Sea Catch and Count Game, Olly the Octopus game, Polar ......2014/06/30 · Sea Catch and Count...

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.


· CTC1 Thinking of ideas.


· 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.



· 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:


· PE3 Engaging in an open- ended activity.


· PE11 Showing a ‘can do’ attitude.



· 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.


· MR12 Plays alongside other children.


· 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.


· 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:



· PE11 showing a ‘can do’ attitude.


· 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.





· MR19 Can play in a group, extending and elaborating play ideas.


· MFB12 Responds to a few appropriate boundaries, with encouragement

and support.



· 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.


Mathematics



· 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.


· Children playing cooperatively, taking turns with others. They take into


· Works in groups and understands the need for behaviour rules.



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:



· PE11 showing a ‘can do’ attitude.


· 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.








and support.




· 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.


Mathematics



· 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.







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.


· 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.



· 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.



· 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.


and support.


· LA20 Listens to stories with increasing attention and recall.


· LA23 Is able to follow directions.

· U14 Understands simple instructions.


· S19 Uses gestures, sometimes with limited talk.

· S20 Uses a variety of questions.

· S21 Uses simple sentences.


· 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.







the rules.

· Helps children to form positive relationships with adults and other

children.

Sea Catch and Count Game, Olly the Octopus game, Polar ......2014/06/30 · Sea Catch and Count...

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