneath the boat? Its dark in the ocean. Why, its fish!” Hand out the fish puppets. You can put your lycra away or you can use it in this song to bounce the fish puppets on. All the fish are swimming in the water Swimming in the water x 2 All the fish are swimming in the water Fol de rol de rol de ray

COGNITION: What a way to build on our vocabulary by imagining what our pirate character would say! Make-believe and pretend play is a fun and engaging way to help build on our verbal skills.


Repeat “Maybe we should catch one for our tea? I’m an expert at fishing, I can always get one on the hook… But wait, whats that in the water in them? Could it be me hearties? It looks like… sharks!” Baby shark do do do do do do x 3 baby shark Mummy shark do do do do do do x 3 Mummy Shark Daddy Shark do do do do do do x 3 Daddy Shark Grandma Shark do do do do do do x 3 Grandma Shark Grandpa Shark do do do do do do x 3 Grandpa Shark Let’s go hunt do do do do do do x 3 Let’s go hunt Run away do do do do do do x 3 Run away Safe at last do do do do do do x 3 Safe at last It’s the end do do do do do do x 3 It’s the end “Shiver me timbers, we got out of there just in time. We could have been food for sharks mateys. Lets look at the map again. Where to next? Over the sea and then past the mermaid rocks. Look, there they are! And what do ye thinks sitting on them?” Three mermaids, three mermaids, three mermaids sitting on a rock One jumped off OOOH! Two mermaids etc One mermaid etc No mermaids, no mermaids, no mermaids sitting on a rock One jumped on YEAH!!! One mermaid etc Two mermaids etc Three mermaids, three mermaids, three mermaids sitting on a rock OR I’m a mermaid girl in a mermaid world Life’s fantastic under the sea I can brush my hair I swim everywhere Come and join me under the sea “Oh, it looks like it would be fun to play with those mermaids and mermen but we’d better get on with our journey. What’s next on the map? Over to Shelly Beach on the island just over there. Gee this beach sure is full of shells. I guess that’s where it gets its name from. I love shells, if you put them near your ear you can hear my love, the sea.” Give all the children a shell. Little shell, Little shell tell me about the ocean, Little shell, Little shell tell me about the sea Where have you been? Where is your home? Little shell, Little shell that the waves brought to me.

SOCIAL: Not only does dressing up as

mermaids and mermen allow a child’s imagination to explore and develop, it also provides an opportunity for children to explore gender as they try on different characters, decide what type of sea creature they might be, how they might look and move.


Here is a shell, it's pink inside, That is where a crab would hide. Hold it close up to your ear, Listen it's the sea you hear. "Hold your shell near your ear. Can you hear the sea in yours?" “We’re almost at the treasure now mateys, we just have to go down this river. The ships too big for that, we’ll have to man the row boats. Ready everyone to row! Heave ho!” Row, row, row your boat gently down the stream Merrily, merrily, merrily, merrily Life is but a dream “Great rowing me hearties, but we’re not there yet. We still have to go a bit further into this jungle area. Look out for logs. Wait, they’re not logs… they’re crocodiles! And monkeys in the trees! Blimey!” Hand out the monkey puppets to the younger children. The older children can act out the song. Five little monkeys sitting in a tree Teasing Mr. Crocodile, "You can't catch me." Along came Mr. Crocodile, Quiet as can be SNAP Four little monkeys sitting in a tree …………………… Three little monkeys sitting in a tree ……………….. Two little monkeys sitting in a tree ………………. One little monkey sitting in a tree ………….. NO little monkeys sitting in a tree “Phew, past the monkeys, those rapscallions. Now to the buried treasure! “Find the tallest palm tree. Now take 10 steps to the west…. 1,2,3 (etc). This must be it! Get out your shovels ye mangy scoundrels and start digging!” Digging, digging with my spade See the great big hole I made Watch me dig into the ground Digging till the treasures found “Put your back into it lads, we’ve a bit farther to go yet.“ Digging, digging with my spade See the great big hole I made Watch me dig into the ground Digging till the treasures found

PHYSCIAL & COGNITION: Providing a sea shell in this part of the program really does add to the multi-sensory learning approach that we encourage with the hey dee ho program. Not only is it fun to hold and feel an object but it aids in visualisation and in creating the scene.


“Huzzah my fellow buccaneers! We’ve found the golden treasure. This calls for a party!” You can discover the 'treasure' - your instruments - and go straight to the instrument section.

Section 6 Action Songs (or substitute this section for advanced activities) Nicky Nacky Nocky Noo Hands on my head, what is that here? That is my head thinker my mother dear Head thinker, head thinker, nicky nacky nocky noo That’s what they teach me at my pirate school Hands on my chin, what is that here? That is my chin wagger my mother dear. Chin wagger, head thinker, nicky nacky nocky noo. That’s what they teach me at my pirate school. Hands on my waist, what is that here? That is my waistbender my mother dear. Waist bender, chin wagger, head thinker, nicky nacky nocky noo That’s what they teach me at my pirate school Hands on my knees, what is that here? That is my knee lifter my mother dear. Knee lifter, waist bender, chin wagger, head thinker, nicky nacky nocky noo That’s what they teach me at my pirate school Hands on my toes, what is that here? That is my toe tapper my mother dear. Toe tapper, knee lifter, waist bender, chin wagger, head thinker, nicky nacky nocky noo That’s what they teach me at my pirate school Silly Pirate Song

Once there was a pirate who sang a pirate song Then interrupting the pirate, a surfer came along You’d hear…Yo, ho, ho, hee, hee, hee Hey dude, surfs up A pirates life for me Yo, ho, ho, hee, hee, hee Hey dude surfs up A pirate’s life for me


Once there was a pirate who sang a pirate song Then interrupting the pirate, a big shark came along You’d hear…Yo, ho, ho ho, hee, hee, hee Chomp, chomp, chomp, chomp hey dude, surfs up A pirates life for me Yo, ho, ho, hee, hee, hee Chomp, chomp, chomp, chomp hey dude, surfs up A pirate’s life for me Once there was a pirate who sang a pirate song Then interrupting the pirate, a mermaid came along You’d hear… Yo, ho, ho, hee, hee, hee La, la, la, la chomp, chomp, chomp, chomp hey dude, surfs up A pirates life for me Yo, ho, ho, hee, hee, hee La, la, la, la chomp, chomp, chomp, chomp hey dude, surfs up A pirate’s life for me Once there was a pirate who sang a pirate song Then interrupting the pirate, an octopus came along You’d hear… Yo, ho, ho, hee, hee, hee Wiggle, wiggle, wiggle, wiggle La, la, la, la chomp, chomp, chomp, chomp hey dude, surfs up A pirates life for me Yo, ho, ho, hee, hee, hee Wiggle, wiggle, wiggle, wiggle La, la, la, la chomp, chomp, chomp, chomp hey dude, surfs up A pirate’s life for me A pirates life for me A pirates life is…not for me! There are too many interruptions!


The Friendly Pirate Ship The friendly pirate ship is rocking on the sea, Rocking on the sea, Rocking on the sea, The friendly pirate ship is rocking on the sea, We're all getting tossed about. When the storm comes down we'll Sail the sea again, Sail the sea again, The sea will be our friend, When the storm comes down we'll Sail the sea again, We won't get tossed about. The friendly pirate ship is rocking on the sea, Rocking on the sea, Rocking on the sea, The friendly pirate ship is rocking on the sea, We're all getting tossed about.

Props Needed Felts/Laminates Needed Pirate hat Treasure map Ship Lycra Fish Shells Fish puppets Shark Rowboat Monkey puppets Mermaid Monkey Pirate accessories (eye patches/ Crocodile bandanas/hats) - optional


hey dee ho music term 3 "Lets Visit the Dentist" Song list Dental week is in August so it would be a good idea to include this program some time during this month. Please talk to your centres and coordinate this theme with them to work in with their activities. As it is a specialised program, some regular activities of our program have been left out –eg. the sol fa and some dances START SONG: Hey dee ho & how do you do? 1 FOLLOWED BY: You’ve got sparkling teeth (tune twinkle twinkle) 2

Eat well (tune bubbles pop) 3 Before you drink think first (tune do your ears hang low) 4 Clean well (tune Old Macdonald) 5 When you visit the dentist (tune if I were a farmer) 6 Protect (tune row your boat) 7 Steps 1 – 5 (tune she’ll be coming round mountain) 8 Ticketty boo 9


Clave Song 22 Kids Time Mix 23 MARCH: (Latin) Bomboleo 24 Happy Birthday (with pause) 25 ACTION SONGS: I’m a great big tiger 27 Or replace with I’m a great big crocodile 28 advanced activities DANCE: Wobbly tooth rock 29


The Massage Song 63


Lets visit the dentist Section 3 Theme songs "Well hello everyone. How are you all today? Good? You look fantastic. You know something? I am feeling a little funny today, sort of a bit scared…. Sort of a bit excited …you know how that feels when you get butterflies in your tummy…. Do you know why? I am going to the dentist, I am going to get my teeth checked. Let me see YOUR teeth." “Can you all show me your great big smiles?” (to the tune of 'Twinkle Twinkle') You’ve got white and sparkling teeth On the top and underneath If you clean them with your brush And toothpaste, then water flush I can tell that you’ve got style When you show me your great big smile! "What beautiful teeth you all have. I am very proud of you. Why do you think we need teeth?" Solicit answers from the children "Yes we need hard strong teeth so we can EAT our food and so we can SPEAK clearly. What do healthy teeth look like?" (hand out the puppets, put up tooth felt). "Well there are 5 things to remember to make sure we have strong, healthy teeth." "Number one is eat well. What sort of food do you think would be good for our teeth?" Cheese, milk, etc etc To the tune of bubbles pop Milk and cheese, strawberries Rice and vegetables Fruit and nuts, Make teeth tough Yes I’m eating well. What next? The second thing you can do is drink well. Let me see, milk and water. Both of these are pretty good for our teeth. What else?" To the tune of 'Do Your Ears Hang Low' If you have a thirst Before you drink think first Milk and water are the best Soft drinks are the worst Cordial and even juice May not be the best to choose Before you drink – think – first!

Laying the foundations in the early years for

dental care can aid in healthy teeth for the future. Using familiar tunes can help children and carers alike use these songs post our program so that the learning can be repeated and extended.


"Lets see. Next on the list is clean well! No matter what we eat or drink we need to clean our teeth at least 2 times a day after meals, usually after breakfast and before bed time. Today I am going to take a brush and put some soap on it and clean my teeth. Really well…what do you think? Not soap… oh that’s right! I use shampoo on my teeth… What do you mean, not shampoo? Toothpaste!! Toothpaste, what is that? We all need a small soft tooth brush and fluoride toothpaste to make sure our teeth are REALLY clean. Toothpaste is a special cleaner for your teeth." "Show me how you would clean your teeth/" Pretend to use a toothbrush and explain how to clean teeth. Let’s all clean Up and down round and round listen to the cleaning sound Cch chh Split groups into 2 halves. Get one half to do the cleaning sound of “ch ch ch ch” on the e-i-e-i-o bit (represents cleaning the teeth) and get the other half to fill their cheeks with air and compress their cheeks (to represent the spit after cleaning) at the end of the musical phrase. To the tune of Old MacDonald Don’t forget to clean your teeth (ch ch ch ch ch) (pffft) On the top and underneath (ch ch ch ch ch) (pffft) Brushing up and down (ch ch ch ch ch) And around and round (ch ch ch ch ch) Don’t forget to clean your teeth (ch ch ch ch ch) (pffft) Stop sequence at this point. "There is another way we can clean our teeth; by using dental floss, just like this." Next verse instead of “ch” get them to go “ee ee ee ee ee” to represent the squeak of flossing and the other half big round mouths and slap mouth to make the “pop” sound of releasing floss from between the teeth. And it’s great to floss them too (ee ee ee ee ee) (pop!) Sticky food can stick like glue (ee ee ee ee ee) (pop!) Flossing in between (ee ee ee ee ee) S’gonna make ‘em clean (ee ee ee ee ee) Flossing is the thing to do (ee ee ee ee ee) (pop!) "So I EAT, DRINK, CLEAN… What is the next step? The next step is to CHECK. What do you think that means?" "That is when we go to the Dentist and get him to look at our teeth to make sure everything is ok."


to the tune of 'Oh If I Were a Farmer' When you visit the dentist, the dentist the dentist When you visit the dentist, here’s what you’ll do You’ll sit in his big chair You’ll be comfy in there Then you put on some glasses To filter the light When you visit the dentist, the dentist the dentist When you visit the dentist, here’s what he’ll do He’ll check all your teeth then He might even clean them He may put on a sealant So germs won’t get in! "Do you know what happens if we don’t clean our teeth properly?" "Yes, the germs stay in your mouth and cling to your teeth. They build up a sticky layer that is called plaque. If we don’t clean the plaque from our teeth then it makes acid and that attacks our teeth and gums and it makes our teeth sick." "The last thing is protection. I love to play soccer and my sister plays hockey and my brother plays cricket. Sometimes accidents can happen. When I ride my bike I wear a helmet. Who wears a helmet when they go for a ride on their bike?" "So when we ride our bike or play sport we need a sort of helmet for our teeth!" "A tooth helmet is called a mouth guard and it looks like this." to the tune of 'Row Your Boat' If you play a contact sport I tell you what makes sense Get yourself a mouth guard To protect from accidents (repeat song) "So let’s remember all 5 things: Eat well, drink well, clean well. Check and protect then we will have strong healthy teeth." to the tune of 'She’ll be Comin’ Round the Mountain' No. 1 is to eat well – TELL ME WHAT (Kids) EAT WELL No. 2 is to drink well – TELL ME WHAT (Kids) DRINK WELL No. 3 use your toothbrush No. 4 see your dentist No. 5 wear a mouth guard when you must (Kids) YES SIR!

Many people have a fear of the dentist, even young children who have never experienced a visit to the dentist. Knowing what to expect will help allay fears and prevent anxiety.


Bring out a fairy puppet. TOOTH FAIRY: Hello children hello "Why who is this? It’s the tooth fairy! Why have you come to visit us to day?" TOOTH FAIRY: Hello children, well I am sure you all know that sometime soon your baby teeth will fall out to make room for your grown up (adult) teeth. "Fall out? But what if I have been looking after my teeth?" TOOTH FAIRY: All our teeth along the front here and here will become loose and fall out so that our permanent teeth can come through. My job is to make sure that you are looking after your baby teeth and that you are ready for your grown up teeth." Hand out fairy puppets Tooth fairy's at the bottom of my garden And their name is Tickety Boo Tooth fairy's at the bottom of my garden I'll tell you what they'll do At night they'll hide underneath your sheet They'll find your tooth and leave you a treat Tooth fairy's at the bottom of my garden And their name is Tickety Boo Collect up the puppets

Section 6 Action Songs (or substitute this section for advanced activities) "Lots of animals are famous for having strong teeth can you think of some?" Crocodile, shark, dogs, rabbits song about 2 or 3 of these I’m a great big tiger creeping through the jungle I have big teeth and great big claws I’m creeping through the jungle and /or I’m a great big crocodile swimming in the river I have sharp teeth and great big jaws I’m swimming in the river. DANCE – Wobbly Tooth Rock


I’m a baby tooth and I’m really cute I live in your mouth and I’m stuck by my root Can’t wait till the day that I fall out AND Tooth fairy’s gonna take me back to Fairyland CH: Push me, pull me, twist all around Forward, backward, up and down Side to side, once more and then Do the hey dee ho wobbly tooth rock again Wibble me, wobble me, shake shake shake Jump Jump Jump, well GOODNESS SAKE! Clap clap clap, give me a hand Tooth fairy’s gonna take me back to Fairyland. chorus x 2 Recap the program What did we do today? We talked about all the things we need to do to make sure we have strong healthy teeth. What were the five steps we have to remember? 1. Eat well, 2. Drink well, 3. Clean well, 4. Check and 5. Protect.

Props Fairy puppets Tooth finger puppets Tooth brush Set of teeth Mouthguard

Felts/Laminates needed

Milk/yoghurt/cheese Water

Chewing gum Fruit & vegetables.

Dentist Dental implements

Toothbrush Dental floss Toothpaste

Tooth/set of teeth Tooth fairy (we have a fairy)


hey dee ho music term 3 " Superheroes" Song list START SONG: Hey dee ho & how do you do? 1 SOL FA SONG: Do Re Mi 2 FOLLOWED BY: I’m a superhero 3 Climbing up 4 We’re all flying 5 We have super strength 6 Batman 7 I am invisible 8 We’re all running 9 Bingo 10 WALKING/ Jumping Dance 17 LISTENING SONGS: Walk Around Together 18 INSTRUMENTS: Feeling the beat 21

Clave Song 22 Kids Time Mix 23 MARCH: (Contemporary/pop) Holding out for a hero 24 Happy Birthday (with pause) 25 MUSICAL STORY ACTION SONGS: Do you want to be a superhero? 27 Or replace with advanced activities REGULAR DANCES: Everywhere’s a dance floor 37 Dorothy Dance With Me 38 Romp Bomp a Stomp 39 7 Steps 40 5 6 7 8 41 Do The Monkey 42 Blame it on the Boogie 43 Funky Town 44 FINISH: Ring a Rosie 59 Hokey Pokey 60 ELCs Rockabye Your Bear 61 MINDFULNESS: Hand on your shoulder 62

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Superheroes Section 3 Theme songs Today you will talk to the children about superheroes, what they do and why, what they look like and where they come from. A Super hero theme gives the children an opportunity to use their imaginations, to talk about what they perceive to be good/bad/right & wrong. It empowers them with the belief that something can be done to right the wrongs of the world. "Today we are going to meet some very important people. I think you may know a little about them already. Who do you think they might be? Put up the picture. " Yes they are SUPER HEROES…. Super heroes – what is a super hero?" For the older children – encourage them to contribute to the conversation – ask questions such as.. what is a super hero? Oh they have super powers? Like what? Help them identify things such as – they can fly, they are strong, they are fast, they can be invisible, they are brave, they can change shape etc etc. For the toddlers you can lead the conversation telling them – my favourite super heroes have special powers. Some can fly, some are very strong and some can run like the wind, some can climb straight up tall buildings, sometimes the super hero can do lots of different things. "I think I would like to be a super hero – would you? What would your super power be?" "Well I think it is important that we wear the right clothes – let’s get dressed." I am a super hero what shall I wear today I think I'll wear my super mask to hide my face away. I am a super hero what shall I wear today I think I'll put my boots on so I can run all day. I am a super hero what shall I wear today I think I'll wear my glasses the one that can x-ray I am a super hero what shall I wear today I think I’ll wear my red cape so I can fly away Lean into your basket and pretend to answer the phone. “Hello, yes this is Super hero Headquarters. What’s that? Bingo has been stolen? Where? He’s been taken to a cave? … MMM sounds like a job for a SUPER HERO!!” Give everyone a superhero mask. "Righto super heroes, we need to find that cave. Let’s climb to the top of this mountain for a good view. It’s very steep. I think we may have to do some climbing - maybe like Spiderman. Show me your super climbing powers!"

EMOTIONAL: Connecting activities, feelings and

emotions to words can be difficult for children. A child may have acted in a brave way by standing up for someone or themselves but they may not see it as brave if it isn’t a ‘superhero event’. Small activities and acts can be ‘big’. This is an important message to share with the children.


(to the tune of build it up) Climbing up climbing up climbing high Climbing up up up into the sky Climbing up climbing up climbing higher Climbing up up up up up into the sky (repeat) "Wow that was such a long way. Can you see a cave? Oh no, it is SOOO far away! See it there? It must be 50 kilometres away! That will take us days to get there. How can we get there? Fly - did you say fly? Ok then here we go!" Up and up and away … We’re all flying, fly fly flying, We’re all flying, up and away (repeat) "We made it! Ok Super heroes can you see the opening of the cave? Uh oh… looks like there is a HUGE rock covering the entrance. I think we will need someone really STRONG to push it out of the way. Who has super strength?" "I have super strength!" We have super strength Big strong muscles I can use my super strength to help everyone today repeat "Ok let’s see you push the rock out of the way 1 2 3…" "Well done! Now let’s see if we can find BINGO. It is very dark in here isn’t it? I don’t think we should use a torch or light a candle because that might alert the thieves that we are close by. What else could we use to find our way? Not using our eyes but maybe something like …sound waves! Like bats do. Bats can send out silent impulses that bounce off hard surfaces and show them the best way to get where they are going so they don’t bump into anything. Like BATMAN! Let’s use our super sonic sonar and creep quietly into the cave." Give everyone a Batman sticker. Play the Batman music "Wow – there he is. I can see Bingo in the light of a small campfire. He looks like he is sleeping. But who is that guarding him? It looks like that evil Monkey – Maxine! I should have known she would be the master mind behind this…. We have to creep past Maxine and get Bingo. How will we do this without being seen? If only we could make ourselves invisible…. You can? Fantastic, show me how!"

COGNITIVE: Asking for childrens suggestions in

solving a problem fosters creative- and critical-thinking skills in children and also helps develop their language skills.

PHYSICAL: Being a superhero can be highly active, so this supports children’s physical development.


I am invisible you can’t see me I am invisible you won’t know where I’ll be Repeat. "Great, so let’s make ourselves invisible, creep past Maxine and gently wake BINGO…" "Here we go…" "Great now we have Bingo but I can hear something. Maxine has woken up! We need to get out of here FAST. Let’s put on the speed and get home SUPER FAST." We’re all running, run, run, running We’re all running super fast! Repeat Please note: there is no running in early learning centres so you will have to do this ‘on the spot’ "Phew… are you ok Bingo? Great let’s celebrate and sing Bingo’s favourite song." There was a farmer had a dog and Bingo was his name O B.I.N.G.O X 3 And Bingo was his name O

Section 6 Action Songs (or substitute this section for advanced activities) Do you want to be a super hero? CHORUS Do you want to be a super hero? Oh YEAH! Big and brave and tough and strong Do you want to be a super hero? Oh YEAH! All join in and sing this song SUPER MAN – MAN OF STEEL I’m Superman flying though the sky, flying through the sky, flying through the sky. I’m Superman flying through the sky, up up and away, CHORUS BATMAN AND BATGIRL TOO I’m Batman driving the bat mobile, the bat mobile, the bat mobile I’m Batgirl driving the bat mobile, I’m driving the bat mobile I’m Super man flying though the sky, flying through the sky, flying through the sky. I’m Superman flying through the sky, up up and away,

EMOTIONAL: Being brave is when they find the

strength to have a go even when they feel nervous or afraid. It does not mean the feeling of being scared goes away, though that might happen afterwards. It means that they don’t let this feeling stop them from taking an action.

EMOTIONAL: With the many positive attributes of a superhero, when children pretend to take on those roles, they can have a sense of security and it can help them feel in charge of their world, adding to their emotional resilience.


CHORUS HEY IT’S THE TEENAGE MUTANT NINJA TURTLES Kowa bunga dude, let’s see your moves, see your moves, see your moves Kowa bunga dude, let’s see your moves it’s pizza time for sure I’m Batman driving the bat mobile, the bat mobile, the bat mobile I’m Batgirl driving the bat mobile, I’m driving the bat mobile I’m Superman flying though the sky, flying through the sky, flying through the sky. I’m Superman flying through the sky, up up and away, CHORUS WATCH OUT FOR WONDER WOMAN I’m Wonder Woman with my lasso, my lasso, my lasso I’m Wonder Woman with my lasso, my bracelets and my shield. Kowa bunga dude, let’s see your moves, see your moves, see your moves Kowa bunga dude, let’s see your moves it’s pizza time for sure I’m Batman driving the bat mobile, the bat mobile, the bat mobile I’m Batgirl driving the bat mobile, I’m driving the bat mobile I’m Super man flying though the sky, through the sky, through the sky. I’m Super Man flying through the sky, up up and away PROPS Batman stickers Superhero masks LAMINATES Bingo Monkey Strong Superheroes (Teenage Mutant Ninja Turtles/Wonder Woman Batman/Batgirl, Superheroes, Superman, Spiderman etc)

SOCIAL: Often superheros need to solve a problem or fix a situation, so becoming those characters requires the children to practise negotiation and cooperation as a group, helping them better understand and explore their world. It can also help develop empathy as they try to understand how another person/character might be feeling.


hey dee ho music term 3 "hey dee ho's Got Talent" Song list START SONG: Hey dee ho & how do you do? 1 SOL FA SONG: Do Re Mi 2

FOLLOWED BY: The Juggler works with one hoop/scarf 3 One Grey Elephant 4

Or 6 grey elephants 5 Hey dee ho the Elephant 6

Teasing Mr Crocodile 7 Roll your eyes 8

I like to sing (short version) 9 WALKING/ Jumping Dance 17 LISTENING SONGS: Walk Around Together 18 INSTRUMENTS: Feeling the beat 21

Clave Song 22 Kids Time Mix 23 MARCH: (Rap) When I grow up 24 Happy Birthday (with pause) 25 MUSICAL STORY ACTION SONGS: Fuzzy the clown 26 Or replace with Mr Funny Feet 27 advanced activities 5 Cheeky Monkeys 28 Funkey monkey 29 ADVANCED ACTIVITY: Foot story: Two mice have a competition REGULAR DANCES: Everywhere’s a dance floor 37 Dorothy Dance With Me 38 Romp Bomp a Stomp 39 7 Steps 40 5 6 7 8 41 Do The Monkey 42 Blame it on the Boogie 43 Funky Town 44 FINISH: Ring a Rosie 59 Hokey Pokey 60 ELCs Rockabye Your Bear 61 MINDFULNESS: Hand on your shoulder 62

The Massage Song 63


hey dee ho's got talent! Section 3 Theme songs “LADIES AND GENTLEMEN, Welcome to the most exciting new talent show in the world!... Hey dee ho’s got Talent. This is a show where many of our talented friends get to perform for us. I wonder who will be first? Ah ha – it is a circus performer – a juggler… do you know what jugglers do? Yes they juggle balls or scarves or hoops – do you think you could be a juggler too?” If you have scarves you can use them in this song- otherwise just sing HOOP and get the children to make circular motions with their hands and feet. The juggler works with one hoop one hoop one hoop/scarf The Juggler works with one hoop and then he works with two etc. Repeat using different children’s names “Well done, well done! Who is next to perform at our concert today? Mr Elephant! Well, what can you do Mr Elephant? You can balance on a string? In fact, you have some friends with you who can also balance on a string!“ You can use the elephant puppets for the little ones or the elephant trunks for the older ones. One grey elephant balancing Step by step on a piece of string Thought it was such a wonderful stunt So he called for another elephant Two grey elephants ---- etc Up to 5 or 6 and then Six grey elephants balancing Step by step on a piece of string All of sudden the piece of string broke And down came all the elephant folk OR for the younger children – you can use puppets or get them to walk around the room and pretend to be an elephant. Hey dee, hey dee ho the great big elephant is so slow Hey dee, hey dee ho the elephant is so slow He swings his trunk from side to side As he takes the children for a ride Hey dee hey dee ho the great big elephant is so slow

PHYSICAL This song really engages our physical and cognitive skills as we try to move and think as the complexity increases. Babies will love to watch you with a scarf or two and the older children will enjoy attempting to put each move into place as the song progresses.


“OK fantastic! A big hand for our elephants, well done! Now who is up next? Some magic monkeys. How is it that you are MAGIC? You do a disappearing act? Well I would love to see that – and who is this with you? A CROCODILE…. mmm very interesting” Five little monkeys sitting in a tree Teasing Mr Crocodile “you can’t catch me!” Along came Mr Crocodile, quiet as can be Aaaaaaaaaaaaaaaaaaaaaaaaaaa SNAP! Four little monkeys sitting in a tree Teasing Mr Crocodile “you can’t catch me!” Along came Mr Crocodile, quiet as can be Aaaaaaaaaaaaaaaaaaaaaaaaaaa SNAP! Three little monkeys sitting in a tree Teasing Mr Crocodile “you can’t catch me!” Along came Mr Crocodile, quiet as can be Aaaaaaaaaaaaaaaaaaaaaaaaaaa SNAP! Two little monkeys sitting in a tree Teasing Mr Crocodile “you can’t catch me!” Along came Mr Crocodile, quiet as can be Aaaaaaaaaaaaaaaaaaaaaaaaaaa SNAP! One little monkey sitting in a tree Teasing Mr Crocodile “you can’t catch me!” Along came Mr Crocodile, quiet as can be Aaaaaaaaaaaaaaaaaaaaaaaaaaa SNAP! Very slow and it’s now very sad! No little monkeys sitting in a tree Boo hoo hoooooooo waaaaaaaaaaa! “Well it seems that the monkeys all DID disappear, they really did do a vanishing act. And now who is next? It is a clown! What can you do? You can kiss the back of your neck? Really? Is that possible?" Roll your eyes, Stretch your neck Tap your chin, Scratch your head Beat your chest, Wiggle your bottom Tickle your toes, Kiss the back of your neck “Wow that was unbelievable! And now we have a SINGER. I know you all like to sing – let’s all sing together…”


I like to sing I like to sing I love it, I love it I really really do I like to sing I like to sing opera (doh re mi fa silly doh) I like to sing pop (everybody everybody) Whatever kind of song it is I don’t wanna stop I like to sing – lala la la la I like to sing – lala la la la I love it, I love it I really really do I like to sing – lala la la la

Section 6 Action Songs (or substitute this section for advanced activities) “Well who else is performing at out talent quest today? Do we have any dancers? ooh look it is another famous Clown – it is Fuzzy and he is a very good dancer !”

Fuzzy the clown lives a long, long way down Deep inside his box And every night when it’s still and quiet Fuzzy pops right up And he dances and dances all around He dances and dances all around x 2 And then he pops back down Repeat “Can you show me some fancy footwork? This will be good warm ups for all the dancers.” First they walk upon their toes then upon their heels they go On the sides of their feet they goes thump, thump, thump With their feet together they goes jump, jump, jump Oh and who is our last contestant today? There are 5 of them – and what is your special talent? (bring out the monkeys) You can jump? Jump very high? Really? so can we, let’s all stand up and jump together” Five cheeky monkeys jumping on the bed One fell off and bumped his head Mummy called the doctor and the doctor said No more monkeys jumping on the bed! Four cheeky monkeys etc OR “Now here is a fun-key monkey dance.”

PHYSICAL We often do many songs that

pay attention to the movement of our fingers, hands and arms but this is a great one to explore our feet. It might take a bit of practise so talk through it first . . . do they know which part is the heel? The side? And how do we put out feet together? By hearing a basic explanation, children can start to visualise the action and then put it into practise.


Chorus: He’s a hip hop party funky monkey A hip hop party funky monkey Hip hop party funky monkey, Cheeky Charlie is. Come along and let’s have fun With Cheeky Charlie, he’s the one. We’ll have good times, boogie too, Dance and shout YAHOO………YAHOO Chorus Let’s have fun and celebrate With Cheeky Charlie, let’s not wait! Come along and join with me Jump and shout YIPPEE YIPPEE! Chorus Advanced activity - Foot Story: two mice have a competition Once upon a time there were two mice and when this story started they were fast asleep, snoring. (Legs stretched out straight in front of the body, toes pointing down to the floor and flexing back towards the chest to the rhythm of the snores.) When one little mouse woke up and said, “Hooray!” (Lift right leg and shake.) He tried to wake up his friend, “Wake up! Wake up!” (Tap left leg and shake.) But his friend was fast asleep, so the little mouse went and fetched an alarm clock. (Left leg continues to point and flex. Right leg bends and tiptoes out to the side, level with hip and returns to front centre. Both legs stretched straight in front of the body). The alarm clock went, “Brrrring.” But still the mouse slept. (Shake whole body gently.) So the alarm clock rang louder. “Brrrring.” But still the mouse slept. (Shake the whole body a little more vigorously.) So the alarm clock rang as loud as it could, “Brrrrring.” (Shake whole body with force.) And the little mouse jumped up, “Hooray!” (Lift left foot into the air and return to the floor). “Hooray!” said her friend. “What shall we do today?” (Turn feet towards each other, and wriggle each foot in turn as it speaks.) “Let’s have a competition.” “But first, let’s do out exercises.” The two little mice went point and flex point and flex. Point and flex feet Then side to side, side to side. Move ankles side to side resisting the urge to make circle with the ankles. Then in and out, in and out, in and out. In a sitting position jump feet apart then back together. And off they set down to the oval. They went; walk, walk, walk, walk, skippity-hop, skippity-hop, jump, jump, jump, Stop! (x2) Rhythm of different steps performed using the feet in a seated position with legs bent.

The first competition was a running race. The mice stood at the starting line. On your marks, Get set go! They ran around bends over hills and under tunnels, they ran and they ran and they ran until they reached the finish line. In a seated position run on the spot. Running feet in to the air to go up hills. Which one of your mice won that race? Next was the swimming race. The mice stretched their arms. Reach arm over head, repeat on other side


Then they made their way over to the pool. They went; walk, walk, walk, walk, skippity-hop, skippity-hop, jump, jump, jump, Stop! (x2) Rhythm of different steps performed using the feet in a seated position with legs bent. They stood on the edge of the pool. On Your Marks, Get set, Go! The mice dove deep in to the pool and began to swim. They kicked their arms and legs. Splash, Splash, Splash! Lying on stomach lift opposite arm to leg, alternate.

Which one of your mice won?

Next it was time for the bike race. The mice put on their helmets. (action) and rode over to the start line. On your marks, Get set, Go! The mice went slowly up the hills and then quickly, quickly down. Lying on back cycle legs Which one of your mice won?

The final competition was to test their strength. The mice flexed their muscles. (action) then they made their way over to the weights. They went; walk, walk, walk, walk, skippity-hop, skippity-hop, jump, jump, jump, Stop! (x2) Rhythm of different steps performed using the feet in a seated position with legs bent. The mice lifted their weights up, up, up, up, up, and tried to hold it above their head. But it was too heavy and they soon dropped it down, down, down, down. Standing with in squat position. Mime lifting a heavy weight above head. They would have to try again. The mice lifted their weights up, up, up, up, up, and tried to hold it above their head. But it was too heavy and they soon dropped it down, down, down, down. Standing with in squat position. Mime lifting a heavy weight above head. They would have to try again. The mice lifted their weights up, up, up, up, up, and tried to hold it above their head, this time they held it for ten seconds! 10,9,8,7,6,5,4,3,2,1. Standing with in squat position. Mime lifting a heavy weight above head. Which one of your mice was the strongest?

The mice bent down their heads to receive their medals then set off home. They went, walk, walk, walk, walk, hop, hop, skippety-hop, hop , hop, skippety-hop, jump, jump, jump, jump, STOP! (Rhythm of different steps performed using the feet in a seated position with legs bent. To be done very, very fast!) It wasn’t long before the two mice were at home safe in bed…SNORING! (Legs stretched out straight in front on the body, toes pointing down to the floor and flexing back towards the chest to the rhythm of the snores.) THE END!

FINISH “Okay now let’s all sit down and have a look at what we have sung about today.” Look at all the Felts / Laminates on the board and summarise what you have done then sing hey dee ho and say goodbye to finish the session. Felts / Laminates and Props needed Felts / Laminates needed Monkey Elephant Clown Crocodile Funny feet Barbie (for the singer)

Props needed Monkey puppets Elephant trunks Elephant puppets Scarves optional


hey dee ho music term 3 "Dr Knickerbocker" Song list START SONG: Hey dee ho & how do you do? 1 SOL FA SONG: Do Re Mi 2 FOLLOWED BY: How Do You Feel Today? 3

Little Peter Rabbit 4 The Cat’s Got a Headache 5 Mr Frog 6 The sneeze song 7 Spot Song 8 Put Your Sticker on Your Nose 9 Miss Polly 10 Five in the Bed 11 WALKING/ Jumping Dance 17 LISTENING SONGS: Walk Around Together 18 INSTRUMENTS: Feeling the beat 21

Clave Song 22 Kids Time Mix 23 MARCH: (rap) All the same 24 Happy Birthday (with pause) 25 MUSICAL STORY ACTION SONGS: Dr Knickerbocker (x 4 vs) 26 (Dr examines patient & makes them do tasks e.g. wiggle fingers) Or replace with I Wiggle My Fingers 27 advanced activities Heads & Shoulders Knees & Toes 28

(Dr instructs patient to go to bed but monkeys) Five Cheeky Monkeys 29 I Jump Out of Bed in the Morning 30 REGULAR DANCES: Everywhere’s a dance floor 37 Dorothy Dance With Me 38 Romp Bomp a Stomp 39 7 Steps 40 5 6 7 8 41 Do The Monkey 42 Blame it on the Boogie 43 Funky Town 44 FINISH: Ring a Rosie 59 Hokey Pokey 60 ELCs Rockabye Your Bear 61 MINDFULNESS: Hand on your shoulder 62

The Massage Song 63


Dr Knickerbocker Section 3 Theme songs “How do you feel today? Do you feel well?” How do you feel today? x 2 If you’re feeling happy then give a wave Feeling happy then give a wave x 2 Give a wave today “You all look and sound very happy and well but I know some people who haven’t been well at all, in fact they had to go to the Doctors. My friend Peter Rabbit has had a very bad cold and do you know what the doctor told him to do? He had to rub his chest with Vicks Vapour rub!” Little Peter Rabbit had a cold upon his chest x 3 So he rubbed it with Vicks Vapour Rub “Oh, that made him feel better! Look who else is coming in to see Doctor Knickerbocker today – it’s the cat. Oh yes, the poor cat is sore all over. Rub the parts on your body as we sing about them.” Oh the cat’s got a headache, a sore throat, a tummy ache A pain in the chest and a sniffly, snuffly nose Repeat “Aaaa choo! Oh oh, who is this sneezing? It’s Mr Frog and he has a very bad cold – he must have been standing in the rain again!” Hand out the frog puppets. Mr Frog jumped out of the pond one day And found himself in the rain Said he “I’ll get wet and I might catch a cold Aaaa chooo!” So he jumped into the pond again Repeat "Aaaaa choo! I hope Mr Frog was covering his mouth when he sneezed! You really want to cover your mouth when you sneeze or cough so you don’t spread germs to others. Show me how you cough into your elbow." Sneeze and cough into the crook of your elbow, not into your hands. If you're allergic or you’re sick or you have a snuffly nose and you really really really want to sneeze Don’t hold it back that’s the way it goes when you really really really want to sneeze Don’t be shy Achoo, don’t be shy Achoo! when you really really really want to sneeze Wipe your nose Achoo! wipe your nose Achoo when you really really really want to sneeze

EMOTIONAL – A great song to talk about our emotions and marry the words with a symbol or action to aid the learning. Reinforce the basic emotions with the babies and younger children or ask for some suggestions about emotions and actions from the older children, boosting their confidence and thinking skills.


If you have a tickly throat which really isn’t fun you really really really want to cough you can cover up your mouth wash your hands when you’re done when you really really really want to sneeze Don’t be shy Achoo, don’t be shy Achoo! when you really really really want to sneeze wipe your nose Achoo! wipe your nose Achoo when you really really really want to sneeze You might like to use some stickers for this next song - but not with the babies. “Oh oh, what’s this? A spot! And another one!” Lift up your sleeve to reveal a red spot (sticker). There’s a spot over here and a spot over there A spot in my hair and a spot on my ear And there’s lots of little spots in the air everywhere It’s a spotty kind of day “I think we all need spots.” Give everyone a spot and repeat the song. “Now put your sticker on your nose – can you see it?” Put your sticker on your nose on your nose x 2 Put your sticker on your nose that’s where the sold wind blows Put your sticker on your nose on your nose Repeat trying to blow the sticker off your nose Pretend to talk on the phone. “Oh Miss Polly, is your Dolly sick again? Well I am sure Doctor Knickerbocker can come and visit you.” Miss Polly had a Dolly who was sick, sick, sick So they called for the Doctor to come quick, quick, quick The Doctor came with a bag and a hat And they knocked on the door with a Rat a tat, tat They looked at the dolly and then shook their head And said Miss Polly put her straight to bed They wrote on the paper for a bill, bill, bill I’ll be back in the morning yes I will, will, will “Look how many are in the sick bed, five!” There were five in the bed and the little one said Roll over roll over So they all rolled over and one fell out There were four in the bed… There were three in the bed… There were two in the bed… There was one the bed and he cried and said I’m lonely I’m lonely So they all jumped in and kissed goodnight (mwah)

RESILIENCE & SOCIAL: Choose childrens names from your group to replace "Miss Polly" and "the doctor" in the lyrics – for example you could have Mr Jack and his dolly, and Charlotte the doctor. There's no need to use the traditional genders in the song.

EMOTIONAL – Taking on the roll of Mr/Mrs Polly and the Dr allows children to build on their development of empathy as they see the world through another person’s eyes. It also helps develop memory as they remember what they have learnt and heard about that character.


Section 6 Action Songs (or substitute this section for advanced activities) “Let’s do a song for Doctor Knickerbocker! I think he is examining a patient.” Doctor Knickerbocker, Knickerbocker Number nine We like to dance and keep in time Now let’s get the rhythm of the hands (clap, clap) Now we got the rhythm of the hands (clap, clap) Now let’s get the rhythm of the number 9 1 2 3 4 5 6 7 8 9 repeat adding feet – stamp, stamp hips – woo, woo (wiggle from side to side) lips – kiss, kiss “Are you ok- can you wiggle your fingers?” I wiggle my fingers, (I wiggle my fingers) I wiggle my toes; (I wiggle my toes) I wiggle my shoulders, (I wiggle my shoulders) I wiggle my nose; (I wiggle my nose) Now no more wiggles are left in me So I will be still, as still as can be Repeat song x 3 – gets faster “Where does it hurt – your head? No … your shoulders?” Heads and shoulders knees and toes Knees and toes, knees and toes Heads and shoulders knees and toes We all clap hands together Eyes and ears and mouth and nose Mouth and nose mouth and nose Eyes and ears and mouth and nose We all clap hands together “Oh Doctor Knickerbocker says you had all better go to bed. What’s that? You can’t? Why not? Uh oh, there are some very cheeky people jumping on my bed do you know who they are?” Five cheeky monkeys jumping on the bed One fell off and bumped his head Mummy called the Doctor and the Doctor said No more monkeys jumping on the bed


Four cheeky monkeys etc “Well you should all feel better in the morning – if you have a good night’s sleep you will be able to jump out of bed with a big bounce!” You should only do one or two verses with the younger children. I jump out of bed in the morning (x 3) I hope it’s a very nice day I jump out of bed and flush the loo in the morning… I jump out of bed and flush the loo and wash my face in the morning… I jump out of bed and flush the loo and wash my face and brush my hair… Felts / Laminates needed Props needed Peter rabbit Frog puppets Cat Red spots Frog Miss Polly doll with spots Miss Polly and Doctor Doctor’s bag and hat Monkey Monkey puppets for the younger children Dr Knickerbocker 5 in the bed


hey dee ho music term 3 "How do you feel today?" Song list START SONG: Hey dee ho & how do you do? 1 SOL FA SONG: Do Re Mi 2 FOLLOWED BY: How Do You Feel Today 3 Changes 4

Option 1: If You’re Happy & You Know It (x 3 vs) 5 Option 2: If You’re Happy/Sad etc. (last vse slower) 6

How Do You Feel Today? - tired 7 This Little Boy 8 Put Your Sticker on Your Nose 9 Rockabyebaby 10 How Do You Feel Today? - scared 11 Little Miss Muffett 12 Incy Wincy Spider 13 How Do You Feel Today? - surprised 14 Peekaboo 15 WALKING/ Jumping Dance 17 LISTENING SONGS: Walk Around Together 18 INSTRUMENTS: Feeling the beat 21

Clave Song 22 Kids Time Mix 23 MARCH (contemporary) Got a good feeling 24 Happy Birthday (with pause) 25 MUSICAL STORY ACTION SONGS: How Do You Feel Today? - silly 26 Or replace with Shake My Sillies Out 27 advanced activities If You’re Tired & You Know It Go To Sleep 28 Hide Your Eyes 29 I Wiggle My Fingers 30 Feelings 31 ADVANCED ACTIVITY: Emotions Echo REGULAR DANCES: Everywhere’s a dance floor 37 Dorothy Dance With Me 38 Romp Bomp a Stomp 39 7 Steps 40 5 6 7 8 41 Do The Monkey 42 Blame it on the Boogie 43 Funky Town 44 FINISH: Ring a Rosie 59 Hokey Pokey 60 ELCs Rockabye Your Bear 61 MINDFULNESS: Hand on your shoulder 62

The Massage Song 63


How do you feel today? Section 3 Theme songs We have the option of “drawing faces” today instead of using the Felts / Laminates the children love this change to the program – it doesn’t matter how badly you draw. “Remember how we sang about Dr. Knickerbocker? Well how is everyone today?” How do you feel today x 2 If you’re feeling happy then give a wave Feeling happy then give a wave x 2 Give a wave today “Well I am pleased you are all feeling happy – show me a happy face. Now being very quiet - no sound - show me a sad face, what about a silly face or a cross angry face. You can change your face in lots of different ways.” You can change your face from a smile to a frown Smile --- frown You can change your body from a cat to a clown Cat - - clown Changes, changes everywhere but if you sit and stare You stay the same sit and stare x 2 Change! “We all feel lots of different ways. Sometimes we’re happy. Sometimes we’re sad. Sometimes we feel angry. It's good to know what we're feeling. I liked it when you were happy – show me that happy face again.” If you’re happy and you know it clap your hands x 2 If you’re happy and you know it then you really ought to show it If you’re happy and you know it clap your hands If you’re happy and you know it blow a kiss ……… If you’re happy and you know it shout hooray…. Other versions Sad – cry BOO HOO Angry – stamp your feet Frustrated – give a sigh Tired (close your eyes) last verse slower OR “How do you feel today? Let’s see that sleepy face.” How do you feel today x 2 If you’re feeling sleepy then close your eyes Feeling sleepy then close your eyes x 2 Close your eyes like this

EMOTIONAL – there are many emotions to explore using this simple tune that can segway into the next song/section. Being more aware of our own feelings and in turn other people’s feelings helps develop children regulate their behaviour especially if this is coupled with learnings such as increased language and organisational skills. .

This is a great program to start a conversation about feelings and emotions. The more we are able to put into words our feelings, the better children will be able to recognise, understand and manage their feelings resulting in a calmer, more centred response.


“Here’s a little boy who is very sleepy.” Hand out the little boy stickers and demonstrate how to use them before doing this song. This little boy all ready for bed Down on the pillow he lays his head Wraps himself in his blanket tight And this is the way he stays all night Zzzz zzzzz Morning comes he opens his eyes Back with a toss the covers fly Up he jumps is dressed and away Ready to dance and play all day Repeat “Now put your sticker on your nose – can you see it?” Put your sticker on your nose on your nose x 2 Put your sticker on your nose that’s where the sold wind blows Put your sticker on your nose on your nose Repeat trying to blow the sticker off your nose “Let’s put our little boy to bed.” Rock-a-bye baby on the tree top When the wind blows the cradle will rock When the bough breaks the cradle will fall And down will come baby cradle and all “What sound do you think you’d make if you were to get a fright?” How do you feel today x 2 If you’re feeling Scared then give a squeal Feeling scared then give a squeal x 2 Give a squeal like this aaaaaaaaaa “There’s someone I know who got a bit of a fright when she was sitting eating her lunch. It was little Miss Muffet and she was frightened by a spider.” Get someone to be Miss Muffet and dress them up in the wig. They can pretend to eat their lunch and use the spider to scare them – be careful where and how you use the spider and this song. Little Miss Muffet sat on her tuffet Eating her curds and whey Along came a spider and sat down beside her And frightened Miss Muffet away “You know it wasn’t really a scary spider, it was just Incy Wincy.”

EMOTIONAL - We don’t address anger much but children can certainly can feel it. If they mention feeling anger respond by saying something like: We control our angry feelings so we don’t do something mean like hit someone, or throw a tantrum. We can take a big breath, then let the anger out slowly. We can do this a few times to help us stay calm.


Incy wincy spider climbed up the water spout Down came the rain and washed poor incy out Out came the sunshine and dried up all the rain So Incy Wincy spider climbed up the spout again Repeat “How do you feel now? Show me a surprised face.” How do you feel today x 2 If you feel surprised then peek a boo Feel surprised then peek a boo “Put your hands over your eyes and let’s sing.” Peek a boo, peek a boo, who’s that hiding there Peek a boo, peek a boo, it’s me! I’m hiding there Repeat Section 6 Action Songs (or substitute this section for advanced activities) “How do you feel today? Silly? Show me your silly face.” How do you feel today? X 2 If you’re feeling silly then pull a face x 3 Pull a face like this “Let’s shake our sillies out.” I’m gonna shake, shake, shake my sillies out Shake, shake, shake my sillies out x 2 Wiggle my waggles away I’m gonna jump my jiggles out …… Nod my naughties out …… Clap my crinkles out ……… “All this shaking is making me tired. I think I need to go to sleep.” If you’re tired and you know it go to sleep x 2 If you’re tired and you know it then you really ought to show it If you’re tired and you know it go to sleep “Time to wake up everyone! I love feeling happy and when I am happy I love to dance.” Chorus: Hide your eyes and count to ten Ready or not, I’m gonna find you again Hide your eyes and count to ten Ready or not, I’m gonna find you again And again and again and again

COGNITIVE - This well known nursery rhyme is great for speech development as we hear the rhyming couplets of the lines, especially when it is repeated with the babies. The older children may like to tap out a rhythm to it as they sing.


I will jump and hide from you I will chase you round and round Skip in time, play peek-a-boo Ready or not, you’re found I will chase you here and there I will chase you everywhere Inside, outside, up and down Catch me if you can Repeat Chorus Simon says move on the spot Don’t let Simon see you stop Simon says move faster now If he sees you stop, you’re out Repeat Chorus Bridge Catch me, catch me, catch me if you can Catch me, catch me, catch me if you can Repeat Chorus

OR I wiggle my fingers, (I wiggle my fingers) I wiggle my toes; (I wiggle my toes) I wiggle my shoulders, (I wiggle my shoulders) I wiggle my nose; (I wiggle my nose) Now no more wiggles are left in me So I will be still, as still as can be Repeat song x 3 – gets faster

CHORUS: Feeling go up (yeah) Feelings go down There’s lots of different feelings going round and round and round Sometimes they’re good (yeah) and sometimes they’re bad But feelings are something everyone has When you are happy, you have a smile on your face The sun is shining, it's a beautiful day You run outside and you begin to play Playing with my friends makes me happy today

EMOTIONAL: We don’t talk much about being angry but children can certainly feel that way. Respond by saying something like: We control our angry feelings so we don’t do something mean like hit someone, or throw a tantrum. We can take a big breath, then let the anger out slowly. We can do this a few times to help us stay calm.


Advanced Activity: Emotions Echo You will be the leader, and the children will work together to be the echo. That means when you say something, they will ‘echo’ back in unison, copying you as closely as they can. You will also make a simple movement or pose which they will copy as well. You sing an ‘emotion’ word and make a movement that suggests what it feels like to experience this emotion. Play a few rounds of the game. Use opposites in sequence to build the context of positive and negative emotions, e.g. happy, sad, proud, embarrassed, excited, bored, relieved, disappointed. Invite some of the children to have a turn at saying the word and making the pose for their peers to echo. Ask ‘How do you work out what emotions other people are feeling?’ Introduce the term body language to describe the way emotions are expressed through the body.

Questions you can ask the children: - What does your face look like? - What do your eyes look like? - What does your mouth do? - What do you do with your hands? - How do your shoulders feel? - What do your legs and feet do? - How does your tummy feel?

Felts / Laminates needed You can draw faces on paper very simple line drawings OR Use faces felts/laminates Miss Muffet Spider

Props needed Little boy stickers Spider Miss Muffet wig

Some students may find emotional literacy activities difficult, particularly if they have Autism Spectrum Disorder. Affirm students who struggle with these activities with positive messages such as ‘I can see you’re really trying – that was very tricky!’

This game can be helpful to introduce children to key learning intentions in an enjoyable and nonthreatening manner. It provides a valuable opportunity for kinesthetic engagement and a chance for children to mix and interact with their peers.


hey dee ho music term 3 "Pyjama Party" Song list START SONG: Hey dee ho & how do you do? 1

SOL FA SONG: Do Re Mi 2 FOLLOWED BY: Twinkle Twinkle 3 Warm Kitty 4 It’s Raining, It’s Pouring 5 Bananas in Pyjamas 6 One Potato 7 6 Fat Sausages 8 This is the Way We… 9 (wash ourselves/clean our teeth etc.) Bubbles Pop 10 This Little Boy 11 Put Your Sticker on Your Nose 12 Five in the Bed 13 WALKING/ Jumping Dance 17 LISTENING SONGS: Walk Around Together 18 INSTRUMENTS: Feeling the beat 21

Clave Song 22 Kids Time Mix 23

MARCH (Classical) Blue Danube 24 Happy Birthday (with pause) 25

MUSICAL STORY

ACTION SONGS: If You’re Happy & You Know It (x 3 vs) 27 Or replace with If You’re Tired & You Know It (x 1 vs) 28 advanced activities Running Off to Bed 29

Crawling Off to Bed 30 5 Cheeky Monkeys 31 Teddy Bear Turn Around 32 Hush Little Baby 33 Brahms's Lullaby (short version) 34 (what do you dream about? I dream about sunny days rowing my boat & dancing) Row Row Your Boat 35 Hide Your Eyes 36 REGULAR DANCES: Everywhere’s a dance floor 37 Dorothy Dance With Me 38 Romp Bomp a Stomp 39 7 Steps 40 5 6 7 8 41 Do The Monkey 42 Blame it on the Boogie 43 Funky Town 44 FINISH: Ring a Rosie 59 Hokey Pokey 60 ELCs Rockabye Your Bear 61 MINDFULNESS: Hand on your shoulder 62

The Massage Song 63


Pyjama Party Section 3 Theme songs This should be performed as the last program of the term and usually this means that we try something very special. You need to encourage everyone to get involved. Sometimes the staff at Early Learning Centres will all wear PJ’s – certainly the parents should be encouraged to join in as much as possible in the parent child classes. At Early Learning Centres the children can bring slippers and dressing gowns rather than be in their pyjamas all day. There is a flyer that you can send to or hand out asking everyone to wear their PJs next week – please contact your Franchise Manager to arrange copies THE WEEK PRIOR TO THIS SESSION. Put your arms straight up in the air and start twinkling your fingers. Children will know exactly what this means. The older children should be encouraged to sing this by themselves. Twinkle, twinkle little star How I wonder what you are Up above the world so high Like a diamond in the sky Twinkle, twinkle little star How I wonder what you are “What beautiful singing! Look who this is, ooh it’s my kitten!” Put up the sleeping kitten felt. “Oh look, he’s fast asleep. Let’s all pretend to be a sleeping kitten. Can you make a purring sound like a kitten? Purrrr go to sleep my little kittens and I will come around and give you a little pat.” As you sing the song go around and rub their backs. Warm kitty soft kitty little ball of fur Sleepy kitty happy kitty purr, purr, purr Repeat this as many times as it take to get round to all of the “sleeping kittens.” “Alright Kittens it’s time to WAKE UP! Let’s see who else is asleep. It’s an old man and look he has a band aid on his forehead where he bumped his head and he’s snoring. Does anyone snore at your house?” Put up the old man snoring felt. It’s raining it’s pouring the ol’ man is snoring He went to bed and he bumped his head And he couldn’t get up in the morning Repeat “Well that’s funny – if the stars are out and we’re/I’m in my pyjamas and everyone is asleep then that must mean it’s night time. What do you think? I wonder who else has their pyjamas on - yes it’s the Bananas.” Put up the Banana felt, slap your hands on your knees.

COGNITIVE – this musical sequence is a great one to reinforce our Sol Fa learning about intervals, as it has a very simple but effective tune.


Bananas in pyjamas are coming down the stairs Bananas in pyjamas are coming down in pairs Bananas in pyjamas are chasing teddy bears Cos on Tuesdays they all try to catch them unawares Repeat “Ok well if we are going to have pyjama party – we will need to have some food – I love potatoes!” One potato, two potato, three potato, four Five potato, six potato, seven potato more Repeat “Mm maybe some sausages to go with those potatoes?” Six fat sausages sizzling in a pan (x 2) And if one went POP and another went BANG There’d be 4 fat sausages sizzling in a pan (continue until there are no sausages left) “Well I seem to have got sauce all over my face I think I need a bath – I have to wash my face and my hands.” This is the way we wash ourselves wash ourselves, wash ourselves This is the way we wash ourselves at our pyjama party This is the way we wash our face, wash our face etc This is the way we wash our hands etc “I can make bubbles with my hands.” Bubbles pop, bubbles pop, bubbles pop pop pop x 2 “I know someone who is very sleepy!” Put the little boy sticker on your finger and say the song as you do the actions to show the children (this only really works for the kinder kids). This little boy all ready for bed Down on the pillow he lays his head Wraps himself in his covers tight And this is the way he sleeps all night Morning comes he opens his eyes Back with a toss the covers fly Up he jumps is dressed and away Ready to work and play all day Repeat “What do we do with our stickers – lately we have been putting them on our nose haven’t we?”


Put your sticker on your nose on your nose x 2 Put your sticker on your nose that’s where the cold wind blows Put your sticker on your nose on your nose “Let’s climb into bed… Uh oh what’s this!” There were five in the bed and the little one said Roll over roll over So they all rolled over and one fell out There were four in the bed etc Section 6 Action Songs (or substitute this section for advanced activities) Start to yawn and stretch your arms. “Ooh it’s getting very late and I’m getting very tired!” To the tune of if you’re happy and you know it. X 3 If you’re sleepy and you know it give a big stretch… If you’re tired and you know it give a big yawn… If you’re sleepy and you know it close your eyes… “Okay well I can see you’re all sleepy so let’s go running off to bed – follow me!” Running off to bed x2 Running, running we’re all running Running off to bed “Oh now I am so tired I think I will have to crawl the last little way.” Crawling off to bed etc “Oh finally here is my bedroom and my nice warm bed, but what’s this? There is someone already in my bed – and guess what they are doing : Five cheeky monkey jumping on the bed One fell off and bumped his head Mummy called the doctor and the doctor said No more monkeys jumping on the bed Four cheeky monkeys etc “Oh dear, all that racket has woken up my Teddy and he was having such a lovely sleep. Let’s see, what can we do with Teddy before bedtime?” Teddy bear teddy bear turn around Teddy bear teddy bear touch the ground Teddy bear teddy bear dance on your toes


Teddy bear teddy bear touch your nose Teddy bear teddy bear stand on your head Teddy bear teddy bear go to bed Teddy bear teddy bear say goodnight Teddy bear teddy bear turn out the light (click) Shh, shh Teddy bear teddy bear wake up now Teddy bear teddy bear make your bows “Let’s sing one more song to our teddies.” Hush little baby don’t say a word, Mamma’s gonna buy you a mocking bird If that mocking bird won’t sing, Mamma’s gonna buy you a diamond ring And if that diamond ring turns brass, Mamma’s gonna buy you a looking glass And if that looking glass gets broke, Mamma’s gonna buy you a billy goat If that billy goat won’t pull, Mamma’s gonna buy you a cart and bull And if that cart and bull turn over Mamma’s gonna buy you a dog named Rover If that dog named Rover won’t bark, Mamma’s gonna buy you a horse & cart If that horse and cart fall down You’ll still be the sweetest little baby in town OR Go to sleep, now in peace My own little baby (teddy) You’re a tired little thing so rest while I sing When the bird leaves his nest you will wake from your rest x 2 “I think my teddy is dreaming – do you know what he is dreaming about – yes he is rowing his boat.” Row, row, row your boat gently down the stream Merrily, merrily, merrily, merrily Life is but a dream Repeat OR Chorus: Hide your eyes and count to ten Ready or not, I’m gonna find you again Hide your eyes and count to ten Ready or not, I’m gonna find you again And again and again and again

I will jump and hide from you

EMOTIONAL - This is a lullaby that is typically very soothing to listen to. It also holds an important message that regardless of what things we have or own, it is themselves and family that is the most important.


I will chase you round and round Skip in time, play peek-a-boo Ready or not, you’re found

I will chase you here and there I will chase you everywhere Inside, outside, up and down Catch me if you can Repeat Chorus Simon says move on the spot Don’t let Simon see you stop Simon says move faster now If he sees you stop, you’re out Repeat Chorus Catch me, catch me, catch me if you can Catch me, catch me, catch me if you can Repeat Chorus

Felts / Laminates needed Star Bananas in pyjamas Sleeping kitten Old man in bed Teddy bear x 2 Sleepy face Monkey Sausages in a pan Five in bed

Props needed Don’t forget the Pyjamas for yourself Teddy Little boy stickers Monkey puppets - optional for the little ones Bananas in Pyjamas puppets / soft toy – optional for younger children


Resilience and Respectful Relationships Respectful Relationships is about creating an environment in which children are not restricted by gender stereotypes and are free to explore and play as they choose. We use gender neutral pronouns when singing or telling stories with a range of different characters in various professions and roles. This provides a diversity of role models for children – for example, female characters who are firefighters & male characters who are nurses. When children grow up having developed the skills, knowledge and attitudes to engage in respectful relationships they are more likely to reject attitudes or behaviours that are at the root of family violence.

Crossing the mid line When a hand dominance and an ability to cross the mid-line of the body are developed, the brain becomes more organized for specific tasks. This is called lateralization of cerebral function. Many of hey dee ho’s tasks incorporate activities with this in mind.

Primitive and postural reflexes A baby relies on automatic responses to enable its survival. These automatic responses are known as primitive reflexes and first emerge while the baby is still in the womb. During the first year, as a baby's brain develops and it gains increasing control over its body, connections within the brain are strengthened and these early survival patterns are gradually replaced by more mature patterns of response, these are known as the postural reflexes. Postural reflexes support control of movement, balance and posture, and the development of these postural reflexes provides an indication of the extent to which balance, coordination and postural control have developed. Some children do not achieve this control fully and grow up with traces of the primitive reflexes present and their postural reflexes do not fully develop. This can lead to problems with control of movement affecting balance and coordination, fine motor skills, motor development and related aspects of learning such as reading, writing and physical education.

Repetition Teaching happens in real time but learning happens over time. We repeat songs or activities in our sessions, both repeating something straight away or repeating something over multiple sessions. Repetitive activities encourage myelin growth over neuron tails which helps messages from the brain travel faster across neural pathways., The faster the message travels, the more refined the movement or skill becomes.

The problem with W-Sitting W-sitting is one simple sign that a child may have a retained primitive reflex, but why is that concerning? Many health professionals believe this position may lead to orthopedic conditions, gross motor delays and can create weakness in the back, hips and legs. This posture fixes the upper torso in place, only allowing the child to play with toys that are in front of them. They are unable to rotate around and cross one arm over the body at the midline to grab an object or something behind them. You will also notice that the child usually reaches for the object with whatever hand is closest instead of the dominant hand. All of these actions interfere with the development of bilateral integration and normal hand dominance. A child’s sense of balance can be slowed if these skills are not allowed to develop properly. It is very important that children gain strength and control in their abdomen and back. This strength allows for greater capacity to run, jump and move with coordinated control, which helps with their vestibular system, visual planning, hand-eye coordination and fine motor skills for handwriting and reading.

https://www.childsplaytherapycenter.com/w-sitting-correct/

http://ilslearningcorner.com/2015-11-why-crossing-the-midline-activities-helped-this-child-listen-to-his-teacher/


Props needed this term

3 cornered hat Bananas in pyjamas puppets and soft toy Barbie doll Bean bags or beanie bears – optional Bingo dog or puppet Bug capes Claves Clock Duck puppets Elephant puppets Elephant trunks (optional or for parent child classes) Fairy puppets Fairy puppets Farmer in the dell - hats for farmer and wife and child Fireman hat Fish puppets Frog puppets Hats 2 of each – men, women, children, babies, workmen or policemen or fireman OR Head bands for cat, mouse, dog and cheese Humpty Dumpty Little boy stickers Mermaid costumes x 3 Mice puppets Miss Muffet wig Miss Polly doll, doctor’s bag and hat Monkey puppets Monkey puppets Mouthguard Pirate bandanas / eye patches / hats (optional) x 1 for each child Pirate hat Red spot stickers Sausage scarf, egg socks, cheese headband Scarves (optional) Set of teeth Spider Superhero masks x 1 for each child Teddy Three green bird hats or wings Tooth brush Tooth finger puppets Troll headbands And a selection of books for the musical stories (at least 4-6 books across the term) Jeannette Rowe series “whose…” Trace Moroney “When I’m feeling” books Mem Fox, “I wouldn’t say boo to a goose” Any book where the children can sing a recurring line to you or one that is recognisable – Old Macdonald or Incy Wincy Spider etc Pamela Allen - - ssssh little mouse

Don’t forget to

dress up on the special theme days – pyjama party and boom boom as a minimum. Pirates and superheroes optional dress up days.

© hey dee ho music p/l update 2018 3 script...hey dee ho’s got talent 92 15. dr. knickerbocker 98...

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