taking care of me
TRANSCRIPT
of meTaking
Personal Development and Mutual Understanding: Foundation Stage Year 1Strand 1: Personal understanding and healthUnit 3: Taking care of meComplementary Unit: ‘There’s No One Quite Like Me’ and ‘You and Me’
The theme of Health and Safety is central to this unit. It can be diffi cult for young children to take responsibility for their own health behaviour. When developing this unit, the support of parents and families is important.
care
Teaching approaches
Thumbs up and thumbs down!This can help gauge the reaction to the activity. As in Activity 1, children are initially asked to indicate whether or not they like the taste. Use it in other ways, for example ‘I agree/disagree’ or ‘I’m sure/not too sure’. It encourages inclusiveness, as all children can immediately respond.
ScenariosWhat would you do if...
you saw a sharp object lying on the ground?Children can develop enquiry questions to help them explore scenarios: ‘What do you think might happen next?’ ‘What would you do if you were in the scenario?’ ‘Has anything like that ever happened to you?’
PhotographsSnap shots of real situations involving the children. Display them to:- illustrate the process they have been involved in; - represent evidence;- remind them of what the group may have
agreed; and- celebrate what has been achieved!
StoriesThese help children to consider social and moral issues and to examine their own response to situations. Stories can also help clarify their own attitudes and values and teach them to respect those of others where they differ from their own.
Card sorting and arrangingSort picture cards into categories and ask children to talk about their thinking. Also use it as Power Cards, for example, put the person in order of importance.
Key Experiences in developing their health and safety
Through play and other activities children should:- become aware of the safety of themselves and others;- understand the importance of wearing appropriate clothing and taking care in the sun;- understand the importance of eating good food, taking part in physical activity and having enough sleep to keep healthy;- help to prepare food for snack time, pour their own drink, choose what and when to eat;- talk about how medicines and other substances can be dangerous; and- talk about ‘stranger danger’, safe places to play, the dangers of traffi c and dangerous features in the environment.
Building on Pre-school
Working at Foundation StageExplore and discuss the importance of keeping healthy and how to keep safe in familiar and unfamiliar environments:
Moving towards Key Stage 1Strategies & skills for keeping themselves healthy & safe:
- being aware of how to care for their body in order to keep it healthy and well;- recognising and practicing basic hygiene skills; - realising that growth and change are part of the process of life;- exploring appropriate personal safety strategies; - beginning to realise the importance of road safety; - understanding that many substances can be dangerous; and- knowing the safety rules that apply when taking medicines.
- recognising and valuing the options for a healthy lifestyle; - understanding that medicines are given to make you feel better, but that some drugs are dangerous;- being aware that some diseases are infectious and some can be controlled;- understanding that if not used properly, all products can be harmful;- having respect for their bodies and those of others;- being aware of the stages of human growth and development;- knowing what to do or from whom to seek help when feeling unsafe;- being aware of different forms of bullying and developing personal strategies to resist unwanted behaviour;- exploring the rules for and ways of keeping safe on the roads, knowing about potential dangers and threats in the home and environment;- developing simple safety rules and strategies to protect themselves from potentially dangerous situations; and- identifying ways of protecting themselves against extremes of weather.
Progress in learning
I can name/sort things that are safe to go onto andinto my body.I can name/sort things that I need to keep safe from.I can wash my hands by myself.I can talk about what I do to make and keep myself healthy.I can talk about what makes me feel unwell.I can suggest ways to help me feel better.I can draw/talk about some safety rules.I am recognising when to say ‘No ‘, ‘Stop’ and ‘I’ll ask’.I can talk about a safe and unsafe secret.I can name some of the people I can turn to when Ineed help.I can show how I have grown. I can name which partsof me are growing.I can talk about the differences and similarities between people’s bodies.
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Foundation Stage Year 1 Strand 1: Personal understanding and health Taking care of me
Actively involving children in the planning process provides a starting point and gives a sense of the current thinking in the class. It provides an understanding of the children’s interests, needs and experiences .
A suggestion on how this may be done is shown, where three initial questions are asked to start the process.
learning intentionRecognise what constitutesa healthy lifestyle
Planning together
Who are my important people?
and what do I need to take care of me?
What do I need to keep safe from?
Taking careof me
Who are my important people?
What do I need to take care of me?
What do I need to keepsafe from?
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What do my important people do?
Who helped me to grow?
What do I do when I feel unsafe?
How do I know I’m growing?
What goes onto my body? What goes
into my body?
Who and what helps me get better?
Do I try new things?
What do I eat a lot of?
How does it make me feel?
real
roads
imaginary
substances
medicines and tablets
Managing information
Start with a focus. Ask and respond to questionsto clarify a task;
Select (with help) information from materials and resources provided and suggest ways to obtain information;
Follow directions in relation to a task. Begin to plan; and
Identify and use simple methods to record information.
Thinking Skills and Personal Capabilities by the end of Foundation Stage
Thinking, problem solvingand decision-making
Show their ability to memorise by recalling and structuring experiences and stories;
Make close observations and provide descriptions of what they notice;
Show the ability to sequence and order eventsand information and to see the whole/parts. Identify and name objects and events as same/different, put objects into groups; and
Make simple predictions and see possibilities.
Being creative
Be curious and ask questions about the world around them, using all the senses to exploreand respond to stimuli;
Talk about their memories and experiences;
Play for pleasure and as a form of creative expression. Be willing to take on challenges; and
Experiment with ideas through a performance.
Working with others
Be willing to join in. Learn to work and playco-operatively;
Develop the routines of listening, turn-taking, sharing and co-operating;
Be able to learn from demonstration and modelling;
Be aware of how their actions can affect others;
Use words to suit different people and situations; and
Develop confi dence at being with adults and other children in a variety of contexts.
Self-management
Talk about what they are doing and what theyhave learned;
Develop the ability to focus, sustain attentionand persist with tasks;
Develop awareness of their emotions about learning, their likes and dislikes;
Be able to make choices and decisions; and
Ask an adult or friend for help.
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Words and phrases I will hear and use My name
my address
Rules Growing and growing up
Medicines, tablets, injections, pills, syringes
Across the Curriculum: Connecting the learning
Using items from the children’s own experiences to illustrate growing
Creating their own books to sample and sort materials.
Supportive Environment Healthy Break The World Around Us
Encouraging children to prepare and cut their own fruit and to ‘have a go’ at tasting
Parts ofmy body
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Activity 5Things I put on my bodyExplores things we put on ourskin, which may or may not begood for us.
Activity 6Miss PollyProvides opportunity to predict and make decisions about a number of scenarios.
Activity 1I taste with my tongue
Activity 2The feely box
Activity 3Noisy places
Activity 4Which sense?
Activities 1-4 focus on the different senses. These experiences heighten the children’s awareness of their own senses, particularly in relation to safety. (The area of substance misuse is touched on in a simplistic manner, in Activity 1.) These four activities would complement a ‘World Around Us’ topic.
learning activities
Activity 7Feeling safeChildren name important and safe people in their lives.
Activity 8New lifeEncourages the children to observe new life around them.
Activity 9GrowingExplores the changes that take place during physical and emotional development.
ResponsibleSafe and unsafe secrets ResponsibleResponsible
Same and different
Like /don’t like
Safe andunsafe /
dangerous
Sizeand shape
(small, middle-sized, tall)
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SUGGESTED SUCCESS CRITERIONWe will know and learn the Keeping Safe Message: Never taste or put anything in your mouth unless you know it is safe. If you are not sure what it is, ask one of your safe people.
CORE CONCEPTOur sense of taste enables us to enjoy food. Young children will often refuse a particular food even though they have never tasted it. Food tasting sessions in school can lead to children widening the variety of food that they will eat.
POINTS TO NOTEYoung children are often told to stick out their tongue on a visit to the doctor or do so themselves when they want to insult someone or show dislike. Explain to them that it is not nice to stick their tongue out at anyone, other than when they are with the doctor! You should send a note home to inform parents that the children will be having a food tasting session in school and to check if any children have food allergies.
WHAT YOU NEED- A number of small hand mirrors- Glue- Scissors- Supermarket food magazines- Markers- Letter for parents (Resource A).
WHAT TO DO- Looking Closely- Tasting- Tastes Great For Break!
learning activity 1: I taste with my tongue
When introducing the activity, ask the children if anyone can roll their tongues up. (This is a hereditary trait -not everyone can do it!) Can anyone touch their nose with their tongue? Invite the children to look at their tongues in a mirror, if possible. Otherwise they can examine each other’s tongues - looking but not touching! This will probably give rise to a lot of giggles.
Can they see all the tiny little bumps on their tongues? Explain that these are called taste buds. When we taste different foods, they send messages to our brains to tell us what the food is like. There are four different kinds of taste - sweet, salty, bitter, sour. Draw and label face templates that illustrate these tastes.
Looking Closely
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yummmyyummmyyummmyyummmyyummmyyummmyyummmyyummmyyummmyyummmyyummmyyummmyyummmyyummmyyummmyyummmyyummmyyummmyyummmyyummmyTasting
In groups of six or less place four bowls centrally. Each bowl should contain a food type that represents a different taste, for example four different fruits, four different types of bread, or four different snacks: carrot batons, celery sticks, apple slices and cucumber strips.
Allow the children to take one item each and taste this. Initially ask for a ‘thumbs up’ sign from the children who like the taste and a ‘thumbs down’ sign from those who don’t. Repeat with each of the other food items.
Think of different ways to record the collective outcomes. Encourage the children to be part of this decision-making process. Display the outcomes of the tasting session under a positive heading, for example ‘We all have different tastes’.
Tastes Great for Break!In the same groups, establish a reporter and distribute supermarket advertising leafl ets, a large sheet of paper, glue and scissors. Complete a round of:
For break I have a…Invite the groups to select foods from the magazines that would complement the title: ‘Tastes Great for Break!’ Ask each reporter to share the group’s work with the class. Display each group’s work alongside the tasting outcomes.
Emphasise the Keeping Safe Message: Never taste or put anything in your mouth unless you know it is safe. If you are not sure what it is, ask one of your safe people.
under a positive heading, for example ‘We all have under a positive heading, for example ‘We all have different tastes’.different tastes’.under a positive heading, for example ‘We all have under a positive heading, for example ‘We all have different tastes’.different tastes’.under a positive heading, for example ‘We all have different tastes’.under a positive heading, for example ‘We all have under a positive heading, for example ‘We all have under a positive heading, for example ‘We all have under a positive heading, for example ‘We all have
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SUGGESTED SUCCESS CRITERIA
We will understand the Keeping Safe Message: Never play with or lift sharp objects such as knives, glass or needles.
We will name basic hygiene skills and begin to understand that we have a responsibility for taking care of ourselves.
CORE CONCEPT
The sense of touch helps children to get to know their world.
POINTS TO NOTEWhen fi rst introduced, the Feely Box activity could be played for a few minutes each day. Then leave the box in an accessible place and encourage the children to play the game themselves.
WHAT YOU NEED- Sandpaper, a selection of different textured materials and objects- Feely Box: a large decorated cardboard box (with a hole cut in the lid)- I Don’t Want to Wash My Hands by Tony Ross
WHAT TO DO- Think, Feel and Touch- The Feely Box- Let’s Talk- Story and Art
learning activity 2: The feely box
Think, Feel and TouchPass a piece of coarse sandpaper around the group and invite the children to feel it. Tell them to think about how it feels: ‘What does it feel like?’ ‘Does anyone know what it is and what it is used for?’ ‘Does the way it feels help it do its job?’
Repeat this using a variety of materials, for example silk, tissue paper, something furry or plastic. Talk about our sense of touch. When we feel something hot, cold, rough, smooth or sharp our skin sends a message to our brain and we are able to identify what it is. Ask the following questions: ‘What things do you like to touch?’ ‘Would you be allowed to play with sharp objects like needles or scissors?’ ‘If you see a needle or syringe lying in the playground or park, what should you do?’ ‘Who would you tell?’ ‘Why?’ (if appropriate ask).
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The Feely Box Let’s Talk Story and Art
it’s cold
softit’s sharp
Place an object in the Feely Box. Show the Feely Box to the children. Explain that you have put something inside and by just using their sense of touch they will try to guess what it is. Repeat this a few times with different objects.
Next, explain to the children that this time the person touching the object is going to give the others clues and they must try to guess what it is. For example, if the object is a pencil, the clues might be, ‘It’s long’ ‘It has a sharp point’ ‘It’s hard’ ‘It’s thin’. You could summarise the information, and if the object still has not been named a further clue as to the object’s use could be given: ‘You use it for drawing and writing’. The children then attempt to guess again. Talk to the children about the activity. Emphasise the Keeping Safe Message:
Never play with orlift sharp objects such as knives, glass or needles.
Photocopy each child’s hands and compare the differences in sizes. Focus on the lines of their hands and explain that no two are the same. Think and talk about all of the other things we use our hands for:
- developing basic skills - dressing ourselves- doing up zips- fastening buckles- tying shoe laces- changing for PE - turning jumpers in the right way- brushing our teeth.
Take digital photographs of the children using their hands and create a Big Book illustrating ‘A day in the life of my hands!’
Read the story I Don’t Want to Wash My Hands by Tony Ross (or similar). Discuss all of the ways the Little Princess came in contact with germs. Record these in a manner appropriate for the children. Discuss ways we can prevent spreading germs. Encourage the children to:
- make their own interpretation of ‘germs’ using scrap materials; and/or
- draw their interpretation of germs, using pastels, furby pencils or markers.
Gather all the children’s work, photocopies of hands, digital photographs, Big Book and display close to the wash hand basins as a reminder to practise basic hygiene.
I Don’t Want to
fluffy
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SUGGESTED SUCCESS CRITERION
We will explain how to keep safer on the roads.
CORE CONCEPT
People talking, hands clapping, lights fl ashing, horns honking - a child’s world is fi lled with sights and sounds. We have become so used to everyday sights and sounds that sometimes we are unaware of them and need to stop and really look and listen to notice them.
POINTS TO NOTEIn advance, record the classroom noises without alerting the children to the fact that they are being recorded.
WHAT YOU NEED- Story: ‘The City Cat and His Cousin, Country Cat’ (Resource B)- Voice recorder
WHAT TO DO- Let’s Talk- Story- Let’s Talk- World Around Us
learning activity 3: Noisy places
Introduce the story ‘City Cat and His Cousin Country Cat’ to the children. Explain that one lives in the country and the other lives in the town. Spend a short time talking about the two places in the story. Ask the children where they live: - In the town/city?- In the country?- Just outside one of these places?
Sort the children according to where they live. What can they tell you about the city? About the country? (see Resource B for Story).
Let’s Talk
Invite the children to use their voices to make the sound effects that will be heard in the story. Assign each sound to a group of three or four children. Explain to the children that you want them to join in the story at the appropriate time. Read the story aloud to the children, pausing appropriately so they can make the sound effects.
Story
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Let’s TalkTalk about why the noises in the city bothered Lotty the country cat but not her city cousin? Why did the country noises keep Monty awake while Lotty was able to sleep through them? What noises do the children hear at night? Play the recording of classroom noises and ask the children to identify what they hear. Why do they not usually hear these sounds?
Ask the class to think about their sense of sight and hearing and think of all the things the country cat heard and saw in the city. Record the children’s responses, dividing the responses into the two categories: ‘Lotty Saw’ and ‘Lotty Heard’. Remind them to think about the types of traffi c, different people and colours she saw.
Use a moment or two to allow each child to think about their journey to school or a walk in their local town/city with an adult. Have them think about all the sights and sounds. Put them in pairs to discuss the sights and sounds. If possible, add these to Lotty’s list.
World Around UsAs a group, invite the children to draw Lotty’s journey across the city and Monty’s visit to the country. Divide a notice board in half and represent the city and country in each half. Draw or paint a roadway connecting both the city and the country and include as many of the things that each cat saw and heard. Give the display a 3D effect by adding buildings using cardboard boxes. Add individual contributions from the children.
When the group piece is completed, talk about the dangers that Lotty and Monty encountered and reinforce any safety messages. Scribe actual quotes from the children and place these around the art work. Use the DoE Road safety calendar as a reference point.
Read the story once more, and ask the children to make the accompanying sounds. Record the story and sounds. Play the recording back to the children. The recording and a set of headphones could be placed in an activity area for the children to listen to themselves.
Extension Work
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SUGGESTED SUCCESS CRITERION
We will identify and understand how our senses help us in unsafe situations.
CORE CONCEPT
The world is enjoyed and explored through the senses. The senses also alert people to danger.
POINTS TO NOTEChildren should not play with or touch sharp objects. If food smells or tastes bad, you should not eat it. Only cross the road if you are sure nothing is coming. (Young children should be accompanied at all times). Smoke alarms warn us that there is a fi re in the building - we should leave immediately. Children should practice the latter as part of the school fi re drill.
WHAT TO DO- Scenarios- Working Together- Display
learning activity 4: Which sense?
Scenarios
Read some of the scenarios (below) to the children. Alternatively, using issues that have arisen recently in the local community, school or classroom, develop some suitable scenarios of your own. Discuss the scenarios and raise some of the safety messages highlighted in Points to Note. tastetastetastetastetaste
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DisplayBind the book together. Bring the children together to view, read and discuss the fi nished book.
Working TogetherPrepare the pages of a collaborative Big Book, (front and back cover with fi ve internal pages). On the front sheet of card write the title of the book, ‘Our Giant Book of Senses’. On each of the internal pages write one set of sentences about each sense:
I see with my eyesI can see…Allocate one sense to each of the fi ve groups and distribute the pages. Read the text aloud with each group and ask them to search in magazines or the computer for pictures related to the sense they have been allocated. They could also draw or paint their own illustrations. The group may complete the second sentence with you acting as scribe. On additional pages, add photographs of the children taking part in the prior activities. Place captions of the children’s comments and their own Keeping Safe Messages. Each group could also decorate a section of the cover.
tastetaste1. Dad was making tea for the children. He promised them ham and
cheese toasted sandwiches. He went to the fridge and took out the ham. He wrinkled his nose as he took off the wrapper. What do you think was wrong? How did Daddy know the ham was bad? What would have happened if the children had eaten the ham?
Which sense helped to keep them safe?
2. Alison was having milk for breakfast. She took a sip. ‘Yuck,’ she said. ‘What’s wrong?’ asked Mum. ‘The milk tastes funny,’ said Alison. Mum lifted the glass and took a little sip. ‘You’re right,’ she said. ‘It’s sour.’ How could Alison tell that the milk was sour? Have you ever tasted sour milk? Which other sense could Alison have used to check if the milk was okay to drink?
3. Keith was helping Mum to tidy up. There was a sharp knife on the table. Keith was just about to lift it by the blade and carry it to the sink. ‘Don’t lift that knife,’ said Mum. Why did Mum warn Keith? Which sense helped to keep him safe? Why are children not allowed to play with sharp objects?
4. Adam and his little brother Gary were walking to school. They had to cross a busy road. They stopped near the edge of the footpath. Adam looked up and down the road. He saw a lorry coming. He held on to Gary’s hand and did not let him cross until the road was clear. Which sense did Adam use to keep the boys safe?
5. Katie was shopping with her Mum. Suddenly a bell began to ring. It kept on ringing. Mum took Katie by the hand. She left the shopping
trolley behind and walked quickly out of the shop. All the other people were moving outside too. ‘Why are we leaving?’ asked Katie. ‘That noise is a fi re alarm,’ said her Mum. What warned Katie’s Mum about the danger? Which sense helped to keep them safe?
Play the game: ‘How Many Senses?’. An activity is named and the children are asked to count how many senses they use when performing the activity. For example:
- playing a drum (sight, hearing and touch);
- looking at a rainbow (sight); and- eating an orange (smell, taste,
sight, touch).
Extension Work
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SUGGESTED SUCCESS CRITERIA
We will identify common things that are put on the skin.
We will explore and name things that are safe and those that may be harmful.
CORE CONCEPT
Our bodies are sacred. From an early age children can come to show respect for their own and others’ bodies.
POINTS TO NOTEWith their limited sight vocabulary, the use of pictorial clues is essential when recording the children’s responses. These could be the children’s own drawings or pictures from magazines.
Links to Imaginative Play: Hospital/Health Centre and Myself theme.
WHAT YOU NEED- Large sheet of paper- Markers- Magazines- Paste- Scissors
WHAT TO DO- Wall Story- Let’s Talk- Sorting
learning activity 5: Things I put on my body
Using a large sheet of paper, make a full-size body template of one of the children. (Repeat this a number of times if using this as a group activity). Write and ask the question: ‘What things do we put on our body?’
Wall Story
what things do we put on our body?what things do we put on our body?
In groups think about and then discuss the question. Much of the discussion may focus on clothes. Remind the children of other things:
- What did they put on their skin when they were washing? - What about when they are playing outside? - If they fall on the ground what could get on their body? (Dirt) - If they cut themselves what might their carer put on the cut? (Plaster/cream). - Are there any other things they can think of that we sometimes put on
our skin? For example, grown up girls might wear make-up like lipstick and nail polish, men use shaving cream.
Distribute magazines to each of the groups. Invite the children to draw or fi nd pictures of all the things they put on their bodies. Cut out and stick these around the body outline.
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Let’s Talk Sorting
what things do we put on our body?what things do we put on our body?
Extension WorkTalk with the children about the completed outline picture: ‘What clothes do we wear on different parts of our bodies, for example: socks and shoes on our feet, hats on our heads?’ ‘Why do we wear clothes?’ ‘Why do we wear different clothes on wet days and sunny days?’
- Lots of things go on our bodies - clothes, water and soap, shampoo, plasters, rain, dirt, sunshine, hugs and kisses, licks from your dog, scratches from a cat and lots more.
- What does it feel like when they hug their teddy bear? Did anyone ever get stung by a nettle or have sunburn? What did that feel like?
- Which things do they like? Are there things that go on their body that they do not like?
Explore with the children things that are safe to put on our bodies and things that could hurt us. Could some things be harmful or dangerous to put on their skin? Why? Which things are safe?
Sort the children’s responses onto two body templates: ‘Good on my skin’ and ‘Not good on my skin’. Clarify their responses and explore further by using water as an example. On hot sunny days it is nice to paddle in the cool water at the seaside, but very hot water is dangerous and could burn or scald us.
- Are there some things that they are not sure of?
- Which things are they not sure about?
Emphasise that they should never put anything on their skin that they haven’t been told is safe.
During circle work the children could do a thumbs up/thumbs down exercise to indicate whether or not they like the feel of particular things on their skin. A possible list of items could include hot or cold water, sun lotion, perfume, fl uffy towel after a bath, hug from Grandma, sunburn or sand on their toes at the beach.
The children could also do a round and say one thing they like to feel on their skin and one thing they don’t like.
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SUGGESTED SUCCESS CRITERIAWe will understand that medicine makes us feel better when we are unwell.
We will recognise and name the potential danger of sharp objects and medicines and discuss some rules for keeping safe with medicines.
CORE CONCEPTChildren come into contact with medicine from an early age. Medicines and tablets can be a source of curiosity for young children. It is important that they understand that these can be dangerous and should only be taken when we are unwell and if given by a trusted adult.
POINTS TO NOTESome children require medication during the school day, for example inhalers for asthmatic conditions. It is important that schools have a clear policy regarding the safe use of medicines and other related matters and clearly communicate this with parents.
Be mindful of reinforcing stereotypes, choose both genders to play the role of the doctor. Change the words to ‘Master Freddy and teddy’ when a boy is playing the role of the carer.
WHAT YOU NEED- Song: ‘Miss Polly’ (Reource C)- Story Sack: Doll, small blanket suitable for a doll, toy telephone, syringe,
scissors, doctor’s bag, hat, pen and paper all tied up in the blanket and held together with a scrunchie.
- Cut out Resource Sheet D to use sorting pieces.
WHAT TO DO- Song- Let’s Talk- Keeping Safe - Story and Drama- Let’s Talk and Sort
Song
learning activity : Miss Polly
Dr. Dr.Dr. Dr.Sing the song ‘Miss Polly’. Invite two children to play the roles of Miss Polly and the doctor. Instruct them to use the resources from the Story Sack and mime the actions while the rest of the children sing the song. Repeat this a number of times, if possible. (see Resource C for song).
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Let’s TalkDiscuss the song with the children:- What could have been wrong with the doll?- What would the doctor have done when she came? - What kind of medicine could she give her?- Talk to the children about times that they have been sick.- What was wrong with them?- How did they feel?- What did their carer do?- How did they get better?
Explain to the children that medicines can help people who are sick, but they can also be very dangerous. The children should only take medicines when they are given to them by their parents, someone who is looking after them, or the doctor, nurse or dentist.
Talk to the children about keeping safe with medicines and sharp objects. Refer back to the body templates made in Activity 5: Things I Put On My Body.
Remind the children that they should never play with medicines or sharp objects. They should never touch sharp things or put anything they do not recognise on their skin. Leave safer items from the Story Sack in the play area and encourage the children to act out the song using their own words.
Keeping Safe
Story and DramaRead Katie’s story and talk to the children about what happened in the story. The children could dramatise the story. Why do you think medicines and tablet bottles have special tops that are diffi cult to open? It might be useful to bring in empty tablet or medicine bottles and explain why they are hard to open. Don’t demonstrate how they can be opened! (see Resource C for story).
Read each of the sample scenarios (Resource D). Use the following questions to guide the discussion: ‘What do you think might happen next?’ ‘What would you do if you were in the story?’ ‘What keeping safe message would you give to children?’ ‘Has anything like that ever happened to you?’ Sort the cards into sets of safe and unsafe. Ask children to provide reasons for their sorting.
Let’s Talk and Sort
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SUGGESTED SUCCESS CRITERIA
We will identify and name people who are important or safe in our lives.
We will identify and name important people in our local community.
We will demonstrate how to ask for help.
CORE CONCEPT
Knowing who to turn to and how to ask for help, develops children’s assertiveness.
POINTS TO NOTEKeeping safe is a sensitive issue. Regular opportunities for sharing experiences with trusted adults are built into the activities. Teachers will need to adhere to the school’s established Child Protection Policy. It is also important to involve parents so that they can reinforce and be reassured by the messages you are conveying.
WHAT YOU NEED- My Safe People- Safe/Unsafe Secrets- Stay Safe Messages
My Safe People
learning activity 7: Feeling safe
Follow up with drawings and labels of helpful and not so helpful behaviour. Scribe what they say and display these in speech bubbles around the wall story.
As a class, think and talk about all the people who help to keep them safe throughout the day. Recall, if appropriate, James’ story (Red Unit, Resource A). Using appropriate stimuli, work through the children’s day, starting with getting dressed in the morning. Illustrate the list of people and places that are part of the children’s day. Paint large pictures of the people who help to keep them safe. Label the pictures and display as a wall story of their day. Re-read the wall story and look at each person in turn. Ask the children to act out ways in which they could make that person happy by helping them and ways in which they might make the person sad, worried or angry by not helping them.
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Safe/Unsafe Secrets Stay Safe MessagesTalk about and reinforce at particular ‘teaching moments’ throughout the school year how they keep themselves safe from hazards that have been identifi ed. Extend these ideas by reinforcing stay safe messages, for example:
- the importance of staying with the known;- not wandering or going off; and- not touching or tasting.Practice using suitable scenarios, for example how to tell friends and adults in different situations: ‘No’, ‘Stop’, ‘I’ll ask fi rst’. Have them practice telling a safe adult they are lost.
Use a celebration such as ‘Mothering Sunday’ to tell the children a ‘safe secret’. Explain that they will make something for their mum to show them how much they are loved. Emphasise that this is a ‘safe secret’, as there is a fun and caring aspect to this secret. Invite the children to share other safe secrets, for example ‘We hid dad’s present under the bed and we didn’t tell’, or ‘Hamid cried at school and I didn’t tell anyone, except the supervisor’. Distinguish between different kinds of secrets:
- Secrets kept from them (and how they felt), for example: ‘My Granny’s cat was having kittens and she didn’t tell me until they were three weeks old (this was okay, I liked the end).’ ‘My cousin had a secret and wouldn’t tell (I didn’t like this, I felt left out).’
- Secrets accompanied by some kind of threat or promise. ‘I watched a fi lm at my friend’s house. It scared me and she said not to tell my mum.’ ‘Bigger children tried to make me say or do things. They said they would give me sweets if I didn’t tell.’
Reinforce the difference between safe and unsafe secrets. Emphasise the importance of telling one of their safe people when secrets are causing them to worry.
shhhhh....19
CORE CONCEPTChildren may have many experiences of new life - spring time, new pets at home, new animals on the farm or the arrival of a new baby. Their sense of awe and wonder at the simplest experience of new life is refreshing. By teaching children to understand new life and how it comes about, we are encouraging them not to take these daily miracles for granted and to respect, value and cherish new life.
POINTS TO NOTEPrior to the walk, check for safety the route to be taken and to ensure there are a range of visible signs of new life in spring.
WHAT YOU NEED- Arrange a nature walk in spring time.- Special Visitor - arrange convenient time and space.
WHAT TO DO- A Nature Walk- Let’s Talk- Special Visitor- Let’s Talk- Story Suggestions- Drama
learning activity 8: New ife
Prior to the walk: - Prepare the children by explaining the
purpose of the walk and encouraging them to look out for signs of new life.
- In the interests of road safety, ask parents/guardians to accompany you, and teach
or revise the Road Safety rules in class.
Special VisitorIf possible, arrange for a visit from a new puppy, kitten or lamb and their owner. Advise the children in advance about behaviour that might frighten or hurt the animal. School trips to open farms are also popular with this age group. Alternatively, invite an expectant mum to talk to the class and bring a scan photograph. Prior to the visit, have the class create some questions for her. She could return with the baby for follow-up work.
A Nature WalkFollowing the walk, gather the children in an inward facing circle and make a visual or written recording of all the things the children did, using the senses as categories. You may fi nd some of the questions that follow useful: ‘What did you see?’ ‘What fl owers did you see?’ ‘What colours were they?’ ‘Did you see any birds?’ ‘What were they doing?’ ‘Did you hear the sounds they made?’ ‘Did you see any animals?’ ‘What kinds of animals were they?’ ‘What sounds could you hear?’ ‘What was your favourite?’ ‘Did you smell anything different?’
Let’s Talk
SUGGESTED SUCCESS CRITERIONWe will recognise and name signs of new life in the world.
20
Story SuggestionsThe Very Hungry Caterpillar(by Eric Carle, published by Picture Puffi n). This is a classic story of a caterpillar’s transformation into a beautiful butterfl y.
When I Grow Up(by Steve Weatherill, published by Frances Lincoln Paperbacks).A young gosling learns about the growing up in store for a tadpole, a caterpillar, a ladybird larva, a fl ower seed and an acorn.
Our Baby(by Tony Bradman, published by Picture Lions). Mum and Dad are preparing for the new baby. Billy is encouraged to help. But Billy is also making his own arrangements!
Ellen and Penguinand The New Baby(by Clara Vuillamy, published by Walker). A new baby brings changes for Ellen and Penguin. Sibling rivalry is one theme covered.
Ask the children what various baby farm animals are called. For example, cat, dog, sheep, horse, cow, pig. Ask the children: ‘Do you like baby animals?’ ‘Which is your favourite?’ ‘Why?’ ‘Have you got a pet at home?’ ‘Did your pet ever have babies?’
‘Do you have a baby in your house?’ ‘Tell us about your baby’. ‘Do you know anyone who is having a new baby?’ ‘Tell us about it.’ ‘Where is the baby now, before it’s born?’
‘Do you remember when your Mummy was expecting your little baby brother/sister?’ ‘Tell us all about it.’ ‘Did Mummy let you feel the baby moving inside her?’ ‘What was that like?’ ‘Do you think the baby likes being with its Mummy all the time before it is born?’ ‘Why?’
‘What do you think people say when they see a new baby?’ ‘What do you think people said about you when you were a baby?’
‘Do you have a photograph of yourself when you were a new baby?’ ‘Do you like to look at that picture?’ ‘Tell us about it.’ When you were a new baby, someone had to look after you. Let’s talk about all the things we can do for the new baby. We need to be very careful with new babies. ‘Why do you think that is?’
Let’s TalkBackground music would enhance this activity. Many pieces would be suitable. If available ‘Spring’ from ‘The Four Seasons’ by Vivaldi and ‘Morning’ by Grieg would be appropriate.
Ask the children to pretend to be a seed growing into a fl ower. Talk them through the growth, for example:
‘I want you to curl up as small as you can and pretend that you are a tiny seed under the ground. It is winter. You are sleeping. The earth is like a warm blanket above you. Above ground it is cold. But you are snug and warm underground.’
‘Time passes. Winter is over and spring is here. The sun shines. It gets warmer. Slowly, slowly you wake up and very slowly, you begin to uncurl. Your roots grow down into the soil underneath you.’
‘Sometimes it rains. Your fi rst green shoots slowly stretch and grow out of the warm earth and your stem grows up, up, up towards the bright sun in the sky. In your very centre is a bud. It grows too.’
‘Slowly it begins to open to show inside a beautiful fl ower. You are surrounded by other fl owers and are swaying in the breeze.’
Afterwards talk about what kind of fl ower they have become? What colour? They could also pretend to be lambs, tadpoles becoming frogs, caterpillars becoming butterfl ies or birds building nests.
Drama
21
CORE CONCEPT
Children experience a range of life changes during the process of development. As changes occur physically, socially and cognitively, children learn to adapt to social and cultural changes around them. A focus on these changes advances the development of self-knowledge and self-esteem in children.
POINTS TO NOTEThe Construction Play activity is based on the general understanding that the young child’s play ‘rehearses’ life. In this activity, building bricks or other materials are made into taller or larger constructions. This mimics the process of growth. The Quiet Time activity may not always be appropriate or may need adaptation given different family circumstances.
SUGGESTED SUCCESS CRITERION
We will discuss and name the things which are necessary for us to grow and develop.
The stories You’ll Soon Grow into Them, Titch by Pat Hutchins or Fly by Night by Stephen Lambert have growth as a theme. Books with a similar theme may be in the classroom or school library. Reading these aloud to the class is an ideal way to introduce the activities.
Story
22
WHAT YOU NEED- Construction Materials- Digital Camera- Pictures, Photographs, Clothes for Interest Collection- Large Sheets of Paper- Coloured Crayons
WHAT TO DO- Story- Construction Play- Interest Collection- Let’s Talk and Drama- Art- Quiet Time
During play, have a variety of different construction materials such as lego, building bricks, construction straws or sand available. Working individually or in groups, encourage the children to build as tall, short, broad, thin, strange or wonderful a construction as they can. Encourage them to talk about what they are doing, how it is getting bigger and growing. Take digital photographs of their creations at different stages of development. When completed, talk about the differences and similarities. Use the photographs to talk about the growth of their construction and label them accordingly.
Make a collection of pictures, photographs and objects that are relevant to physical growth from birth to fi ve, for example clothes, shoes of different sizes or feeding equipment. Ask the children to contribute by bringing items in from home. Photographs of the children in the class at various stages of development could be displayed. Talk about, record and display around the interest collection all of the things that are necessary for us to grow and develop, for example, food, exercise rest and love.
Make a collection of what food can help us to do, for example provide energy for work and play, help protect against illness and help us grow.
Ask the children to make a collection of food cartons, packaging or pictures from home to add to the interest collection. Paint pictures and/or take digital photographs of the children demonstrating some of the things food provides us with.
Interest CollectionConstruction Play
big feet23
Explore the theme of growing by asking: - ‘Who is the tallest in your home?’ - ‘Who is the next tallest?’- ‘Who is the oldest?’ - ‘Who is the youngest?’ - ‘Have you ever seen a picture of yourself when you were a tiny baby?’ - ‘Show me what size you were then?’ - ‘Did you sleep in a bed like the one you sleep in now, when you were a baby?’ - ‘Why not?’ - ‘Did you take a bath or a shower like you do now?’- ‘Why not?’- ‘You are much bigger now. You are growing. Your body is growing. Can you curl yourself up small as a baby?’ - ‘Can you uncurl and grow and stretch to the big boy or girl you are now?’
Let’s Talk and Drama
24
Art Quiet Time
Divide the class into groups and distribute one large piece of paper to each group. Number the children accordingly, and invite the fi rst child to draw a small dot in the middle of the page. The next child, using a different colour crayon, draws a slightly bigger dot on top of the fi rst one. This activity is repeated until each child in the group has enlarged the ‘seed’. Now, invite some children to extend roots down the page from the seed in different directions. Ask others to extend shoots up the page adding leaves and fl owers. When the children have fi nished, encourage them to show the other groups how their seed has grown.
Encourage the children to tidy their tables, putting away anything which may distract them. It is best not to begin ‘Quiet Time’ until everyone is settled and focused.
Relax (pause). Sit comfortably (pause). Put your feet fl at on the fl oor (pause). Rest your hands on your lap (pause). Quietly, gently, close your eyes (pause). Whisper the rest of the instructions.
‘Listen ... listen ... It is cosy like the soil where a little seed could grow ... you began as a little seed in a cosy place like this inside your Mammy’s womb ... Look ... and you will see yourself as a little seed curled up safe and warm and happy ... look ... look... you are growing in there ... you are getting bigger and bigger ...’
‘That little seed is growing ... growing ... growing hands and fi ngers and head and stomach and bottom and ... is this little seed going to be a little girl or a little boy ...’
‘The little seed has grown so big now, it is going to be born ... see yourself stretching and reaching out ...’
‘Now you are born ... you are a beautiful little baby ... are you a little boy or a little girl? Now you are growing bigger and older ... you are beginning to walk ... you wobble a bit at fi rst ... see yourself growing more and more steady ... Now you can run around ... you are beginning to talk ... and you are still growing ...’
‘You can feed yourself ... see that little you eating with a spoon ... Now you are almost able to put on your clothes by yourself ... and you are still growing ... see how big you are ...’
‘Now it is time for you to go to school and play with your friends ... Now, slowly, open your eyes and s-t-r-e-t-c-h!’
25
Resource A
Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Parents 1Parents 1Parents 1Parents 1Parents 1Parents 1Parents 1Parents 1Parents 1Parents 1Parents 1Parents 1Parents 1
26
learning activity 1 : I taste with my tonguePersonal Development and Mutual Understanding Yellow Unit
Inse
rt sc
hool
logo
or l
ette
r hea
d
Dat
e
Dea
r Par
ent(s
)/Ca
rer(s
),
As
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ur w
ork
on H
ealth
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wth
and
Cha
nge
we
will
be
tast
ing
som
e fo
ods
in
scho
ol. P
leas
e co
mpl
ete
and
sign
the
appr
opria
te s
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elow
and
retu
rn it
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ank
you,
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s Te
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me:
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rent
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rdia
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27
Resource B
Once upon a time a little ginger cat called Monty lived in a very nice house in a big city. Monty loved to sit on the doorstep and watch the crowds of people walking by and the buses and cars rushing along the street. One day he got a letter from his cousin, a little black and white country cat called Lotty. Lotty was coming to visit him in the city. When Lotty arrived, she couldn’t believe her ears and eyes! All the city sounds and sights from the busy street were enough to scare Lotty.
The City Cat and his The City Cat and his The City Cat and his The City Cat and his The City Cat and his The City Cat and his The City Cat and his The City Cat and his The City Cat and his The City Cat and his Cousin, Country CatCousin, Country CatCousin, Country CatCousin, Country CatCousin, Country CatCousin, Country CatCousin, Country CatCousin, Country CatCousin, Country CatCousin, Country CatCousin, Country CatCousin, Country CatCousin, Country CatCousin, Country CatCousin, Country CatCousin, Country CatCousin, Country CatCousin, Country CatCousin, Country Cat
28
learning activity 3 : Noisy placesPersonal Development and Mutual Understanding Yellow Unit
The cars on the road raced up and down: Vroom! Vroom!The buses honked their horns: Beep! Beep!The Belisha beacon blinked: On and off! On and off!The fi re engine and ambulance sirens sounded: Nee-naw! Nee-naw!The lorry lights fl ashed:Bright white! Bright white!The Police man blew his whistle: Peep! Peep! Peep!The Pelican crossing: fl ashed green and beeped, fl ashed green and beeped!People walking past laughed loudly: Ha! Ha! Ha!
Horns honking, engines revving, sirens blaring, whistles blowing, signs beeping and people making a racket! What a terrible din. Monty smiled when Lotty told him how frightened she was. He showed Lotty his fi ne home in the city, and after a nice bowl of milk he explained to Lotty why you must use your eyes and ears when around traffi c. She thought about all of the things Monty had said, and when bedtime came the little country cat was very tired after her exciting journey to the city. Monty and Lotty settled down for a good night’s sleep. But Lotty just could not get to sleep. All the city sounds from the busy street outside kept her awake. Lotty the little country cat didn’t sleep a wink. The next morning she told Monty she was going back to the country. The city was just far too noisy! She asked Monty to come with
her and told him he could have a nice quiet holiday in the country. So off they went to the country cat’s home.
Lotty lived in the corner of a barn on the edge of a busy farmyard. The little cats had great fun playing hide-and-seek in the woods but were ready for their beds when night fell. This time it was Lotty the little black and white country cat who fell asleep fi rst. Her city cousin Monty was woken early and he just could not believe his ears. How could the country be so noisy? The sounds from the countryside kept him awake.
The tractor in the barn went: Puff, chuff, Puff chuff, after its hard day’s work.A donkey in a nearby fi eld brayed: Eee-aw! Eee-aw!The frogs in the river croaked: Ribbit! Ribbit!A combine harvester in the fi eld roared: Rurrrrrh, Rurrrrrrh, collecting all the crop.The cows in the fi eld cried: Moo! Moo! Moo!The sheep on the hill bleated: Baa! Baa! Baa!
From the farmyard poor Monty heard the sheepdog barking, the hens clucking, the ducks quacking and the pigs oinking. Every animal in the country seemed to be awake making noise. Monty didn’t have a full night’s sleep at all. The next morning he told Lotty the country was far too noisy and that he was going back home to the city. And so the country cat stayed in the country and the city cat went back to the city and that night they both got a good night’s sleep!
29
Resource C
Miss Polly had a dolly who was sick, sick, sick,So she phoned for the doctor to come quick, quick, quick.
The doctor came with her/his bag and her/his coat,And s/he knocked on the door with a rat-a-tat-tat.
S/he looked at the dolly and s/he shook her/his head,And s/he told Miss Polly ‘Put her straight to bed’.
S/he wrote on a paper for a pill, pill, pill.‘I’ll be back in the morning with my bill, bill, bill’.
30
learning activity : Miss PollyPersonal Development and Mutual Understanding Yellow Unit
Miss PollyMiss PollyMiss PollyMiss PollyMiss PollyMiss PollyMiss PollyMiss PollyMiss PollyMiss Polly Change the words to ‘Master Freddy and teddy’ when a boy is playing the role.
Katie and Megan were playing with their dolls. ‘Poor Emma is sick,’ said Megan. ‘I will have to put her to bed and get the doctor.’ ‘I’ll be the doctor,’said Katie. She got a black bag and put a spoon, a toy thermometer and a stethoscope in the bag. Then she looked for some tablets to put in. Megan told her that they were not allowed to play with medicines because they were dangerous. But Katie kept on looking. Then she found a bottle of medicine.
She pretended to check Emma. She listened to her chest and took her temperature. Then she tried to open the medicine, but she could not get the lid off. Just then her mum came in. ‘Give me that bottle, Katie,’ she said. ‘You know that you are not allowed to play with medicines.’ Mum was very cross.
She explained to the two girls that taking medicines that are not prescribed to you by a doctor can be very dangerous. Megan told mum that a boy in her class had to take an inhaler every day. Mum explained that he needed this to keep him healthy. The girls promised that they would not play with medicines or tablets again and that they would only take them if their mums gave them medicines or tablets when they were sick.
Katie’s StoryKatie’s Story
31
Resource D
1. Jack and Mark were playing on the street outside Jack’s house. They found a doctor’s needle (syringe) lying on the ground. ‘Let’s play pretend hospital. You are sick,’ said Jack. ‘I’ll be the nurse.’
2. Paula was running up the path and tripped over a big stone. She scraped her knee. She went into the bathroom and found some cream.
3. John’s Dad was sick. He took out the bottle of tablets from the bathroom cabinet. He took two tablets and went
downstairs. He left the bottle with the top off beside the sink. John, who was only three, came in. He thought the tablets were sweets.
Scenario Questions- ‘What do you think might happen next?’- ‘What would you do?’- ‘What keeping safe message might you say to each of the
children?’- ‘Has anything like this ever happened to you?’
Sample ScenariosSample ScenariosSample ScenariosSample ScenariosSample ScenariosSample ScenariosSample ScenariosSample ScenariosSample ScenariosSample ScenariosSample ScenariosSample ScenariosSample ScenariosSample ScenariosSample Scenarios
32
learning activity : Miss PollyPersonal Development and Mutual Understanding Yellow Unit
Keeping Safe Resource SheetKeeping Safe Resource Sheet
Available to download from www.ccea.org.uk33
Resource E
Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Letter for Parents 2Parents 2Parents 2Parents 2Parents 2Parents 2Parents 2Parents 2Parents 2Parents 2Parents 2Parents 2Parents 2Parents 2Parents 2Parents 2Parents 2Parents 2
34
Personal Development and Mutual Understanding Yellow Unit
Dat
e
Dea
r Par
ent(s
)/Ca
rer(s
),
As
part
of o
ur w
ork
on H
ealth
, Gro
wth
and
Cha
nge
we
will
be
help
ing
the
child
ren
beco
me
mor
e aw
are
of n
ew li
fe in
the
wor
ld. B
y pr
ovid
ing
lear
ning
exp
erie
nces
for
child
ren
to u
nder
stan
d ne
w li
fe a
nd h
ow it
com
es a
bout
, par
ents
/car
ers
and
teac
hers
ar
e en
cour
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g th
em to
resp
ect,
valu
e an
d ch
eris
h ne
w li
fe.
Belo
w a
re s
ugge
sted
hom
e ac
tiviti
es fo
r Par
ents
/car
ers
to d
o w
ith th
eir c
hild
ren
on th
e th
eme
of n
ew li
fe:
- To
geth
er, fi
nd o
ut a
bout
sig
ns o
f new
life
in th
e ga
rden
, in
the
neig
hbou
rhoo
d, o
n a
wal
k in
the
coun
trysi
de o
r on
a vi
sit t
o a
farm
.
- To
geth
er, s
elec
t boo
ks fr
om th
e lo
cal l
ibra
ry th
at il
lust
rate
or t
alk
abou
t new
life
(g
row
th) i
n na
ture
and
the
anim
al w
orld
.
- Pl
ant a
bea
n at
hom
e an
d w
atch
it g
row
, or p
ut th
e to
p of
a c
arro
t in
a sa
ucer
of w
ater
and
wat
ch it
con
tinue
to s
prou
t and
gro
w.
- Ta
lk a
bout
the
arriv
al o
f a n
ew b
aby
in th
e im
med
iate
or e
xten
ded
fam
ily, a
skin
g qu
estio
ns s
uch
as: ‘
Do
you
know
that
... is
goi
ng to
hav
e a
baby
?’ ‘D
o yo
u kn
ow w
here
th
e ba
by is
now
bef
ore
it is
bor
n?’ ‘
We
need
to b
e ve
ry c
aref
ul o
f new
bab
ies.
Why
do
you
thin
k th
at is
?’ ‘W
ould
you
like
to h
ear a
bout
you
rsel
f whe
n yo
u w
ere
a ba
by?’
Than
k yo
u fo
r you
r hel
p!
Clas
s Te
ache
r
Inse
rt sc
hool
logo
or l
ette
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d
35
Aliki. My Five Senses(1990) Harper Trophy. 0 0644 5083 X
Ashley, B. A Present from Paul(2002) Picture Lions. 0 0066 4160 1
Child, L. I Will Never Not Eat a Tomato(2003) Candlewick Press. 0 7636 2180 3
Donaldson, J. Monkey Puzzle(2000) Macmillan Children’s Books. 1 4050 5106 X
French, V. Oliver’s Vegetables(1995) Hodder Children’s Books. 0 3406 3479 0
Granstorm, B and Manning, M.Wash, Scrub, Brush!(2003) Picture Lions. 0 7496 6225 5
Ross, T. I Don’t Want to Wash my Hands(2004) Picture Lions. 0 0071 5072 5
Seuss, Dr. Green Eggs and Ham(2003) Picture Lions. 0 0071 8148 5
Seuss, Dr.Oh the Things you Do That are Good for You (2002) Picture Lions. 0 0071 3061 9
Suggested stories
Tofts, H. I Eat Vegetables(2001) Zero to Ten. 1 8408 9163 7
Watanabe, S. How Do I Eat It?(1982) Puffin Books. 1 4050 366 8
Watanabe, S. How Do I Put It On?(1993) Red Fox Picture Books. 0 3992 2426 2
Growing:Butterworth, N. Jasper’s Beanstalk(1995) London, Picture Lions. 0 3405 8634 6
Carle, E. The Tiny Seed(1997) Puffin Books. 0 1405 5713 X
Hutchins, P.You’ll Soon Grow into Them, Titch(1985) Puffin Books. 0 6880 1771 1
Breeze, L & Nicholls, S.Bobby Shaftoe, Clap Your Hands(1992) A & C Black. 0 7136 3556 8- Caterpillar
Matterson, E. This Little Puffin(1991) Puffin Books. 0 1403 4048 3- Two Little Eyes
Nicholls, S.Michael Finnigin, Tap your Chinigin(1998) A & C Black. 9 7807 1364 7167- Bread is sliced- Breakfast
Sanderson, A. Head Shoulders BabyMe: Songs for 4-7 Year Olds(Songbirds Series) (1997) A & C Black. 0 7135 4800 17- Bones- Doctor, doctor- Food wrap- Head Shoulders Baby- Jelly Belly
Suggested songsand rhymes
Visits to a clinic, chemist or Health Centre
Invite a Health Professional to the classroom, e.g. set up a scenario of a baby needing a vaccination
Invite an aromatherapist or a reflexologist to the classroom
Set up a Health-related imaginative play area, take on roles in health-related role play
Websites:www.acblack.com Comprehensive list of music books to cater for many of the themes covered.
www.preschoolrainbow.org/family_rhymes.htmExcellent rhymes about the body.
www.m4t.org Music for teachers site with a section on Foundation.
Suggestedadditional resources