Crash, Bang, Wallop! Guess the Sound Game - … · Crash, Bang, Wallop! Guess the Sound Game Crash, Bang, ... MR21 Keeps play going by responding to what others are doing or saying

Crash, Bang, Wallop! Guess the Sound Game

Crash, Bang, Wallop is a great way for children to begin to recognise different

sounds and match them with the correct item. It also requires lots of focus and

concentration!

Recourses: Crash, Bang and Wallop is kept in the over 2’s classroom above the

mathematical cupboard.

Through this activity 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

AL3 Not easily distracted

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 they accomplished something –not just the end result

Personal, Social and Emotional Development

MR12 Plays alongside other children

MR14 Plays cooperatively with a familiar adult

MR21 Keeps play going by responding to what others are doing or saying

SS13 Welcomes and Values praise for what they have done

MFB9 Beginning to understand ‘yes’, ‘no’ and some boundaries

Communication and Language

LA23 Is able to follow directions

LA24 Maintains attention, concentrates and sits quietly during appropriate

activity

U7 Understand simple sentences

U9 Understands more complex sentences

U14 Responds to simple instructions

S14 Beginning to ask simple questions

S21 Uses simple sentences

Physical Development

MH33 May be beginning to show preference to a dominant hand

MH52 Shows a preference to dominant hand

Match-a-colour sorting box

The match-a-colour sorting box allowing children to group different coloured objects

together. This activity encourages and promotes discussions about different shades of

colour such as light green and dark green; and also allows children to talk about the

things around us that is made of that colour.

Resources: Match-a-colour sorting box is kept on top of the mathematical cupboard in

the over 2’s classroom


PE10 Seeking challenge



AL4 Paying attention to details

AL5 Persisting with the activity when challenges occur

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


MR16 Seeks out others to share experiences









S23 Beginning to use more complex sentences to link thoughts

Mathematics

SSM9 Beginning to categorise objects according to properties such as shape or

size

Sorting Shapes

Sorting shapes is a brilliant way for children to learn their shapes, categorise

shapes, count how many sides the shape has and how many shapes are in each

section.

Resources: Shapes are kept in the mathematical cupboard in the over 2’s

classroom.






















Mathematics

N8 Recites some number names in sequence

N10 Begins to make comparison between quantities e.g. ‘more’ or ‘lots’

N11 Uses some language of quantities

N18 Sometimes matches numeral and quantity correctly

N28 Counts up to three or four objects by saying one number name for each of

them


size

Finger Paint Starfish

Finger paint Starfish is an art experience that encourages children to explore and

create with a different kind of media and allows them to experiment with colours and

marks.




PE2 Uses senses to explore the world around them

PE3 Engages in an open- ended activity

AL1Maintaining focus on their activity for a period of time

AL4 Paying attention to detail

CTC1 Thinking of idea

CTC3 Finding new ways to do things

Personal Social and Emotional



MR16 Seeking out others to share experiences

SS13 Welcomes and values praise for what they have done

SS17 Shows confidence in asking for adults


MFB12 Responds to a few appropriate boundaries, with encouragement and

support


LA22 Focusing attention –still listen or do, but can shift own attention

U7 Understands simple sentences



S12 Beginning to put two words together

S14 Beginning to ask simple sentences



MH23 Makes connections between their movement and the different marks

they make

Expressive Arts and Design

EUMM5 Notices and is interested in the effects of making movements which

leave marks

EUMM9 Experiments with blocks, colours and marks

EUMM16 Explores colour and how colours can be changed

EUMM18 Beginning to be interested in and describe the texture of things

EUMM25 Explores what happens when they mix colours

Octons

Octons are an ideal construction toy for children, being colourful, bright and fun!

Resources: kept in the drawers in the over 2’s classroom.




PE3 Engaging in an open- ended activity

PE9 Initiating activities


C2C1 Thinking of ideas


CTC3 Finding ways to do things

CTC6 Testing their ideas




MR15 Interested in others play and starting to join in


MR18 May form a special friendship with another child

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

MR20 Initiates play by responding to what others are saying or doing

MR22 Demonstrates friendly behaviour, imitating conversation and forming

good relationships with peers and familiar adults

MR23 Initiates conversations, attends to and takes account of what others say

MR24 Explains own knowledge and understanding, and asks appropriate

questions of others

SS8 Gradually able to engage in pretend play with toys



support



U9 Understand more complex sentences

S16 Uses language as a powerful means of widening contacts, sharing feelings,

experiences and thoughts

S19 Uses gestures, sometimes with limited talk

S20 Uses a variety of questions



S31 Uses talk in pretending that objects stand for something else in play


MH51 Handles tools, objects, construction and malleable materials safely with

increasing control

Understanding of the World

TW13 Matches parts of objects that fit together


EUMM20 Beginning to construct, stacking blocks vertically and horizontally,

making enclosures and creating spaces.

EUMM21 Joins construction pieces together to build and balance

B14 Beginning to make-believe by pretending

Water Painting and Chalking

Water painting and chalking is a fun way for children to make marks and draw freely,

being able to use water and chalk to draw and experiment with the marks they make.




PE3 Engaging in an open- ended activity

PE4 Showing particular interests

PE9 Initiating activities

AL2 Showing high levels of energy and fascination


CTC1 Thinking of ideas

CTC6 Testing their ideas





SS9 Demonstrates sense of self as an individual


SS17 Shows confidence in asking adults for help

SS19 Can describe self in positive terms and talk about abilities





S12 Beginning to put two words together

S14 Beginning to ask simple sentences



MH19 Holds pen or crayon using whole hand grasp and makes random marks with

different strokes

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.

MH41 Uses one- handed tools and equipment

MH52 Shows a preference for dominant hand


EUMM5 Notices and is interested in the effects of making movements which

leave marks

EUMM9 Experiments with blocks, colours and marks

SORTING COLOURS WITH BOTTLE TOPS

Sorting colours with bottle tops encourages children to place and sort coloured bottle

tops onto the matching colour paper plate. This activity encourages and promotes

discussions about different shades of colour such as light green and dark green; and

also allows children to talk about the things around us that is made of that colour. It

also allows children to count how many bottle tops they have categorised on each plate

and use language between quantities.

Sorting Coloured Bottle Tops promotes:

Language skills: naming, labelling and discussions about what objects are made of

certain colours.

Reinforces and extends learning about colours.

Fine motor development and eye hand coordination.

Children can be encouraged to count how many bottle tops they have on each

plate. Which plates have more or less?





















Mathematics






them


size

Shelby’s Snack Shack Game -‘A counting bone-

anza!’

Shelby’s Snack Shack Game helps to develop number and counting skills, and promotes

fine motor skills using one handed tools.

Resources: The Shelby’s Snack Shack Game is kept on top of the mathamatical

cupboard in the over 2’s classroom.



Characteristics of effective learning





AL5 Persisting with activity when challenges occur


CTC2 Finding ways to solve problems.


MR12 Plays alongside others.

MR14 Plays cooperatively with a familiar adult.

MR21 Keeps play going by responding to what others are saying or doing.


support




activity







MH33 May be beginning to show preference for a dominant hand


Mathematics




N13 Uses some number names and number language spontaneously.

N14 Uses some number names accurately in play

N15 Recites numbers in order to 10


N19 Shows curiosity about numbers by offering comments or asking questions


them

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.

NUMBER TRACING

Number tracing is a great way for children to practise writing their numbers. Number

Tracing sheets are laminated allowing children to draw on them with a white board

marker and wipe it away easily with a tissue. Children can practise writing their

numbers correctly and wipe it away and try again.

Number tracing also allows children to develop their fine motor skills and hand eye

coordination. It helps encourage children to develop the use of the tripod grip, a grasp

pattern for holding a writing tool such as a pencil.

Resources: Kept in the mathematical cupboard.

Number Rhymes can help:

Number 1: A straight line one, it is fun.

Number 2: Around and back on the railway track makes, two, two, two.

Number 3: Around the tree and around the tree, that’s the way you make a three.

Number 4: Down and across and down some more, that’s the way you make a four.

Number 5: Short neck, big round tummy, hat on top…..five looks funny.

Number 6: Down to a loop, six rolls a hoop.

Number 7: Across the sky and down from heaven, that’s the way you make a seven.

Number 8: Make an “S” do not wait, go back up and make an eight.

Number 9: A loop and a line makes number nine.





PE11 Showing a ‘can do’ attitude’



AL4 Paying attention to detail

AL5 Persisting with activity when challenged occur

AL6 Showing a belief that more effort or a different approach will pay off

AL7 Bouncing back after difficulties

AL8 Showing satisfaction in meeting their own goals


AL10 Enjoying meeting challenges for their own sake rather than external

rewards or praise


CTC8 Planning, making decisions about how to approach a task, solve a problem

and reach a goal

CTC9 Checking how well their activities are going

CTC10 Changing strategy as needed

CTC11 Reviewing how well the approach worked




SS9 Demonstrates sense of self as an individual


SS17 Shows confidence in asking adults for help

SS19 Can describe self in positive terms and talk about abilities


LA14 Rigid attention –may appear not to hear

LA18 Single channelled attention. Can shift to a different task if attention is

fully obtained –Using child’s name helps focus.




activity

LA25 Two- channelled attention –can listen and do for a short period of time






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.


MH42 Holds pencil between thumb and two fingers, no longer using whole- hand

grasp

MH43 Holds pencil near point between first two fingers and thumb and uses it

with good control

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.

MH52 Shows a preference for a dominant hand

Mathematics:


N9 Creates and experiments with symbols and marks representing ideas of

number

N13 Uses number names and number language spontaneously

N14 Uses some number names accurately in play

N17 Beginning to represent numbers using fingers, marks on paper or pictures

N19 Shows curiosity about numbers by offering comments or asking questions

N24 Shows an interest in representing numbers

N27 Recognises numerals 1-5

Early Learning Goals:

Children show good control and co-ordination in small movements.

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.

Resources: Puppets and microphones are kept in the over 2’s class room. Props can be

found all over the nursery, or be made creatively with the children, depending on the

stories you are telling.


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.


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.


support.


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.


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 cooperatively, 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.

Documents

Crash, Bang, Wallop! Guess the Sound Game - … · Crash, Bang, Wallop! Guess the Sound Game Crash, Bang, ... MR21 Keeps play going by responding to what others are doing or saying