sea catch and count game, olly the octopus game, polar ......2014/06/30 · sea catch and count...
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Sea Catch and Count Game, Olly the Octopus game, Polar fun
game, Pirate and Masts game (2-4 years)
These mathematical games promote number recognition and counting. They help
to teach game play and turn taking. They also help children master a range of
movements. Fine control improves through using and playing with equipment and
materials.
Through these games we will encourage children to achieve the following Early
Years Foundation Stage learning goals:
Characteristics of effective learning
· AL1 Maintaining focus on their activity for a period of time.
· CTC2 Finding ways to solve problems.
Personal, Social and Emotional Development
· MR12 Plays alongside others.
· MR14 Plays cooperatively with a familiar adult.
· MR15 Interested in other’ play and starting to join in e.g. joins in an
organised play activity.
· MR21 Keeps play going by responding to what others are saying or doing.
e.g. shows an understanding of rules and boundaries and turn taking.
Communication and Language
· S14 Beginning to ask simple questions.
· LA23 Is able to follow directions e.g. responds when given an instruction
such as ‘please stop now’.
· LA24 Maintains attention, concentrates and sits quietly during
appropriate activity.
· U14 Responds to simple instructions.
Mathematics
· N7 Recites some number names in sequence.
· N13 Uses some number names and number language spontaneously.
· N14 Uses some number names accurately in play.
· N21 Shows an interest in number problems.
Early Learning Goals:
· Children playing co-operatively, taking turns with others. They take into
account of one another’s ideas about how to organise their activity.
· Children work in groups and understand the need for behaviour rules.
· Children follow instructions involving several ideas or actions.
· Children can work as part of a group or class, and understand and follow
the rules.
Community Playthings Wooden Blocks, Large and Small
Children can begin to develop strategies as they piece together and stack
blocks.
Through wooden block construction activities we encourage children to achieve
the following Early Years Foundation Stage learning goals:
Characteristics of Effective Learning
· PE3 Engaging in open- ended activity.
· PE10 Seeking challenge.
· AL1 Maintaining focus on their activity for a period of time.
· CTC1 Thinking of ideas.
· CTC2 Finding ways to solve problems.
· CTC3 Finding new ways to do things.
· CTC6 Testing their ideas.
· CTC8 Planning, making decisions about how to approach a task, solve a
problem and reach a goal.
· CTC11 Changing strategy as needed.
Personal, Social and Emotional Development
· MR12 Plays alongside others.
· MR16 Seeks out others to share experiences.
Physical Development
· MH22 Beginning to balance blocks to build a small tower.
· MH51 Handles tools, objects, construction and malleable materials safely
and with increasing control.
Mathematics
· SSM4 Uses blocks to create their own simple structures and
arrangements.
Expressive Arts and design
· EUMM20 Beginning to construct, stacking blocks vertically and
horizontally, making enclosures and creating spaces.
Threading
Threading allows children to develop their fine motor skills and hand eye
coordination. It helps encourage children to develop the use of the tripod grip.
In case you didn’t already know... a tripod grip is a grasp pattern for holding a
writing tool such as a pencil. It is the best way to use the muscles of the hand
whereby the writing tool is positioned in such a way that there is equal pressure
between the thumb and the other fingers.
Through threading activities we encourage children to achieve the following
Early Years Foundation Stage learning goals:
Characteristics of Effective Learning
· PE3 Engaging in an open- ended activity.
· PE10 Seeking challenge.
· PE11 Showing a ‘can do’ attitude.
· AL1 Maintaining focus on their activity for a period of time.
· CTC2 Finding ways to solve problems.
· CTC4 Making links and noticing patterns in their experience.
· CTC7 Developing ideas of grouping, sequences, cause and effect.
· CTCB Planning, making decisions about how to approach a task, solve a
problem and reach a goal.
· CTC10 Changing strategy as needed.
Personal, Social and Emotional Development
· MR12 Plays alongside other children.
Physical Development
· MH30 Beginning to use three fingers (tripod grip) to hold writing tools, or
in this case using the tripod grip while threading beads.
· MH33 May be beginning to show preference for a dominant hand.
· MH51 Handles tools, objects, construction and malleable materials safely
and with increasing control. e.g. manages own buttons and zip, interlocking
bricks, threads and beads.
Early Learning Goals:
· Children show god control and co-ordination in small movements.
Washing line. Ordering numbers 1- 10
Encouraging children to order numbers 1- 10 on a washing line allows children to
show an interest in numbers and counting, recognising numbers 1- 5, and then 1-
10. It allows them to take an interest in number problems and form good
relationships with both other children and adults.
Through the number washing line we encourage children to achieve the following
Early Years Foundation Stage learning goals:
Characteristics of Effective Learning
· PE10 Seeking challenge.
· PE11 showing a ‘can do’ attitude.
· AL1 Maintaining focus on their activity for a period of time.
· AL4 Paying attention to detail.
· AL5 Persisting with activity when challenges occur.
· AL7 Bouncing back after difficulties.
· AL8 Showing satisfaction in meeting their own goals.
· AL9 Being proud of how they accomplished something- not just the end
result.
· CTC2 Finding ways to solve problems.
Personal, Social and Emotional Development
· MR12 Plays alongside others.
· MR14 Plays cooperatively with a familiar adult.
· MR19 Can play in a group, extending and elaborating play ideas.
· MR21 Keeps play going by responding to what others are saying or doing.
· MFB12 Responds to a few appropriate boundaries, with encouragement
and support.
Communication and Language
· S14 Beginning to ask simple questions.
· LA22 Focusing attention- still listen or do, but can shift own attention.
· LA23 Is able to follow directions. e.g responds when given an instruction.
· U14 Responds to simple instructions.
Mathematics
· N8 Recites some number names in sequence.
· N13 Uses some number names and number language spontaneously.
· N14 Uses number names accurately in play.
· N15 Recites numbers in order 1-10.
· N19 Shows curiosity about numbers by offering comments or asking
questions.
· N21 Shows an interest in number problems.
· N27 Recognises numerals 1-5.
· N37 Says the number that is one more than a given number.
Early Learning Goals:
· Children playing co- operatively, taking turns with others. They take into
account of one another’s ideas about how to organise their activity.
· Works in groups and understands the need for behaviour rules.
· Children follow instructions involving several ideas or actions.
· Children can work as part of a group or class, and understand and follow
the rules.
· Children can follow instructions involving several ideas or actions.
· Children are encouraged to count reliably with numbers from 1-10, placing
them in order and saying which number is one more or less than a given
number.
Washing line. Ordering different lengths of material.
Encouraging children to order lengths of ribbon, string, card or fabric is a good
way of matching the concepts of long, short, shorter etc. It helps children
engage in a group activity, ask simple questions and use language such as ‘big’ and
‘little’.
Through the ordering lengths of material on a washing line game we encourage
children to achieve the following Early Years Foundation Stage learning goals:
Characteristics of Effective Learning
· PE10 Seeking challenge.
· PE11 showing a ‘can do’ attitude.
· AL1 Maintaining focus on their activity for a period of time.
· AL4 Paying attention to details.
· AL5 Persisting with activity when challenges occur.
· AL7 Bouncing back after difficulties.
· AL8 Showing satisfaction in meeting their own goals.
· AL9 Being proud of how they accomplished something- not just the end
result.
· CTC2 Finding ways to solve problems.
Personal, Social and Emotional Development
· MR12 Plays alongside others.
· MR14 Plays cooperatively with a familiar adult.
· MR19 Can play in a group, extending and elaborating play ideas.
· MR21 Keeps play going by responding to what others are saying or doing.
· MFB12 Responds to a few appropriate boundaries, with encouragement
and support.
Communication and Language
· S14 Beginning to ask simple questions.
· LA22 Focusing attention- still listen or do, but can shift own attention.
· LA23 Is able to follow directions. e.g responds when given an instruction.
· LA24 Maintains attention, concentrates and sits quietly during
appropriate activity.
· U11 Developing understanding of simple concepts.
· U14 Responds to simple instructions.
Mathematics
· N8 Recites some number names in sequence.
· N13 Uses some number names and number language spontaneously.
· N14 Uses number names accurately in play.
· N28 Counts up to three or four objects by saying one number name for
each item.
· SSM9 Beginning to categorise objects according to properties such a
shape or size.
· SSM10 Begins to use the language of size. e.g. can show you which object
is ‘bigger than’ or ‘smaller than’ another.
· SSM13 Shows an interest in shape and space by playing with shapes or
making arrangements with objects.
· SSM15 Uses positional language. e.g. ‘over’, ‘under’, ‘in’, ‘on’, ‘behind’, ‘in
front of’.
· SSM23 Orders two or three items by length or height.
Early Learning Goals:
· Children playing co- operatively, taking turns with others. They take into
account of one another’s ideas about how to organise their activity.
· Works in groups and understands the need for behaviour rules.
· Children follow instructions involving several ideas or actions.
· Children can work as part of a group or class, and understand and follow
the rules.
· Children can follow instructions involving several ideas or actions.
Children use everyday language to talk about size to compare quantities and objects
and to solve problems.
Children recognise, create and describe patterns.
Story telling using props, puppets and microphones
Encouraging children to use props, puppets and microphones to tell a story allows
children to understand the story and the characters. It also allows them to use
their imagination and ideas to add to the story and think of how the story might
end.
Characteristics of Effective Learning
· PE3 Engaging in an open- ended activity.
· PE4 Showing particular interests.
· PE7 Taking on a role in their play.
· AL2 Showing high levels of energy, fascination.
· CTC1 Thinking of ideas.
· CTC6 Testing their ideas.
Personal, Social and Emotional Development
· MR12 Plays alongside others.
· MR14 Play cooperatively with a familiar adult
· MR15 Interested in others’ play and starting to join in e.g. joins in an
organised play activity.
· MR16 Seeks out others to share experiences.
· MR19 Can play in a group, extending and elaborating play ideas.
· MR21 Keeps play going by responding to what others are saying or doing.
· MR22 Demonstrates friendly behaviour, initiating conversations and
forming good relationships with peers and familiar adults.
· MR23 Initiates conversations, attends to and takes account of what
others say.
· SS8 Gradually able to engage in pretend play with toys.
· MFB12 Responds to a few appropriate boundaries, with encouragement
and support.
Communication and Language
· LA20 Listens to stories with increasing attention and recall.
· LA22 Focusing attention- still listen or do, but can shift own attention.
· LA23 Is able to follow directions.
· U14 Understands simple instructions.
· S14 Beginning to ask simple questions.
· S19 Uses gestures, sometimes with limited talk.
· S20 Uses a variety of questions.
· S21 Uses simple sentences.
Physical Development
· MH28 Turns pages in a book, sometimes several at once.
· MH29 Shows control in holding and using jugs to pour, hammers, books
and mark making.
· MH41 Uses one- handed tools and equipment.
Literacy
· R5 Repeats words or phrases from familiar stories.
· R10 Listens to and joins in with stories and poems, one-to- one and also in
small groups.
· R12 Beginning to be aware of the way stories are structured.
· R13 Suggests how a story might end.
· R14 Listens to stories with increasing attention and recall.
· R15 Describes main story settings, events and principle characters.
· R19 Handles books carefully.
· R21 Holds books the correct way up and turns pages.
Understanding of the World
· T3 Seeks to acquire basic skills in turning on and operating some ICT
equipment.
· T4 Operates mechanical toys.
· T5 Knows how to operate simple equipment.
· BI4 Beginning to make believe by pretending.
· BI11 Engages in imaginative role- play based on own first- hand
experiences.
· BI13 Uses available resources to create props to support role- play.
Early Learning Goals:
· Children playing co- operatively, taking turns with others. They take into
account of one another’s ideas about how to organise their activity.
· Works in groups and understands the need for behaviour rules.
· Children follow instructions involving several ideas or actions.
· Children can work as part of a group or class, and understand and follow
the rules.
· Helps children to form positive relationships with adults and other
children.