SENSORY ALPHABET HUNT - · SENSORY ALPHABET HUNT Making learning the alphabet fun for children by searching for alphabet letters in a sensory tub with scented and/or coloured rice,

SENSORY ALPHABET HUNT

Making learning the alphabet fun for children by searching for alphabet letters

in a sensory tub with scented and/or coloured rice, gloop, oats, sand or any

other sensory materials.

This sensory play activity is a great game to motivate children to learn their

alphabet letter name and letter sounds.

Recourses: Alphabet letters are kept on the shelf above the phonics drawers in

the over 2’s classroom.

Through this activity we encourage children to achieve the following Early Years

Foundation Stage learning goals:

Characteristics of effective learning

PE2 Using sense to explore the world around them

PE3 Engaging in an open ended activity

Personal Social and Emotional Development

MR12 Plays alongside others

MR14 Plays cooperatively with a familiar adult

MR16 Seeks out others to share experiences

Communication and Language

LA23 Is able to follow directions

U14 Responds to simple instructions

S14 Beginning to ask simple questions

S21 Uses simple sentences

S23 Beginning to use more complex sentences to link to thoughts

Physical Development

MH18 Enjoys the sensory experience of making marks in damp sand, paste

or paint

Literacy

R26/ W9 Links sounds and letters, naming and sounding the letters of

the alphabet

Expressive Arts and Design

EUMM18 Beginning to be interested in and describe the texture of

things

OLLY THE OCTOPUS GAME

The Olly the Octopus game promotes number recognition and counting. It is a

great way to teach game play and turn taking. It helps children master a range

of movements. Fine control improves through using and playing with equipment,

such as picking up and placing counters and rolling the dice.

Resources: The Olly the Octopus game is kept in the ‘Fish that could Wish’

story sack. During themed topic periods, the sack will be kept in the over 2’s

classroom, otherwise it will be stored under the stairs or will be kept on one of

the story sack pegs.

Through the Olly the Octopus game we encourage children to achieve the

following Early Years Foundation Stage learning goals:


PE10 Seeking challenge

PE11 Showing a ‘can do’ attitude

AL1 Maintaining focus on their activity for a period of time

AL3 Not easily distracted

AL5 Persisting with 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.

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.


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

N8 Recites some number names in sequence

N13 Uses some number names and number language spontaneously.

N15 Recites numbers in order to 10

N14 Uses some number names accurately in play.

N19 Shows curiosity about numbers by offering comments or asking

questions

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.

SORTING COLOURS WITH ANIMALS AND/OR VEHICLES

Sorting colours with animals and/or vehicles encourages children to group the

different colours 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.

Children can also talk about what animal or vehicle they are placing into each

section and can count how many animals and/or vehicles they have categorised

into each section. This also encourages children to use language between

quantities.

Resources: The sorting animals and/ or vehicles tub is kept in the

mathematical cupboard in the over 2’s classroom.



Characteristics of Effective Learning




AL4 Paying attention to details

AL5 Persisting with the activity when challenges occur


result

CTC2 Finding ways to solve problems










S23 Beginning to use more complex sentences to link thoughts

Mathematics


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

SSM9 Beginning to categorise objects according to properties such as

shape or size

NUMBER SORT

Number sort is a fun, hands on activity to play and learn with numbers. It sets

a challenge of searching for specific numbers amongst a jumble of numbers.

Children can also use white board pens to have a go at writing the numbers

themselves. It allows children to count how many numbers they have

categorised into each section on the whiteboard and use language between

quantities.

Resources: There is a white board in the over 2’s conservatory and one is kept

in the over 2’s classroom by the phonics drawers, along with smaller white

boards. Magnetic letters are kept in the over 2’s classroom in the mathematical

cupboard.

Number Sort is a great activity for:

Sorting and classifying numbers

Number recognition - recognising numbers without having to count them in

order

Visualisation and memory

Hand and eye coordination

Problem solving – searching for the correct number shape.

Children can be encouraged to count how numbers they have in each

section. Which sections have more or less?






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result


CTC7 Developing ideas of grouping, sequences, cause and effect

CTC9 Checking how well their activities are going











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

MH40 Draws lines and circles using gross motor movements

MH41 Uses one- handed tools and equipment (whiteboard pens)

MH42 Holds pencil (whiteboard pen) between thumb and two fingers, no

longer using whole- hand grasp

Mathematics


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

N11 Uses some language of quantities


N14 Uses some number names accurately in play


N18 Sometimes matches numeral and quantity correctly


questions

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

each of them

SSM9 Beginning to categorise objects according to properties such as

shape or size

N21 Shows an interest in number problems

PLAYING WITH GLOOP

You will need: Cornflour, water and a large container. You can add food colour

to change the colour of the gloop.

Encourage children to mix and play with the Gloop before it is completely

mixed together, the fun and learning starts here. Explore the texture and

talk about what it feels like, sticky, slimy, cold and powdery.




PE2 Using sense to explore the world around them

PE3 Engaging in an open- ended activity

CTC1 Thinking of ideas


MR10 Interacts with others and explore new situations when supported

by familiar person



MR15 Interested in others play and starting to join in


MR18 May form a special friendship with another child

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




S23 Beginning to use more complex sentences to link to thoughts


MH18 Enjoys the sensory experience of making marks in damp sand, paste

or paint



things

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


result

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

Ss13 Welcomes and values praise for what they have done

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’d name helps focus.

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



appropriate activity

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

time

U7 Understand simple sentences

U9 Understands more complex sentences




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

MH42 Holds pencie 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


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

pictures


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.

STRING PAINTING

String painting is a simple 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

MR12 Plays alongside other children


MR16 Seeking out others to share experiences

SS13 Welcomes and values praise for what they have done

SS17 Shows confidence in asking for adults

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

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


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


things

EUMM25 Explores what happens when they mix colours

PIRATE DUPLO IN WATER SMALL WORLD

Pirate duplo in water is a small world sensory play area for children to develop

their imagination, begin to pretend in play, make up stories as they play, brings

together a range of skills and allows them to play alongside other children and

make friends. Children can also begin to develop strategies as they piece

together and stack blocks.

Resources: Pirate Duplo is kept in the under 2’s classroom. Water treys

are kept outside.




PE2 Using senses to explore the world around them

PE3 Engaging in an open- ended activity

PE4 Showing particular interests

PE3 Taking on a role in their play

PE9 Initiating activities

AL2 Showing high levels of energy, fascination

C2C1 Thinking of ideas

CTC6 Testing their ideas


MR12 Plays alongside other children

MR13 Uses a familiar adult as a secure base from which to explore

independently in new environments


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

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


and support


U7 Understands simple sentences

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


S23 Beginning to use more complex sentences to link thoughts

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

S33 Uses language to imagine and recreate roles and experiences in play

situations


MH51 Handles tools, objects, construction and malleable materials safely

with increasing control

Mathematics

SSM4 Uses blocks to create their own simple structures and

arrangements

Understanding of the World

PC5 Beginning to have their own friends

TW11 Explores objects by linking different approaches

TW13 Matches parts of objects that fit together

TW14 Enjoys playing with small- world models such as a farm



things

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

BI1L Engages in imaginative role-play based on own first-hand

experiences

BI12 Builds stories around toys

BI18 Introduces a storyline or narrative into their play

BI19 Plays alongside other children who are engaged in the same theme

BI20 Plays cooperatively as part of a group to develop and act out a

narrative

ORDERING FISH CARD NUMBERS 0- 10

Ordering fish cards encourages children to order numbers 1-10 allowing 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 this activity we can encourage children to achieve the following Early

Years Foundation Stage learning goals:


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.





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



and support.


S14 Beginning to ask simple questions.

LA23 Is able to follow directions e.g. responds when given an instruction

such as ‘please stop now’.


appropriate activity.

U14 Responds to simple instructions.

Mathematics






questions


N27 Recognises numerals 1-5.

RAINBOW FISH LOTTO GAME

The Rainbow Lotto game encourages children to take turns in matching up

cards to their board, playing alongside other children in groups. It allows

children to count how many cards they have matched up on their board, and

compare their amount to their peers using number language.

Resources: The Rainbow Lotto game is kept in the ‘Fish that could Wish’ story

sack. During themed topic periods, the sack will be kept in the over 2’s

classroom, otherwise it will be stored under the stairs or will be kept on one of

the story sack pegs.

Through this activity we can encourage children to achieve the following Early

Years Foundation Stage learning goals:






AL5 Persisting with activity when challenges occur


result







and support




appropriate activity

U7 Understand simple sentences






MH33 May be beginning to show preference to a dominant hand

MH52 Shows a preference to dominant hand

Mathematics

N11 Uses some number language such as ‘more’ or ‘a lot’

N13 Uses some number language spontaneously

N14 Uses some number language accurately in play


questions


Documents

SENSORY ALPHABET HUNT - · SENSORY ALPHABET HUNT Making learning the alphabet fun for children by searching for alphabet letters in a sensory tub with scented and/or coloured rice,