Tasks from the Erasmus+ project Play and Learn

Play and Learn

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Play and Learn

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About Erasmus+

Erasmus+ is the EU's programme to support education, training, youth

and sport in Europe. Its budget of €14.7 billion will provide

opportunities for over 4 million Europeans to study, train gain

experience, and volunteers abroad.

Opportunities

Set to last until 2020, Erasmus+ doesn't just have opportunities for

students. Merging seven prior programmes, it has opportunities for a

wide variety of individuals and organisations.

Aims

The aim of Erasmus+ is to contribute to the Europe 2020 strategy for

growth, jobs, social equity and inclusion, as well as the aims of ET2020,

the EU's strategic framework for education and training.

Erasmus+ also aims to promote the sustainable development of its

partners in the field of higher education, and contribute to achieving the

objectives of the EU Youth Strategy.

Outcomes

The outcomes of Erasmus+ are available in reports and compendia of

statistics, as well as through the Erasmus+ Projects Platform, which

includes most of the initiatives funded by the programme, as well as a

selection of good practices and success stories.

Who can take part?

Erasmus+ is open to many individuals and organisations, although

eligibility varies from one action to another and from one country to

another.

Individuals can take part in many of the opportunities funded by

Erasmus+, although most will have to do so through an organisation

taking part in the programme. The eligibility of individuals and

organisations depends on the country in which they are based.

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Play and Learn

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Project introduction

In 2014 teachers from Iceland, England, Turkey and Sweden started a

two year Erasmus+ project called Play and learn. The purpose was to

improve the children’s learning environment and make it easier for them

to learn about their language such as letters, writing and reading by

using different methods. The aim was to teach the children through

nature by using outdoor teaching methods and connect these ideas to

each countries curriculum. Tasks were provided that help children to

read into their environment. During these two years each school

provided six tasks, three each year. This booklet features all the tasks

that were carried out in the project.

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Year 1

In the first year each school provided three tasks. These tasks were

aimed at studying different methods and materials and how different

learning environment can help children to learn language, letters, writing

and reading. Also sharing ideas of how we can teach the

children through nature by using outdoor teaching methods.

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What is natural and what is man made?

The aims for the project are:

To show initiative.

To encourage friendship between children.

To recognize different materials in nature.

To learn the difference between things that are natural and the

things that are man made.

To practice concepts/words like plastic, glass, iron, leaf etc.

1. The group goes on a field trip and finds a good place to work at.

2. The teacher asks the children to find three objects that are natural

and one object that is man made.

3. The children work in pairs to find the four objects.

4. When the children have found their objects they go back to school.

There the teacher places a tablecloth on the floor and each pair puts their

objects on the cloth and inform what they have found, which objects are

natural and which are made by man.

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Mathematics and language

training with sticks!

The children went to the woods. There they found many sticks.

At home there were discussions about the sticks:

How many are there? What do they look like? What size are they?

Which stick is the longest? Witch stick is the shortest?

Which is the thickest and the thinnest stick?

The children found it a bit difficult to separate these adjectives.

Then the children tried to put the sticks in order from the shortest to the

longest.

Curriculum goals:

Develop the childrens ability to listen, reflect and express their own

views and try to understand the perspectives of others.

Develop their use of spoken language, vocabulary and concepts, as

well as the ability to play with words, relate something, express

their thoughts, put their arguments and questions forward in

communications with others.

Develop their ability to use mathematics to investigate, reflect over

and test different solutions to problems raised by themselves and

others.

Develop their ability to distinguish, express, examine and use

mathematical concepts and their interrelationships.

Develop their mathematical skill in putting forward and following

reasoning.

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Psychomotor and mathematical

training with used paper

The teacher and the children talked about saving paper and recycling.

The children went to the paper bins and collected some used paper.

How is it possible to reuse paper?

Is the weight the same or different when the paper is dry or wet?

The children tore the paper to pieces.

The paper was soaked in water and let wait for a day.

It was measured to see whether it is heavier when it is wet or dry.

The children created unique products by using their thoughts, feelings and

dreams.

They helped each other and coloured their products.

Curriculum goals:

Develop the childrens speaking, vocabulary and concepts by

communicating with each other.

Develop their eye and hand coordination ability.

Develop their relationships with others.

Develop ability of creating unique, aesthetic products.

Develop their mathematical skills by comparing weight of objects.

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Natural materials scavenger hunt

The children were set an Easter break homework. They had to go on an A-

Z scavenger hunt to find as many natural or recycled objects as they

could.

The youngest children had to find a certain number of objects from 1 to

12. There was lots of discussion and a whole range of ways the work was

presented – 250+ pieces of homework were created!

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Planting seeds

The children planted seeds in the garden. They watered them, took care of

them and watched them grow.

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What can you find in nature?

In this task the children are working with psychomotor, motor skills,

health, imagination, the history, language, etc.

Each child gets a bag or a box to put in the things that they find. In the end

of the task the children sit down and show and tell each other what they

found. Then each child shows the others which thing is the most beautiful

and why.

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Patternmaking in nature

In the daily fruit brake there was a discussion about patterns and the

children made patterns with the fruits.

After that the children were instructed to collect three items of the same

kind. Together they made patterns with the items they had collected.

Goals:

Develop understanding of shapes, space and location.

Carry out instructions.

Practice cooperation, social skills, taking turns and listen to each

other.

Challenge the curiosity of the children and their growing

understanding of language, communication and mathematics.

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Shapes in the environment

Everybody went out on a shape hunt.

They learned that 2D and 3D shapes are everywhere around us, both natu-

ral and man-made.

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Group cards in nature

The aim is for the children to:

Promote friendship and communication skills.

Know the variety of nature that they can use in their play.

Train their attention.

Learn to work together.

Learn how to use conscepts like branch, leaf, flower, etc.

Materials:

Cloths, one for each child or one big for all

Plastic containers

Camera

Preparing:

The teacher explains the task to the children by telling them that they are

going to play group cards in the nature. Things from the nature that the

children have found are hidden under the plastic container (two of each)

and the children work together two and two and match the things together.

Processing:

The children talk about the material that they used in the game.

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Psychomotor, cognitive

training with newspapers

Firstly, students brought newspapers from their homes.

Then there was a discussion about what could be done with these

newspapers.

Everyone brainstormed and all the answers were written down.

Finally it was decided to make a basket from these newspapers.

The children were asked to roll the newspapers. Each child made 5 rolls.

The rolls were collected and knitted together.

Firstly the base was made and then the sides.

When the basket was completed the group talked about what to use the

basket for. It was decided to keep toys in it.

Curriculum goals:

Develop ability of focusing on object, case and event.

Develop ability of concentrating, asking questions, guessing the

questions’ answers and telling opinions.

Develop ability of comparing the condition between reality and

guess.

Develop hand-eye coordination.

Develop ability of creating and using the goods other than their

original functions.

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Cognitive, mathematic and concept

language training

The children collected stones and sticks from the school’s environment

and brought to class. Besides, cotton was added to the work.

There was a discussion about what could be made of this material.

Is their length different?

Is their thickness the same?

Which is the most hard, light or soft?

Which one can be pulled to pieces?

First of all the children had difficulty in comprehending these questions.

They tried to separate thin sticks and then they ordered them as thin and

thick.

They categorized cotton as soft, stones as hard and sticks as long- short.

They used sticks and stones for numbers. They noticed that they could

write from 1-10 and make additions by using these items.

Finally, they ordered the sticks regularly and they discerned long, thick,

hard, light and soft objects.

Curriculum goals:

Comprehend objects and pay attention to object, event and

situation.

Develop ability of beginning, going on and asking questions about

the subject.

Count objects from 1 to 10 and compare their length, shortness,

colour, shape, thinness, thickness, softness and hardness.

Develop ability of making patterns from things.

Develop ability of analysing and explaining visual materials.

Develop ability of commenting and expressing concepts that they

have listened to and watched in a different way.

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Recycled sound

The children enjoyed learning about aboriginal art and music.

They used a range of recyclable materials to create didgeridoos.

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Year 2

In the second year each school made 3 tasks. These tasks were aimed at

improving the learning environment and make it easier for the

children to learn language, letters, writing and reading by using different

methods.

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Implicating and song method

Each letter was taught by implicating it with a song that includes the

letter.

In this example the letter 'M' is taught:

First the children listened to a song: “Mini mini bir kuş konmuştu”. The

letter 'M' is often repeated in the song, and the children also know and

sing this song while it is being listened to.

Then the teacher asks the children to find an object or a toy that starts

with the letter 'M'.

The children bring them and they are very happy and excited. After that

they always tell and find things that start with 'M'.

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Letter on paper

The aim of this task is to work with letters in the environment .

Location; a place nearby where you can find all kinds of small objects in

the nature (leaves, stones, cones, branches, etc.)

Season; spring, summer, autumn, winter

Description;

The children collect all kinds of small objects in nature.

They put their objects on a card and form the first letter in their

name.

The teacher asks the children to get objects that has the letter 'S'

and form its letter on the card.

The children bring enough objects on their card to form their name.

This task is for 4-6 year olds.

For younger children the task needs to be simplified.

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Working with letters

Discussion about letters.

“What are letters?”

The children answered: “When you write something, you use letters”.

“There are letters in my name.”

And when asked what it’s called when letters stand together, they

answered “it is called the alphabet”. How about when you combine

several letters with each other? “It’s called words!”.

Where can you find letters in this room?

The children pointed on the wall where you can see the days of the week

(written with letters; Monday, Tuesday, etc).

What letters can you name?

The children began to say some of the letters they have in their own

names and then other letters they knew.

Single letters were put out on the floor to see if the children recognized

the first letter in their name.

Next mission for them was to locate a word somewhere in the room which

began with the same first letter as their name.

Training to recognize their whole name

Various names were put out on the floor and each kid had to find his own

name.

Then the kids were given a peace of paper with the entire alphabet. The

task was to color the letters they have in their name.

According to the curriculum, goals and guidelines:

Develop their curiosity and enjoyment, as well as their ability to

play and learn.

Develop their self-autonomy and confidence in their own ability.

Develop an interest in the written language and an understanding of

symbols, and their communicative functions.

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Learning of the letter 'A'

Before the children come to the classroom, toys and other things that

starts with 'A' are brought in there. After they come in they listen to mu-

sic, dance to the music and show the toys and things starting with 'A' as

they sing a song.

One song that focuses on 'A' is:

say me a Word starts with 'A'

AAAaaa aslan ( lion)

say me a Word starts with 'A'

AAAaaa arı ( bee)

say me a Word starts with 'A'

AAAaaa ayı ( bear)

They are very happy with that. They don’t want to sit down but rather to

dance and sing. After the dancing and singing the teacher asks them to

draw what they hear. They draw the letter 'A' and the words in the song.

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The alphabet in our environment

Age: 4-6 year old

Location; a place nearby where you can find all kinds of small objects in

nature (leaves, stones, cones, branches, etc.)

Season; spring, summer, autumn, winter

The teacher brings a cloth with the alphabet written on it.

Description;

The teacher talks about the alphabet on the cloth and what each

character says.

The teacher asks the children to find an object that starts with the

letter 'L' .

The teacher asks the children what is the name of the objects that

they bring.

Then the children put the objects on the right spot on the cloth,

according to which letter it’s name starts with.

The teacher can also ask the children to bring a leaf and then asks what

letter a leaf has.

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The Alphabet

Presentation:

Draw a ring around the selected letter. Use colour specified for each letter.

Objective:

To recognize letters of the alphabet both capital letters (large) and

lowercase (small). Exercise pencil grip.

Reflection:

The children understood the task quickly and thought it was fun to

perform.

Curriculum goals:

Read and write.

Alphabet and alphabetical order.

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Writing dance

The aim of this is to develop gross motor control. Children form big

shapes and movements with their whole bodies and it gets them ready for

writing.

Here are some video examples:

Raining:

https://youtu.be/RRv0KU9bJ8w

Stone rolling down a hill:

https://youtu.be/PV26s1eHPAE

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Go and get the food

Presentation:

The animals (to the left) are supposed to follow the dotted path to the food

at the right. The children were given pencils instead of crayons to get the

right grip.

Purpose:

The purpose of this task is to train the right grip at the pencil, to learn to

write from left to right, and to practice the 'S' - and 'O' - shapes.

Reflection:

Nobody thought it was difficult (still many of them had difficulties to

follow the dots, the children couldn’t do it in one movement, they stopped

and started all over again). One reflection was “If you do it too fast, it is

difficult to have the time to think”. Another reflection was that the

monkey was the hardest task to follow. But everyone thought it was a fun

task!

Curriculum goals:

Develop an interest in the written language and an understanding of

symbols, and their communicative functions

Develop an interest in pictures, texts and different media, as well as

the ability to make use of, interpret and talk about them.

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Teaching children to sing the same song in

Erasmus+ partners languages

The children learned the song “Head, shoulders, knees and toes” in all

four of the Erasmus+ partners languages.

English https://www.youtube.com/watch?v=WLNlfmv1q8U

Head, shoulders, knees and toes, knees and toes

Head, shoulders, knees and toes, knees and toes

Eyes and ears and mouth and nose

Head, shoulders, knees and toes, knees and toes

Swedish https://www.youtube.com/watch?v=mzJdKdSA1s8

Huvud, axlar, knän och tår, knän och tår

Huvud, axlar, knän och tår, knän och tår

Ögon, öron, kinden klappen får

Huvud, axlar, knän och tår, knän och tår

Icelandic https://www.youtube.com/watch?v=GEoGQH1zzFg

Höfuð, herðar, hné og tær, hné og tær

Höfuð, herðar, hné og tær, hné og tær

Augu, eyru, munnur og nef

Höfuð, herðar, hné og tær, hné og tær

Turkish https://www.youtube.com/watch?v=wS5Y0CJyPvg

Baş omuz diz ve ayak parmakları

Baş omuz diz ve ayak parmakları

Ve gözler, kulaklar, ve ağız, ve burun

Baş omuz diz ve ayak parmakları

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iPad apps

Here is a list of useful iPad apps to develop early literacy/numeracy skills:

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Writing the letter 'E'

The purpose is to develop children’s ability of drawing and satisfy their

interest in holding pencil by playing.

The small white board is in the middle of the class and the teacher writes

an 'E' and shows it to the children.

They are very excited about it. They want to do it too and they do it.

After that they try to do it with their toys. They do this very easily. Also

they draw things that starts with an 'E' on the board. For example: They

draw 'elma' which is apple.

The teacher asks them to draw something that is on our body and starts

with an 'E'. They draw their hands on a paper because hand in Turkish is

'el'.

They are so happy that they can combine their knowledge with their body,

game and art.

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Using art to develop early literacy

and numeracy skills

There are many ways do this project:

Writing letters and numbers on the playground with big chalks or a

pot of water and a brush - then it will disappear as it heats up from

the sun.

Put shaving foam in a tray and fill it with frozen paint ice cubes. As

the paint melts ask the children to write different letter/numbers/

words with their fingers in the coloured foam. This one is very

messy but fun. Don’t forget the aprons.

Put two different colours of paint in a plastic sealable food bag.

Place the food bag flat on the table and use the bottom end of a

paintbrush to draw numbers/letter/words in the paint. Children can

then just mix the paint up and start again with a new letter/number/

word.

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Project conclusion

These tasks have increased the variety of teaching methods in the

schools. The children were very happy to participate in these tasks and

have certainly learned a lot. Children are able to adopt to every teaching

method that the teachers provide if the material and place (indoor/

outdoor) is exiting and different. Most of the things that the children

learn indoors they can also learn outdoors. It is very important for the

children to know how to read into their environment, not just the letters

but everything else that comes to mind. Today everybody needs to think

about the environment/nature and take good care of it and it is necessary

for every adult to teach the children to treat the nature with care.

Hopefully this booklet will help teachers to variate their teaching

methods for all children in the future so that children can both play and

learn at the same time.

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Made and published by Arnarsmári - Kópavogur, Iceland, in

association with Rostaskolan - Örebro, Sweden, 50.Yil Ilkokulu -

Mersin, Turkey and Emscote Infant School - Warwick, England.

This publication was supported by the Erasmus+

Programme of the European Commission.