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YoungChildrenLearning

S u p p o r t M a t e r i a l s

Editors: Suzanne Pennicott-Jones – [email protected]

Margot Boardman – [email protected]

Requests and enquiries to Suzanne Pennicott-Jones:

Office for Educational Review

Department of Education

GPO Box 169 Hobart TAS 7001.

Telephone: (03) 6233 7758

Facsimile: (03) 6233 7299

Email: [email protected]

Website: www.education.tas.gov.au/oer

Photography: Richard Eastwood

Illustrations: Reckless Ink

ISBN 1920865128

i

A Collaborative Project:Linking student teachers and Early Childhood Educators (ECE) in particular, Kindergarten practitionersThis collaborative project, which was funded by the Department of Education, was a joint endeavour

involving 75 fourth year students specialising in early childhood education within the Bachelor of Education

program at the University of Tasmania, and personnel from the Department of Education, including an

officer from the Office for Educational Review, a lecturer from the University, three Kindergarten classroom

practitioners, and two Early Years support staff. The project was undertaken during Semester 2, 2003

by students who were enrolled in the module ‘Playing and Learning in Kindergarten.’

Consultation between the experienced teachers and support staff and the student teachers addressed

the issue of designing and producing support materials for the Revised Kindergarten Development Check

(2003). The Project involved student teachers planning activities to support children’s development

towards attainment of the set outcomes in the Revised Kindergarten Development Check. Professional

conversations were undertaken between the students and the classroom practitioners to gain feedback

on the suitability of the proposed activities/strategies developed by the student teachers. In the Project’s

final week, the student teachers presented their completed resources to the classroom practitioners for

Phase 1 of the moderation processes. During Phase 2 of the Project, the resources were sent to State

school Kindergartens around Tasmania for trial use in classrooms, to ascertain their worthiness for inclusion

in the support materials pack. Final selection of the activities/strategies was undertaken in November 2003

by the project team.

The success of this collaborative Project is captured by one of the classroom teachers ‘it is great to

be able to be involved in a collaborative project like this – there should be more links between the

Uni and the Department.’ Students also appreciated the opportunity and saw benefits for their future

teaching ‘I felt as though we were actually contributing to something which will affect us in the future’

and ‘It was a valuable experience that allowed students going into a teaching career an opportunity to

test their strategies and ideas with valuable feedback from colleagues already teaching.’ The level of

success achieved when these two differing sectors of education united in a project of mutual interest

and benefit, is worthy of replication.

This document is the completion of the Project and it is hoped that many educators will find it beneficial

and informational as they perform their roles in Early Childhood Education across Tasmania.

F O R E W O R D

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A C K N O W L E D G E M E N T S

There are many people who contributed to the success of the Project.

First and foremost, the 75 fourth year students specialising in early childhood education within the

Bachelor of Education program at the University of Tasmania who designed and produced the support

materials for the Revised Kindergarten Development Check (2003).

Sharon Allen Rebecca Andrews Prue Armstrong

Cathy Baker Tim Beaman Jacquie Best

Caroline Billing Olivia Boyd Davin Broomhall

Anna Brown Shontelle Cocks Eve Cole

Nicole Commane Emily Copping Sharyn Crothers

Pauline Denman Shelley Dennis Carmen Double

Bronwyn Easton Melissa Eaves Debbie Edwards

Andrea Fitzgerald Laura Forrester Sharyn Garwood

Kirin Geale Kate Grant Angela Grey

Isobel Gunn Katherine Hales Jo Hall

Jess Hodgetts Anita Huzzey Natasha Jarman

Alison Kibbey Lizzie Kidd Bronwyn Knowles

Kellie Le Fevre Sacha Marshall Stuart Miller

Tom Miller Katie Milward Anna Mitchell

Samantha Morrison Gayle Morton Rachel Newall

Kellie Olsen Tracy Paul Leslie Pitchford

Jo Rasmussen Carolyne Richard Courtney Roney

Bec Semmler Vickie Sharman Penny Smart

Aletia Stansfield Cherie Stevens Rachel Street

Clare Sweeney Lucy Temby Suzie Thorn

Angie Vaszocz Amie Viney Tanya Wagner

Tanya Walker Belinda Wilcox Jess Williams

Megan Wivell Emma Wood Emma Zito

The committee members who guided the project:

Kylie English Hagley Farm School

Jane Stevenson Exeter Primary School

Shaun Sexton Punchbowl Primary School

Jane Hudson Early Years Co-ordinator, Esk District

Di Paine District Literacy Officer, Esk District

Jenni Connor Office for Curriculum, Leadership and Learning

Suzanne Pennicott-Jones Office for Educational Review

Dr Margot Boardman Faculty of Education, University of Tasmania

The many Early Childhood Education practitioners from schools across Tasmania

who trialled, moderated and evaluated the resources.

The principal, staff and students of Princes Street Primary School.

iii

Section 1: The 21 Critical Markers of the Revised Kindergarten Development Check (2003)

– Gross Motor

– Fine Motor

– Personal and Social

– Cognitive

– Listening, Speaking and Understanding

Section 2: Achieving the outcomes of the Essential Learning Framework through play

Section 3: Linking play and learning – Support posters

C O N T E N T S

The 21 Critical

Markers of the Revised

Kindergarten

Development Check

S u p p o r t M a t e r i a l s

SECTION 1

Gross Motor . . . . . . . . . . . . . . . . . . . . . . . . 3March Fly Squash. . . . . . . . . . . . . . . . . . . 4Banana Hop . . . . . . . . . . . . . . . . . . . . . . 6Fire Fighters. . . . . . . . . . . . . . . . . . . . . . . 8Circus Join Up . . . . . . . . . . . . . . . . . . . . . 9How Many Flies Can You Swat? . . . . . . . . 10We’re Going on an Egg Hunt . . . . . . . . . . 115 Jumping Socceroos . . . . . . . . . . . . . . . . 13Frog in the Pond . . . . . . . . . . . . . . . . . . . 15Obstacle Course . . . . . . . . . . . . . . . . . . . 17Balancing Elephants . . . . . . . . . . . . . . . . . 18Hands and Feet Balance . . . . . . . . . . . . . . 20Flamingo Feed . . . . . . . . . . . . . . . . . . . . . 22Can You? . . . . . . . . . . . . . . . . . . . . . . . . 23I Wrote to the Zoo… . . . . . . . . . . . . . . . . 25Ribbons and Balances . . . . . . . . . . . . . . . 27Jump Jim Jo . . . . . . . . . . . . . . . . . . . . . . 29

Fine Motor . . . . . . . . . . . . . . . . . . . . . . . . . 31Lego Transport. . . . . . . . . . . . . . . . . . . . . 32Lift Off!. . . . . . . . . . . . . . . . . . . . . . . . . . 33Which Colour? . . . . . . . . . . . . . . . . . . . . 34Brilliant Bridges . . . . . . . . . . . . . . . . . . . . 35Animal Magic . . . . . . . . . . . . . . . . . . . . . 36Tactile Circle and Crosses . . . . . . . . . . . . . 38Circle and Cross Tracing and Pattern Cards . . . . . . . . . . . . . . . . . . . . . 40Sandy Shapes . . . . . . . . . . . . . . . . . . . . . 42Colour Circles . . . . . . . . . . . . . . . . . . . . . 44Finger Painted Pizza . . . . . . . . . . . . . . . . . 46Buried Treasure . . . . . . . . . . . . . . . . . . . . 47

Personal & Social . . . . . . . . . . . . . . . . . . . . 49I Can Do It Myself! . . . . . . . . . . . . . . . . . 50Parent Support Materials . . . . . . . . . . . . . 51Toilet Routines . . . . . . . . . . . . . . . . . . . . . 55My Invention . . . . . . . . . . . . . . . . . . . . . . 56What is Your Favourite Animal? . . . . . . . . 58What is Your Favourite Holiday? . . . . . . . . 59Treasure Island. . . . . . . . . . . . . . . . . . . . . 60Group Building . . . . . . . . . . . . . . . . . . . . 62Shark . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Let’s Build a City!. . . . . . . . . . . . . . . . . . . 64Gruff Role . . . . . . . . . . . . . . . . . . . . . . . . 66Combo Board . . . . . . . . . . . . . . . . . . . . . 68Rapunzel’s Castle . . . . . . . . . . . . . . . . . . . 70Starting the Day Off Right . . . . . . . . . . . . 72Separation Anxiety Library . . . . . . . . . . . . 73

Cognitive . . . . . . . . . . . . . . . . . . . . . . . . . . 75Lily Pad Jump . . . . . . . . . . . . . . . . . . . . . 76Catch a Sea Creature . . . . . . . . . . . . . . . 77Little Bears Counting . . . . . . . . . . . . . . . . 79

Hunt for 5. . . . . . . . . . . . . . . . . . . . . . . . 80The Name Game . . . . . . . . . . . . . . . . . . . 81Pocket Word and ‘Find Your Name’ . . . . . 82Name Puzzles . . . . . . . . . . . . . . . . . . . . . 84Fly Away . . . . . . . . . . . . . . . . . . . . . . . . . 85Find Your Fish . . . . . . . . . . . . . . . . . . . . . 86Family Picture/Name Card and Name Jigsaw Puzzle . . . . . . . . . . . . . . . . . . . . . 87Body Pattern . . . . . . . . . . . . . . . . . . . . . . 89Alligator Tunes . . . . . . . . . . . . . . . . . . . . 90What Happens Next? . . . . . . . . . . . . . . . . 91Sequence Mat . . . . . . . . . . . . . . . . . . . . . 93Animal Patterns . . . . . . . . . . . . . . . . . . . . 94Farm Yard Patterns. . . . . . . . . . . . . . . . . . 96Farm Puzzle. . . . . . . . . . . . . . . . . . . . . . . 98Humpty Dumpty . . . . . . . . . . . . . . . . . . . 99Snowman Puzzle Series . . . . . . . . . . . . . . 101Pass the Puzzle . . . . . . . . . . . . . . . . . . . . 103Going to School Puzzle Series. . . . . . . . . . 104Active and Distracted Students? What Can You Do? . . . . . . . . . . . . . . . . . 106Practical Strategies for Teachers to Use in the Classroom . . . . . . . . . . . . . . 107Sustaining Attention: Strategies to Help Young Children . . . . . . 109Build-a-Body . . . . . . . . . . . . . . . . . . . . . . 1111, 2, 3, Me! . . . . . . . . . . . . . . . . . . . . . . 113Make a Face Challenge . . . . . . . . . . . . . . 115Felt Boards . . . . . . . . . . . . . . . . . . . . . . . 117Prediction Cards . . . . . . . . . . . . . . . . . . . 118Rhymes and Stories . . . . . . . . . . . . . . . . . 119

Listening, Speaking & Understanding . . . . 121Question and Answer Board. . . . . . . . . . . 122Block Construction . . . . . . . . . . . . . . . . . 124Buzzy Bee . . . . . . . . . . . . . . . . . . . . . . . . 125Flat Freddie: Where is He? . . . . . . . . . . . . 126What’s in the Bag? . . . . . . . . . . . . . . . . . 127Question Dice . . . . . . . . . . . . . . . . . . . . . 128Thinking Ball . . . . . . . . . . . . . . . . . . . . . . 130Felt Boards . . . . . . . . . . . . . . . . . . . . . . . 132What’s Next?. . . . . . . . . . . . . . . . . . . . . . 133Buying at the Shop . . . . . . . . . . . . . . . . . 134Which Direction Did You Say? . . . . . . . . . 136What Do I Need Today? . . . . . . . . . . . . . . 137Adventure Challenge . . . . . . . . . . . . . . . . 138Pocket Prompts . . . . . . . . . . . . . . . . . . . . 139Mystery Beat . . . . . . . . . . . . . . . . . . . . . . 140Where to Next? . . . . . . . . . . . . . . . . . . . . 141Build It Up, Build It Up… . . . . . . . . . . . . . 142What Did You Do Yesterday? . . . . . . . . . . 143What I Do When I Go to the Library . . . . . 145

C O N T E N T S

Gross Motor

4

Links to Essential Learnings OutcomesPersonal futures: Maintaining wellbeing – Willingly joins in activities involving movements and follows simple

rules guiding safe play; shows willingness to try again, with help, after disappointment and mistakes; performs

simple movement activities with increasing skill and recognises that such activities can be a source of pleasure

and feelings of success.

Focus Multiple Intelligence/s Bodily/Kinesthetic – Participates actively in physical actions.

Visual/Spatial – Remembers specific details related to the environment.

Description and instructions for using activity in Early Childhood EducationThis activity has been produced with an inclusive objective in mind. For the student who is visually impaired

or for those who require multiple stimuli this activity provides both visual and auditory stimuli.

The activity is a simple circuit that involves the children matching a coloured dot on their shoes to the

coloured footprint.

As a novelty and incentive to others to complete the task, under most footprints is a squeaker that the children

are told represents a march fly. The children must march up and down a set of stairs before hopping home – all

the time matching the dots on the shoes to the footprint and squashing those pesky march flies at the same time.

The Resource To produce this resource:

• Purchase green and yellow sticky dots.

• Find a template of a right foot and a left foot.

• Photocopy the right foot up to thirty times using green paper.

• Photocopy the left foot up to thirty times using yellow paper.

M A R C H F LY S Q U A S H

Focus Critical Core Marker GM1 Walks upstairs one foot to a step (alternate feet)GM8 Hops forward on preferred foot for 3 – 5 metres

Links to other Critical Core MarkersGM2 Walks downstairs one foot to a step (alternate feet)GM3 Climbs ladders and frames, hands and feet moving

alternatively to show bilateral movementGM6 Balances on right foot for 3 – 5 secondsGM7 Balances on left foot for 3 – 5 seconds

• Laminate all the feet.

• Cut the feet out.

• Purchase a number of ‘squeakers’ from a craft shop and secure them to an even number of yellow

and green footprints.

• Make two large arrows one to point left, the other right.

• Laminate and cut out.

• Using words produce two signs, one saying left, the other right.


• Prepare the circuit by placing the footprints up and down a series of steps. At the bottom of the steps use the

arrows and the signposts left and right to indicate to the children which path they should choose to continue

on their journey (children will need assistance to choose which is their preferred hopping foot).

5

Vicki Sharman

6

Links to Essential Learnings OutcomesPersonal futures: Maintaining wellbeing – Willingly joins in activities involving movements and follows simple

rules guiding safe play; shows willingness to try again, with help, after disappointment and mistakes; performs

simple movement activities with increasing skill and recognises that such activities can be a source of pleasure

and feelings of success.

Focus Multiple Intelligence/s Bodily/Kinesthetic – Uses body to convey meaning.

Musical – Moves rhythmically to music.

Visual/Spatial – Enjoys imagining how things might be.

Description and instructions for using activity in Early Childhood EducationThis activity involves the children working co-operatively with a partner. The activity is designed to incorporate a

well-known verse to a popular children’s character, the ‘Bananas in Pyjamas’. The jingle is suitable for the children

to march to and has been chosen to assist the children develop the skills of using only one foot to a step.

The children need to hold hands and walk in unison up and down the stairs. At the bottom they must decide

if they are a left or right foot hopper and then proceed home (teacher assistance will be necessary).

• Familiarise the children with the song.

• Share and practise as a whole class an adaptation of the song.

• Prepare the children by doing whole class marching to the jingle and some hopping activities.

• Children find a partner they feel they can work with.

• Children practise walking together so their feet work in sequence.

• Demonstrate the challenge before the children begin.

• Play the music and have one group at a time attempt the challenge.

The Resource To produce this resource:

• Tape recorder.

• Ask the music teacher to record the jingle ‘Bananas in Pyjamas’.

• Photocopy a number of pictures from the Bananas in Pyjamas book.

• Laminate.

B A N A N A H O P

Focus Critical Core Marker GM1 Walks upstairs one foot to a step (alternate feet)GM8 Hops forward on preferred foot for 3 – 5 metres

Links to other Critical Core MarkersGM2 Walks downstairs one foot to a step (alternate feet)GM3 Climbs ladders and frames, hands and feet moving

alternatively to show bilateral movementGM6 Balances on right foot for 3 – 5 secondsGM7 Balances on left foot for 3 – 5 seconds

• Make two large arrows, one to indicate left, the other right.


• Using Word produce two signs, one saying left, the other right.


• Prepare an A3 copy of the amended song for the children to practise with as shown below.

• Prepare the circuit. At the bottom of the steps use the arrows and the signposts left and right to indicate

to the children which path they should choose to continue on their journey (children will need assistance

to choose which is their preferred hopping foot).

• Place the laminated pictures of the characters on the hopping trail home.

7

Peter and Debbie are marching up the stairs,

Peter and Debbie are marching up in pairs,

Peter and Debbie have to hop back home,

’Cause if Mrs Sharman catches one the other

will be alone.

Vicki Sharman

8

Links to Essential Learnings Outcomes Personal futures: Building and maintaining identity and relationships – Explores different roles, perspectives

and identities through role play.

Personal futures: Maintaining wellbeing – Performs simple movement activities, recognising that activities can

be a source of pleasure and can result in the feeling of success.

Focus Multiple Intelligence/s Bodily/Kinesthetic – Engages in physical actions.

Description and instructions for using activity in Early Childhood Education This can be carried out as a whole class activity and would fit in well after a visit by the local fire engine.

Set up the fire fighting course as follows:

• At the top of the stairs make a starting line with masking tape.

• At the bottom, with tape mark out two separate lines that run parallel to one another away from the steps.

• Over the next 3 – 5 metres scatter potting tubs with cellophane flaming out of them, to act as small fires.

• Lay down laminated footsteps with arrows on them pointing to the direction that children need to go.

Discuss the importance of the role of fire-fighters and what they do when there is a fire.

Explain and demonstrate the fire fighting activity to the children:

• Students begin at the marked starting line and have to carefully walk down the steps using alternate feet.

• At the bottom they put one foot in front of the other and walk along the taped line, avoiding the pretend

fire that surrounds them.

• Children then have to hop on one foot through the small fires until they reach the hose. After picking it up,

they call for help from the next person in the line.

• This procedure is repeated until every person in each team has hold of their hose which allows the class

together, to put out the make-believe fire.

The Resource

Materials:

• A set of steps

• Potting tubs with yellow cellophane arranged

so that it is flaming out

• Masking tape

F I R E F I G H T E R S

Focus Critical Core Marker GM2 Walks downstairs one foot to a step (alternate feet)GM5 Walks a narrow line: on the ground one foot in front

of the other (toe to heel)

Links to other Critical Core MarkersGM8 Hops forward on preferred foot for 3 – 5 metres

• Laminated footsteps with arrows

• Two garden hoses

Belinda Wilcox

9

Links to Essential Learnings Outcomes Personal futures: Maintaining wellbeing – Willingly joins in activities involving movement and follows simple

rules guiding safe play.

Personal futures: Building and maintaining identity and relationships – Explores different roles, perspectives

and identities through role play, conversation and representation.

Focus Multiple Intelligence/s Bodily/Kinesthetic – Enjoys using body to complete physical actions.

Description and instructions for using activity in Early Childhood EducationThis activity can be done as a whole class or small group.

• This activity could be prefaced by reading a book or watching a video about the circus.

• Discuss the circus with children and talk about the different acts that are involved. Particularly draw their

attention to tightrope walkers and how they climb to great heights and walk along a narrow rope without

falling.

• Ask the children if they would they like to join the circus and then proceed to introduce the ‘Circus Join Up’

activity, informing them that they are going to be a pretend tightrope walker.

• Starting at the beginning of the chalk marking, children one by one move along the narrow line carefully

placing one foot in front of the other. When they reach the end, they walk down the stairs one foot to a

step and once they reach the bottom, bow to the pretend audience, who are the children waiting to have

their turn.

• Explain that for safety reasons children need to be careful going down the stairs. The person at the front of

the group must also wait until the student before them reaches the end of the chalk line before they begin,

to prevent overcrowding.

• Demonstrate the course to reinforce children’s understanding. Position children in a line behind where the

chalk marking begins and proceed with the activity.

The Resource

Materials:

• Set of steps

• Chalk

Preparation:

• Mark out a chalk line that leads up to the steps.

• Children could also make a clown hat, wig, or nose to wear whilst they are performing.

• Activity could be extended to incorporate other gross motor actions.

C I R C U S J O I N U P

Focus Critical Core Markers GM2 Walks downstairs one foot to a step (alternate feet)GM5 Walks a narrow line: on the ground one foot in front

of the other (toe to heel)

Belinda Wilcox

10

Links to Essential Learnings OutcomesThinking: Inquiry – Independently follows instructions.

Thinking: Reflective thinking – Uses knowledge about class rules as part of a game. Shows respect for others.

Personal futures: Maintaining wellbeing – Willingly joins in activities and follows simple rules.

Personal futures: Being ethical – Understands rights of self and others, and class rules.

Focus Multiple Intelligence/sBodily/Kinesthetic – Moves around with keen awareness of his/her body within a space.

Description and instructions for using activity in Early Childhood Education This activity has been designed to assess if a child can climb a ladder or a frame; to assess if a child can show

control and strength in arms as well as control in using both sides of the body.

Instructions:

• Supervision is essential in this activity.

• This can be set up inside or outside.

• Place the laminated fly pictures on the wall a little higher than the height of small step ladder.

(High enough so the children have to reach slightly at the top the ladder.)

• Place the ladder in a safe place next to the wall. (Make sure the ladder will not move when the children

are climbing.)

• Explain to the children that there are some flies on the wall and you would like to know how many they

can swat.

• For safety reasons, have the children go up the ladder individually.

• When the child gets to the top of the ladder help may be needed to count how many flies they have swatted.

• To link the activity to core maker GM7, that is, balancing on the left foot, ask the child to balance for as long

as they can before they move up the ladder.

The Resource

• Fly swatter, which can be bought from any hardware store.

• 10-20 laminated fly pictures; the flies can be found on a computer through Clipart.

• A safe step ladder with rubber feet no more than a metre tall.

H O W M A N Y F L I E SC A N Y O U S WAT ?

Focus Critical Core Marker GM3 Climbs ladders and frames, hands and feet moving

alternatively to show bilateral movement

Links to other Critical Core MarkersGM6/7 Balances on right/left foot for 3 – 5 secondsGM12 Moves around equipment purposefully and quickly,

without bumping or tripping

Carolyne Richard

11

Links to Essential Learnings OutcomesCommunicating: Being arts literate – Understands that there are different art forms through which enjoyment

is gained and meanings expressed and derived.

Communicating: Being numerate – Understands that mathematical language and ideas can be used to describe

situations encountered through play and interaction with the environment.

Focus Multiple Intelligence/s Linguistic/Verbal – Listens to, and participates in a rhyme and completes actions to accompany it.

Bodily/Kinesthetic – Uses the body to express the happenings in the rhyme.

Description and instructions for using activity in Early Childhood Education

Equipment:

• 1 long bench 40cm high, or something similar that children can walk across.

• Enough small balls for each child, placed in a hoop or large basket.

• A series of steps that go up and back down, or large blocks placed in a series of steps.

• A long strip of masking tape placed on the floor, or something similar if playing outside.

• A series of chairs placed one in front of the other to act as a tunnel.

Room organisation:Place all the equipment in an obstacle course fashion, with the tunnel of chairs first in the course, followed by the bench, stairs, masking tape and the basket of balls.

Class organisation: This activity caters for large or small groups of children. It is recommended that the activity is done in small groups until children are familiar with the activity.

Prior experiences:

• Read, “We’re going on a bear hunt”.

• Have children practise jumping, kicking, walking in a line toe to heel, and using stairs.

Instructions:

• The children line up behind one another in front of the bench.

• The leader begins saying the rhyme, with the children repeating.

W E ’ R E G O I N G O N A N E G G H U N T

Focus Critical Core Marker GM4 Jumps from a step, box or similar (40cm high) and lands

on two feet, with bent kneesGM11 Kicks a stationary ball in a stipulated direction

(eg small soccer ball)

Links to other Critical Core MarkersGM1 Walks upstairs one foot to a step (alternate feet)GM2 Walks downstairs one foot to a step (alternate feet)GM5 Walks a narrow line: on the ground one foot in front

of the other (toe to heel)GM12 Moves around equipment purposefully and quickly,


• At the appropriate times, the children act out the egg hunt using the obstacle course.

• At the end they kick their balls, one by one through the tunnel.

Variations/Extensions:

• Use other equipment within the course and alter the “we’re going on an egg hunt” rhyme

as children master this course.

RhymeWe’re going on an egg hunt (Repeat)We’re going to get a lot of eggs (Repeat)We’re not scared (Repeat)What a beautiful day (Repeat)

Oh, no, a bridge, a high squeaky bridgeWe can’t go under it (Repeat)We can’t go around it (Repeat)We’ll have to go over it (Repeat)

*Children step up onto a bench, walk along the bench and jump back down.

(Repeat first verse)

Oh, no, stairs, tall, creaky stairsWe can’t go under them (Repeat)We can’t go around them (Repeat)We’ll have to go over them (Repeat)

*Children walk up a set of stairs or a series of blocks and jump off at the end.


Oh no, a nest, a warm, gigantic nestWe can’t go under it (Repeat)We can’t go around it (Repeat)We’ll have to go over it (Repeat)

*Children walk along a strip of tape on the ground, one foot in front of the other (toe to heel).


Oh no, a beak, a sharp, pointed beakTwo small beady eyes (Repeat)Two huge soft wings (Repeat)Two long, clawed feet (Repeat)It’s a bird!!

Quick, grab the eggs!!

*Children grab a ball from a basket or hoop and go back through the course carrying their ball (egg).

And……

We’re going on an egg hunt (Repeat)We’re going to get a lot of eggs (Repeat)We’re not scared (Repeat)What a beautiful day (Repeat)

12

Oh, no, a bridge, a high squeaky bridgeWe can’t go under it (Repeat)We can’t go around it (Repeat)We’ll have to go over it (Repeat)

*Children step up onto a bench, walk along the bench and jump back down.


Oh, no, stairs, tall, creaky stairsWe can’t go under them (Repeat)We can’t go around them (Repeat)We’ll have to go over them (Repeat)

*Children walk up a set of stairs or a series of blocks and jump off at the end.


Oh no, a nest, a warm, gigantic nestWe can’t go under it (Repeat)We can’t go around it (Repeat)We’ll have to go over it (Repeat)

*Children walk along a strip of tape on the ground,1 foot in front of the other (toe to heel).


Oh no, a beak, a sharp, pointed beakTwo small beady eyes (Repeat)Two huge soft wings (Repeat)Two long, clawed feet (Repeat)It’s a bird!!

Quick, grab the eggs!!

*Children grab a ball from basket or hoop and goback through the course carrying their ball (egg).

And……

Back over the nestBack over the ropeBack over the stairsBack over the bridge

* Children go back the way they came.

And into the fridge with the eggs!!

*Children kick their balls through a tunnel of chairsat the end of the course.

Rebecca Semmler

13

Links to Essential Learnings OutcomesFoundations for the Essential Learnings – Uses gesture, sound and movement to express needs and feelings

and to engage with others; is developing a sense of belonging with the family and/or care group.

Communicating: Being arts literate – Understands that there are different art forms through which enjoyment




Social Responsibility: Building social capital – Understands the everyday ways in which self and others are

connected.

Focus Multiple Intelligence/s Musical, Kinesthetic, Interpersonal, Linguistic


Duration 5 – 10 minutesEquipment:

• 1 long bench or something similar that is 40cm off the ground

• 5 small balls

• Markers put in place as a goal.

Room organisation: This activity can be done inside or outside. Ensure there is a space large enough to accommodate children

jumping off a bench and kicking a ball through a goal.

Class organisation:Five children are chosen to participate at a time. The rest of the class sits in front of the five and says the

rhyme with the teacher. The game may be played several times to allow each child to have a turn. Alternatively,

the game can be played in a small group.

Instructions:Children stand on the bench. Together with the teacher or leader they say the ‘Five Jumping Socceroos’ rhyme.

At the appropriate time during the song, each child acts out the rhyme, by jumping off the bench in the correct

position and kicking the ball in a straight direction into the goal.

5 J U M P I N G S O C C E R O O S

Focus Critical Core Marker GM4 Jumps from a step, box or similar (40cm high) and lands

on two feet, with bent kneesGM11 Kicks a stationary ball in a stipulated direction

(eg small soccer ball)

Links to other Critical Core MarkersPS7 Increasingly co-operates with other students in extended

play situationsLSU10 Understands positional words, eg behind, beside, next to,

in front of, over

Variations/Extensions:Include more or less children in the activity and change the number of wallabies at the beginning.

Give the children watching and saying the rhyme musical instruments to play as the rhyme is read.

RhymeSung to the tune of ‘Five little speckled frogs’

Five jumping Socceroos

Sitting where they all could see

Holding their favourite bouncy ball

One jumped off the pole

Kicked his/her ball into the goal

Now there’s only four jumping Socceroos

14

Rebecca Semmler

15

Links to Essential Learnings Outcomes Personal futures: Maintaining wellbeing – Performs simple movement activities with increasing skill

and recognises that such activities can be a source of pleasure and feelings of success.

World futures: Understanding systems – Identifies personal needs or relationships and the needs

of other living things.

Focus Multiple Intelligence/s Bodily/Kinesthetic – Uses the body to interpret a story told.

Visual/Spatial – Uses imagination to visualise the story‘s feature.

Naturalistic – Enjoys participating in activities which involve natural occurrences.


Teacher information:

• Set the scene by reading ‘Charlie’s Pond’.

• Discuss why Charlie wanted to go home to his pond.

• Have an activity centre set up where children have to:

• Step 1 – Pick up Charlie (beanbag frog or normal beanbag);

• Step 2 – Walk along a bridge/line (one foot in front of the other);

• Step 3 – Throw Charlie into the pond, underarm (a hoop one metre away, filled with

blue cellophane as water).

The Resource

Charlie’s PondOnce upon a time there was a little frog called Charlie. He lived in a beautiful clear blue pond. Charlie was only

a very small frog, and he couldn’t wait to grow-up big and strong like the other frogs because they all had their

own lily pads, and the thing Charlie wanted most in the whole wide world was his own lily pad.

One day Charlie got sick of everyone else having a lily pad but him, so he ran away. He hopped out of the

pond and onto the bank. He hopped from the bank onto the bridge. He hopped from the bridge into the bush.

He hopped from the bush, deeper into the dark green bush. When he finally grew tired, Charlie turned around.

F R O G I N T H E P O N D

Focus Critical Core Marker GM5 Walks a narrow line: on the ground one foot in front

of the other (toe to heel)GM9 Throws a beanbag underarm in a stipulated direction,

(at least a metre) using one hand

Links to other Critical Core MarkersLSU7 Understands a sequence of classroom instructions

(at least 3 stage instructions)LSU12 Listens to stories read or told and demonstrates

understanding when questionedPS11 Demonstrates co-operation with adult directions

He could no longer see his pond; all he could see was the deep green of the bush. “Oh no!” cried Charlie “I’m

lost”. Charlie began to sob, “my skin is dry and I want my pond, I don’t care that I don’t have my own lily pad,

I just want to swim with the other frogs and be by the water again”.

Just then a little girl came along. “Please don’t hurt me!” cried Charlie. “I am lost and don’t know how to get

back to my pond”. The little girl told Charlie that she knew the way and gently picked him up. “Thankyou” said

Charlie as the little girl walked across the bridge and gently threw him back into his beautiful clear blue pond,

“it’s so good to be home”.

Charlie was happy to be home and no longer in a hurry to grow up big and strong like the other frogs with their

own lily pads, because the pond was plenty big enough for all the frogs, and Charlie was happy to be back in it.

16

Shontelle Cocks

17

Links to Essential Learnings Outcomes Personal futures: Maintaining wellbeing – Performs simple movement activities with increasing skill


Focus Multiple Intelligence/s Bodily/Kinesthetic – Explores the environment by undertaking different physical actions.

Visual/Spatial – Moves confidently around the course paying attention to location of items.


Activity 1: Obstacle Course

• Set up an obstacle course including walking along a narrow line (one foot in front of the other),

and throwing a beanbag one metre underarm.

• For example:

• Step 1 – Walk along the line (one foot in front of the other);

• Step 2 – Crawl through the tunnel;

• Step 3 – Hop to the marker;

• Step 4 – Throw the bean bag into a hoop.

Activity 2: Animal Course

• Step 1 – Walk along the line like a rooster on a perch. You can flap your wings if you like;

• Step 2 – Crawl through the tunnel like a wombat;

• Step 3 – Put on the kangaroo ears and hop in a circle to the marker like a one-legged roo;

• Step 4 – Pick up the frog bean-bag and throw into the pond (hoop).

O B S TA C L E C O U R S E

Focus Critical Core Marker GM5 Walks a narrow line: on the ground one foot in front

of the other (toe to heel)GM9 Throws a beanbag underarm in a stipulated direction,


Links to other Critical Core MarkersGM3 Climbs ladders and frames, hands and feet moving

alternatively to show bilateral movement (bilateral movementmay be demonstrated if crawling is incorporated as in theexample below)

GM8 Hops forward on preferred foot for 3 – 5 metres(if hopping is incorporated as in example below)

LSU7 Understands a sequence of classroom instructions (at least 3 stage instructions)

PS11 Demonstrates co-operation with adult directions

Shontelle Cocks

18

Links to Essential Learnings Outcomes

Personal futures: Maintaining wellbeingPerforms simple movement activities with increasing skill and recognises that such acts can be a source

of pleasure and feelings of success.

Willingly joins in activities involving movement and follows simple rules guiding safe play.

Focus Multiple Intelligence/s Logical/Mathematical – Participates in counting real objects.

Verbal/Linguistic – Verbalises other ideas an elephant can do.

Musical – Participates in singing and dancing experiences.

Bodily/Kinesthetic – Co-ordinates body movements in play.

Description and instructions for using activity in Early Childhood Education The ability to balance is a very important skill that becomes easier and more controlled for children when they

increase muscle size and strength. Children should be given many opportunities to practise and develop this skill.

Balancing elephants is an activity that requires students to be elephants balancing along a line on the ground,

whilst singing the song “Five Grey Elephants”. Students should walk along a line placing one foot in front of the

other (toe to heel). The teacher has a resource book showing the students and the elephants balancing. After

reading the book and singing the song, allow the students to balance like elephants; there are pictures of

elephants doing other activities such as standing on one leg, ice skating, going to a party etc. Students should

then be encouraged to stand on one leg like the elephant in the book. Next discuss the other pages; can an

elephant really ice skate or go to a party? As an extension activity students can think of other things that elephants

may or may not be able to do and record their ideas by doing a painting or drawing and making a class book.

Instructions for use

• Teacher to tape a line on the ground using some masking tape on the carpet inside or chalk outside.

• Students sit down whilst teacher reads them the book (only the song part).

• Introduce activity to students.

• Students can then help the teacher to sing the song whilst some students act it out on the taped line.

B A L A N C I N GE L E P H A N T S

Focus Critical Core Marker GM5 Walks a narrow line: on the ground one foot

in front of the other (toe to heel)GM6 Balances on right foot for 3 – 5 seconds

Links to other Critical Core MarkersGM7 Balances on left foot for 3 – 5 seconds

• Teacher should select one student to start and then allow that student to select another elephant

when required.

• After singing the song and acting it out, teacher should then read the other pages of the book.

What else can an elephant do?

• Can an elephant balance on one leg?

• Can we do that? Show me how?

• Read other pages and discuss them also. Can an elephant really do that?

• Teacher then considers doing the extension activity mentioned above.

The Resource This resource consists of a book about the song, ‘Five Grey Elephants’. The book was made using Clipart

available on any computer.

Elephant masks are available from Chickenfeed or make, photocopy and laminate one.

As well as the song words in the book, there are other pictures of elephants doing various activities that can

be used to encourage the students to perform Critical Core Markers GM5, GM6, GM7.

All pictures were found on Clipart available on any computer and the Internet. (Microsoft – Clipart)

Five Grey ElephantsOne grey elephant balancing,

Step by step on a piece of string.

Thought it was such a wonderful stunt,

So he/she called for another elephant.

Two grey elephants balancing,



So they called for another elephant.

Three grey elephants balancing,




Four grey elephants balancing,




Five grey elephants balancing,




19

Leslie Pitchford

20

Links to Essential Learnings OutcomesPersonal futures: Maintaining wellbeing – Performs simple movement activities with increasing skill

and recognises that such acts can be a source of pleasure and feelings of success.

Willingly joins in activities involving movement and follow simple rules guiding safe play.

Focus Multiple Intelligence/s Visual/Spatial – Knows where self is in space.

Musical – Participates in music and singing.

Bodily/Kinesthetic – Co-ordinates body movements to complete activity.

Description and instructions for using activity in Early Childhood Education The ability to balance is a very important skill that becomes easier and more controlled for children when they

increase muscle size and strength. Children should be given many opportunities to practise and develop this skill.

This activity involves students performing various different walks around a designated area whilst some fun,

energetic music is playing. When the music stops, the teacher selects a student to roll the dice. All the students

then perform that action.

1. Teacher to assign a clear area for the activity to take place.

2. Explain to students that they are going to perform various movement actions whilst the music is playing

and when the music stops, someone will roll the cube and the class will then perform that action.

3. Safety must be explained to the students. It is important to have fun but we must be sensible.

Some ideas for movements are:

• Walk toe to heel.

• Walk like a crab.

• Walk like a grizzly bear.

• Bounce like a ball.

• Float like a cloud.

• Drift like a balloon, ribbon in the wind.

• Walk like a duck/frog.

H A N D S A N D F E E TB A L A N C E

Focus Critical Core Marker GM5 Walks a narrow line: on the ground one foot

in front of the other (toe to heel)GM6 Balances on right foot for 3 – 5 seconds

Links to other Critical Core MarkersGM7 Balances on left foot for 3 – 5 seconds

The Resource This resource consists of a homemade cube with hand and feet patterns on each side of the cube.

To make the cube all that is needed is a square box made from stiff cardboard, tape, some coloured

cardboard and contact to cover the cube.

The sides of the cube are made up as follows:

• 2 Feet and 2 Hands

• 2 Feet and 1 Hand

• 2 Feet and 0 Hands

• 1 Foot and 2 Hand

• 1 Foot and 1 Hand

• 1 Foot and 0 Hands

21

Leslie Pitchford

22

Links to Essential Learnings Outcomes Thinking: Inquiry – Understands that observation and inquiry can be used to guide action and solve problems

in deliberate ways.

Communicating: Being numerate – Understands that mathematical language and ideas can be used to

describe situations encountered through play and interaction with the environment.

Personal futures: Maintaining wellbeing – Performs simple movement activities with increasing skill and

recognises that such activities can be a source of pleasure and feeling of success; Willingly joins in activities

involving movement and follows simple rules guiding safe play.

Social responsibility: Building social capital – Understands the everyday ways in which self and others are

connected.

Focus Multiple Intelligence/s Bodily/Kinesthetic – Uses body to complete set tasks.


• Tell the students that they are flamingos and that flamingos can balance on one foot for a very long time.

Allow students a minute to practise being flamingos. Tell the students that flamingos are very good at catching

fish. Tell them that they are going to pretend that the beanbags are fish and that they need to get as many

fish in the basket as they can.

• One at a time students are to balance on one foot for 3 – 5 seconds before placing both feet on the ground

and throwing the beanbag underarm at least a metre (aiming for basket), using one hand.

• Each student should have 3 throws on each leg. Keep a tally of all the fish that are caught.

The Resource 1 basket OR hoop OR box

3 small beanbags (small beanbags in the shape of fish add excitement to the game)

• Cut 2 pieces of material into the shape of a fish.

• Turn inside out and sew around the outside leaving a 1 cm gap.

• Turn in the right way and fill with rice.

• Sew the 1 cm gap.

• Draw or sew a button on for an eye.

F L A M I N G O F E E D

Focus Critical Core Marker GM6 Balances on right foot for 3 – 5 secondsGM7 Balances on left foot for 3 – 5 secondsGM9 Throws a beanbag underarm in a stipulated direction,


Links to other Critical Core MarkersPS3 Engages in imaginative playPS7 Increasingly co-operates with other students in

extended play situations

Sharryn Crothers

23

Links to Essential Learnings OutcomesCommunicating: Being literate – Understands some of the ways that communication works and how

non-verbal, spoken, written and visual forms carry messages; Responds to songs with interest and enjoyment.

Personal futures: Maintaining wellbeing – Understands that their behaviour affects their wellbeing;

Performs simple movement activities with increasing skill.

Focus Multiple Intelligence/s: Bodily/Kinesthetic – Uses gross motor skills to create animals.

Linguistic/Verbal – Uses non-verbal language to covey information.

Musical – Responds in an imaginative manner to music.


• Room organisation: You will require an open space in which the children can move freely and safely around.

• Student organisation: Children move individually, copying actions while singing. They then work with

beanbags throwing them to a partner whilst copying the actions sung.

• Prior knowledge/teaching: Children prior to undertaking this activity should have some practice throwing

and catching a beanbag one-on-one with the teacher before combining the action to music

• Have the children find their own space around the room or outside; ensure that there is enough room

for the children to move freely without touching another child.

• A useful strategy is to have the children put their arms out and turn in a circle, if their arms touch another

child then they are standing too close.

• Ensure that the children can clearly see you so that they may see the actions to copy.

• Begin by singing the original words to ‘Everybody Do This’ while performing a movement; encourage the

children to join in with the actions and sing along with you.

• You may wish to consider having some children choose a possible action to do rather than choosing them

all at this stage.

• Now play the music to ‘Everybody Do This’ and sing and move along with the words and actions.

C A N Y O U ?

Focus Critical Core Marker GM6 Balances on right foot for 3 – 5 secondsGM10 Uses two hands to catch a beanbag that has been

thrown from at least a metre

Links to other Critical Core MarkersGM7 Balances on left foot for 3 – 5 secondsC10 Sustains attention to complete a variety of tasks

The Resource

• You will need enough beanbags for one between two children.

• Tape/CD player

• Recorded music of the original ‘Everybody Do This’ which can be bought from any store carrying Play School

ABC products or if you are musically talented or know someone who can record the song onto tape. Song

words can be found in most children’s songbooks or again at any store carrying Play School ABC products.

• The song words, sung to the tune of ‘Everybody Do This’, for Can you? are as follows:

Can you hold your ears, ears, ears

Can you hold your ears and blink your eyes?

Can you stomp your feet, feet, feet

Can you stomp your feet to the beat?

Can you stand on one leg, one leg, one leg

Can you stand on one leg and stand real still?

Can-you-now switch them, switch them, switch them

Can-you-now switch them and change your legs?

Can you bend down, bend down, bend down

Can you bend down and touch your toes?

Can you jump up high, up high, up high

Can you jump up high and touch the sky?

Can you do a star jump, star jump, star jump

Can you do a star jump as big as me?

Can you spin around, and around, and around

Can you spin around now not too fast!

Better go the other way, other way, other way

Better go the other way we need to unwind.

24

Can these children get a beanbag, beanbag

(Signal which children to get a beanbag with your arms)

Can the other children stand real still?

Everybody find a partner, partner

Everybody find a partner now.

Is your partner ready, ready, ready

Is your partner with two hands out?

Throw your beanbag to them, to them, to them

Throw your beanbag to them quickly now.

Choose another partner, partner, partner

Choose another partner choose them now!

Continue, repeating from “is your partner ready” until

all children have passed a beanbag to a partner. You

may consider gradually getting faster as the children

become more familiar with the actions.

Suzie Thorn

25

Links to Essential Learnings OutcomesCommunicating: Being literate – Understands some of the ways that communication works and how non-

verbal, spoken, written and visual form carry messages; Uses sounds and gestures to communicate and represent

ideas, respond to familiar stories with interest and enjoyment.

Communicating: Being arts literate – Understands that there are different arts forms through which enjoyment

is gained and meanings expressed and derived; Draws upon reality and experience, play and imagination in

making art works.

Focus Multiple Intelligence/sBodily/Kinesthetic – Enjoys moving like animals found in the book.

Linguistic/Verbal – Relates own experiences related to zoos.

Interpersonal – Co-operatively works with others in the class during activity phase.


• Room organisation: Open space in which the children can move freely and safely around.

• Student organisation: Children combine working in pairs throwing beanbags with moving individually

copying animal actions of a story.

• Share with the children the story Dear Zoo by Rod Campbell.

• Encourage the children to join in and share the experience through trying to guess what animal might

be hidden under the flap before it is revealed.

• Have any of the children been to a zoo before? What kinds of animals might they find in a zoo?

Can the children make that animal sound?

• Allow time for the children to share their stories and think about the questions.

• Now have the children find their own space around the room.

• Tell the children that you have written to the zoo asking for a pet for the classroom, just like in the story

and these were the animals that the zoo sent.

• Read the beginning page to the children again – “I wrote to the zoo to send me a pet. They sent me a(n)… “.

Say one of the following animals listed on the action card and perform the corresponding action.

I W R O T E T O T H E Z O O …

Focus Critical Core Marker GM6 Balances on right foot for 3 – 5 secondsGM10 Uses two hands to catch a beanbag that has been thrown

from at least a metre

Links to other Critical Core MarkersPS3 Engages in imaginative playPS7 Increasingly co-operates with other students in

extended play situationsLSU5 Responds to questions, eg Who?, What’s that for?, Where?,

(Receptive language)

• Have the children move around copying the action until you call out loud “I wrote to the zoo to send me

a pet. They sent me a(n)…” to change the actions.

• Consider asking the children to make up some animals that may have been sent to them from the zoo

and a reason for having to send them back.

The Resource

• Enough beanbags for one between two children.

• The story Dear Zoo by Rod Campbell. Most schools will have this book in their libraries and such stores as

Stories Bookshop, Angus and Robinson and many department stores carry this story in their children’s book

sections.

• The actions for I wrote to the zoo… are as follows:

• Flamingo who only stands on one leg = stand on right leg and put hands on hips to make wings.

• Bunch of monkeys tossing bananas = Find a partner to throw and catch a beanbag with.

• Elephant who could not stop spraying me with water = use one arm as a trunk waving it about spraying

water and make elephant noises.

• Giant giraffe who was too tall for the house = walk around on tiptoes with arms above head.

• Slithering sssssssssssnake who kept me awake = slide around on stomach making ssssssss sounds.

• Terrifying tiger who thought I looked tasty = crawl on hands and knees growling loudly and lick your lips.

• Beautiful butterfly whose wings swished too loudly = tip toeing around using arms as wings making

swishing sounds.

• Zig zagging zebra that made me dizzy = move quickly in a zigzag pattern.

• Very jumpy frog who was just too bouncy = crouch down into the frog position (arms between legs)

and spring up as high as you can.

• Very hungry crocodile who tried to eat my neighbour = walk around with arms straight out in front

and snap them together.

26

Suzie Thorn

27



Communicating: Being literate – Responds to familiar songs with interest.


Personal futures: Being ethical – Understands rights of self and others, class rules.

Social responsibility: Building social capital – Shares resources in a group situation.

Focus Multiple Intelligence/sBodily/Kinesthetic – Uses space to explore moving the body.

Musical – Moves with rhythm

Description and instructions for using activity in Early Childhood Education The activity ‘Ribbons and Balances’ has been designed to motivate children to balance and use bilateral movements.

Motivation comes from the choice of music and the chance to use brightly coloured ribbons.

Instructions:

• Find enough space for the children to move around in.

• Give each child a ribbon.

• Let the children experiment with the ribbon.

• Teacher to demonstrate set moves required by children; children to copy:

• Circles above the head with ribbon in right hand.

• Circles to the right side of the body with ribbon in right hand, than around the left side of body.

• Waves (in the shape of a letter M) across the body starting on the left side with ribbon in the right hand.

• Big waves in front of the body. (Hand starting down by the knees and extending up past the head and

back down to the knee.) The ribbon held in the right hand.

Then repeat all with the ribbon in the left hand.

• Introduce the music.

• Let children experiment with the music and ribbons.

• Explain to the children that when the music is playing they do the movement with the ribbon as led

by the teacher, but when the music stops the children must perform a balance as led by the teacher.

Extension ideas: Have a child be the leader, or ribbons in both hands.

R I B B O N S A N D B A L A N C E S

Focus Critical Core MarkerGM7 Balances on left foot for 3 – 5 seconds

Links to other Critical Core MarkersGM6 Balances on right foot for 3 – 5 secondsC10 Sustains attention to complete a variety of tasksC12 Predicts and understands: What do you think will happen

next?, What will happen if?GM3 Climbs ladders and frames, hands and feet moving

alternatively to show bilateral movement

The Resource

• Enough ribbons (about 1 – 1.5 metres long) for everyone. These can either be strips of material

or ribbon bought from a fabric store.

• Lively music, such as ‘Wiggles’, or ‘High Five’ or fast classical.

• Tape/CD player.

28

Carolyne Richard

29

Links to Essential Learnings OutcomesCommunicating: Being literate – Responds to rhymes and songs with interest and enjoyment.

Personal futures: Maintaining wellbeing – Performs simple movements to increase skills, and understands

that such activities can be a source of pleasure and produce feeling of success.

Focus Multiple Intelligence/s Bodily/Kinesthetic – Displays a sense of rhythm, enjoys physical activity and has good hand eye co-ordination.

Musical – Enjoys performing musical pieces.

Interpersonal – Enjoys working with others and is sensitive to other children’s feelings.

Description and instructions for using activity in Early Childhood EducationChildren line up in two lines facing each other, one metre apart.

Teacher and children sing the song:

Jump Jim Jo, Jump Jim Jo, turn around and away we go.

Throw Tom throw, throw Tom throw, turn around and away we go

repeat

While the song is being sung the children perform the actions to practise their jumping, throwing and

catching skills.

Before beginning the activity, the teacher will need to instruct the children on the correct way to jump

and land, throw the bean bag and catch the bean bag.

JumpingJumping is a movement in which the body propels itself off the ground or off an apparatus, into a brief period

of flight before landing. Children should land on two feet with a wide enough base to support them and

maintain balance.

J U M P J I M J O

Focus Critical Core Marker This activity is a preparatory activity for the following critical core markers:GM10 Uses two hands to catch a beanbag that has been thrown

from at least a metreGM4 Jumps from a step, box or similar (40cm high) and lands

on two feet, with bent knees

Links to other Critical Core MarkersGM9 Throws a beanbag underarm in a stipulated direction,

(at least a metre) using one handLSU7 Understands a sequence of classroom instructions

(at least 3 stage instructions)

Teachers should use the following cues to instruct children on jumping:

1. Take off: Bend knees and crouches body ready to jump. Swing arms forward and upward to take off

from the ground.

2. Flight: Extend arms into the air as feet leave the floor.

3. Landing: Land on two feet shoulder width apart, knees bent.

CatchingCatching is receiving and controlling an object by the body and its parts.

Teachers should use the following cues to instruct children on catching:

1. Watch the bean bag.

2. Get hands and arms in position to catch (hands together, arms slightly in front).

3. When the bean bag is in your hands, close you fingers around it and bring your arms in towards your chest.

ThrowingThrowing is a basic movement pattern that propels an object away from the body. The thrower should grasp the

object with one hand. Prepare the body and get ready to throw, throw the object away from the body, and follow

through while keeping body balance.

Teachers should use the following cues to instruct and demonstrate throwing action to the children:

1. Hold the bean bag in the palm of the throwing hand and grip with the fingers.

2. Put the hand opposite the throwing hand forward.

3. Bring the throwing arm back. Then swing that arm forward and upward.

4. Let the bean bag go, with the arm following through. Watch where the bean bag goes.

The Resource

• Bean bags

• Boxes

• “Jump Jim Jo” can be sung to “Twinkle Twinkle Little Star”

References:Landy, J. & Landy, M. 1992. Ready to Use P.E Activities. Parker Publishing Company, USA.

Sanders, S. 1992. Designing preschool movement programs. Human Kinetics Publishers, USA.

30

Natasha Jarman

Fine Motor

32

Links to Essential Learnings OutcomesCommunicating: Being literate – Develops the fine motor skills required for beginning writing.

Communicating: Being numerate – Explores spatial ideas, balance and problem solving through experienceswith building blocks and understands that mathematical language and ideas can be used to describe situationsencountered through play.

World futures: Designing and evaluating technological solutions – Assembles, adjusts and dismantles buildingblocks to create objects and understands that everyday products have particular characteristics suited to their uses.

Focus Multiple Intelligence/s Musical – Participates in singing transport songs and recognises the meaning in the songs by building vehiclesusing Lego that are in the song.

Logical/Mathematical – Explores spatial ideas through manipulating Lego blocks to build vehicles.

Bodily/Kinesthetic – Manipulates Lego blocks to build vehicles.

Visual/Spatial – Creates visual-spatial representations of vehicles and transfers those representations concretelyusing Lego blocks.

DescriptionThis activity has been designed to help develop children’s fine motor skills through linking songs about transportto block play; it caters for a variety of different learning styles and intelligences. When children play with Legothey reach for, pick up and fit blocks together. As they are doing this they are building strength in their fingersand hands and increasing their eye-hand co-ordination. Children are also developing skills in design,representation, balance, spatial awareness and problem solving. Blocks play a central role in the learning anddevelopment of a child as a whole. Block play is open-ended and its possibilities are limitless.

Instructions:

• Discuss with students different types of transport including: cars, buses, trains, trucks, bikes, helicopters, for example. (This may be included in a unit of work on transport).

• What do they look like?, Do they have wheels? (Look at pictures of them), Who makes them and fixes them?

• Sing some songs that relate to transport, for example: ‘The Bus Song’ (Wheels on the Bus), ‘Chug, Chug,Chug!’, ‘Dinosaur Bus,’ ‘There’s a Ship’ (Sailor’s Song) and ‘The Scooter’.

• Instruct students that they have to take on the role of a mechanic and build a vehicle using Lego.

The Resource • Lego building blocks • Songs about transport

• Internet reference http://www.kididdles.com/index.html Consists of almost two thousand children’s song lyrics,organised both alphabetically and by category.

L E G O T R A N S P O R T

Focus Critical Core Marker FM1 Constructs a model with 4 – 8 interlocking pieces using

for example, Duplo or Lego

Links to other Critical Core MarkersPS3 Engages in imaginative playC10 Sustains attention to complete a variety of tasksLSU5 Responds to questions, eg Who?, What’s that for?, Where?,


Tanya Wagner

33

Links to Essential Learnings OutcomesThinking: Inquiry – Independently follows steps of a procedure that has been demonstrated to them.

World futures: Investigating the natural and constructed world – Explores possibilities: eg build towers

from different materials.

World futures: Designing and evaluating technological solutions – Assembles, adjusts and dismantles

play blocks to build objects.

Focus Multiple Intelligence/s Visual/Spatial – Demonstrates the ability to create visual/spatial representations of the world. A visual/spatial

learner is very imaginative and enjoys building things.


• Set up a learning centre in your classroom designed specifically for students to use individually.

• Place a variety of blocks at the learning centre. It is important to give children an opportunity to work with

as many different types of blocks; this will help aid in the development of children’s fine motor skills.

• Ask the children to build a rocket (tower) using less than 8 blocks (place a picture of a rocket behind the

learning centre). This task will demonstrate their ability to interlock blocks.

• Observe the children to see if they are competent at the marker, mark off on a checklist.

The Resource

• 8 blocks (Lego, Duplo or other interlocking blocks).

L I F T O F F !

Focus Critical Core Marker FM1 Constructs a model with 4 – 8 interlocking pieces

using for example, Duplo or Lego

Links to other Critical Core MarkersPS3 Engages in imaginative play

Catherine Baker

34

Links to Essential Learnings OutcomesCommunicating: Being literate – Uses language to express needs and feelings.

Communicating: Being numerate – Understands that mathematical language and ideas can be used

to describe situations encountered in play.

Focus Multiple Intelligence/s Visual/Spatial – Builds and takes things apart; has a keen eye for detail.

Linguistic/Verbal – Uses vocabulary effectively to participate in building games.


Equipment: Colour cube; different coloured and sized Duplo or Lego pieces

This activity can be played by one child or by 2 or 3 children.

Individual Activity 1:The child rolls the die to see what colour comes up. He/she then takes that colour block out of the Duplo. This process is repeated until the child has completed an object of 4-8 pieces.

Small Group Activity:An alternative is to allow 2 or 3 children to take turns rolling the die and selecting the correct coloured blocks toeach build an object until all the Duplo has gone. Allow the children to count how many blocks they have of eachcolour. Compare their findings.

Individual Activity 2:A child rolls the die twice and using the two colours rolled – eg red and blue, makes an object. Focus could be on mathematical concepts – eg long; tall object and repeating colour patterns.

The Resource

Suggestion 1:Use a die or small wooden cube and cover each side with a different coloured sticker.

Suggestion 2:For a larger die, cut the end off a litre milk carton, so each of the sides are of equal length. Use left overcardboard to cover the remaining side. Bend the outside edges of the inserted face with sticky tape. Stick differentcoloured paper over each side with glue. Leave overnight to dry. Cover outside of cube with plastic film.

Suggestion 3:Blank dice are available from Windmill.

W H I C H C O L O U R ?



Links to other Critical Core MarkersC1 Recognises and names four (4) coloursLSU5 Responds to questions, eg Who?, What’s that for?, Where?,


Rebecca Semmler

35


World futures: Investigating the natural and constructed world – Explores possibilities: eg build towers

from different materials.


play blocks to build objects.

Focus Multiple Intelligence/s Visual/Spatial – Demonstrates the ability to create visual/spatial representations of the world.

A visual/spatial learner is very imaginative and enjoys building things.


• Arrange a walk or trip to see different bridges. Let children sit under them if possible and talk about how

and why they are constructed as they are.

• On return to school set up a learning centre in your classroom designed specifically for students to use their

problem solving and creative ability.

• Place a variety of blocks at the learning centre. Children’s fine motor development will be at varying levels;

Lego may be too small for some children; Duplo may be a better option for those students.

• Ask children to build a bridge using eight blocks (demonstrate first). The bridge must be big enough

to fit a boat (to be placed at the learning centre) underneath it.

• Observe the children to see if they are competent at the marker and record on a checklist.

• Display the bridges or take photos.

• See if children are able to replicate other people’s bridges form the photo images.

The Resource

• 8 blocks (Lego, Duplo or other interlocking blocks)

• Small boat that will fit under a bridge made with the eight blocks (a Lego boat is a good size)

• Poster of a bridge

B R I L L I A N T B R I D G E S



Links to other Critical Core MarkersPS3 Engages in imaginative play

Catherine Baker

36

Links to Essential Learnings OutcomesThinking: Inquiry – Poses problems and asks questions about how things work.

Thinking: Reflective thinking – Uses phrases that demonstrate organisation of ideas.

Communicating: Being numerate – Talks about everyday experiences using informal mathematical language

like bigger, smaller, more, etc.

Communicating: Being arts literate – Draws upon experience in making art works.

Social responsibility: Building social capital – Shares resources in group tasks to achieve a common goal.

Focus Multiple Intelligence/s Interpersonal – Enjoys sharing aspects of work with others.

Visual/Spatial – Uses separate objects to make one model.

Kinesthetic – Develops ability to manipulate objects.

Linguistic/Verbal – Uses questions effectively to solve a problem set.

Description and instructions for using activity in Early Childhood EducationThis paired activity provides peer scaffolding for reluctant construction participants, where they are paired with

more confident children. Drawing the finished work builds recording skills. Sharing the process develops social

skills and reflective thinking. Create a class zoo by providing space to display today’s animals, and/or the

completed artwork.

Materials:

• Selection of construction materials i.e. straw construction set, other construction materials

• Paper, pencils, crayons, chalk or paint and paintbrushes

Instructions:1. Pair children and ask them each to use the provided construction materials to build an animal

for the class zoo.

2. Encourage children to ask questions of each other during and after the building process.

• What is it? • How did you do that? • What is that part for?

3. Ask the children to draw their animal within an appropriate fence for the class zoo.

A N I M A L M A G I C



Links to other Critical Core MarkersPS7 Increasingly co-operates with other students in

extended play situationsLSU5 Responds to questions, eg Who?, What’s that for?, Where?,

(Receptive language)LSU6 Asks questions, eg Who?, What’s that for?, When?, Why?,

How?, (Expressive language)C10 Sustains attention to complete a variety of tasks

The ResourceConstruction materials such as straw construction sets are available in most early childhood education centres

or schools, or can be purchased from all good toy stores. Ensure the materials used require the child to push

the blocks together to interlock pieces.

• Art materials that are appropriate to use for recording purposes in this activity.

• Photographs could be used as an alternative recording avenue, which could be framed by the children’s

drawing of a fence.

37

Laura Forrester

38

Links to Essential Learnings OutcomesCommunicating: Being literate – Works with codes in which texts are constructed. This is evident when

students use symbols to represent ideas.

Thinking: Inquiry – Understands how to pose and define a problem, clarifies the issues involved and selects

and monitors the most effective process to use.

Focus Multiple Intelligence/s Logical/Mathematical – Works with shapes.

Linguistic – Verbalises ideas.

Spatial – Traces circles and crosses with finger.

Bodily/Kinesthetic – Uses arm and body movements to complete activity.

Description and instructions for using activity in Early Childhood Education The ability to draw circles and crosses does not come automatically. Students need lots of practice in order to

complete this skill. The tactile boards in this resource are a fun and interesting way to entice students to practise.

This resource consists of two boards with tactile circles and crosses.

To use the boards all that is needed is a space to set them up and a finger ready to feel the material shapes.

This activity is a beginning activity to assist students to be able to perform Critical Core Marker 10 (FM6) –

Copies a cross within a circle.

Once students have the understanding of the shapes involved and the ability to draw a circle and cross

confidently, they can move on to drawing the cross within a circle.

Instructions for use:Tactile boards can be set up as a learning centre in the classroom but it is important to explain to students

how to use them.

• Use pointer finger to trace around the tactile circles and crosses.

• Be sensible to eliminate any damage to the boards.

After students have had experience with the boards, the teacher can ask the students to describe the different

materials. How do the circles and crosses feel?

Lots of describing words will follow such as: bumpy, furry, soft, hard, lumpy, smooth, cuddly.

TA C T I L E C I R C L E A N D C R O S S E S

Focus Critical Core Marker FM6 Copies a cross within a circle

Links to other Critical Core MarkersC6 Can copy and continue a pattern using two (2) itemsC10 Sustains attention to complete a variety of tasks

The Resource This resource consists of two boards with circles and crosses cut out of various tactile materials.

The circles and crosses were drawn on to the materials, and then cut out and liquid nailed to the boards.

I used two sheets of corflute for the boards.

I purchased many different materials from Chickenfeed for the tactile materials, such as felt, bubble wrap,

dishcloths, fur, wood, sandpaper, etc. The options are endless.

Instruction cards for the learning centres can be made as follows:

TACTILE CIRCLES AND CROSSES.

Use your pointer finger to:

• Feel the circle and crosses

• Trace around the crosses/circles

How do they feel?

Furry, bumpy, rough, smooth, soft What words can you think of to describe how the crosses/circles feel?

Tell your friend these words.

39

Leslie Pitchford

40

Links to Essential Learnings OutcomesCommunicating: Being literate – Works with codes in which texts are constructed. This is evident when

students use symbols to represent ideas.

Thinking: Inquiry – Understands how to pose and define a problem, clarify the issues involved and select

and monitor the most effective process to use.

Focus Multiple Intelligence/s Logical/Mathematical: – Creates patterns.

Linguistic – Verbalises ideas.

Spatial – Fits circles & crosses in a specified space.

Bodily/Kinesthetic – Uses arm and body movements to complete activity.

Description and instructions for using activity in Early Childhood Education The ability to draw circles and crosses does not come automatically. Students need lots of practice in order

to complete this skill. The cards in this resource are a fun and interesting way to entice students to practise.

This resource consists of two sets of cards.

Both sets of cards in this resource are beginning activities to assist students to be able to perform critical core

FM6 – Copies a cross within a circle. Once students have the ability to draw a circle and cross confidently,

they can move on to drawing the cross within a circle.

One set of the cards is tracing cards, for students who are beginning to draw circles and crosses. The cards have

circles and crosses, which the students can trace over to assist with their understanding of where to start and

finish when drawing these shapes.

The second set of cards is pattern cards. These cards can be used to assess whether a student can confidently

draw a circle and cross without them knowing that is what you are trying to assess. These cards can also be

used for those students who can already confidently draw circles and crosses and need extending. (Patterning)

C I R C L E A N D C R O S ST R A C I N G A N D PAT T E R N

C A R D S


Links to other Critical Core MarkersC6 Can copy and continue a pattern using two (2) itemsC10 Sustains attention to complete a variety of tasks

Instructions for use:

Tracing Cards:Tracing cards can be set up as a learning centre in the classroom, but it is important to explain to students

how to use them.

• Firstly, the yellow dot must be at the top of the cards (This ensures the cards are up the correct way).

• Students trace over the circles and crosses, following the red arrows using whiteboard markers.

Pattern cards Pattern cards can be used in a small group activity, with the teacher working with 3 or 4 students at a time or

alternatively the pattern cards can be set up as a learning centre in the classroom, but it is important to explain

to students how to use them.

• Firstly, the yellow dot must be at the top of the cards. (This ensures the cards are up the correct way).

• Students look at the pattern made of circles and cross and continue the pattern using whiteboard markers.

The Resource This resource consists of two sets of cards.

One set is tracing cards, for students who are beginning to draw circles and crosses. The cards have circles and

crosses, which students can trace over to assist with their understanding of where to start and finish when

drawing these shapes.

To make a set of tracing cards, we need to draw the shapes onto card along with the little instructions. (ie yellow

dot showing which way up the card should be, X showing where to start and arrows showing direction.)

The cards then need to be laminated so they can be used over and over again. Cards can also be photocopied

if required.

The second set of cards in this resource is pattern cards. These cards are made in the same way as the

tracing cards.

To use the cards, all that is needed is a whiteboard marker and a cloth for cleaning.

Cards for the learning centres can be made as follows:

Practise tracing over the circles and crosses on these cards.

Use whiteboard markers only.

Follow the red arrows.

Remember that the yellow dot needs to be at the top.

Choose a pattern card and continue the pattern.

Use whiteboard markers only.

Show your teacher what you have done.

41

Leslie Pitchford

42

Links to Essential Learnings Outcomes Communicating: Being numerate – Understands that mathematical language and ideas can be used to describe

situations encountered through play and interaction with the environment. Understands space by visualising,

drawing and viewing.

Illustrative examples of performance: Explores spatial ideas through experiences with drawing shapes.

Uses informal mathematical language eg bigger, longer.

Focus Multiple Intelligence/s Visual/Spatial – Uses diagrams and shapes to express ideas.

Interpersonal – Plays with others in a small situation.


• Room organisation: Either undertaken outdoors in the sandpit area or a designated area indoors using

trays filled with sand.

• Student organisation: Children will be working in small groups of a maximum of 4; this activity may be

undertaken in pairs or individuals also.

• Have the children smooth over their sandy area so that it is nice and smooth for drawing on.

• Tell the children that they are going to be asked to draw shapes in the sand.

• Ask the children if they know any shapes or can see any shapes around them. You may like to have the

children draw some of these in the sand. Allowing free time for shape drawing in the sand is important prior

to completing this activity.

• Show 2 – 3 flash cards to the children – do they know any of these shapes? If they do, can they name them?

Can they draw these shapes in the air?

• Shuffle the shape flash cards and then place them face down.

• Each child takes it in turn to turn a card over.

• The children then copy the shape or shapes on the card in the sand either using an icy pole stick or their

fingers.

• The children must show you their shape drawing before smoothing over the sand and getting another shape

card.

• Continue until all shape cards are turned over. Consider having the children draw a picture in the sand using

a number of shapes that they have just copied.

Variations:Instead of using sand try using string or finger-painting – try taking prints of the shapes the children have drawn.

On a fine day use squeezy water bottles and have the children draw their shapes with water on the ground.

S A N D Y S H A P E S


Links to other Critical Core MarkersC10 Sustains attention to complete a variety of tasks

The Resource

• Sandpit or sand trays. Consider using meat trays as these can be easily accessed from your local supermarket

usually with minimum expense. Or ask parents to donate trays.

• Icy pole sticks as an option for drawing in the sand. These can be purchased from Chickenfeed or any craft

stores.

• 24 flash cards. Instructions for making shape flash cards are as follows: Choose a variety of shapes taken from

AutoShapes within Microsoft Word Program. (Open Microsoft Word – click on the view icon – select toolbars –

select Drawing toolbar – the AutoShapes icon will now appear in the bottom left hand corner of the screen).

Print out you chosen shapes and back them onto cardboard and then laminate.

• Here are some examples:

43

Suzie Thorn

44

Links to Essential Learnings OutcomesThinking: Inquiry – Understands that observation and inquiry can be used to guide action and solve problems

in deliberate ways; independently follows steps of a procedure that has been demonstrated to them.


situations encountered through play and interaction with the environment; distinguishes between objects, for

example by colour and explores spatial ideas through experiences with movement.

Focus Multiple Intelligence/s Logical/Mathematical – Explores mathematical concepts by manipulating objects.

Bodily/Kinesthetic – Uses fine motor skills to complete activity.

Visual/Spatial – Distinguishes between objects according to characteristics.


• Give each child three pieces of string/wool (1 long 2 short) and have them find their own space. The length

of your arm span should measure the long string and the 2 short pieces of string should be half that length.

• Allow the children some free time to explore making different shapes or pictures with the string that they

have been given.

• After a moment ask the children to make a circle in the air with their finger.

• Have the children use the longer piece of string/wool to make a circle on the ground.

• The piece of string could be indicated to the children by colour for example, “Using the red string/wool

make a circle”.

• You may need to demonstrate each of the steps in order for the children to visualise and copy.

• Using one of the smaller pieces of string/wool (indicated to the children by colour also) the children put

it on top of their circle so that each end is touching the top and bottom of the circle.

• With the last piece of string have the children put it so that it is touching each side of the circle.

• Now have each child choose four different pieces of coloured felt or paper.

• Have the children place one piece of felt or paper in each of the sections in the circle that they have just

created with their string.

• Also have the children count 1-4 as they put each piece of felt or paper into the sections.

• Now the game begins!!

• On the circle that you have just made point to one of the sections and have the children copy.

C O L O U R C I R C L E S



(at least 3 stage instructions)C1 Recognises and names four (4) coloursC10 Sustains attention to complete a variety of tasksGM12 Moves around equipment purposefully and quickly,


• You may get some children to name the coloured piece of felt or paper that they are pointing to.

• Ask the children to remember that colour and then stand up.

• Tell the children that you would like them to find something in the room that is the same or similar colour and

put a body part on that colour. For example, hand, foot, head, ear, bottom, nose, elbow on something red.

• Take a look and then bring the children back to their circles.

• Continue until all sections have been covered.

• Choose different children to point to different colours and choose different body parts.

Variations:

• Instead of using body parts to match colours have the children bring objects to their circle. If the objects are

too big, have the children draw the object and place it within the section of the circle.

• Have the children perform different gross motor actions in each section of their circle, i.e. stand on one leg,

jump on the spot, turn around on the same spot, bend down and touch your toes and then jump up really

high etc.

• Children may like to draw a picture in each section of their circle such as a picture of themselves, their family,

their pet, likes or dislikes, what they did after school or on the weekend.

The Resource

• Room organisation: Open floor space indoors. Open space in which the children can move freely and safely

around.

• Student organisation: This activity is undertaken in small groups of up to 4 or the children work individually

to construct their circles and match colours around the room.

• String or wool – each child will need to be given three pieces, 1 piece double the size of the other 2 pieces.

The longer string will be used to make the circle whilst the other 2 pieces will be used to make the cross.

You may consider using a different colour for each piece of string.

• Different coloured pieces of felt or paper – try to match the colours to those similar to around the classroom.

45

Suzie Thorn

46

Links to Essential Learnings Outcomes Communicating: Being numerate – Does approximate counting of collections.

Communicating: Being arts literate – Draws upon reality and experience in making art works.

Focus Multiple Intelligence/s Logical/Mathematical – Draws an object and counts its parts.

Visual/Spatial – Visualises an object and then draws it.


• Allow children to finger paint on a large sheet of paper, encouraging them to make swirls, crosses,

dots and to smear paint.

• After a period of experimentation inform the students that today they are chefs and on the menu is pizza,

which they are going to finger paint.

• Provide each child with a photocopied ’Menu’ placemat, assisting them to write their name on the line

provided.

• After asking what shape a pizza is and receiving the correct response, invite children to draw a circle

in the air before dipping their finger in the paint and drawing a similar circle on their page.

• Discuss the different ingredients that are put on a pizza. Then, encourage the children to add different

toppings to their picture by, for example smearing yellow paint for cheese, adding dots for ham, chicken

and pineapple pieces and swirls for salami.

• Inform the group that they need to cut their pizza into four pieces by putting a cross inside the circle.

Together, draw this action in the air.

• After children have drawn a painted cross inside their circle, ask them to count the pieces to make sure

there are four slices.

• Once the paintings are dry give children the opportunity to present their pizzas to the rest of the class

and create a display with the pictures.

The Resource

Materials required:

• Plastic trays with paint; A3 paper; children’s smocks; ‘Menu’ placemat for each child; heading for display

Making resources:

• ‘Menu’ placemat – find a suitable border in Clipart, add the sentence ‘Pizza made by’ and place a line beside

this for the child to write their name.

• Heading for display – make a poster explaining the activity to put beside the children’s pizza designs when

they are put up on display.

F I N G E R PA I N T E D P I Z Z A


Belinda Wilcox

47

Links to Essential Learnings OutcomesWorld futures: Designing and evaluating technological solutions – Creates shapes using materials

such as sand.

Communicating: Being arts literate – Uses art forms to create a sand picture.

Focus Multiple Intelligence/s Bodily/Kinesthetic – Uses fine motor skills to draw and symbolically represent where it is perceived that

the treasure is buried.


Prior to this activity:

• Allow children to experiment with making shapes and markings in wet and dry sand.

• Children make their own personal flag, perhaps with a focus on correctly writing their name.

The activity

• Read aloud a letter that you inform the class you found under the door this morning. It is from friendly

Pirate Pete who visited their classroom overnight and enjoyed playing within the room so much that he

left a ‘Thank You’ gift, a small treasure box which he has buried in the sandpit.

• The letter explains that the children have to mark the spot where they think the treasure is hidden.

More specifically they have to draw a circle with a cross inside it and place the flag with their name

on it in the very centre of this marking.

• Altogether, get the children to sketch a circle with a cross in it, in the air with their finger.

• At the sandpit individually call students forward to select their flag and correctly mark where they think

the box is hidden.

• Once everybody has had a turn, reveal where the treasure was buried by digging it up. Discuss with the

children imaginary characters such as friendly Pirate Pete.

B U R I E D T R E A S U R E


Links to other Critical Core MarkersC4 Recognises first name in print

The Resource

Materials required:

• Large sandpit

• Create a letter from friendly Pirate Pete

• A small box painted as a treasure chest

• Flags with children’s names on them

Preparation:

• Prior to the activity, dig a deep hole in the sandpit and bury the treasure chest.

Making the resources:

• Treasure box – Paint a small box gold and sprinkle it with glitter.

• Letter from friendly Pirate Pete – Create a short letter informing the children that a box of treasure has

been hidden in their sandpit and they each need to guess where it is and mark this spot, before it is dug up.

• Flags – Create a flag template, photocopy this design, write each child’s name on a flag (children can do this

if they are able), children decorate and cut out their flag and attach it to a straw with sticky tape (Flag could

be tea-stained for effect if desired).

48

Belinda Wilcox

Personal & Social

50

Links to Essential Learnings OutcomesPersonal futures: Maintaining wellbeing – Follows simple rules and routines for cleanliness and the safety of self and others.

Personal futures: Maintaining wellbeing – Talks about connections between cleanliness and sickness and why hand washing, hair washing, and teeth cleaning are important.

Focus Multiple Intelligence/s Intrapersonal – Expresses personal feelings and needs; sets personal goals related to toileting procedures.

Description and instructions for using activity in Early Childhood Education Teachers may find this article useful as not all students are always reliable and independent in their use of thetoilet. Its aim is to combat the most common problems that students face when going to the toilet and to helpstudents understand the need for careful hygiene.

• Most children from about 4 years of age are able to recognise the fact that they need to go to the toilet. To avoid accidents however, students should always know that they can go to the toilet as soon as they feelthe urge. In most classes the toilet is not far from the class so they should be able to go freely and quickly.

• Keeping this in mind, as students become more independent then they should not treat this time as playtimebut be rewarded and praised for being efficient.

• Having a whole class discussion about the use of the toilet is important. The teacher asking questions such as:

What should I do as soon as I go to the toilet? ( Wipe my bottom, and put paper in the toilet).

What should I do once I have pulled up my trousers? (Flush the toilet) Where should I go once I have flushedthe toilet? (To the sink to wash my hands).

Why is it important to wash and wipe my hands? (So I don’t get germs or pass on germs to others.)

• This discussion is vital in creating independent toilet users.

Using pictures of children completing tasks is a good idea. These prompts can be stuck in appropriate places, such as next to the door handle, so that the child can see them whilst they are sitting on the toilet to remindthem that they should flush the toilet, can help. The pictures can be made with photos, cartoon figures or Clipart.

On the wall or above the sink a reminder to wash hands can help too. This could also be on the door leading intothe toilet and on the inside of the toilet as a last reminder if the students have been very quick. It usually takesstudents a certain amount of time to go to the toilet so if they are unusually quick then they should be sent backto wash their hands again. This will reinforce the fact that it is important to do this and they will spotted notdoing the right thing.

For students who have a particular problem with one or more steps of going to the toilet then the process shouldbe carefully explained to them and a reward could be given every time that they go to the toilet, perhaps in theform of a sticker.

As a whole class, reading story books about personal hygiene and going to the toilet may help. This will give the topic a light feel and those students who are not yet independent may be encouraged if they see their peersdoing it correctly and if they hear stories and see pictures. This may also alleviate the problem if a child has aphobia that is not uncommon such as falling into the toilet.

I C A N D O I T M Y S E L F !

Focus Critical Core Marker PS1 Is independent in their toilet routine



Jess Williams

51

Links to Essential Learnings OutcomesCommunicating: Being literate – Communicates personal needs and feelings with others when necessary.

Personal futures: Maintaining wellbeing – Undertakes personal health routines related to toileting

independently.

Description and instructions for parents regarding assisting his/her child to becomeindependent in toiletingDespite the fact that most children are fully toilet trained by the time they reach about 4 years of age, there

are individual cases that may cause the regression of a child’s development in this area or perhaps they may be

developing at a slower rate in this particular aspect. Nevertheless, in the most effective program implementation,

it is of utmost importance that everyone follows the same procedures in the many aspects of the child’s total

program. Certain reinforcers may have proven to be very effective, and this information needs to be shared.

These support materials are designed to provide information and advice about assisting your child in becoming

fully independent in their toilet routine. Your child’s teacher will discuss with you the possible strategies that you

can both adopt to ensure that your child experiences success. Try not to worry yourself too much about it at this

age, stay positive -your child will progress – and, by the way, it is extremely unlikely that he/she will be attending

his/her leaver’s dinner in year 10 with a spare change of clothes!

Reasons for Regression:If your child has begun wetting or soiling him/herself at school and/or at home, there are a few factors that

may be the cause of this problem;

• Children who have lost someone through death, divorce (or any type of separation), serious accidents

or illnesses can be subject to a regression in their toileting development. However, less serious ‘traumas’

or major changes in their life, such as a new baby in the family or another child peeking underneath the

door (it has happened!) of the toilet at school can be enough to trigger these reactions.

• If your child is fine at home but has regressed in other locations, like school, this may be due to the fact that

children have been trained in calmer, quieter home situations, but are not yet able to listen to their body’s

signals when placed in a busy environment (such as a classroom). Talking to your child about this and praising

them when they recognise their body’s signals is a great way of ensuring that your child is well on the way

to becoming fully independent.

PA R E N T S U P P O R TM AT E R I A L S

Helping your child become independent in their toileting.


Have you noticed?If your child is having difficulties with cleaning him/herself after toileting you may notice some of the following:

• Underwear laundry issues.

• Soiled bottom at bath time

• Unpleasant odours

• Itchy, sore rash on bottom or around vagina if female.

It has been stated that most children aged between three and eleven have at least some difficulty getting clean

after using the bathroom. Talk to your child’s teacher about these and discuss strategies for solving this problem.

Your teacher may provide you with sequencing cards. These will depict pictures of a child carrying out the

toileting procedure and with discussion and support from you and the teacher, your child can begin to think

and practice correct procedures in this area.

Is there anything I should know about helping my daughter?The only sex-specific tip you need to know is a carryover from your diapering days: Wipe from front to back.

As you teach your daughter all the steps of toileting, make sure she knows to move the toilet paper from front

to back when she wipes herself after she urinates. That helps prevent bacteria from coming into contact with

the sensitive skin of her vagina, keeping her infection-free.

Should my son urinate standing up?Since bowel movements and urine often come at the same time, it makes sense initially to have your son sit for

both. Also, that way he won’t get distracted by the fun of spraying and learning to aim when you need him to

concentrate on just mastering the basic procedure. Once your son has mastered going to the bathroom sitting

down, he can move on to trying the standing position. This is where having a readily available male role model is

key. Make sure your son can follow Dad, an uncle, or a good family friend to the bathroom to watch him urinate.

When your son seems to get the idea, let him give it a try.

If he seems reluctant, try floating a few Nutra-Grain or other small, flushable objects (some companies sell

products just for this purpose) in the toilet bowl for target practice, and expect to clean up a few messes as

your son masters his aim.

Wet nightsYou can help cut down on wet nights by not letting your child drink too much before bedtime and telling her/him

that if s/he does wake up in the middle of the night s/he can call you to help him/her get to the toilet. You can

also try leaving a potty near the bed in the event that accidents happen on a rush to the toilet.

Encourage your child to use the toilet whenever s/he feels the urge to go. But make sure s/he knows that s/he

can tell you, too, and that you’ll take her/him to the bathroom whenever s/he wants you to.

Should we use rewards/bribes?It’s true that rewards/bribes often help children do what we want them to do. For example, if your child almost

always remembers to use the toilet when s/he’s playing in her/his room but forgets to go when s/he’s playing

outdoors, the promise of a reward for staying dry/unsoiled may motivate him/her to go to the toilet when s/he

feels the urge.

If you think a reward will work for your child, consider one of these...

TreatsSome children, especially as they pass the age of three, can more easily be tempted to sit on the toilet or use

the toilet if offered a treat. Stickers, jelly beans, or even small prizes may work well when a child is ready to be

toilet trained anyway. The treat motivates a child to keep practising skills that might otherwise be less interesting

to them.

52

Be careful that you progress with your child. Parents sometimes begin by offering a treat for sitting on the toilet and

then cut back to offering a treat only if the child actually produces something – otherwise some children will run to

the toilet every half hour and sit for n few minutes just to get another jellybean!

ChartsA chart helps the child (and the parent) keep track of successes. Place a check or a sticker on the chart every time

your child accomplishes a task within his/her usual range of behaviour. Otherwise, if the task is too challenging,

the chart may have so many empty spaces that he gives up. For example, if your child usually makes it to the

toilet but has the occasional accident, simply start fresh the next day. Focus on what they have achieved ...not

what they haven’t.

What won’t work?

PromisesUsing lines such as “If we stop at the toy shop on the way home to get you that game, you have to promise t

o use the toilet all day at school” probably won’t do much good. It’s useless to ask a young child to stick to a

promise in exchange for something s/he wants in the moment.

Usually, young child can understand only the feelings, wants, and desires s/he is experiencing in the present.

S/he can promise a parent anything, but s/he shouldn’t be expected, at her/his age, to keep a promise, no matter

what she says. Please don’t punish your young child for saying she’ll do something later and then refusing. A four

year old’s promise is not a legal contract!

Putting on the pressureIf your child has started to progress in their development with toileting, that’s great. But don’t push him/her to get

through it faster than s/he’s ready to. If s/he is nervous, s/he could start withholding his/her faeces or urine, which

can lend to constipation and other problems. Of course, it’s perfectly all right to try to stimulate him/her interest

with gentle reminders, stories, songs, games, charts and plenty of encouragement.

Getting angry or punishing your child if s/he’s has an occident won’t accomplish a thing.

Setbacks happen, and getting upset or growling at your child will only make your child less confident about the

issue; s/he’ll be afraid of making any more mistakes and making you angry. S/he may also start withholding her/his

movements, which can lead to painful constipation. Handle accidents as matter-of-factly as possible. Although the

temptation will be great, punishment rarely succeeds in getting a child to stop having accidents. If you’re

beginning to see gradual improvement, then things are probably progressing well. If you can, respond to messes

and other challenges calmly; if you can’t, bite your tongue, count to 10, then try again.

Books about toiletingReading one of these books with your child provides you with a script, and it’s a real help if you’re uncomfortable

bringing up bathroom topics. It can be much easier to just follow a story than to try to explain the process

yourself.

Plus, bringing home a toilet training book helps you decide exactly what you are comfortable with when it comes

to toilet talk. With so many books out there, you’re bound to find a book that doesn’t delve too deeply into the

biology of it all for your tastes.

Of course, once you’ve read one, you may be more comfortable with the next being a bit more forthright.

As Fred Ropers (aka Mr Ropers) points out in the parents’ introduction to Going to the Potty you can feel free

to substitute your own terminology for the words in the books (that is, if you want your child to say “doodoo,”

and the book you’re reading says “poop,” improvise).

53

Most of the available child-oriented toilet training titles have been around for at least a couple of years.

The “best” one is the one that’s best for you – -they vary widely in their explicitness and graphics.

Here are a few good ones to choose from:

Once Upon a Potty, by Alona FrankelThis book is bright and inviting for children. It includes simple images and a story tone make this book enjoyable

for children, especially those who are used to “Little Red Riding Hood.” The children in the illustrations are

anatomically correct, and the prose tells what comes out where. The best part is that there are separate books

outlining procedures for both boys and girls.

Uh Oh! Gotta Go! Potty Tales from Toddlers, by Bob McGrath This book by Sesame Street’s Bob McGrath is similar to books in which everyone goes to sleep, only here

everyone’s going to the toilet, each with his/her own little twist. Corinne, for example, makes toilet paper

snowballs, Tom checks out the toilets at every place he visits, and Jermnine is the toilet champ!

I Can Go Potty, by Bonnie WorthMuppet Baby Kermit stars in this charming, low-key board book. It gets across one message: that it’s really

cool to be able to use the potty. (No green bowel movements or mole private parts here.) But you’ll need

a different book if you actually want to explain details.

Your New Potty, by Joanna Cole This photo-essay of Steffi and Ben using the toilet is pleasant and eye-catching. It’s also helpful for parents

because Steffi and Ben’s parents say all the right things as they praise results, accept backslides, and handle

accidents. The text points out boy/girl differences, but the photos don’t show private parts.

54

Tracy Paul

55

Links to Essential Learnings OutcomesThinking: Inquiry – Follows a procedure that has been demonstrated to them.

Personal futures: Maintaining wellbeing – Shows signs of following rules for cleanliness (e.g. handwashing).

Focus Multiple Intelligence/s Verbal/Linguistic – Recognises symbols in posters.

Visual/Spatial – Links pictures with tasks.

Interpersonal – Becomes independent in personal daily routines.

Description and instructions for using activity in Early Childhood Education Toileting Posters – This resource is a series of A4 posters showing children the steps required when they go to

the toilet. The poster is designed to remind children to wash their hands, flush the toilet and the other associated

rules. Text and visual cues have been used to remind children. Position these posters in a suitable area of the

classroom, preferably close to the bathroom.

Toilet Checklist – A large checklist poster was created with the intention of using smaller cards with pictures to

place the things the children did and did not remember to do on it. Preferably straight after the child has been to

the toilet, get them to look at the picture cards and place them in the yes or no column. The idea of this is to try

and get the child to remember over time all the steps to going to the toilet and showing an understanding of

personal hygiene at school.

Sequence Cards – This resource is a set of three cards. It is designed for children having difficulty mastering

the basics of toilet training. The cards include pictures and text of wipe, flush and wash. The child has to put the

cards in order of how they should be done when going to the toilet. These cards could be used at any time, not

necessarily right before or after going to the toilet.

Discussion Points – A list of areas for discussion as a class or individually, which could be discussed at the

beginning of the year and then followed through later on if there appears to be children with difficulties in

your class.

The Resource All of the resources were made using Word and Paint Shop Pro of Windows XP. The resources are bright and

are laminated in order to protect them. All the pictures have been obtained through Clipart or the Internet.

T O I L E T R O U T I N E S




Olivia Boyd

56

Links to Essential Learnings OutcomesCommunicating: Beings arts literate – Draws upon reality and experience, play and imagination in making

art works.

Personal futures: Building and maintaining identity and relationships – Uses role-play and conversation

to take on imaginative roles and actions.

Focus Multiple Intelligence/s Verbal/Linguistic – Uses language to convey meaning.

Interpersonal – Plays with others enjoying their company.

Kinesthetic – Builds models demonstrating imagination.

Description and instructions for using activity in Early Childhood Education This activity centres on extending and building upon the imagination of children. It is integral for this to take

place so ideas are developed in order to make sense of the world and therefore teachers must include stimulating

materials for children as much as possible. By using an everyday, easily accessible object (as will be seen in this

activity), free and imaginative play can occur in a relatively safe environment.

• Several large boxes will be needed for this activity.

• The children must be seated in a circle on the mat with one of the large boxes in the middle (big enough for

the children to get inside it). The teacher will simply ask the children what they think the box was used for.

The teacher could write this down on a large piece of paper.

• Several ideas are shared and then the teacher asks the children what would they do with the box if they

could take it home.

• The children are then put into small groups and are asked to be world famous inventors. What would

they make this box into? What would it look like? Some materials may be made available eg. Cellophane,

streamers, glue etc. Children are given the choice to decorate it.

• Free play can then take place with the teacher giving limited encouragement, allowing the children to

co-operate with one another and develop their own ideas and strategies for their ‘invention’.

• This may be left in the classroom for extra use.

This activity allows the teacher to set the scene in a reasonably structured environment but at the same time

encourages free play from the children in the development of their invention. The teacher must also make

sure there is limited teacher instruction during the free play session, so the children are independently using

their imagination.

M Y I N V E N T I O N

Focus Critical Core Marker PS3 Engages in imaginative play

Links to other Critical Core MarkersPS7 Increasingly co-operates with other students in

extended play situationsC12 Predicts and understands: What do you think will happen

next?, What will happen if?LSU5 Responds to questions, eg Who?, What’s that for?, Where?,

(Receptive language)LSU9 Speaks in a manner that can be easily understood by adults

The Resource

• For the boxes that are to be the famous inventions, they can be found at such places as the grocery store,

furniture stores or even areas of your school. They need to be big enough so the children are able to get

inside it.

• Materials to decorate the inventions could be cellophane, coloured paper, glitter, wool, or any other

art materials you feel are appropriate. Sticky tape and glue could also be used and adult assistance with

scissors could also be needed.

57

Lizzie Kidd

58

Links to Essential Learnings OutcomesCommunicating: Being arts literate – Uses art forms to have fun and to express and communicate

personal meaning.

Personal futures: Building and maintaining identity and relationships – Explores different roles,

perspectives and identities through role-play, conversation and representation.

Personal futures: Maintaining wellbeing – Willingly joins in activities involving movement.

World futures: Designing and evaluating technological solutions – Uses props and fabric to enhance

role-play.

Focus Multiple Intelligence/s Visual/Spatial – Uses imaginative play.

Bodily/Kinesthetic – Enjoys dance and performance.

Description and instructions for using activity in Early Childhood Education This activity is designed to tap into the students’ interests. By asking simple questions teachers can set up areas inside and out to stimulate imaginative play. For example: What is your favourite animal?

Australian animal focus – a wombatSetting the scene:

• This may be best set up in the classroom as children may be crawling on the ground if they are role-playingthe animal.

• Build a burrow by using dark green fabric draped over a small desk or a folding tunnel from the PE store. Put leaves and branches from trees around the burrow.

• Get a wombat from the museum to help set the scene.

Activities:

• Children can role-play the animal by getting dressed up. Simple materials to allow the children to experimentwith becoming a wombat can be achieved by using fake fur for the coat, and simple ears could beconstructed with paper.

Variation:Children can also use hand puppets of Australian animals to promote their involvement in imaginative play.

The ResourceFabric from Spotlight stores:Poplin or Hessian Fake furWombat hand puppets from Windmill in LauncestonWombat from Launceston Museum Ross Jordan 63233777

W H AT I S Y O U R FAV O U R I T E A N I M A L ?


Links to other Critical Core MarkersPS7 Increasingly co-operates with other students

in extended play situations

Andrea Fitzgerald

59

Links to Essential Learnings OutcomesCommunicating: Being arts literate – Uses art forms to have fun and to express and communicate

personal meaning.

Personal futures: Building and maintaining identity and relationships – Explores different roles,

perspectives and identities through role-play, conversation and representation.

Personal futures: Maintaining wellbeing – Willingly joins in activities involving movement.

World futures: Designing and evaluating technological solutions – Uses props and fabric to enhance

role-play.

Focus Multiple Intelligence/s Visual/Spatial – Uses imaginative play.

Bodily/Kinesthetic – Enjoys dance and performance.

Description and instructions for using activity in Early Childhood Education These activities are designed to tap into the students’ interests. By asking simple questions teachers can set up

areas inside and out to stimulate imaginative play. For example: What is your favourite holiday?

Camping

Setting the scene:

• In the classroom the teacher could set up a small dome tent, with a sleeping bag inside.

• Outside the tent you could place a fold out chair, with a billycan and some other camp-style cooking

utensils, such as plastic bowls and cups.

• Paint same crumpled-up paper with grey paint to look like rocks for a campfire.

• Lay equipment around the campsite such as simple musical instruments, e.g. a small bongo drum,

or an old guitar. Also props like a long cardboard cylinder, which children may use for a fishing rod.

Activities:

• Children can role-play camping activities such as fishing and cooking.

• Supply dressing up clothes such as vests, waders, gloves and raincoat for dress ups to engage children

in imaginative play.

The Resource Tent hire Allgoods Tent City 03 6331 3644

Cardboard cylinders Spotlight

W H AT I S Y O U R FAV O U R I T E H O L I D AY ?




Andrea Fitzgerald

60

Links to Essential Learnings OutcomesCommunicating: Being literate – Uses communication to represent ideas and feelings and try new forms

of language.

Personal futures: Building and maintaining identity and relationships – Explores different roles and

identities through role-play.

Focus Multiple Intelligence/s Interpersonal – Plays with others in an imaginative manner.

Kinesthetic – Manipulates objects to suit a set cause.

Verbal/Linguistic – Talks to others sharing thoughts for play episode.

Description and instructions for using activity in Early Childhood Education This activity is catering for a number of learning styles and concentrates on promoting children’s imagination

through simple play/role-play activities. By increasing dramatic awareness at a young age with basic objects,

it helps the children when developing the expression of personal meaning and reflecting on what they have

observed in reality and imitating this through play. All of this is integral to the enhancement of the imagination.

• The children will be taken out of the classroom in small groups (make sure there is a range of learning types

within these students).

• Outside, there will be a ‘treasure chest’ with items like gold foil, paper, plastic coins, plastic necklaces,

paper crowns etc (the teacher can use plan this earlier). Dress up clothes can also be nearby with an

old box for a boat.

• The children are then read the story The Treasure Chest by Dominique Falda (see ‘How to make Resource’),

and told to imagine that they have been in a boat and have just landed on a tropical island and come across

this treasure chest. What do they do when they see the treasure?

• The children are then encouraged to dress up in the clothes and start pretending they are on this island with

the treasure.

• Free play can take place with close teacher observation. It is important in this case for the teacher to be

observing from a distance with little interaction with the children.

It is so important for this type of play to occur within a structured environment to a certain extent but allowing

for free expression and communication between all children. Even if the children end up playing something quite

different, this is simply a part of the imaginative play process.

T R E A S U R E I S L A N D



in extended play situationsC10 Sustains attention to complete a variety of tasksC12 Predicts and understands: What do you think will

happen next?, What will happen if?

The Resource

• The book to be used is flexible but obviously must link to a treasure chest in some way. I found a book that

could be used called The Treasure Chest by Dominique Falda (2002).

• The treasure chest could simply be an old box that is painted or a wooded box with a lid (it is not important

for it to be exactly like a treasure chest!). The items that could be placed in there would be materials from

your art storeroom eg. Gold foil, yellow cellophane, tinsel etc. Other materials such as plastic coins that

are used in maths could also be used.

• Dress up clothes from the play corner could also be taken out so the children can dress up for their

role-playing.

61

Lizzie Kidd

62

Links to Essential Learnings OutcomesWorld futures: Designing and evaluating technological solutions – Assembles play blocks to build objects.

Communicating: Being numerate – Explores spatial ideas through experiences with building blocks.

Social responsibility: Building social capital – Shares resources in a group task to achieve a common goal,

eg making a joint construction.

Focus Multiple Intelligence/s Interpersonal – Communicates with others.

Visual/Spatial – Creates visual-spatial representations of the world.


Procedure:

• Children participate in pairs.

• Children sit opposite each other.

• Each child has a pile of blocks (the number of blocks will depend on the ability and experience of the children).

• Children are to build a structure together.

• One child begins by placing a block on the floor to start the structure.

• Children take turns placing blocks on the structure, until all blocks are used, or until children are satisfied

with their creation.

Educational Value:

• Emphasis is on taking turns.

• Involves co-operative learning which enhances children’s emotional and social growth.

• Enhances children’s ability to use social skills appropriate to group behaviour.

• Enhances children’s understandings of stability, weight and balance.

• Enhances children’s spatial awareness.

The Resource

• Building blocks or Lego.

G R O U P B U I L D I N G

Focus Critical Core Marker PS7 Increasingly co-operates with other students


Links to other Critical Core MarkersC10 Sustains attention to complete a variety of tasksFM1 Constructs a model with 4 – 8 interlocking pieces using


Angie Vaszocz

63

Links to Essential Learnings OutcomesCommunication: Being literate – Uses actions to express, communicate and represent ideas.

Personal futures: Maintaining wellbeing – Willingly joins in activities involving movement, performs simple

movement activities with increasing skill, and recognises that such activities can be a source of pleasure and

feelings of success.

Focus Multiple Intelligence/s Bodily/Kinesthetic – Uses and understands physical movements.

Linguistic – Understands spoken language.


Procedure:

• Explain and demonstrate all actions.

• Allow children sufficient time to practise the actions.

• Children find a space on their own within the boundaries of the playing area.

• The facilitator calls out an action (eg ‘sardines’). Allow children sufficient time to perform

the action before calling out another.

• Ask children for suggestions for other actions. Include children’s ideas.

Educational Value:

• Develops co-operation, self-esteem, co-ordination and creativity.

• Enhances ‘team spirit’.

• Emphasis is on fun and teamwork – allows all children to succeed.

The Resource

• Laminated ‘actions’ poster

This activity is a modified version of ‘Fish Gobbler’ from the following publication:

Landy, J. & Landy, M. (1992). Ready to use P.E. activities for grades K-2. New York: Parker Publishing Company.

S H A R K



Links to other Critical Core MarkersPS3 Engages in imaginative playGM6 Balances on right foot for 3 – 5 secondsGM7 Balances on left foot for 3 – 5 seconds

Angie Vaszocz

64

Links to Essential Learnings OutcomesPersonal futures: Creating and pursuing goals – Works within the small group to pursue the goal

of building a town.

World futures: Investigating the natural and constructed world – Through own personal experiences,

and input of other children, constructs a town reflecting their knowledge/understanding.

World futures: Designing and evaluating technological solutions – Uses materials provided to construct

buildings for the town.

Focus Multiple Intelligence/s Interpersonal – Works with or alongside others in a play situation.

Verbal/Linguistic – Communicates with others about what is happening in play episode.


Part 1:

• Once you have prepared the resource, the next step is for the children to paint it.

• Discuss with the children what sort of things they know of that can be found in a town/city.

• In small groups, ask children to paint some of these things (using regular paint). Make it clear that they

are not to paint on the roads.

• Once the children have painted all the areas surrounding the roads, allow the canvas to dry.

• The children’s participation in the creation of this resource is useful in creating ownership over it which

would not exist if you simply bought one.

Part 2:

• During whole class time, introduce the new activity.

• Explain that their job is to build a town for the cars/people with the Lego, Duplo, blocks or any other

materials you wish to provide.

• There might be some discussion of some of the buildings/places that you might find in a town.

• You may provide a limit of around 4 – 5 people at a time.

• Simply set up the mat on the floor, and provide materials for construction and play.

• You may ask children to bring their own toy cars if you don’t have any to provide.

L E T ’ S B U I L D A C I T Y !



Links to other Critical Core MarkersPS3 Engages in imaginative playFM1 Constructs a model with 4 – 8 interlocking pieces

using for example, Duplo or Lego

• To ensure that all children have the opportunity to play with this new resource, you might like to create a

roster. It is vital, however, that children have enough time to construct something, and then play with it.

• Different children may want to build different things for their town, hence communication will become

necessary. Once the construction phase is finished, and play begins, there is an even higher need for

communication and co-operation among children, making this an effective tool in promoting PS7.

The Resource

• Visit a shop like Spotlight, and purchase around 1 metre of a thick material or lining or suitable for using

a permanent marker on. Curtain backing works particularly well, and is reasonably inexpensive.

• Draw the roads on with a permanent marker, leaving spaces for the children to paint and construct buildings.

• To decorate the canvas/material, you can use regular water-based paints. They dry well and do not rub off.

• Construction and play materials that you might like to include are: blocks, Lego/Duplo, matchbox cars, people,

trees and building blocks.

• It may also be a nice idea for children to make their own cars, people, buildings etc for the town.

65

Jo Rasmussen

66

Links to Essential Learnings OutcomesThinking: Inquiry – Explores materials to test their ideas.

Communicating: Being literate – Uses sounds, gestures and personal symbols to express, communicate and

represent feelings and ideas; Enjoys trying out different forms of language and communication; Responds to

familiar rhymes, songs, stories and media experiences with interest and enjoyment.

Communicating: Being arts literate – Uses art forms to have fun and to express and communicate personal

meaning.

Personal futures: Building and maintaining identity and relationships – Explores different roles, perspectives

and identities through role-play, conversation and representation.

Focus Multiple Intelligence/s Interpersonal – Plays with peers.

Visual/spatial – Imagines what will happen next.

Musical – Uses instruments to explore sounds.

Description and instructions for using activity in Early Childhood Education This role-play activity uses prior knowledge gained from stories to build new stories for acting out with small

groups. The inclusion of musical instruments allows children to experiment with different sounds and their

meanings.

1. Read a selection of goat stories over several days.

2. Ask groups of 3 – 4 children to develop a play, using the materials provided, including music and sound effects.

3. Ask the group to perform their play to a small audience.

Books that have been read throughout the week can be left around the area to be used as cues for the play-

acting. Materials that have no relation to the stories can be left in the materials to encourage imagination.

Model sound effects by encouraging use of instruments on verbal or non-verbal cues during subsequent

reading of stories.

G R U F F R O L E



Links to other Critical Core MarkersPS3 Engages in imaginative playC12 Predicts and understands: What do you think will happen

next?, What will happen if?

The Resource

The Dress-up Box:

• A range of fabrics with different textures e.g. fur, cotton, silk (offcuts are available from most fabric outlets).

• Card pieces pre-cut into bells, horns, etc should be included in the box with other assorted pieces to be used

as desired.

• Assorted musical instruments, both conventional and homemade, should be included to aid with sound effects

e.g. shakers, chimes, bells and rhythm sticks.

• Assorted items from around the home or school environment should be included as available to stimulate

imagination and interest.

Books: Just a few suggestions for starters:

The Three Billy Goats Gruff. Assorted authors and publications…check out your school library.

Mrs Watson’s Goat by Mike Dumblerton & Marina McAllan. Macmillan Education Australia. 1993

Billy Goat and His Well Fed Friends by Nonny Hogrogian. Tadworth: World’s Work. 1973

There are many stories about goats…check out your local and school library.

67

Laura Forrester

68


Communicating: Being numerate – Engages in and enjoys number games; Does approximate counting

of collections; Explores spatial ideas through experiences with movement, puzzles.

Personal futures: Maintaining wellbeing – Performs simple movement activities with increasing skill.

Focus Multiple Intelligence/s Logical/Mathematical – Participates in games that require counting.

Kinesthetic – Uses body to complete task.

Interpersonal – Enjoys working with others to complete an activity.

Description and instructions for using activity in Early Childhood Education This board game is designed to extend children’s play within a small group.

1. Fill in space on game board-destination for hop exercise.#

2. Select 4 children to play game.

3. Children take turns at throwing the dice and moving their counter along the track. At each space, they must

carry out the activity before the next person has a go. The game ends when all children have moved their

marker all around the track.*

# Hopping activity should be set allowing safe passage for 3 – 5 metres for children to complete this task.

* The game can be ended at any time, eg when each child has completed 2 – 3 tasks or after a set time.

NB. Blank spaces mean that play passes to the next person. Children indicate their readiness to share

and co-operate by allowing play to pass in this instance.

C O M B O B O A R D

Focus Critical Core Marker PS7 Increasingly co-operates with other students in


Links to other Critical Core MarkersC3 Counts to 5 with 1:1 correspondenceC6 Can copy and continue a pattern using two (2) itemsC7 Can complete an 8 – 12 piece jigsaw puzzleC10 Sustains attention to complete a variety of tasksC11 Draws a person with a head (including 2 or 3 facial features),

arms and legsGM8 Hops forward on preferred foot for 3 – 5 metres

The Resource

Materials:Game board, 1 dice, 4 counters

Bead basket with strings

1 x 8 – 12 piece puzzle

Paper and pencils or crayons.

Most resources required for this game can be found in early childhood classrooms. Large, coloured beads and

8 – 12 piece puzzles are available through most toy stores and educational suppliers. Drawing materials will

depend on availability. Usual materials found in all classrooms include pencils, crayons, textas and paints,

but charcoal, dye and other alternatives can be considered.

69

Laura Forrester

70

Links to Essential Learnings OutcomesWorld futures: Creating sustainable futures – Understands the need to co-operate with, care for and show

concern for others.

Personal futures: Building and maintaining identity and relationships – Explores different roles through

role play and understands the need to relate and communicate with others in socially functional ways.

Focus Multiple Intelligence/s Visual/Spatial – Creates visual-spatial representations of what a castle looks like and transfers those

representations during imaginative play.

Interpersonal – Works in a small group and develops the skills of co-operating with others.

Linguistic/Verbal – Uses language during role-play to convey information.

Description and instructions for using activity in Early Childhood Education This activity has been designed to help develop children’s personal and social skills of co-operation in an extended

play situation. It is set in an outdoor environment with a prop box based on the fairy tale Rapunzel. Children are

able to have fun in acting out fantasy roles while learning how to co-operate with others by negotiating roles

and playing together.

• Read the story of Rapunzel to the students.(This may be included as part of a unit of work on fairy tales).

• Discuss the story; setting, characters and story line.

• Outside:

– Set up some big blocks in the shape of a castle.

– Include props for extended play: capes, horse, dresses, tiara (long woollen hair attached), witch’s hat.

• Inform students that they are at Rapunzel’s tower and are the characters in the story.

• Observe students’ skills of co-operation.

• Which students take on which character roles and how do they decide?

• Which students are dominating and which students are standing back?

• How are the students sharing the equipment?

R A P U N Z E L ’ S C A S T L E





The Resource

• A book on fairy tales – Rapunzel Internet reference: http://www.eastoftheweb.com/shortstories/

UBooks/Rapu.shtml http://www.bethanyroberts.com/Rapunzel.htm

• Cape, dress, Rapunzel’s tiara (with hair attached), witch’s hat • Toy horse • Big blocks

Instructions on how to make a toy horse:A horse may be found in dress-up boxes in schools, can be purchased from toy stores or made reasonably cheaply.

Resources:

• Horse head template • Pencil & paints • Scissors • Thick cardboard • Wool

• Dowel (an old broom handle) • Glue gun

Instructions:

• Trace around the horse head template onto a thick piece of cardboard, twice.

• Cut out the two horse heads.

• Paint horse heads appropriate colours, adding detailed features (eyes, mouth etc).

• Attach wool for the horse’s mane.

• Attach cardboard horse heads to either side of the piece of wooden dowel using a glue gun.

Instructions on how to make Rapunzel’s tiara:A tiara may be found in dress-up boxes in schools, can be purchased at various times from Chickenfeed

for a minimum price, or from TOY stores.

Resources:

• Tiara • Wool • Glue gun

Instructions:

• Cut numerous, long (approximately a metre) pieces of wool.

• Attach wool to the tiara around the edges using a glue gun.

Capes and dresses:Capes and dresses may be found in dress-up boxes in schools, the back of wardrobes, in op-shops

for minimal prices or made.

Resources:

• Material • Scissors • Velcro • Needle and thread

Instructions:Using a large piece of material (an old sheet, shirt or curtain) attach Velcro to both sides of one end

so students can attach the cape around their neck.

Witch’s Hat:A witch’s hat may be found in dress-up boxes in schools or made.

Resources:

• Cardboard, scissors & glue or sticky tape and elastic.

Instructions:Using a large piece of black cardboard, cut it into a circle, then cut a slit into the middle of it. Wrap the

cardboard around to form a cone, glue and then attach elastic to either side at the bottom of the hat.

71

Tanya Wagner

72

Links to Essential Learnings OutcomesPersonal futures: Maintaining wellbeing – Identifies ways of dealing with a personal problem troubling self.

Social responsibility: Building social capital – Understands that personal actions can impact on other’s feelings.

Thinking: Reflective thinking – Considers new ways of dealing with a personal problem.

Focus Multiple Intelligence/s Interpersonal – Works with others to solve problems.

Intrapersonal – Tries to find solutions to personal problems.

Description and instructions for helping each day commence in a positive mannerAssisting children to have happy experiences is a desire of all teachers. However some children do experience

problems separating from their parent/carer. This can be most upsetting for all concerned.

Here are a number of suggestions that may assist you when faced with a similar situation.

• Greet the child immediately on his/her arrival. Often the uncertainty of starting the day frightens the child.

• Encourage the parent to stay for a while and work/play with the child.

• Set free choice time to start the day so the child can go immediately to his/her activity of interest.

• After a short time sit with the parent and child and become engaged in the dialogue occurring. Suggest

to the parent it is probably time for him/her to leave. Stay with the child and keep playing with him/her.

Make sure the child farewells the parent.

• Hold the child’s hand and wave goodbye to parent and then work with the child on the activity he/she has

selected.

• Allow the child to bring in something important from home (eg teddy, doll) to keep him/her company whilst

at school.

• If the child is sad when the parent leaves ring the parent to confirm that the child is OK and is now settled

and playing happily within the classroom.

• Visit the child at home and spend time playing with the child and letting him/her share favourite objects

and games and books.

• Reassure the parent that you will work with the family to overcome the situation. Spend time talking to

the parent. Discuss how the child is settling in. Often the parent communicates personal concerns to the

child and this in turn makes the child upset.

S TA R T I N G T H E D AY O F F R I G H T

Focus Critical Core Marker PS10 Separates comfortably from parent/carer

Links to other Critical Core MarkersPS8 Is confident and responds in known situations

73

Links to Essential Learnings OutcomesCommunicating: Being literate – Responds to familiar stories with interest and enjoyment.

Personal futures: Maintaining wellbeing – Willingly joins in activities.

World futures: Understanding systems – Engages in routines and follows rules.

Focus Multiple Intelligence/s Verbal/Linguistic – Expresses personal feelings using words when required.

Intrapersonal – Understands personal feelings and tries to find socially acceptable ways to share these

feelings with others.


• Parents are encouraged to come to school 5 – 10 minutes earlier than other students, allowing time to look

at their child’s work, read a story and/or play a game.

• Books about separation anxiety could be used and are available from local bookstores and the State Library.

• It is suggested that teachers may wish to compile a parent pack to share with parents. The pack consists of

a book list, websites and articles which may help parents develop strategies to help their child with the

transition to school.

• It is important that teacher and parent develop a good relationship and work together with the child

over this problem.

S E PA R AT I O N A N X I E T Y L I B R A R Y

Focus Critical Core Marker PS10 Separates comfortably from parent/carer

Links to other Critical Core MarkersPS2 Completes everyday tasks independently,

eg unpacks and packs bagPS8 Is confident and responds in known situationsPS11 Demonstrates co-operation with adult directions

The Resource Websites suitable to this topic follow:

http://kidshealth.org/index.html

httr)://www.carylibrary.org/children/Crscho olB.html

(“Starting School: Separation Anxiety Books for Young Children”)

http://ii.essortment.com/howtostopchil- riti .htm

(“How the Stop Your Child’s Separation Anxiety”)

http://www.ext.vt.edu/pubs/family /350 025/350-250.html

(Making Goodbyes Easier for Children and Parents”)

http://aacap.org/publications/f actsf am/82. htm

(“Starting School”)

http://npin.org/library/prel998/nOO205/n 00205.html

(“Coping with Separation Anxiety”)

Some good books to read with the child are :

Ahlberg, J.& A. Starting School

Amos, J. Going to School

Bauer, C. My Mom Travels a Lot

Brown, M.W. The Runaway Bunny

Tompert, A. Will You Come Back to Me?

Waber. B. Ira Sleeps Over

….but many more are available.

74

Sharon Allen

Cognitive

76


Communicating: Being numerate – Engages in and enjoys number games.

Personal futures: Maintaining wellbeing – Performs simple movement activities with increasing skill


Focus Multiple Intelligence/sLogical/Mathematical – Uses number concepts in play situations.

Bodily/Kinesthetic – Uses the body effectively to participate in activities.


• Position the 5 lily pads on the floor (you may need to stick the lily pads to the floor so children do not

slip when they jump on them).

• Lily pads need to be quite close together so children can jump from one to the other.

• Explain to children they are jumping and counting frogs.

• They must crouch down and pretend they are frogs.

• They must then do what the Instruction Card says, which is ‘Jump on each lily pad, one at a time.

Count them as you jump on them.’

• Ask children to use a big voice so you can hear them clearly.

The Resource You will need 5 large green lily pads:

• Obtain some green cardboard and a bucket.

• Trace around the bottom of the bucket to form a large circle big enough for children’s feet

to fit on.

• Cut a small triangle out of the circle to make the green card look like a lily pad.

• Repeat this 4 times so there are 5 lily pads.

• Laminate the lily pads for durability.

Variation: As child hops onto the lily pads get him/her to place a little frog on each lily pad. Little toy frogs

can be purchased from Windmill. Another child can follow the first child and collect the frogs and check for

correct counting.

L I LY PA D J U M P

Focus Critical Core MarkerC3 Counts to 5 with 1:1 correspondence

Links to other Critical Core MarkersPS3 Engages in imaginative playC10 Sustains attention to complete a variety of tasksLSU7 Understands a sequence of classroom instructions

(at least 3 stage instructions)S&L2 Uses normal voice and pitch

Emma Zito

77

Links to Essential Learnings Outcomes Thinking: Inquiry – Independently follows steps of a demonstrated procedure.

Communicating: Being numerate – Does approximate counting of collections.

Focus Multiple Intelligence/sLogical/Mathematical – Plays with numbers – counting.

Bodily/Kinesthetic – Develops hand-eye co-ordination

Interpersonal – Shares with others.

Description and instructions for using activity in Early Childhood Education This activity has been developed as a way to assist children with their one-to-one correspondence. It can be set

up as an activity centre in the classroom, so that children have the opportunity to play with it at any time, but

to begin with it may be useful for an adult to be around to help/observe the children in the activity. A task

card for parents/teacher aides has also been created to support this activity.

Teaching instructions are as follows:

• Two children are able to undertake this activity at once. Each has a fishing rod (magnetic), fishing net

and a bag of sea creatures (magnetic). There are also 5 little buckets, which they can take in turns to use.

• Each child empties the creatures out of their bag and places them on the table. Next they use the rods

to catch the creatures one by one and put them into their fishing net.

• After they have caught all their creatures they have to count out how many they have caught.

They do this by placing one creature in each bucket and counting as they go.

• After the children have counted out their creatures, a focal question could be:

How many creatures are there altogether?

How many red fish are there?

Which bucket has the most fish?

Which bucket has the least fish?

C AT C H A S E A C R E AT U R E

Focus Critical Core Marker C3 Counts to 5 with 1:1 correspondence

Links to other Critical Core MarkersPS5 Takes turns and shares with othersC9 Repeats orally a sequence of three (3) numbers between

1 and 10LSU7 Understands a sequence of classroom instructions


The Resource

• The magnetic fishing rods, sea creatures and nets are all a part of a set, which can be purchased

at Chickenfeed.

• The buckets are also made from containers at Chickenfeed. They come in a clear form in a pack of five for $2.

To make them: 1. Make a hole on both sides of the top of the containers.

2. Spray paint the containers so they look like buckets.

3. Cut 5 pieces of string which are about 20 cm long and tie one to

each bucket, making sure you tie through both the holes you made,

(this forms the handle).

This is the parent support card for this activity:

Catch a Sea Creature

Equipment:

• 5 small buckets, which the children will share (placed in a row next to the children)

Each child should have:

• A fishing rod

• A bag a sea creatures – 5 per child playing

• A fishing net

The Activity:Ask each child to:

1. Collect a fishing rod, fishing net and a bag of sea creatures.

2. Place creatures on the ground in front of them.

3. Use the fishing rod to pick up the sea creatures (one at a time) and place them in their fishing net.

When all the creatures have been collected, ask the children to take turns in counting how many creatures

they have caught by:

• Taking one creature out of their nets at a time, placing one creature in each bucket.

• Ask them to count them as they place them in the buckets.

• Then ask: How many creatures have you got all together?

78

Carmen Double

79

Links to Essential Learnings OutcomesCommunicating: Being numerate – Sorts items in order of least amount to most amount.

Communicating: Being numerate – Explores number through movement.

Focus Multiple Intelligence/s Musical – Uses music to explore mathematical concepts.

Logical/Mathematical – Plays with numbers and objects in understanding one to one correspondence.


Groups of five:1. Students sing and act out Bear song, lying on the carpet as little bears

There were five in the bed and little one said

Roll over, Roll over

So they all rolled over and one fell out etc

2. Students then take turns with the teacher to count to five using the counting cards.

3. The student places the cards in order from one to five and counts them out loud.

4. Match little bear counters 1:1 with bears on cards.

Variation:Children group selves according to the number of bears on the card – eg one child on one bear card.

Other children check to see if correct number of children are on each card.

The Resource This activity can be made to suit available resources and another animal can replace the bear if desired.

Counting Cards:Coloured Card (Two number cards fit on one A4 size sheet)

Bear pictures from Clipart; Font: Gill Sans MT Size: 200 (or Tas Plain); Border size: 4 pt thickness

L I T T L E B E A R S C O U N T I N G


Links to other Critical Core MarkersPS3 Engages in imaginative playPS7 Increasingly co-operates with other students


happen next?, What will happen if?LSU9 Speaks in a manner that can be easily understood by adults

Carolyn Billing

80

Links to Essential Learnings OutcomesCommunicating: Being numerate – Sorts items in order of least amount to most amount.

Communicating: Being numerate – Explores number through movement.

Thinking: Inquiry – Independently follows steps of a procedure that has been explained to them.

Focus Multiple Intelligence/s Naturalistic – Makes connections between mathematical concepts and real world items.

Intrapersonal – Uses own initiative to find 5 natural and/or man-made objects.


Individual or Pairs1. Sit with the students and show them the picture cards. Make sure students understand what each picture is.

2. Give students one card each.

3. Students will go outside into a supervised area and find five of the item on their card and show the teacher

(eg. five leaves, five trees, etc).

4. Ask the students to count their item out loud to make sure they have found five of them.

The Resource This activity can be made to suit the available resources outside and the appropriateness of the various

tasks in terms of safety (eg medical allergies).

Picture cards:

• White card

• Twelve picture cards to fit on one A4 size sheet

• Pictures from Clipart

• Font: Comic Sans MS Size: 26

H U N T F O R 5


Links to other Critical Core MarkersPS3 Engages in imaginative playPS7 Increasingly co-operates with other students


happen next?, What will happen if?LSU9 Speaks in a manner that can be easily understood by adults

Carolyn Billing

81


spoken, written and visual forms carry messages in completing their own name as a puzzle.

World futures: Understanding systems – Understands simple connections in systems, by completing

name puzzle.

Focus Multiple Intelligence/s Visual/Spatial – Enjoys completing puzzle.

Logical/Mathematical – Completes the puzzle paying attention to the design of pattern.

Bodily/Kinesthetic – Uses fine motors skills to successfully complete a challenge.


• For this activity, each child is given an envelope with a digital photograph of themselves on the front. Inside

the envelope are a number of puzzle pieces which, when put together correctly, form that student’s first name.

• This activity could be set up as a learning centre or could be done as a whole class activity where students sit

in a circle and the envelopes are then distributed. The teacher is then able to move around the circle and

check that all students have completed the puzzle.

• This activity is aimed at helping students work towards achieving Critical Core Marker C4 (recognises first

name in print) rather than assessing their achievement of this marker.

• If needed the photo of the child could be on the back of the puzzle pieces for those children not ready

to complete the task using the print form of their name only.

The Resource

• A digital camera will be needed to take individual photographs of each student. These photos need to be

printed, cut out and glued to the front of an envelope.

• The puzzles are made by typing up each student’s name in Microsoft Word (using TasPlain font), printing

them out on coloured card and cutting them out and then laminating each one. Each name is then cut

into a number of puzzle pieces.

T H E N A M E G A M E

Focus Critical Core Marker C4 Recognises first name in print

Links to other Critical Core MarkersC10 Sustains attention to complete a variety of tasksC7 Can complete an 8 – 12 piece jigsaw puzzle

Rachel Newall

82


non-verbal, spoken, written and visual forms carry messages. Illustrative eg: interprets and acts upon signs

and symbols that convey meaning.

Focus Multiple Intelligences: Verbal/Linguistic – Enjoys playing with words and signs to complete a task.

Intrapersonal – Uses own initiative to complete a task.


Strategy 1: Pocket word:

• Strategy 1: One pocket-sized, laminated card displaying the name of the child in question (in this example,

‘Thomas’ will be used).

Explain to the child that this is his own name card and that it is called a pocket word. Ask him to keep it in his

pocket and carry it around with him during the school day to remind him of his special name, and to take it out

and look at it whenever he remembers. Talk about the features of his name with him when looking at the card

together (“Let’s count the letters in your name. How many are there?”; “What is the first letter? Can we make

that letter in the air with our fingers? What is the last letter? etc”). Encourage him to show it to his friends, to

read it aloud and to take it home to share with his family.

Procedure – Strategy 2: ‘Find your name’ activities:

• Strategy 2: A set of six laminated name cards displaying names (including that of focus child) that have

different beginning letters; a set of six laminated cards displaying names (including that of focus child)

that all begin with the same letter.

Use these sets of cards to help the child practise recognising his own name, initially from amongst the set of

names without a corresponding first letter. Once he has mastered this task, he may move on to identify his name

card from amongst the set of cards that shows names beginning with the same letter. During these tasks, discuss

features of the different names – beginning letters, number of letters etc, with chid identifying similarities and

differences.

Supporting strategies: Use name cards for placing under displayed artwork, on lists, rosters; or play whole

class games that involve holding up children’s printed names, (Whose name is this? How do we know it is

Thomas’/Mary’s/Declan’s name? etc).

P O C K E T W O R D A N D ‘ F I N D Y O U R N A M E ’

Focus Critical Core Marker: C4 Recognises first name in print

Links to other Critical Markers:C10 Sustains attention to complete a variety of tasks

The Resource

• Small rectangle of sturdy card (or photograph framers’ mat board) for pocket word name.

• Coloured backing card.

• White paper on which to print the various names to be used in the ‘Find your name’ resource.

• Laminate or clear contact, glue stick, scissors.

Instructions for preparing resources:

Pocket wordMake one small name card displaying the name of the child in question (in this example ‘Thomas’ has been

used). Card should be laminated or covered with contact so they are sturdy enough to withstand being handled.

‘Find your name’ card sets

• Set 1: Using backing card in one bright colour (A4 coloured card is available from office supplies stores),

make six name cards (include name of focus child). In this set, each name should have a beginning letter

that differs from that of the others.

• Set 2: Make six name cards, each backed on card in a contrasting colour to that of Set 1

(include name of the focus child). Each name should begin with the same letter.

Acknowledgement: This strategy is based on a resource developed in the 1980s by Devonport librarian

Ted Field, who devised a set of pocket words using the 100 most commonly used words in the English language.

Mr Field ran a highly successful pocket word program for young library patrons.

83

Deb Edwards

84

Links to Essential Learnings Outcomes Communicating: Being literate – Recognises that print carries a message; can recognise own name from others.

Focus Multiple Intelligence/s Visual/Spatial – Enjoys completing a puzzle of own name and others.

Logical/Mathematical – Explores puzzle pieces to make names of children in the class.


• Give students 3 – 6 names from the class set at a time, along with their picture.

• Ask them to find their name and match with their photo. Can they match other names and photos?

The Resource:

• Take a digital photo of each child.

• Glue the photo to a piece of card with their name written underneath.

• Laminate and then cut children’s name from the bottom of their photo, so that each student’s puzzle piece

is different.

N A M E P U Z Z L E S


Links to other Critical Core Markers

Could be used as a lead-up activity to: FM1 Constructs a model with 4 – 8 interlocking pieces using

for example, Duplo or LegoC7 Can complete an 8 – 12 piece jigsaw puzzle

Shontelle Cocks

85

Links to Essential Learnings Outcomes Communicating: Being numerate – Engages in and enjoys a number rhyme.

Communicating: Being literate – Enjoys trying out different forms of language and communication

by responding to familiar rhymes.

Communicating: Being arts literate – Responds in a personal way to the different ways their names

have been communicated.

Focus Multiple Intelligence/s Visual/Spatial – Sees changes in letters and recognises own name.

Linguistic/Verbal – Enjoys playing games with words and signs.


Description

• Teacher recites the rhyme: Two little dickey birds sitting on the wall. One named Peter. The other named Paul.

Fly away Peter. Fly away Paul

• Actions for poem are: As the rhyme is being recited hold up index fingers and as the birds fly away, so do

their index fingers behind their backs.

• Explain that instead of saying the names Peter and Paul you are going to hold up two name cards from the

container and those two children may leave.

• Repeat the rhyme, replacing Peter and Paul with students’ name card. Hold up student’s name card from the

basket.

• When child recognises their name they are dismissed or they move off to their next activity. Continue till all

children have moved off.

The Resource

• Names printed on card in different ways.

• Container to place the names in.

• As another activity the children can make the name cards themselves, as the activity can be used as part

of learning the skill of writing their name.

• Children could make finger puppets of themselves, with their names on the bottom for this purpose as well.

• Or using the computer the teacher can print the names using different fonts, styles and sizes and then

laminating the name cards. Other examples, which can be used, are sand, pipecleaners, different colours,

mosaic pieces.

F LY AWAY




Sharyn Garwood

86

Links to Essential Learnings Outcomes Thinking: Inquiry – Suggests an alternative course of action to find their fish.

Communicating: Being numerate – Recognises and solves problems.

Personal futures: Being ethical – Plays by the rules.

Social responsibility: Building social capital – Shares resources with others.

Focus Multiple Intelligence/s Logical/Mathematical – Enjoys tasks which involve logical thought processes.

Interpersonal – Participates in group activities in a co-operative manner.

Description and instructions for using activity in Early Childhood Education Children should be making choices and working out strategies to reach the goal of finding all their fish.

Description

• Teacher to organise who they want to play the game

• Game for 2-3 players

• Write these children’s names on the fish. Some may be blank but are still placed on the board.

• Children are to take turns pulling out a fish to find their name.

• Once they have found their name they are to place it on their fish mat.

• The coloured fish should match the fish mat.

• Rules: Children are to have 1 turn at a time.

• If they choose someone else’s fish or a blank fish they are to put the fish back in the same envelope.

• Game finishes when one child has found the 4 fish with their name on them.

The Resource

• Fish mats: On 4 different colour pieces of card trace 4 fish on each. Laminate and then cut out the fish. Using another piece of card glue the cards together.

• Fish: On 4 pieces of white card, trace around the fish template. Colour in the noses of the fish using felt pen so as to correspond with the mats. Laminate and cut out fish.

• Game board: On a piece of backing board place 3 rows of small envelopes which the fish will fit into. On the front of the envelopes glue on pictures, letters of the alphabet, numbers etc. On top of the board have the heading ‘Find Your Fish’.

Equipment can be bought from Office Works or any art supplier. The pictures can be copied from the Clipartprogram on the computer. Template of fish from p. 44 in the book How to Establish Learning Centres in yourClassroom by Hawker Brownlow Education.

F I N D Y O U R F I S H




Sharyn Garwood

87

Links to Essential Learnings OutcomesSocial responsibility: Valuing diversity – Understands that self and others have unique characteristics

(eg. names); eg, describes personal attributes (“This word says my name”).

Thinking: Inquiry – Understands that observation and inquiry can be used to guide action and solve problems

in deliberate ways; eg Independently follows a procedure that has been demonstrated to them.


connected; eg share resources in a group task to achieve a common goal.

Focus Multiple IntelligencesVerbal/Linguistic – Enjoys looking at symbols and starts to recognise names of family members.

Intrapersonal – Likes to work on things that relate to his/her family.


Strategy 1 – Family picture/name card:

• One card displaying a picture of each the child’s family members, with Velcro-tabbed space underneath

each for placement of matching name.

• One Velcro-tabbed name card for each picture.

This resource is designed for the child to take home and work on with parents/carers. S/he can practise

distinguishing own name from amongst those of family members. This activity should be supported by

parents/carers who will give encouragement and celebrate achievement. The example shows a typical nuclear

family, but the pictures/names should be appropriate to each individual situation.

• Demonstrate all names attached in the correct positions. Talk with the child about the features of each

name (1st letters, letters in common, length of names etc). Ask questions: eg “Whose name is the

longest/shortest?”; “Can you find an ‘e’/ ‘s’ ?” etc.

• When the child is confident with these points, lead him/her into matching names with pictures,

first helping and then encouraging independent attempts.

FAMILY P ICTURE /NAMECARD AND NAME J IGSAW PUZZLE

Focus Critical Core MarkerC4 Recognises first name in print

Strategy 2 – Name jigsaw puzzle [also designed as a take-home support resource]:

• Simple jigsaw featuring name of child in large print.

Demonstrate puzzle assembly. Explicitly state “Look, this is your name. You have a puzzle with your own special

name on it” etc. Talk with child about the features of his/her name, looking at each letter, identifying it together

and asking child to repeat the letter with you. Take puzzle apart and ask child to rebuild it. On completion, ask

the child to trace around the name with a finger, saying each letter and then finally the name itself .

The Resource

• Small individual photographs of child’s family members

• Rectangular piece of sturdy card (photograph framers’ mat board scraps are cheap and ideal)

• Glue stick, clear contact, Stanley knife

• Small, sturdy name card to match each photograph

• Small piece of velcro per photograph

• Child’s name in 96 pt typeface

• Cutting mat

Instructions for preparing resources:

Family name and picture card:Glue a picture of each family member to card; cover with contact, place Velcro tab underneath each picture;

make a small Velcro-tabbed name card to match each person pictured.

Name Jigsaw:Make computer print-out of child’s name in a 96pt, familiar type face (eg Tas Plain or Comic Sans). Glue to sturdy

rectangular card. Cut into desired number of pieces with a Stanley knife. Laminate each piece or cover each piece

with clear contact.

88

Deb Edwards

89


Communicating: Being literate – Explores spatial ideas through experiences with movement.

Personal futures: Maintaining wellbeing – Willingly joins in activities involving movement and follows simple

rules guiding safe play.

Social responsibility: Building social capital – Engages with others in group situations.

World futures: Creating sustainable futures – Co-operates with and cares for others; eg taking turns.

Focus Multiple intelligence/sBodily/Kinesthetic – Solves problems by using the body.

Interpersonal – Works co-operatively with others; takes a leadership role.

Intrapersonal – Communicates own desires to others in a pleasant manner.


• Get a small group of children together, with the one child being assessed.

• Draw this child’s attention to the pictures on the instruction card.

• “See how there are pictures of boys and girls, just like the boys and girls in this class?”

• Ask the child to use their friends in the classroom (after asking nicely) to make the same pattern,

which is on the instruction card.

Things to talk about:

• How to ask people nicely. • How to move people nicely (if that’s what you want them to do).

The Resource This resource is just an instruction card for children to follow.

It looks like this:

• Can you and 4 friends make this pattern?

• Can you use more friends and make this pattern longer? Give it a try.

• Now try this pattern ➜ ➜ ➜ ➜ ➜ ➜ ➜ ➜ ➜ ➜

• Can you use more friends and make this pattern longer? Give it a try.

• What other patterns can you and your friends make?

B O D Y PAT T E R N

Focus Critical Core Marker C6 Can copy and continue a pattern using two (2) items

Links to other Critical Core MarkersC10 Sustains attention to complete a variety of tasksLSU7 Understands a sequence of classroom instructions

(at least 3 stage instructions)LSU9 Speaks in a manner that can be easily understood by adultsS&L1 Talks fluently without stutteringS&L2 Uses normal voice and pitch

Emma Zito

90

Links to Essential Learnings Outcomes Thinking: Inquiry – Understands that observation and inquiry can be used to guide action and solve problems

in deliberate ways.

Communicating: Being arts literate – Understands that there are different art forms through which enjoyment




World futures: Understanding systems – Understands simple connections in systems.

Focus Multiple Intelligence/s Musical – Enjoys using music to communicate with others.

Bodily/Kinesthetic – Enjoys completing activities though ‘doing’.


• Students are to copy the coloured pattern on the guide cards by playing the corresponding coloured keys

on the Alligator xylophone. (By placing corresponding pictures on the keys and guide card, any xylophone

can be used. This may also assist students who cannot differentiate between colours).

• The coloured patterns are in four levels ranging from (a) easy to (d) hard, and come in a range of three

coloured patterns (1, 2 & 3).

• When students can copy the coloured pattern encourage them to continue the pattern.

• A blank sheet is included for students to create and play their own pattern.

• This activity can be set up as a learning centre for individuals or pairs, or as a whole class activity by having

one student play the xylophone while the rest clap hands and knees to the same pattern.

• This activity can be used as an assessment task. To develop this concept students would need prior experiences

in body patterns such as clapping hands and knees.

The ResourceFisher Price Alligator Xylophone from all good toy stores (or any xylophone can be adapted for use).

Alligator Tunes coloured cards and guide sheet

• In a publishing document, create 8 rectangle of the same size across the page. Colour the rectangles the same

colours as on the xylophone to create a pattern that the children can copy and play.

• If an alternative xylophone is being used, create two copies of identical colours or pictures that can be stuck

to the xylophone and the guide card.

• Make a blank guide sheet with 8 rectangle outlines across the page. Have an assortment of coloured cards

that children can Velcro on to the blank spaces to create and play their own pattern.

A L L I G AT O R T U N E S


Links to other Critical Core MarkersC10 Sustains attention to complete a variety of tasks

Sharryn Crothers

91

Links to Essential Learnings OutcomesCommunicating: Being numerate – Sorts /sequences items in informal ways.

Thinking: Reflective thinking – Gives reasonable explanations of the concept of cause and effect in relation

to familiar events.

Focus Multiple Intelligence/s Intrapersonal – Sets personal goals.

Logical/Mathematical – Enjoys solving problems and recognises patterns in objects.

Description and Instructions for Using Activity in Kindergarten The teacher introduces/shows the first picture sequence card to the child.

Take Set One for example: Show the child the first card, which is a bear blowing a small bubble then pose:

“If Bear blows a just a little harder what will happen?” After the child’s response the teacher shows the next

card and poses the next question “What will happen if bear keeps blowing?” Then the teacher finally reveals

the final picture card.

The same line of questioning can be used for each of the sequence sets.

The activity is designed to be teacher-directed, with questioning being directed at children in order to establish

student’s prediction and understanding skills.

Variations

• For less able children use two cards per grouping, the first and last as this can distinctly demonstrate to the

child what has/is occurring. And/or the cards may be revealed before questioning begins to aid the learner

in understanding the process that is occurring.

• For advanced children the children may wish to select one of the sets and then draw or paint a picture

to show what happens next.

W H AT H A P P E N S N E X T ?


Links to other Critical Core MarkersC10 Sustains attention to complete a variety of tasksLSU6 Asks questions, eg Who?, What’s that for?, When?, Why?,

How?, (Expressive language)LSU5 Responds to questions, eg Who?, What’s that for?, Where?,


The Resource

How to make the resource:Picture sequence cards: Draw three sequencing pictures per set. Colour and laminate.

Decorate with tactile accessories, like googly eyes, felt pieces etc.

Set One:Card 1. A bear blowing a bubble.

Card 2. A bear blowing the bubble bigger.

Card 3. A bear continuing to blow a bubble until it bursts.

Set Two:Card 1. Large candle,

Card 2. Half-burnt candle.

Card 3. Tiny candle.

Set Three:Card 1. An ice-cream is in the sun.

Card 2. An ice-cream starting to melt.

Card 3. The ice-cream has melted.

Set Four:Card 1. A teddy drinking a drink, the glass is full.

Card 2. A teddy continuing to drink, the glass is half-full.

Card 3. A teddy drinking some more, the glass is now empty.

92

Katherine Hales

93

Links to Essential Learnings OutcomesCommunicating: Being numerate – Sorts/sequences items in informal ways.

Thinking: Inquiry – Independently follows steps of a procedure that has been demonstrated to them.


Develops and applies movement skills in a range of environments.

Focus Multiple Intelligence/s Logical/Mathematical – Engages in experiences involving classification and solving problems.

Bodily/Kinesthetic – Uses the body to solve problems and convey ideas.

Description and instructions for using activity in Early Childhood Education Children are to sequence the colour shapes by using the sequence cards. Each card shows part of a pattern,

which the child has to then copy and, continue along the mat. Each colour shape is attached to the mat

using Velcro. Student’s completed work should be shown to the teacher for assessment purposes.

The activity also incorporates physical activity, whereby once children have created a pattern from

Set One, they can act the pattern out. The pattern would then change

to mean hop, jump, hop, jump and so on along the mat.

Variations:

• Sequence cards can be eliminated to help less able students, the teacher can easily set the pattern up

on the mat and from here children simply recreate what they see.

• Ranging levels of patterns can be included on the cards, from simple 2 item patterns per card to more

complex, 3 or 4 items per pattern to accommodate the differing needs of learners.

• The teacher could clap a pattern and have the children act the pattern out on their mat.

The activity can be completed in pairs and/or small groups.

The Resource Sequencing mat: Use a piece of long material, mark out pattern area using black tape.

Attach Velcro in sections across mat.

Colour shapes: Cut out different shapes, which range in colour and size. Laminate and back with Velcro.

Pattern cards: Cut out different shapes, which range in colour and size. Arrange varying patterns, back with card and laminate.

Set 1: Same shape, different colours, sizes.

Set 2: Different shapes.

Set 3: More than 3 shapes.

S E Q U E N C E M AT


Links to other Critical Core MarkersC10 Sustains attention to complete a variety of tasksAll Gross Motor related skills from the KDC checklist

Sequence Mat

Katherine Hales

94

Links to Essential Learnings Outcomes Thinking: Reflective thinking – Understands how to use simple strategies that assist in organising thought,

and how to modify their actions in the light of reflection.

Communicating: Being numerate – Understands how to purposefully use and explain informal ways of thinking

and acting mathematically in familiar situations (make and extend patterns).

World futures: Understanding systems – Understands simple connections in systems occurring in patterns.

Focus Multiple Intelligence/s Logical/Mathematical – Enjoys exploring patterns.

Visual – Visualises things in parts as well in whole.


• Students are to complete the animal pattern by placing the animal cards in the correct sequence.

Students may refer to the Guide card if necessary.

• The animal patterns are in four levels ranging from (a) easy to (d) hard, and come in two pattern sequences.

• When students can place the cards in the correct sequence encourage students to continue the pattern.

• Encourage children to explain why they made their choice.

• A blank sheet should be included for students to create their own pattern using the animal cards.

• The blank sheets and the small picture cards can also be used as a barrier game. One child is to make

a pattern using the cards and then give verbal instructions to the other student with the aim of creating

the same pattern.

• The animal pictures can be substituted by any variation of picture that is relevant or meaningful

to the child/ren.

A N I M A L PAT T E R N S

Focus Critical Core MarkerC6 Can copy and continue a pattern using two (2) items

Links to other Critical Core MarkersC10 Sustains attention to complete a variety of tasksC12 Predicts and understands: What do you think will

happen next?, What will happen if?LSU5 Responds to questions, eg Who?, What’s that for?, Where?,


The Resource

• Guide card

• Animal pattern sheet

• Animal cards

Make your own pattern sheet:

• In a publishing document, create 8 rectangles of the same size across the page. Choose two pictures

from Clipart or file that are relevant to the child/ren. Insert the pictures into the rectangles to create

a pattern or sequence.

• Copy this document and then remove one of the pictures from the pattern leaving a blank rectangle.

The aim is for the student to look at the remaining pattern and problem solve which picture was removed

from the sequence. Individual picture cards can then be put onto the blank space to create the full sequence

(Use Velcro to back the cards).

• Use language such as, What comes next? What do you think goes here?

• All cards and Guide sheet should be laminated for durability.

95

Sharryn Crothers

96

Links to Essential Learnings OutcomesCommunicating: Being numerate – This activity develops children’s understanding that mathematical language

and ideas can be used to describe situations encountered through play and interaction with the environment.

Focus Multiple Intelligence/s Logical/Mathematical – Enjoys working with patterns and symbols.

Description and instructions for using activity in Early Childhood Education This resource can be used as a learning centre to develop children’s knowledge and understanding

of patterns, colours and size.

1. Discuss the concept of patterns with the children. What they are? How they can be made?

(shape, size, sound, colour etc)

2. Introduce the activity to the children.

3. Discuss what animals have been used and why?

4. Discuss what patterns; shape, size, colour etc can be made using such animals.

5. Show the activity cards to the children and work through each pattern before allowing children

to complete the patterns individually.

6. Pose questions to the children when working such as; What do you think comes next?

Why do you think that that comes next? etc.

Using the activity cards provided, children are to copy and complete the chosen pattern using at least two items.

Patterns may be created using different animals or different colours. Children can also create their own patterns.

FA R M YA R D PAT T E R N S

Focus Critical Core Marker C6 Can copy and continue a pattern using

two (2) items

Links to other Critical Core MarkersC10 Sustains attention to complete a variety of tasksC12 Predicts and understands: What do you think will


The Resource To create this resource you need to:

1. Locate two or three different animal type pictures (different in terms of colour, shape, size).

Such pictures can be located using Clipart, simply type in such key words as animals, cow, sheep etc.

2. Cut and paste these pictures in order to have at least 10 copies of each animal.

3. Cut out each animal individually along with 6 plain strips of coloured card. Strips can be created by dividing

an A4 piece of card into three, lengthways.

4. Using one strip for each pattern, begin a pattern by gluing on the first two or three steps, e.g. glue on a cow

then a pig or cow, pig, cow.

5. Create as many cards as you like ensuring that you leave at least one card blank for children to make/create

their own pattern.

6. Have the cards and other animal pictures laminated.

7. Use Velcro dots to enable each piece to be attached to the activity card. Velcro dots can be purchased from

any supermarket, craft or hardware store.

97

Sam Morrison

98

Links to Essential Learnings OutcomesWorld futures: Understanding systems – Understands simple connections in systems when solving a puzzle.


situations encountered through play and interaction with the environment – when working with puzzles.

Focus Multiple Intelligence/s Logical/Mathematical – Uses reasoning to solve problems.

Visual/Spatial – Manipulates pieces to compete a puzzle.


• Students complete a 12-piece jigsaw puzzle which depicts a farm scene. When the puzzle is complete,

students are then to complete the accompanying “How many?” task board.

• The task board requires students to count how many cows, tractors, pigs, sheep, chickens and goats are in

the farm scene. The board is split into six sections so what students must do is place one card (depicting either

a cow, tractor, pig, sheep, chicken or goat) in each section of the board. Then students count how many of

each of these items is depicted in the puzzle and must locate the appropriate number card and place it in the

appropriate section on the board. Eg if the student counts 2 cows in the farm scene, they select and place

a number 2 card in the section of the board in which they have also placed the picture of the cow.

• This activity could be set up as a learning centre or the teacher could work with individual students; either

way, students’ completed work should be shown to the teacher for assessment purposes.

The Resource

• The picture in the puzzle is created using a variety of pictures from Microsoft Clipart and is then printed

out and colour photocopied to A3 size. The picture is then backed onto cardboard, laminated, and is cut

into 12 separate puzzle pieces.

• The task board is made using a stiff piece of cardboard or a thin piece of wood covered in felt and a black

fabric texta is used to draw lines to divide the board into six sections

• The animal pictures (from Microsoft Clipart) and number cards are created in Microsoft Publisher and are then

printed, cut out and laminated. Small pieces of Velcro are then attached to the back of each animal picture

and number card with double sided tape.

FA R M P U Z Z L E

Focus Critical Core Marker C7 Can complete an 8 – 12 piece jigsaw puzzle

Links to other Critical Core MarkersC3 Counts to 5 with 1:1 correspondenceC10 Sustains attention to complete a variety of tasks

Rachel Newall

99

Links to Essential Learnings OutcomesThinking: Inquiry – Explores materials to test their ideas about cause and effect.

Communicating: Being numerate – Explores spatial ideas through experiences with movement.

Social responsibility: Building social capital – Shares resources in a group task to achieve a common goal.

Focus Multiple Intelligence/s Logical/Mathematical – Enjoys solving puzzles.

Visual/Spatial – Enjoys puzzles.

Interpersonal – Works co-operatively with others.

Description and instructions for using activity in Early Childhood Education: This activity was developed in order to assist those students who have difficulties with completing puzzles,

especially those who don’t know where to begin.

This puzzle has been made so that each puzzle piece is a different shape to the next, which makes it easier

to place the pieces, compared to square puzzle with similar pieces.

To begin with, children may work together to complete the puzzle and then slowly move towards working

by themselves on completing other puzzles. Some handy hints are:

• If the children are finding it hard to determine where to begin the puzzle, give them a handy hint

and put the top of the head in place.

• Next ask them to look carefully at the piece that has been put in place and see if they can see anything

similar about that piece and any other piece, eg they both have a part of an eye.

• Ask children to look carefully at the outlined shapes on the felt and see if they can find a similar shape

that might fit. Encourage them to try their ideas.

• Repeat the puzzle several times throughout the week, before moving onto another puzzle,

(if they had difficulties with it).

H U M P T Y D U M P T Y



in extended play situationsLSU11 Uses positional words

The Resource To make this resource you will need:

• A large piece of felt.

• The Humpty Dumpty template* (coloured, laminated)

• Velcro buttons; and

• A felt permanent marker

To make this resource:

1. Using the felt marker trace around the outline of the template onto the felt.

2. Cut out the puzzle sections, making sure that each piece is a different shape to the next.

3. Place each section onto the felt outline one at a time and trace around the shape.

4. Stick one piece of the Velcro buttons onto each marked-out section of the felt.

5. Stick the other part of the Velcro buttons onto the laminated puzzle pieces.

The Humpty Dumpty picture template was taken from: Connolly, C. 30 Math Games for Lower Primary,

Prim-Ed Publishing

100

Carmen Double

101

Links to Essential Learnings OutcomesCommunicating: Being numerate – Explores spatial ideas and engaging in beginning counting.

Thinking: Inquiry – Explores materials, defining problems and solving problems.

Personal futures: Creating and pursuing goals – Sets and achieves simple goals. Returns to a task over

time until it is completed. Shows willingness to try again, with help, after disappointment and mistakes.

World futures: Understanding systems – Identifies similarities and differences and engages in routine

and follows rules.


Visual/Spatial – Enjoys puzzles and seeing patterns in work.

Description and instructions for using activity in Early Childhood Education The series involves four puzzles of the same picture.

The first and the second of the four puzzles are very basic. These can be used with children who have little or no

experience with puzzles. It is suited to developing the physical act of solving a puzzle (fine motor and hand-eye

co-ordination) as well as developing the use of visual clues such as colour, patterning, shape and size and spatial

concepts such as rotation to solve the puzzle.

The six piece puzzle is suitable for children who need some more practice with larger and fewer puzzle pieces

before being able to complete an 8 – 12 piece jigsaw puzzle. This puzzle is a little more challenging and relies

more heavily on visual clues to solve the puzzle.

The twelve piece puzzle provides the smallest and most pieces and is the most challenging in this series.

Puzzles should be set out in order on a bench with plenty of space with a picture of the final products displayed

with the puzzles. Children can be directed to or asked to choose a puzzle appropriate for them to complete,

gradually working towards completing the puzzle with 12 pieces.

Help the child if she/he is struggling by giving clues such as:

• “Do you think that piece is the right shape?”

• “Do the colours match up?”

• “See what happens if you turn the puzzle piece around.”

S N O W M A N P U Z Z L E S E R I E S


Links to other Critical Core MarkersC3 Counts to 5 with 1:1 correspondenceC10 Sustains attention to complete a variety of tasks

Extra activities:

• Ask children to count the pieces in each puzzle.

• Ask children to count the number of buttons on the snowman.

• Give children the option of working with a friend (this is a particularly good strategy for those students

who need more help).

• Take the final picture away and get children to predict what the puzzle might be a picture of.

The Resource

Materials:

• Picture (from Clipart or alternative source)

• Cardboard (A3)

• Laminator and plastic laminating sheet

• Scissors

Instructions for preparing Snowman puzzle series:

• Obtain an appropriate picture from Clipart or an alternative source.

• Print the pictures onto durable card (A3) and make a copy of the picture.

• Laminate cards.

• Sketch out 2 pieces on the first puzzle, 4 on the second puzzle, 6 on the third puzzle

and 12 on the fourth puzzle.

• Cut the puzzle pieces.

102

Melissa Eaves

103

Links to Essential Learnings OutcomesWorld futures: Understanding systems – Understands simple connections in systems in completing a puzzle.

Personal futures: Being ethical – Understands that self and others have needs and rights; takes part in game

playing fairly.


connected; by playing co-operatively with others in a directed situation.

Focus Multiple Intelligence/s Visual/Spatial – Assists group to complete a puzzle in a concrete manner.

Logical/Mathematical – Sees patterns in puzzles.

Musical – Enjoys completing activities involving music.

Interpersonal – Co-operates with others in a game situation to complete a group task.


• Students are to play a game of ‘pass the parcel’ in groups of three. The parcel consists of multiple layers

of newspaper and between each layer of newspaper is 3 puzzle pieces, each of which belong to a separate

puzzle. Each time a layer of the parcel is removed, students work together to sort the puzzle pieces and

group them into groups with other pieces of the same puzzle.

• Once the parcel is unwrapped and all of the pieces have been sorted, each student completes one of the

three puzzles. To avoid conflict over which student gets to complete which puzzle, students could be given

the opportunity to complete all three puzzles, if not at this time then at a later date.

• Some taped music should be played in order for students to play the game so another person is required

to stop and start the tape. This could be either the teacher or another adult within the classroom or even

a responsible and capable student.

The Resource

• The puzzles are made by printing out pictures from Microsoft Clipart onto cardboard and then laminating

them. Each picture is then cut into 9 pieces.

PA S S T H E P U Z Z L E


Links to other Critical Core MarkersC10 Sustains attention to complete a variety of tasksPS7 Increasingly co-operates with other students in


Rachel Newall

104

Links to Essential Learnings OutcomesCommunicating: Being numerate – Explores spatial ideas and engages in beginning counting.

Thinking: Inquiry – Explores materials, defines problems and solves problems).

Personal futures: Creating and pursuing goals – Begins to set and achieves simple goals. Returns to a task

over time until it is completed. Shows willingness to try again, with help, after disappointment and mistakes.

World futures: Understanding systems – Identifies similarities and differences and engages in routine

and following rules.


Visual/Spatial – Enjoys puzzles.

Description and instructions for using activity in Early Childhood Education This activity involves children putting together puzzles (4 pieces) of what it is that they need when going

to school each day (their bag, hat, drink and lunch). To complete each puzzle children will be using visual clues

such as colour, patterning, shape and size and spatial concepts such as rotation.

• Get children to identify what it is that they need when going to school each day by looking

at the pictures provided.

• Get children to solve each puzzle.

Variations:

• Gradually mix the pieces together so children have to rely on visual clues to sort and solve the puzzles.

Say to children; “Well done! You’re very clever for being able to put the puzzles together. I’m going to be

a bit tricky now and mix two (three, all) of the puzzles together. Can you put the puzzles back together now?”

• Take away the picture of each puzzle and get children to put each puzzle together without the visual clue.

• Begin by having all of the pieces mixed up and get children to sort and solve the puzzles. Question children

on how they went about solving the puzzles, for example, “I noticed that you put all the pieces with red in

them together. Why did you do that?”

G O I N G T O S C H O O LP U Z Z L E S E R I E S


Links to other MarkersC1 Recognises and names four (4) coloursC3 Counts to 5 with 1:1 correspondenceLSU7 Understands a sequence of classroom instructions


Help the child if they are struggling by giving them clues such as:

– “Do you think that piece is the right shape?”

– “Do the colours match up?”

– “See what happens if you turn the puzzle piece around.”

Extra activities:– Ask children to identify the colours in each of the puzzles.

– Get children to count the pieces in each puzzle.

– Use the cards/puzzles as visual cues when giving classroom instructions.

The Resource

Materials:– Pictures of a bag, hat, lunch box and drink flask

– Digital camera or other camera

– Cardboard

– Laminator and laminating plastic pockets

Instructions for preparing Going to School puzzle series:

• Obtain pictures of (from Clipart or alternative source) or take pictures of (using a digital camera

or other camera) a bag, hat, lunch box and drink flask.

Ensure that the pictures vary in colour.

• Print the pictures onto durable card and make a copy of each picture.

• Laminate cards.

• Cut each puzzle into 4 parts.

105

Melissa Eaves

106


Communicating: Being literate – Recognises that personal communications affect everyday choices

and behaviours.

Personal futures: Creating and pursuing goals – Returns to a task over time until it is completed.

Focus Multiple Intelligence/s Visual/Spatial – Thinks about things and then completes them in reality.

Intrapersonal – Enjoys working on tasks and achieving success.

Linguistic – Enjoys talking about what needs to be done.

Description and instructions for strategies to try in Kindergarten classroom In every class teachers have at least one child who has difficulty concentrating or sitting still for a short time,

compared to other children in the class. These active and often distracted children find it hard to control

their problem.

This is a selection of suggestions worthy of consideration if such children are proving to be a challenge.

• Reduce the rush within your room. People dashing around stimulate these children. Be ultra organised.

• Keep the child quiet on his/her arrival at the classroom.

• Try to keep the learning program predictable. Warn the child when things are going to occur so child

is aware beforehand.

• Have set routines in the class where the expectation is that everyone will sit down and have a short

session together. This may be as short as 3-5 minutes at first. Praise the child for staying on task.

• Sit the child near you, so that you are able to make eye or touch contact to assist him/her stay on task.

• Make the child a special helper for you in small group situations – where he/she takes a leadership

or helping role.

• Catch the child being attentive and praise him/her for this achievement.

• Provide activities that require little sitting and greater active involvement.

• Give the child specific instructions, regarding what is required of him/her during the following session.

• Keep instructions short and to the point – adults often overload children with instructions. For children

who find it hard to concentrate this can be very annoying and they find they have to look to peers to

see what to do. Many active children just won’t do this.

• Small group work with the child and one or two others is often a good way to start the child concentrating

on a set task, as this allows maximum attention between the adult and the active child.

• Try and provide activities that you know will interest the child. Find out what he/she is interested in and

structure the child’s learning program around this interest.

A C T I V E A N D D I S T R A C T E D S T U D E N T S ?

W H AT C A N Y O U D O ?

Focus Critical Core Marker C10 Sustains attention to complete a variety of tasks

107

Links to Essential Learnings Outcomes Thinking: Reflective thinking – Shows willingness to help others in recreating patterns.

Personal futures: Creating and pursuing goals – Thinks about the best way to describe the pattern.

Communicating: Being numerate – Recognises numbers and letters as they pull them out of the water.

Focus Multiple Intelligence/s Interpersonal – Works with others to complete tasks.

Bodily/Kinesthetic – Engages in practical activities to develop concentration.

Description and instructions for using activity in Early Childhood Education The activities outlined here are practical ideas that can be used every day in the classroom. It is a matter

of setting up stations for children to work at. The resources that you need will be in every classroom such as:

• Playdough

• Construction blocks

• Listening posts

• Waterplay equipment

It is up to you how the activities are set up. Young children enjoy manipulating objects so set up activities

that include these materials.

Practical ideas to use in the classroom:

• Pair children to work together so they have a buddy to help keep them focused and on track.

• Take note of the activities that children like to use and let them experiment with them.

• Ensure activities are engaging.

• Activities provided must be at the child’s level of development – activities which are too hard

or too easy cause problems. Double check for suitability.

• Be practical – do not expect too much.

• Use an egg timer and suggest that children sit at that activity until the timer has run out.

• Use music the same way, by the time the song has finished you need to have …

• Provide a structured classroom so movement and distraction is minimised.

• Give children frequent feedback and praise.

P R A C T I C A L S T R AT E G I E SF O R T E A C H E R S T O U S E

I N T H E C L A S S R O O M


Links to other Critical Core MarkersC3 Counts to 5 with 1:1 correspondenceC4 Recognises first name in printC6 Can copy and continue a pattern using two (2) itemsLSU5 Responds to questions, eg Who?, What’s that for?, Where?,

(Receptive language)PS5 Takes turns and shares with others

• Have them set their own goals for the session – I want to do… today.

• Once children have finished a task, suggest that they might like to choose the next job.

Activities that can be set up:

• Playdough – Provide children with different coloured playdough as a visual stimulus. Allow time to

experiment. Have them create a pattern behind a barrier and then describe it to a partner. The partner then

tries to recreate the pattern by the description they are given. The same can be done with construction blocks.

• Water play – is a great way to hold attention. Let the children experiment with floating and sinking by trying

to sink a plastic bowl using objects like shells, pebbles, pasta and marbles. Try retrieving letters and numbers

from a tub of water using a net. Children can try and catch their name or the numbers 1-5.

• Outdoor play – Setting up obstacle courses for the bikes will surely hold children’s attention.

• Listening Posts – Selecting short story books presented on CD or tape are great ideas to keep children

concentrating to complete the task.

108

Anita Huzzey

109


Communicating: Being literate – Recognises that communications can be formed to affect everyday choicesand behaviours.


Focus Multiple Intelligence/s Visual/Spatial – Thinks about things and then completes them in reality.

Intrapersonal – Enjoys working on tasks and achieving success.

Linguistic – Enjoys talking about what needs to be done.

Description and instructions for using activity in Early Childhood Education The following are some useful ideas to help young children who find it difficult to sustain their attention to be able to complete a variety of tasks:

• Provide frequent short breaks.

• Use different methods of instruction.

• Accentuate important information.

• Have children discuss the lesson.

• Encourage physical activity.

• Find ways to make material less complex.

• Monitor performance inconsistencies.

• Promote collaboration between children.

• Keep it simple.

• Connect new information to prior knowledge.

• Use visual prompts.

• Provide models of tasks.

• Develop challenging ideas.

1. Provide frequent short breaks: Breaks can be especially helpful during and between tasks. Throughoutactivities, include brief breaks that allow children to move around. Encourage constructive movement tasks,such as collecting papers or tidying the room. The children will benefit from a short break before they have to concentrate on a new task.

2. Use different methods of instruction: It is important to vary the way that the children are given instructionsfor the tasks you want them to complete. Use verbal, visual and experimental methods to enhance attention.Make frequent shifts between discussion, reading, and hands-on activities.

S U S TA I N I N G AT T E N T I O N :S T R AT E G I E S T O H E L P

Y O U N G C H I L D R E N


Links to other Critical Core MarkersLSU5 Responds to questions, eg Who?, What’s that for?, Where?,

(Receptive language)PS7 Increasingly co-operates with other students in


3. Accentuate important information: Let children know when important information is about to bepresented. Slow the speed of oral delivery, include pauses, and emphasise by intonation and gesture what is important. Preview, repeat, and summarise important points.

4. Have children discuss the lesson: After explaining to the children what they are required to do, allow them to ask questions and discuss what they are going to do. Ask children to repeat steps of tasks to checkfor understanding. Checking for understanding helps the children to sustain their attention as they know what they are supposed to be doing and are not wandering around the class.

5. Encourage physical activity: Some type of physical activity helps children to sustain their attention duringclassroom instruction. Especially in the winter months when the children are inside a lot more, it is a good idea to allow them opportunities to go outside for a run around. As children are very energetic, they loseconcentration and attention if they are required to stay inside all day and do a number of tasks.

6. Find ways to make material less complex: Use colours, diagrams and pictures to help children see whatthey are required to do and make difficult activities or ideas more easily understood. Present the ideas in stages and check for understanding before moving on to the next stage.

7. Monitor performance inconsistencies: Keep track of the factors that seem to affect a child’s mental energy.Things like the time of day, the time of year, can affect children’s attention spans. Most children work better in the morning, although when children come to the classroom in the afternoon they are required to do thesame amount of work as the children who come in the morning, so perhaps some extra strategies may needto be made for those children.

8. Promote collaboration between children: When running tasks that require attention think about childrenwho could work well together. Children who have a tendency to wander could be put with other children who are better at completing tasks.

9. Keep it simple: Start with simple ideas that the children will be successful at, as it increases their confidenceand they will attempt more if they think they will succeed.

10.Connect new information to prior knowledge: Pause during the presentation of new information and ask children how the new information relates to previously learned material or a personal experience. Havechildren repeat to themselves what they are supposed to be doing so it is clear in their mind. If the childrenunderstand what they have to do they will become more likely to complete a variety of tasks because theyhave the confidence to try because they know how to do it and will succeed.

11.Use visual prompts: It is a good idea to use visual clues, especially at such a young age, as the children do tend to have a short attention span. A work board is a good idea to use. It may have pictures of somenumbers, a bike and a drink bottle. The children would look at the board and see that they have to do somemaths, and then they have some free time before it is time for outdoor activities. If children forget what theyare supposed to be doing they can look on the board to check.

12.Provide models of tasks: Give children a clear sense of how a final product might look by showing examplesof one you have completed earlier. Children like to see what they are going to do.

13.Develop challenging ideas: Develop ideas that will challenge the children. For example, get them to build a tower from blocks. When it falls down challenge them to see if they can build a taller tower. If the childrenare interested and challenged they will continue with the activity.

The Resource This activity doesn’t require resources as such. The only strategy that requires a resource is Point 11: Use visualprompts. A task board is a great way for children to see what they are supposed to be doing. Using Clipart,download pictures that represent activities such as a drink bottle, numbers for games, letters for writing time,food for lunchtime etc. Laminate these for extended use. Using a felt board, whiteboard or other suitable board,use the Clipart pictures to put up the children’s jobs for the morning/afternoon. The children can see what theyare supposed to be doing and what they have to do before they can have some free play time. If the childrenknow what they are doing they are less likely to be wandering around the room looking for something to do.These boards can either be used for the whole class, or for individual children who find it particularly hard tosustain attention.

110

Clare Sweeney

111

Links to Essential Learnings OutcomesCommunicating: Being literate – Recognises that communications can be formed to affect everyday

choices and behaviours.

Personal futures: Building and maintaining identity and relationships – Establishes and maintains

relationships with others in the classroom.

Focus Multiple Intelligence/s Visual/Spatial – Creates visual representations of the parts of a person’s body and transfers those

representations concretely.

Interpersonal – Works effectively with others.


• This is an activity designed for no more than three players.

• Children take turns to roll the body parts die and place the corresponding body part on a board

(whiteboard or material covered) to create a body with facial features.

• If the child rolls a side with two body parts on it they choose the one they have not already had.

• Throughout this process children are expected to work together co-operatively to build-a-body.

The Resource

Materials:

• Board covered in material adhesive to Velcro/or a whiteboard

• Computer with a Microsoft program and Clipart installed

• Velcro dots/ or blue tack

• Scissors

• Cardboard

• Milk carton

• Laminate/contact

• Paper

B U I L D - A - B O D Y

Focus Critical Core Marker C11 Draws a person with a head (including 2 or 3

facial features), arms and legs

Links to other Critical Core MarkersC10 Sustains attention to complete a variety of tasksPS5 Takes turns and shares with othersPS7 Increasingly co-operates with other students


To make the resource:

• Using a word document on the computer create body parts including 2 eyes, 2 arms, 2 legs, a torso,

a head (without facial features), 1 nose, 2 ears and a mouth.

• Print them onto cardboard, trim and laminate for durability.

• Print out one of each body part on paper for the die and trim.

• To make the die cut a milk carton so that each side is 7 cms in height with two sides double one

for the lid and one for stability.

• Leave two centimetres extra on double lengths to tuck in.

• Cut away the two short sides and down the sides of the double lengths to the top of the first

seven centimetres.

• Fold and glue to make a cube.

• Cover cube in cardboard.

• Glue on paper body part printouts.

• Some sides will need two items on one side eg ear and eye.

• Contact to protect.

• If using material covered board stick Velcro loops on laminated body pieces, if using a whiteboard

have blue tack handy for each body part.

112

Tanya Walker

113

Links to Essential Learnings OutcomesCommunicating: Being literate – Recognises that visual communications are effective and important

in everyday life.

Communicating: Being numerate – Uses mathematical understandings of concepts and skills involving

number as required.

Communicating: Being arts literate – Understands the purpose and use of the art form visual arts

(drawing) and how to make and share meaning from and through this art form.

Focus Multiple Intelligence/s Logical/Mathematical – Understands mathematical concepts when undertaking count of objects.

Visual/spatial – Uses visual objects to build up understanding of facial features.

Intrapersonal – Works on task with developing confidence, is able to explain the process undertaken

to another person.


• This activity is designed specifically for an individual child with or without the interaction of an adult.

• Each page of the book slowly builds up a face and body by adding a different body part of facial feature

each page.

• Opposite these pages is the corresponding body part or facial feature made from felt.

• As the child turns each page they see a process of putting together a face and body.

• Corresponding to this process the child can construct their own face and body using the felt pieces

on a felt board.

• You will notice a number and the matching array on each page.

• These numbers and arrays represent the first thing you need to make a face and body and so on.

• Discuss with children before turning each page what is missing (from the face, body), what might

come next etc.

• Once the child has made the face and body as an extension they may like to draw their creation

or even draw their own body using the book as a guide.

1 , 2 , 3 , M E !

Focus Critical Core Marker C11 Draws a person with a head (including 2 or 3


Links to other Critical Core MarkersC10 Sustains attention to complete a variety of tasksPS11 Demonstrates co-operation with adult

directionsLSU5 Responds to questions, eg Who?, What’s that

for?, Where?, (Receptive language)

The Resource

Materials:

• Computer with Microsoft program and Clipart installed

• Cardboard

• Paper

• Laminate/Contact

• Felt

• Scissors

• Felt board

• Sticky back Velcro-loops

To make the resource:

• To create the book use a word document on the computer. Begin with a blank face and each page

there after add a different facial feature (ears, eyes, nose, mouth).

• The following pages will include the torso, arms and legs with a fully constructed body at the back.

• Number each of the pages.

• Print, laminate and trim finished product.

• Design a cover and bind the book.

• Cut out body parts and facial features corresponding with those in the book.

• Place a piece of Velcro on the back of each page and stick the felt cut out that matches the following

page on it.

• Purchase or make a felt board.

114

Tanya Walker

115

Links to Essential Learnings OutcomesSocial responsibility: Valuing diversity – Celebrates the diversity of individuals....

Personal futures: Creating and pursuing goals – Understands how to set and achieve a simple goal within

an individual or group activity and describes some of the steps involved. Uses language to describe a sequence

of steps.

Thinking: Inquiry – Understands that observations and inquiry can be used to guide and solve problems

in deliberate ways; independently follows steps of a procedure that has been demonstrated to them.

Focus Multiple Intelligences: Interpersonal – Enjoys working on tasks that are related to self.

Logical/Mathematical – Enjoys completing tasks which require use of symbols in creating activity.


Materials

• Two A4 cards, each displaying a black-line outline of a featureless head (face). One has a girl’s hairstyle,

and the other a boy’s hairstyle.

• One envelope containing a number of different laminated magazine cut-outs of eyes, mouths and noses.

• Blank paper, pencils.

This activity has two ‘blank face’ baseboards, so that it may be done as an individual or paired activity.

Individual activity:

• Pointing to the face outline, ask the child “Can you tell me what we see here?”, “What is missing?”

(child responds eg “a head/face”... “eyes”, “nose” etc). Introduce envelope of facial feature cut-outs.

Select one set of matching eyes, a nose and a mouth. Ask, “Can you make a face by using these pictures?

Show me what kind of face you can make.”

• Talk about the features, asking the child to describe them (blue eyes, big nose, small mouth etc).

Encourage efforts.

• When this stage is completed with confidence, introduce more feature cut-outs and allow the child

to experiment, asking him/her to describe what is being done and why a particular piece was chosen.

• Ask the child “Can you please draw a picture of the face you have made?”, “What colour are the eyes?”

etc. On completion, ask the child to explain his/her drawing.

M A K E A FA C E C H A L L E N G E

Focus Critical Core Marker: C11 Draws a person with a head (including

2 or 3 facial features), arms and legsC10 Sustains attention to complete a variety

of tasks

Paired activity:This resource may be used by two children working alongside one another to create different faces. They may

choose to co-operate or to work as individuals and compare their results. This encourages discussion with peers

about different facial features and their ‘place on the face’, simultaneously focussing on social skills.

The Resource

• Brightly coloured, sturdy backing card, slightly larger than A4 size

(photograph framer’s matt board scraps are cheap and ideal).

• A4 white paper.

• Black marking pen.

• Old magazines.

• Laminating service, clear contact.

• Blu-tack, small plastic plate.

• Envelope in which to store ‘feature pictures’.

Instructions for preparing resource:Draw a black outline of a featureless face (head) on each of two A4 sheets of paper. Mount onto strong

backing cards – a boy and a girl were used in the example. Laminate or cover with clear contact.

Laminate cut-outs of a variety of magazine pictures of mouths, eyes and noses. Place small rolled pieces of

Blu-tack onto a plastic plate. Children use this to stick features onto face (also assisting development of fine

motor skills).

Provide coloured pencils and blank drawing paper for follow-up activity, with child drawing a picture of their

favourite ‘make a face’ effort.

116

Deb Edwards

117

Links to Essential Learnings Outcomes Thinking: Inquiry – Poses problems and asks questions about why things happen.


to familiar events “This will happen because...”.

Communicating: Being literate – Uses symbols to communicate and represent ideas.

Focus Multiple Intelligence/s Logical/Mathematical – Enjoys trying to work out why things are as they are.

Bodily/Kinesthetic – Works with attention of tasks which require practical application.

Linguistic/Verbal – Enjoys talking about what he/she has completed and telling stories.

Description and instructions for using activity in Early Childhood Education Complete this activity in pairs or with the teacher. Using the felt pieces on the felt board, create your own

scene or story. Use a story you already know, or make up your own.

Teacher/helper: Ask the child questions about what they have done on the felt board such as, “What do you think

will happen next in your scene?” “What will happen if...?” Make a scene yourself and ask children to help you,

also encouraging the children to ask questions about your picture.

The Resource

You will need:

• Felt of different colours • Board 900cm x 600cm

• Green felt for backing • Timber for making stand on back of board

• Hinges • Nails

• Self-adhesive glue • Scissors

Make the stand on the back of the board by nailing 3 pieces of timber together and hinging this onto the board.

Using self-adhesive glue spray, glue green felt to the board. Sew and glue a pocket on the back of the board to

house the pieces, using Velcro to secure the opening. Cut out felt of various shapes and objects that children

would enjoy making stories with, eg people, animals, houses, trees, cars, roads. Felt shapes such as this are

also available in pre-cut packs at Spotlight, Windmill and craft stores.

F E LT B O A R D S

Focus Critical Core Marker C12 Predicts and understands: What do you think

will happen next?, What will happen if?

Links to other Critical Core MarkersC10 Sustains attention to complete a variety of tasksLSU5 Responds to questions, eg Who?, What’s that

for?, Where?, (Receptive language)LSU6 Asks questions, eg Who?, What’s that for?,

When?, Why?, How?, (Expressive language)

Bronwyn Knowles

118

Links to Essential Learnings OutcomesThinking: Inquiry – Poses problems and asks questions about why things happen.

Thinking: Reflective thinking – Gives explanations in relation to cause and effect “This is so because…”.

Communicating: Being literate – Uses sounds to communicate and express ideas.

Personal futures: Building and maintaining identity and relationships – Explores different roles

and demonstrates interest in the life stories of others.

Focus Multiple Intelligence/s Logical/Mathematical – Enjoys working on tasks that show a pattern or sequence and can tell what

the pattern involves.

Intrapersonal – Works with others on tasks and communicates whilst completing activity.

Linguistic/Verbal – Talks about what he/she can see and the relationships between the different pictures.

Description and instructions for using activity in Early Childhood Education Complete this activity individually or in pairs.

Have a look at the group of 10 prediction cards. Can you look at one or more cards and see what

will happen next in that picture?

Tell your partner or teacher what you think will happen next in the picture and make up a story

to go with the card.

The Resource

• Coloured card

• 10 small pictures of interesting occurrences that would appeal to young children’s interests

(eg a girl playing ball with a dog etc)

• Laminator

• Scissors

• Glue

Cut out the 10 pictures, glue these onto small square pieces of coloured card and laminate them.

P R E D I C T I O N C A R D S

Focus Critical Core Marker C12 Predicts and understands: What do you think will happen




Bronwyn Knowles

119

Links to Essential Learnings Outcomes Communicating: Being literate – Understands some of the ways that communication works and how

non-verbal, spoken, written and visual forms carry messages; Responds to familiar rhymes, songs, stories

and media experiences with interest and enjoyment.

Communicating: Being numerate – Understands that mathematical language and ideas can be used to

describe situations encountered through play and interaction with the environment; explores spatial ideas

through experiences with movement, puzzles, building blocks.

Focus Multiple Intelligence/s Bodily/Kinesthetic – Engages in activities which involve practical participation.

Visual/Spatial – Completes the activity displaying a keen eye for detail and building a story sequence

with characters.

Linguistic/Verbal – Tells a story related to the felt board characters.

Description and instructions for using activity in Early Childhood Education Read the rhyme Humpty Dumpty to a student. Re-read the rhyme stopping part way through and ask the

student to make a picture (Using the Humpty Dumpty cut outs or felt pieces) of what will happen next.

Encourage the student to explain/describe their picture.

Alternatively ask student to create a picture of what would happen if? eg … all the king’s horses

and all the kings men could put Humpty back together.

To extend students other rhymes or stories could be used, such as ‘Goldilocks and the Three Bears’

or ‘Winnie the Pooh’.

The Resource

Making a Felt Board, Humpty Dumpty, The Three BearsFirst buy 1 metre of blue felt (sky) and a metre of green felt (grass), other colours can be used depending on the

background desired. Buy some 3mm medium density Fibreboard which comes in various sizes. With 1 metre of

both green and blue felt you can cover two 600mm x 900mm sheets of MDF, making one 600mm x 900mm felt

board and by cutting the other MDF sheet in half you can make two 450mm x 600mm felt boards. Place the MDF

board on a table, measure to find the middle of the board where you want the two colours to meet and draw a

line across the board. Place the straight edge of the felt along this line and mark a line 5cm from the edge of the

board along the sides and bottom of the board. This will allow you to secure the felt at the back of the board.

Cut around the marked lines on the felt. Using craft glue apply a liberal amount of glue to the board and gently

place the felt on the board. Repeat these steps with the other coloured felt and wait for the glue to dry.

R H Y M E S A N DS T O R I E S

Focus Critical Core Marker C12 Predicts and understands: What do you think

will happen next?, What will happen if?

Links to other Critical Core MarkersLSU9 Speaks in a manner that can be easily

understood by adults

Turn the board over and glue the felt trim to the back of the board. To make up felt pieces simply draw or trace

pictures onto felt pieces and cut them out decorating them with fabric paint. Alternatively laminate and cut out

coloured pictures and put some sticky back loop Velcro onto the back of the pictures; they will then stick to the

felt boards.

120

Davin Broomhall

Listening, Speaking& Understanding

122

Links to Essential Learnings OutcomesThinking: Inquiry – Understands that inquiry can be used to solve problems and consider new possibilities

and create new solutions to these problems.

Communicating: Being literate – Understands some of the ways that communication works, in a verbal

and non-verbal form, to carry a message.

Focus Multiple Intelligence/s Visual/Spatial – Uses pictures effectively to show personal feelings.

Interpersonal – Relates to others and can explain personal preferences.

Linguistic/Verbal – Uses oral language to convey personal views to others.

Description and instructions for using activity in Early Childhood Education The question and answer board is designed to allow students to respond to questions using pictures as well as

describing their answer to the person who is asking the questions. In this case there are five questions that the

teacher/adult helper could ask the child. After the question has been asked the child then has to verbally tell the

person the answer and find the corresponding card and place it at the top of the board (in the space provided).

The child can see the answer cards, which link, to each question by looking down the column below where they

need to place their answer card.

An example of the task board and where the cards are placed is below.

Q U E S T I O N A N DA N S W E R B O A R D

Focus Critical Core Marker LSU5 Responds to questions, eg Who?, What’s that

for?, Where?, (Receptive language)

Links to other Critical Core MarkersC10 Sustains attention to complete a variety of tasksLSU9 Speaks in a manner that can be easily

understood by adults

The questions used for this task

• Are you a boy or girl?

• How do you get to school?

• Which colour is your favourite out of orange, green, pink and blue?

• Can you find the circle?

The questions and answer cards can be made to suit any topic, which is being discussed.

The Resource

Board:Make up a grid as shown in the directions, so that there is a space for the answer card and a space for all

of the cards to line up underneath the answer card space. Make sure that there are enough columns for the

amount of questions that are going to be asked.

Place a Velcro dot – one in the answer card space and one for each of the other answer cards in the

columns below.

Answer Cards:On the computer create some pictorial answer cards, the ones for this particular task were 4cm x 4cm.

There needs to be one answer card for every possible answer. Once the cards have been laminated place

the other side of the velcro dot on the back of each card. Print out the questions that are to be asked.

Question & answer task board for healthy eating

Questions:

• What is your favourite fruit? (pictures may include banana, apple, orange, grapes, strawberry)

• What colour is this fruit? (pictures of different colours such as yellow, red, green, purple, orange)

• Where can you get this fruit? (pictures of a supermarket, butchers, florist, orchard)

• What can be made from this fruit? (pictures of fruit juice, meat pie, chips, sandwich)

123

Nicole Commane

124

Links to Essential Learnings OutcomesThinking: Inquiry – Begins to use appropriate techniques to solve the problem of building a house large

enough to house a soft toy.

Communicating: Being numerate – Explores spatial ideas through experiences with building blocks.

Social responsibility: Building social capital – Shares resources in a group task to build a house using blocks.

World futures: Designing and evaluating technological solutions – Adapts the house to make

another construction.

Focus Multiple Intelligence/s Visual/Spatial – Displays a good sense of how parts fit together to make a whole object

Interpersonal – Works with others to complete small tasks

Logical/Mathematical – Shows ability to solve set problems

Bodily/Kinaesthetic – Solves a set problem by active participation


Description – Small group activity

• Using a wooden construction block set, duplo or lego, the children are to construct a house that

is big enough to house a soft toy.

• When they have completed this task they will then make a different designed house to the first one

they have made.

• As the children are showing their designs, questions related to the critical core marker LSU 5 should be asked.

Examples of questions could be Who helped you to build this house? How did you build it? How did you

know that teddy would fit in it? Why did you put the door in that side? How many other toys could fit

in with teddy?

• This activity can also be used in the sandpit.

The Resource

• Wooden construction blocks (Duplo or Lego could also be used).

• Soft toy or other items, such as a fire truck, car/s, or farm animals which the teacher may prefer to use.

B L O C K C O N S T R U C T I O N

Focus Critical Core Marker LSU5 Responds to questions, eg Who?, What’s that for?, Where?,


Links to Other Critical Core MarkersFM1 Constructs a model with 4 – 8 interlocking pieces

using for example, Duplo or LegoPS7 Increasingly co-operates with other students in

extended play situationsC10 Sustains attention to complete a variety of tasksLSU9 Speaks in a manner that can be easily understood by adults

Sharyn Garwood

125

Links to Essential Learnings OutcomesThinking: Inquiry – Understands that inquiry can be used to solve problems and consider new possibilities

and create new solutions to these problems.

Communicating: Being literate – Understands some of the ways that communication works in a verbal

form to carry a message.

Focus Multiple Intelligence/s Logical/Mathematical – Recognises objects according to set criteria.

Visual/Spatial – Displays a good eye for detail.

Interpersonal – Works effectively with others on a short activity.

Linguistic/Verbal – Possesses the ability to describe things effectively for others.

Description and instructions for using activity in Early Childhood Education Buzzy Bee is an activity to be played in pairs. The children sit back-to-back, or with a barrier in between them,

with a pack of Buzzy Bee parts (these are identical packs). Child A creates a picture of a bee using some of the

components of their packet of bee parts onto the felt board. Child B or adult then has to ask questions to try

and find out which pieces child A has used to make his/her picture. The aim of the activity is for both of the

people to end up with the same picture.

The Resource

BeeDraw a picture of a bee (in sections) on to paper. Photocopy the picture on to 2 pieces of 4 different colours

of paper, so that you end up with 8 photocopied bees.

Cut out each section of the bee and decorate as desired, but make sure that you decorate two of each piece

so that the students have identical pieces in their packets.

Felt BoardBuy two photo frames, paint each side a different colour on the frame, again both frames need to be identical.

Take out the glass and cover the backing board with felt. Put the frame back together leaving the glass out.

Most of the items used to create this resource were purchased from Chickenfeed.

B U Z Z Y B E E

Focus Critical Core MarkerLSU5 Responds to questions, eg Who?, What’s that for?, Where?,


Links to other Critical Core MarkersC10 Sustains attention to complete a variety of tasksLSU9 Speaks in a manner that can be easily understood by adultsPS7 Increasingly co-operates with other students in


Nicole Commane

126

Links to Essential Learnings Outcomes Communication: Being literate – Uses questioning and answering strategies to complete task

Communication: Being numerate – Uses mathematical language to locate hidden object; distinguishes between object by colour and size

Social responsibility: Valuing diversity – Listens to others in a small group situation

Focus Multiple Intelligence/s Visual/Spatial – Uses problem solving strategies to solve practical problems

Description and instructions for using activity in Early Childhood Education This is a game for a small group of children. Each child is given one or two pieces of the shape puzzle selected.

Each child takes a turn adding his/her piece to make the one shape puzzle (eg. Triangle made of 8 – 12 little triangles).

One child then takes Flat Freddie and hides him under one piece of the puzzle, whilst the other children have their eyes closed (or backs turned).

The children then open their eyes and question the child who hid Flat Freddie where he is hiding, such as “Is he under the top triangle?” “Is he under the yellow triangle?” “Is he under the triangle closest to me?”

The child who hid Flat Freddie responds to the questions by turning over the required triangle to see if Flat Freddie is there.

The child who guesses the correct triangle is the next hider of Flat Freddie!

The Resource Make a set of shape puzzles – a circle, triangle, and/or square.

Each puzzle can comprise between 6 – 12 pieces, depending on the needs of the children playing.

Each puzzle piece needs to be a different colour if you want the focus to be on recognition of colours; that is a big triangle made of 8 little different coloured triangles.

These need laminating and a Velcro dot attaching to the back of each puzzle piece.

Flat Freddie can be made from a cartoon clip or photo. He needs to have a Velcro dot on his back so he will attach to the back of the puzzle piece selected.

F L AT F R E D D I E : W H E R E I S H E ?

Focus Critical Core Markers LSU6 Asks questions, eg Who?, What’s that for?, When?, Why?,

How?, (Expressive language)LSU5 Responds to questions, eg Who?, What’s that for?, Where?,


Links to other Critical Core MarkersLSU10 Understands positional words, eg behind, beside, next to,

in front of, overLSU11 Uses positional wordsC1 Recognises and names four (4) coloursC8 Builds three (3) steps with cubes after demonstration

127

Links to Essential Learnings OutcomesThinking: Inquiry – Independently follows steps of a procedure that have been demonstrated to them

(looking at objects, shutting eyes and guessing about object).


to familiar objects “It is the car because...”.

Personal futures: Creating and pursuing goals – Understands how to set and achieve a simple goal within

an individual or group activity and describe some of the steps involved.

Focus Multiple Intelligence/s Logical/Mathematical – Looks at objects and remembers unique characteristics of the item.

Bodily/Kinesthetic – Solves problems by the sense of touch.

Visual/Spatial – Remembers objects by their description.

Interpersonal – Enjoys working with others to complete small tasks.

Linguistic/Verbal – Uses language appropriately to solve a problem.

Description and instructions for using activity in Early Childhood Education Work with a friend or small group for this activity.

Let everyone have a look at the 10 objects inside the box and become familiar with them. Choose one person

to pick out an object from the box while everyone else has their eyes shut and place it in the bag so the other

people can’t see it. Take it in turns to ask questions to the person who hid the object about what it might be.

Take turns at both guessing and picking out an object.

Teachers please note: It may be best to explain to the children that they need to ask questions about the object,

not just try to guess what it is straight away. Modelling this technique for the children first may be beneficial.

The Resource

• A box with a lid

• 10 small to medium objects (eg. spoon, glasses, car, ball, block, toy man, bird, torch, butterfly, toy spanner)

• Bag

Place the 10 objects in the box with the bag and put the lid on the box.

W H AT ’ S I N T H E B A G ?

Focus Critical Core MarkerLSU6: Asks questions, eg Who?, What’s that for?, When?, Why?,

How?, (Expressive language)


in extended play situationsC10 Sustains attention to complete a variety of tasksLSU5 Responds to questions, eg Who?, What’s that for?, Where?,

(Receptive language)LSU7 Understands a sequence of classroom instructions


Bronwyn Knowles

128

Links to Essential Learnings OutcomesThinking: Inquiry – Poses problems and asks questions.

Communicating: Being information literate – Makes comment on, asks questions about and links own

experience with information presented in a variety of ways.

Communicating: Being literate: Enjoys trying out different forms of language & communication.

World futures: Investigating the natural and constructed world – Wonders why; asks questions.

Focus Multiple Intelligence/s Verbal/Linguistic – Asks questions to find out information.

Bodily/Kinaesthetic – Uses the body to find out information.

Visual/Spatial – Remembers things by description.

Description and instructions for using activity in Early Childhood EducationThis learning tool involves children throwing a thinking dice. The six key questions are represented on the dice.

Children simply pose a question based on the prompts on the dice. Teacher assistance is crucial to beginning

success and future autonomy with this learning tool

Uses:

• To assess students’ understanding of a topic

• To assist children to formulate questions to ask a guest speaker

• As a tool to encourage class interaction on a subject, item, picture, emotion or animal for example.

• For news and ‘show and tell’ to assist the children to question in greater depth and with more thought.

Context 1: Class discussion on a ‘show and tell’ item – ‘The crying elephant’

Purpose: Encourage deeper questioning, thinking and involvement in a group discussion.

Procedure:

• Children form a circle around the item.

• Teacher asks the children what they would like to know about the item.

• Children roll the dice and then ask a question to the person who now has possession of the dice.

Teacher assistance is crucial however; over time children will soon recognise the words.

Q U E S T I O N D I C E

Focus Critical Core Marker LSU6 Asks questions, eg Who?, What’s that for?, When?, Why?,


Links to Other Critical Core MarkersLSU5 Responds to questions, eg Who?, What’s that for?, Where?,

(Receptive language)PS11 Demonstrates co-operation with adult directionsC12 Predicts and understands: What do you think will happen


• e.g. Why do you think he is crying, Jordyn? Where do you think he might live, Jake?

• Children not only involve themselves in questioning but also are encouraged to hypothesise

an appropriate answer.

• Teacher should be explicit in communicating to the children that it is acceptable to think,

then have a go at answering the question.

Context 2:People in our community – A unit of work.

Purpose:Assess the understanding at the end of a unit of work

Procedure:

• Each child has a picture prompt of a person in the community.

• Every child gets an opportunity to roll the dice and ask another person a question related to that person’s

picture.

• e.g. Why does your person wear a red suit? What can I buy from the butcher? How does a baker bake a cake?

• The aim is to see if a child asking the question knows who the character is, if they are able to ask a related question

about that person and; for the person answering the question, if they can answer it.

• All children should get an opportunity to roll the dice and be questioned by a classmate.

The Resource

• A piece of foam cut into a dice shape

• Spray paint the dice.

• In a word document create a series of text boxes. Type using Tas Plain How…? When…? Why…? Who…?

What…? Where…?

• Laminate, cut and trim.

• Glue a question to each side of the dice.

• Use laminated picture cues on a subject or unit of work. e.g. When exploring a unit of work on the people

in our community use a collection of prompts to place into the pockets to check for understanding.

129

Vicki Sharman

130

Links to Essential Learnings OutcomesThinking: Inquiry – Poses problems & asks questions.

Communicating: Being information literate – Makes comment on, asks questions about & links own

experience with information presented in a variety of ways.

Communicating: Being literate – Enjoys trying out different forms of language & communication.

World futures: Investigating the natural and constructed world: Wonders why; asks questions.

Focus Multiple Intelligence/s Verbal/Linguistic – Asks questions to find out information

Bodily/Kinesthetic – Uses the body to find out information

Visual/Spatial – Remembers things by description

Description and instructions for using activity in Early Childhood EducationThis learning tool involves children throwing a Velcro ball at the thinking frame. The six key questions are

represented on the pockets of the frame. When the ball is stuck on a question a picture or question card

is selected to assist the child in posing a question about a topic or item at hand.

Uses:

• To assess students’ understanding of a topic.

• To assist children to formulate questions to ask a guest speaker.

• As a tool to encourage class interaction on a subject, item, picture, emotion or animal for example.

• For news and ‘show and tell’ to assist the children to question in greater depth and with more thought.

Context 1: Whole group conferencing becomes necessary because of inappropriate playground behaviour.

Purpose: Assist children to understand the consequence of their actions.

Procedure:

• Teacher places pictures of people exhibiting various emotions in each of the pockets.

• Teacher sets the scene & shares concerns regarding playground behaviours.

• Children throw the ball at the think frame and then blindly pick a picture from the pocket

T H I N K I N G B A L L




(Receptive language)PS11 Demonstrates co-operation with adult directionsC12 Predicts and understands: What do you think will happen


• e.g. If a smiling, happy person is chosen from the HOW? pocket a question would be formulated:

How can we make people feel happy? Or, an angry face from the WHEN? pocket may encourage questions

such as: When do people get angry in our playground?

• Many may require assistance posing questions at the start however, engaging a child is the first step in the

thinking process.

Context 2:Considering questions to ask a visitor (police officer).

Purpose:Purposely involve those students who are reluctant to communicate with a stranger.

Procedure:

• Teacher asks the children what information they are hoping the visitor will share with them.

• Children are asked to think of some questions that may assist them in getting that information.

• Children throw the ball at the Think Frame and pick a question ‘starter’ from the pocket.

• Teacher and peers assist the children to formulate a question with the prompts.

• e.g. Where do you work? Why do you have a gun? How do we get a policeman if we need one?

Where do baddies go? Who gets the teddy bear in the back of your car?

The Resource

• At a fabric outlet purchase 1m x 2m of plain coloured felt, 6 standard sheets of different coloured felt pieces,

matching coloured thread.

• Cut the large felt piece 1m x 1.5m.

• Use the remaining felt to cut the letters of the six key questions.

• Sew one question on each of the coloured pieces of felt.

• Arrange the coloured felt evenly onto the large piece and sew on ensuring the pockets remain open

at the top.

• Sew large tabs on the top to slide a curtain rail through.

• In a word document create a series of text boxes. Type using Tas Plain text a full set of question starters

for each of the six question words, How…? When…? Why…? Who…? What…? Where…?

• Photocopy the full set of Who? cards on to coloured paper that matches one of the pieces of felt fabric.

Repeat for the other five full sets of questions using different colour card that also match the remaining

coloured felt.

• Cut out all of the cards. Laminate and trim.

• Use laminated picture cues on a subject or unit of work. e.g. When exploring a unit of work on the people

in our community use a collection of prompts to place into the pockets to check for understanding.

131

Vicki Sharman

132

Links to Essential Learnings OutcomesThinking: Inquiry – Poses problems and asks questions about why things happen.


to familiar events “This will happen because...”

Communicating: Being literate – Uses symbols to communicate and represent ideas.

Focus Multiple Intelligence/s Intrapersonal – Thinks about issues form own perspective.

Bodily/Kinesthetic – Uses an active hands-on approach to learning.

Linguistic/Verbal – Uses a variety of words to describe what is happening.

Description and instructions for using activity in Early Childhood Education Work with the teacher or a friend on this activity.

Take it in turns to make a picture or story of your own. When you have finished, look at your partner’s picture.

Ask them questions about their picture such as; What is their picture/story about? Who would live in the picture?

Is the picture of the night/day, sea, land or sky? Take it in turns to ask questions about your partner’s picture and

answer questions about your picture.

The Resource

• Different coloured felt • Board 900cmx 600cm

• Green felt for backing • Timber for making stand on back of board

• Hinges • Nails

• Self adhesive glue • Scissors

Make the stand on the back of the board by nailing 3 pieces of timber together and hinging this onto the board.

Using self-adhesive glue spray, place green felt to the board. Sew and glue a pocket on the back of the board to

house the pieces, using Velcro to secure the opening. Cut out various shapes and objects in the felt that children

would enjoy making stories with, eg. people, animals, houses, trees, cars, roads, weather symbols etc.

F E LT B O A R D S




(Receptive language)C10 Sustains attention to complete a variety of tasksC12 Predicts and understands: What do you think will happen


Bronwyn Knowles

133

Links to Essential Learnings OutcomesThinking: Inquiry – Understands how to follow a procedure.

Personal futures: Creating and pursuing goals – Uses language appropriately to describe a sequence of steps.

Focus Multiple Intelligence/s Verbal/Linguistic – Responds to questions asked with understanding.

Visual/Spatial – Remembers visual cues to solve personal problems.

Description and instructions for using activity in Early Childhood Education This activity has been created for enhancing listening, speaking and understanding skills and is centred on thestudents understanding a sequence of instructions (three steps at the least). This skill is integral in and out of theclassroom environment for children’s ability to participate in activities in a confident and able manner. A series ofstrategies has been developed through this activity by using pictorial cues. This is important when concerningchildren who are more visually skilled, as it allows them to visualise their instructions.

• This could be done either individually or with a group of children.

• The teacher will show the children three cards that will have pictures of a classroom routine in sequence.

• The teacher may firstly ask the children what is happening in each picture. Wait for feedback.

• The teacher will then point to the first card and very clearly read the instructions. The children must thenrepeat this in their own words.

• The teacher will move to the next card and repeat and then again with the final card.

• The children will then follow the instructions.

• As an alternative, the teacher, after reading through each instruction, could mix up the cards and ask the children to order them while describing each instruction. The routine will then be followed through.

• Questions should be asked that relate to the ordering of the cards. eg What is next? Why?

Once these activities have been completed, the children have practised and reinforced their instructions while theteacher has catered for a number of learning types (visual, aural and kinesthetic), as well as multiple intelligences(see ‘Multiple Intelligences’).

The Resource

• Make cards depicting common routines.

• Put on to A4 paper and add a simple sentence describing the routine.

• Laminate the cards.

W H AT ’ S N E X T ?

Focus Critical Core Marker LSU7 Understands a sequence of classroom instructions


Links to other Critical Core MarkersC12 Predicts and understands: What do you think will happen

next?, What will happen if?LSU9 Speaks in a manner that can be easily understood by adultsC10 Sustains attention to complete a variety of tasks

Lizzie Kidd

134

Links to Essential LearningsOutcomesCommunicating: Being literate – Recognises that communication can be used to express feelings,

decision and choices.

Communicating: Being arts literate – Uses art forms to communicate and express meaning.

Focus Multiple Intelligence/s Verbal/Linguistic – Uses language to understand their world.

Visual/Spatial – Uses visual cues to discern information.

Kinaesthetic – Partakes in an active way to understand social and mathematical concepts.

Interpersonal – Shares resources effectively with others.

Description and instructions for using activity in Early Childhood Education This activity will assist develop skills of listening, speaking and understanding . It focuses on children’s

understanding and encourages practice when following a sequence of classroom instructions. Through a ‘role-

play’ type approach, this activity can be extended into a classroom game and while it concentrates on following

instructions, it assists students practise communication with others.

• The play corner could be set up as a grocery store for this activity or for quite a period of time (could just use

objects from classroom instead).

• Completed individually or in a group, the teacher will have a container of many laminated, Velcro backed

cards of food, clothes etc. The teacher will choose three items and place them on the felt board.

• The teacher will then choose a student and say the sentence, ‘Could you buy …, … and … at the shop

please?’ The teacher must point and say each item clearly.

• The child then says the sentence, ‘When I go to the shop I will buy …, … and …’.

• The child will then go to the shop and ask the ‘shopkeeper’ (child from the class) for these three items.

• The child will then bring the items back to the teacher and say each item’s name while pointing to the

picture cues.

By using visual cues, communication, role-playing skills and repetition of saying each object’s name, this activity

caters for a number of learning styles and intelligences. Simply adding items to the list and using it as a regular

classroom game could be used as an extension of this activity.

B U Y I N G AT T H E S H O P

Focus Critical Core Marker LSU7 Understands a sequence of classroom instructions (at least 3 stage instructions)


in extended play situationsC10 Sustains attention to complete a variety of tasksLSU9 Speaks in a manner that can be easily understood by adults

The Resource

• Materials for the play corner could be objects from the room such as old calculators, pencils, dress up

clothes etc. Some objects from home could also be brought in by the teacher and the children themselves,

like egg cartons, milk containers etc.

• The picture cards were simple pictures from Clipart (Word), which were then laminated and cut

out individually. They then had Velcro attached to the back so they could be used on felt or

display boards.

135

Lizzie Kidd

136


Thinking: Reflective thinking – Uses knowledge about class rules as part of the games.

Shows respect for others.


Personal futures: Being ethical – Understands rights of others and class rules.

Focus Multiple Intelligence/s:Bodily/Kinesthetic – Uses body to complete activity.

Description and instructions for using activity in Early Childhood Education:“Which direction did you say?” has been developed not only to encourage the child to listen, but to act

upon what has been said. Teaching the children to remember directions will enable them to be successful

in the classroom.

Instructions

• Choose an appropriate space to play, inside or out.

• Place the big prepared cards to be used in different locations within the space to play.

• Gain the children’s attention and explain that you are going to give directions for them to run to.

Show the little cards (the same as the big cards) that they have to run to.

• Start by giving the students one direction i.e. run to the star.

• After a few tries of one direction then give the children two directions i.e. run to the circle then to the star.

• When the children have demonstrated success with two directions progress to three directions.

Extension: Let a child give the directions.

Change the cards to match the focus within the classroom.

The Resource

• Cards are made from coloured card, and are laminated.

• Any shape may be used; Auto Shapes on the computer is the best place to find computer shapes.

• The card can have any design on them depending on the focus of the program at the time

(i.e animals, colours, plants). These may be photos or from the Clipart on the computer.

W H I C H D I R E C T I O N D I D Y O U S AY ?

Focus Critical Core Marker:LSU7 Understands a sequence of classroom instructions


Links to other Critical Core Markers:PS5 Takes turns and shares with othersPS11 Demonstrates co-operation with adult directionsGM12 Moves around equipment purposefully and quickly,


Carolyne Richard

137

Links to Essential Learnings OutcomesWorld futures: Understanding systems – Follows a sequence to complete a normal daily task.

Thinking: Reflective thinking – Remembers what has been said and follows instructions.

Focus Multiple Intelligence/s Intrapersonal – Confidently completes tasks needed for daily living.

Bodily/Kinesthetic – Uses body to understand sequence of tasks.


• Children are given a box of various dress-up clothes, and some accessories, with various ‘sets’ of clothes

in them, (for example, a set of clothes that would be worn to bed, to the beach, in the kitchen.)

• Children have instructions posed to them by the teacher, the less the number of components of the

instruction, the more complex the task is. With only one instruction, children are required to recall previous

occurrences of an event or occupation to complete the task. It is best to start with a 3-stage instruction

in this case;

– 3-stage instruction: Put on a shirt, a hat, and some trousers.

– 2-stage instruction (more complex): Dress up like you were going to bed, and find something

you would take to bed.

– 1-stage instruction (complex): Get everything ready for a sunny day at the beach.

• It is best to do this activity when the rest of the class are engaged, and 3 of 4 students can be taken

out of the group to work with the teacher.

The Resource

• The box of clothes can be bought from home or bought at a secondhand shop, or donated by parents.

• Windmill educational stores or Chickenfeed often sell children’s toys that would be suitable, such as snorkels,

medical kits, wands, gumboots, teddy bears, story books

• The accessories that go with some of the outfits can be collected from home, such as;

• Cook books • Magazines

• Back packs • Maps

• Plastic picnic sets • Fishing hats, sun hats, glamour hats.

• Necklaces

W H AT D O I N E E D T O D AY ?



Links to other Critical Core MarkersC10 Sustains attention to complete a variety of tasksPS7 Increasingly co-operates with other students in


Bronwyn Easton

Links to Essential Learnings OutcomesThinking: Reflective thinking – Develops strategies to organise thoughts.

Personal futures: Creating and pursuing goals – Perseveres until the desired outcome has been achieved.

Focus Multiple IntelligenceVisual/Spatial – Uses visual clues to aid memory of an instructional sequence.

Description and instructions for using activity in Early Childhood Education Students who have difficulty in completing a series of tasks are encouraged to use visual representation to help

them complete instructions. The visual representation is on a card that can fit in the student’s pocket or hand,

while the task is being completed and returned to a suitable container when the task is completed.

For example:

• Ask the child to go the Mrs Brown’s room and collect the bowl and put it on the bench.

• Give the child a picture card with a bowl on it and another card with the bench on it. It is envisaged that

the child would remember Mrs Brown but may forget what he/she has gone to collect. The pictures would

remind the child.

This procedure is also useful for older children who have trouble remembering what they need to get for

an activity, or what order they need to do things in. Using picture clues or task boards are a good idea for

these children.

The ResourceThe pictures can be drawn by the student, the teacher or can be accessed from Clipart or digital photos

in the classroom.

The cards should be small enough to fit in the child’s hand and/or pocket.

Laminating the cards will ensure they last for some time.

P O C K E T P R O M P T S

Focus Critical Core MarkerLSU7 Understands a sequence of classroom instructions


Links to other Critical Core MarkersC10 Sustains attention to complete a variety of tasksPS11 Demonstrates co-operation with adult directionsC5 Sequences three (3) pictures, using a familiar contextPS2 Completes everyday tasks independently, eg unpacks

and packs bag

138

Sharon Allen

139

Links to Essential Learnings OutcomesThinking: Reflective thinking – Develops strategies to organise thoughts.


Focus Multiple Intelligence/sBodily/Kinesthetic – Participates in physical activities with ease and enjoyment.

Visual/Spatial – Uses visual clues to aid memory of an instructional sequence.

Description and instructions for using activity in Early Childhood Education Students who have difficulty in completing a series of tasks are encouraged to use visual representation to help

them complete instructions. The visual representation is on a card that can fit in the student’s pocket or hand,

while the task is being completed and returned to a suitable container when the task is completed.

An example for the child who enjoys physical activity is as follows:

• Ask child to skip to cubby, climb the rope and then sit on the bench under the tree.

• Give the child a picture card of the rope, and another with the bench on it. It is envisaged that the child will

remember one of the instructions and that it would be the first one given.

Different picture cards can be provided and this type of activity is linked to the Pocket Prompts activity but it caters

for the bodily/kinesthetic learner as well as the visual spatial child. Using photos of the child completing the tasks

gives him/her the opportunity to use both visual representation and their prior knowledge to complete tasks.

The ResourceThe pictures can be drawn by the student, the teacher or can be accessed from Clipart or digital photos

in the classroom.

The cards should be small enough to fit in the child’s hand and/or pocket.

Laminating the cards will ensure they last for some time.

A D V E N T U R E C H A L L E N G E

Focus Critical Core MarkerLSU7 Understands a sequence of classroom instructions


Links to other Critical Core MarkersC10 Sustains attention to complete a variety of tasksPS11 Demonstrates co-operation with adult directionsGM12 Moves around equipment purposefully and quickly,

without bumping or trippingLSU10 Understands positional words, eg behind, beside, next to,

in front of, overLSU11 Uses positional words

Sharon Allen

140

Links to Essential Learnings OutcomesThinking: Inquiry – Independently follows steps and procedures that have been demonstrated or instructed.

Thinking: Reflective thinking – Develops strategies to organise thoughts.

Communicating: Being arts literate – Engages in, and enjoys, making patterns with sounds.

Personal futures: Creating and pursuing goals – Shows a willingness to persist.

Focus Multiple Intelligence/sMusical – Shows a sensitivity to sound patterns.

Logical/Mathematical – Categorises sounds and repeats these in patterns.

Description and instructions for using activity in Early Childhood Education As a whole class or small group activity children are encouraged to copy a sequence of actions. Initially, single

actions should be copied and gradually built up to 3 or 4 depending upon the skill of the participants. Students

who may not be able to remember the sequence can follow their peers. If a child is having trouble remembering

the sequence ask him/her to make a sequence for the rest of the group.

As part of circle work ask the children to repeat a clapping pattern. For example one hand clap, one hip clap,

two ankle claps. Describing the patterns verbally as you go, together with demonstration of the actions. As

the children become more confident reduce your actions and use only verbal instructions. Alternatively, do the

patterns without describing them and get the students to repeat the pattern.

M Y S T E R Y B E AT



Links to other Critical Core MarkersC10 Sustains attention to complete a variety of tasksPS11 Demonstrates co-operation with adult directions

Sharon Allen

141




Personal futures: Being ethical – Understands right of self and other, class rules.

Focus Multiple Intelligence:Bodily/Kinesthetic – Moves body within a space. Extends this to a mathematical or linguistic focus.

Description and instructions for using activity in Early Childhood Education Where to next? has been developed to help children follow a sequence of directions.

It is a flexible activity, which can be adapted to enhance any unit of work that is being focused upon.

Instructions:

• Arrange class (sitting) in a big circle.

• Place one copy of a selection of cards within the middle of the circle (face up).

• Put the other copy in a container (eg. basket or ice-cream container).

• To explicitly teach the game. The teacher picks three pictures out of the container. Gives the child three

counters and then directs the child to place a counter on each card named, eg the teacher may have picked

out a dog, cat and whale, the teacher asks the child to place a counter on the dog, the cat and the whale

on the floor whilst showing the small cards.

• The child would then proceed to do so.

• The card is not replayed.

• When the children are used to the activity the teacher can alter the way the game is played.

1. The cards that have been drawn out are not shown to the child.

2. The children can pick the cards out, and tell what the picture is, either, by saying the name of the object

or by describing the object.

3. The game can be used as a learning activity set at a learning post for children to explore by themselves.

The Resource

• Cards, two of each, (the number of cards would depend upon the need of the class, maybe 15 of each),

made out of cardboard then laminated (the focus of the cards would depend on the program).

• A set of counters. At least three for everyone – they may be different colours. These can be obtained

from Chickenfeed or Windmill educational stores.

W H E R E T O N E X T ?

Focus Critical Core Marker: LSU7 Understands a sequence of classroom instructions


Links to other Critical Core Markers:C3 Counts to 5 with 1:1 correspondence

Carolyne Richard

142

Links to Essential Learnings OutcomesThinking: Reflective thinking – Uses phrases that demonstrate deliberate organisation of ideas.

Social responsibility: Building social capital – Shares resources in a group task to achieve a common goal.

Social responsibility: Valuing diversity – Listens respectfully when others are sharing their experiences.


play blocks to build objects; uses construction toys, blocks etc to create a simple design.

Focus Multiple Intelligence/sBodily/Kinesthetic – Uses blocks to make one model.

Interpersonal – Listens and communicates with peers in a friendly manner.


• Students are to construct a tower using building blocks of different shapes and sizes within the classroom.

• They are to build a tower until it reaches up to their bellybutton in height.

• To test their structure, students are to find a friend and instruct them how to build their tower.

• If the steps are not told in a logical sequence, then the tower will not be stable and it may not even

be able to be constructed.

• Students are then to deconstruct their building and explain to the teacher or teacher assistant in a logical

sequence about the steps they took in building their tower.

• If the students are able to recall at least three to four steps that they have taken when constructing their

tower, they can be checked off on that core marker.

* Supervision should be provided if students are working with wooden blocks to ensure that no one gets

hurt as the tower is being built.

The Resource

• Building blocks – foam or wooden

• Area for building a tower with blocks

B U I L D I T U P, B U I L D I T U P …

Focus Critical Core Marker LSU13 Recounts a personal experience in logical sequence

Links to other Critical Core MarkersLSU9 Speaks in a manner that can be easily understood by adultsPS7 Increasingly co-operates with other students in

extended play situationsC10 Sustains attention to complete a variety of tasks

Amie Viney

143

Links to Essential Learnings OutcomesCommunicating: Being literate – Uses sounds, gestures and personal symbols to express, communicate

and represent ideas and feelings.

Thinking: Reflective thinking – Uses phrases that demonstrate deliberate organisation of ideas,

eg ‘I did this because…’.

Focus Multiple Intelligence/s Visual/Spatial – Uses visual cues to assist interpreting previous events.

Verbal/Linguistic – Uses appropriate language and storytelling to recall events that have previously occurred.

Description and instructions for using activity in Early Childhood Education This activity is designed for children to recall previous experiences and events, with the assistance of visual

picture cues.

• The child is to pick three pictures out of the categorised picture bank, (categories include; inside play, outside

play, daily routines, shopping, art & craft, family), which they associate with things that they did/experienced

the previous day.

• They are then to stick them down consecutively on the 3-stage sequence template.

• After they have completed the task they then recount to the teacher, teacher assistant, or parent helper their

three personal experiences from the previous day to the best of their ability, whether it be through telling a

story, or simply pointing out what each picture is. (If the child can not find any activities that they participated

in yesterday, get them to draw in a blank sequence template).

• The teacher should at all times encourage the child to explain in as much detail as they can when recounting

their experiences, using prompts if required.

• When the child is selecting the pictures to stick on the template be sure to observe the

processes that they go through to devise the 3 stages of recalling the events of yesterday,

as this may be crucial for tapping in to their level of understanding and developmental ability

to complete such a task.

• Extension: Ask child to complete the same 3-stage event template. However, this time get them to choose

pictures of events that they think they might do tomorrow, and further explain these events (great to focus

on thinking and inquiry, when asking the child; ‘Why do you think that is what you will be doing tomorrow?).

W H AT D I D Y O U D OY E S T E R D AY ?


Links to other Critical Core MarkersLSU9 Speaks in a manner that can be easily understood by adultsC10 Sustains attention to complete a variety of tasks

The Resource Equipment: Velcro dots, laminated templates, pictures, envelope pouches/snaplock bags.

Many avenues were taken to retrieve pictures to provide a whole range of experiences. Sources were collated

from the Internet (child and playing websites), magazines, catalogues, teacher resource manual and Clipart

(Microsoft word).

* It would be ideal to use real photographs of children doing everyday activities.

Before introducing this activity to the children the teacher should conduct a discussion and demonstration

about the sequencing of events, such as before and after and specifically focus on the terms: yesterday,

today and tomorrow.

144

Jess Saunders

145

Links to Essential Learnings OutcomesThinking: Inquiry – Independently follow steps of a procedure that has been demonstrated to them.

Communicating: Being literate – Uses sounds, gestures and personal symbols to express, communicate

and represent ideas and feelings.

Communicating: Being information literate – Follows simple rules for the responsible use

of learning technologies.

Communicating: Being arts literate – Uses art forms to have fun and to express and communicate

personal meaning.

World futures: Understanding systems – Engages in routines and follows rules.

World futures: Creating sustainable futures – Co-operates with and cares for others.

Focus Multiple Intelligence/sInterpersonal – Uses own means to work out clues to assist when completing complex tasks.


• Home corner can be set up in a way to resemble a library with a desk and a shelf with books.

• Students can act out with a friend what they do when they borrow a book from the library.

• Fake library cards that can be decorated by the student should be provided so that they can be used.

• After completing this, students are to sit down with the teacher or the teacher assistant and describe

to them in a logical sequence what they do when they go to the library.

• The teacher or teacher assistant should listen carefully to the sequence that the student describes

to them to see if they get the steps in a logical order.

• If students can get around three to four steps in a logical sequence, they can be checked off for

the core marker.

• For a follow up activity, students can draw a picture of four of the steps that they do when getting

a book from the library.

• The teacher or teacher assistant can then write captions describing the pictures and put them on display.

* Ideally this should be done sometime after students are acquainted with the library and the process that

takes place when borrowing a book.

W H AT I D O W H E N I G O T O T H E L I B R A R Y


Links to other Critical Core MarkersLSU9 Speaks in a manner that can be easily understood by adultsPS3 Engages in imaginative playPS7 Increasingly co-operates with other students in


The Resource

• Set up home corner to resemble a library.

• Make a checking out system similar to the one used in the library.

• Student instruction card.

• Library card template.

146

Amie Viney

SECTION 2

Achieving the

outcomes of

Essential Learnings

Framework

through play

148

Importance of Play in Early Learning. . . . . . . . 149

Riding Bikes: What outcomes can be assessed? . . . . . . . . . 151

Sand Play: What outcomes can be assessed? . . . . . . . . . 152

Threading: What outcomes can be assessed? . . . . . . . . . 153

Duplo & Lego Play: What outcomes can be assessed? . . . . . . . . . 154

Listening Activities: What outcomes can be assessed? . . . . . . . . . 155

Painting: What outcomes can be assessed? . . . . . . . . . 156

Making Music:What outcomes can be assessed? . . . . . . . . . 157

Water Play:What outcomes can be assessed? . . . . . . . . . 158

Puppet Play:What outcomes can be assessed? . . . . . . . . . 159

Playdough: What outcomes can be assessed? . . . . . . . . . 160

Counting & Sorting: What outcomes can be assessed? . . . . . . . . . 161

Puzzles: What outcomes can be assessed? . . . . . . . . . 162

Ball Play:What outcomes can be assessed? . . . . . . . . . 163

Track Construction: What outcomes can be assessed? . . . . . . . . . 164

Pretend Play:What outcomes can be assessed? . . . . . . . . . 165

Block Construction: What outcomes can be assessed? . . . . . . . . . 166

C O N T E N T S

149

Over the past decade there has been a move from a developmental perspective in early education (as

presented by Piaget), to a social and cultural construction, based on the work of Rogoff (1998) and

Vygotsky (1986). This socio-cultural theorist approach views the child as learning through a socially

meditated process, being supported by adults and expert peers. The Essential Learnings curriculum

developments are founded on this socio-cultural perspective, where the educator’s role is to scaffold and

transform learning based upon each child’s prior learning. Concurrently, with these developments, has

come a re-emphasis on play and the important role it occupies in the education of young children. Recent

literature (including writers such as Wasik, 2002; van Hoorn, Nourot, Scales & Alward, 2003; Johnson,

Christie & Yawkey, 1999) asserts the importance of play in maximising children’s social, emotional and

cognitive development.

Play needs to be seen as a continuation of the practical, child-based learning practices commenced early

in the child’s life in family and care settings. The focus needs to be on the provision of high quality play,

which means that the child is deeply involved in learning, developing and practising skills (Department of

Education, 2003). Play also supports the fact that young children learn best when they see an immediate

purpose for their learning, and when there is a clear connection to their everyday world. Learning based

on play allows children to make these connections.

There are number of positive benefits of play within this changing educational setting. These include:

• Play is fun and enjoyable … so if academic skills and content can be incorporated into children’s play

these positive feelings can be associated with learning.

• Children do not need to be reinforced or rewarded to play … so the challenge for educators is to

make the context within their classroom educationally appealing, but founded on the needs and prior

knowledge and experiences of the children involved.

• The make-believe component of play can make academic activities more appealing to young children.

When children play they are focussed on the activity itself, not on being right or wrong … so it is

important to offer learning experiences in a play-based context that offer the children a low-risk

environment to try new things.

• Children are emotionally involved in their play … with the latest research showing that the brain is

programmed to attend first and foremost to the thing that has the strongest emotional content.

• Play-based learning activities offer the children different ways to learn skills and concepts expected in

early childhood classrooms. Play-based experiences cater for many of the intelligences … children need

to see themselves competent in different domains. This means educators must cater for differing

intelligences and need to demonstrate respect for each mode.

There are a number of key pointers that educators can consider to promote active learning through the

provision of a play-based program.

• Play has a power that captures children’s attention, but activities must also support learning; it is not

enough for activities to amuse or entertain. Time is too precious.

• The most successful play activities are those that involve adult participation. Educators need to set

aside time to talk to children about their play to ascertain what they are learning and achieving.

I M P O R TA N C E O F P L AY I N E A R LY L E A R N I N G

• Play is crucial to the educational provision in early childhood education. Educators need to be knowledgeable

about the benefits of play and overtly advocate the use of play in their learning program. This can involve

sending home a newsletter discussing the play-activity centre that is the focus for the next few weeks,

presenting the expected learning outcomes to be achieved.

• Photos of the children at work/play are a great way to celebrate the learning achieved through play.

Placing captions with the photos for display in the classroom for visitors’ information is ideal.

• Posters can be placed around different learning areas in the room – eg water play or construction area –

explaining what the children are learning whilst working at that play-based activity. It is important to clearly

show the links between the activity and early reading, writing and numeracy. The posters should be changed

often to reflect the evolving focus of the learning program. (For colour copies of posters that can be

downloaded, see the link on page 167 of this publication.)

• The philosophy behind the Essential Learnings Framework is congruent with a play-based curriculum.

Investigate the links and share these with others in the educational community.

The strong links that exist between the play-based activities offered to young children within today’s early

childhood and the outcomes, from the Revised Kindergarten Development Checklist (2003) and the Essential

Learnings documents (2002 & 2003), which focus the teaching/learning processes, are clearly articulated in

this publication.

References:Department of Education. (2002). Essential Learnings Framework 1. Tasmania.

Department of Education. (2003). Essential Learnings Framework 2. Tasmania.

Department of Education. (2003). Revised Kindergarten Development Check. Tasmania.

Van Hoorn, J. Nourot, P.M., Scales, B. & Alward, K.R. (2003). Play at the Center of the Curriculum.

New Jersey: Merrill Prentice Hall.

Johnson, J.E., Christie, J.F. & Yawkey, T.D. (1999). Play and Early Childhood Development. New York: Longman.

Seefeldt, C. & Wasik, B.A. (2003). Kindergartens: Fours and Fives go to School. New Jersey: Merrill Prentice Hall.

Rogoff, B. (1998). ‘Cognition as a collaborative process’. Handbook of Child Psychology (5th ed.) vol. 2:

Cognition Perception and Language. D.Kuhn & R. Siegler (eds). New York: John Wiley.

Vygotsky, L. (1986). Thought and Language. Cambridge MA: Massachusetts Institute of Technology.

150

151

Which Essential Learnings outcomes could be addressed whilst children are using bikes?

Social responsibility:Acting democratically – Talks about the reasons for some basic rules.

Thinking:Inquiry – Rides bike displaying a developing spatial intelligence; independently follows steps to complete a task.

Reflective thinking – Uses existing knowledge about safety rules in an unfamiliar play setting.

Personal futures:Maintaining wellbeing – Follows simple rules and routines; performs simple movement activities; shows

concern for the feelings and safety of others.

Being ethical – Refers to agreed rules and codes of behaviour; talks about fairness and rights of others.

R I D I N G B I K E S : W H AT O U T C O M E S

C A N B E A S S E S S E D ?

Links to Critical Core MarkersPS4 Uses words rather than physical aggression

to solve problemsPS5 Takes turns and shares with othersPS7 Increasingly co-operates with other students

in extended play situationsPS9 Engages in personally challenging tasks for

increasing periods of timeGM12 Moves around equipment purposefully and quickly,

without bumping or trippingLSU8 Can use language to state needs and feelingsLSU14 Shows beginning awareness of social language

conventions (eg greetings, please, letting others speak)

Which Essential Learnings outcomes could be addressed whilst children are playing with sand?

World futures: Investigating the natural and constructed world – Understands how to use a variety of direct experiences and

play to collect information about the natural and constructed world; explores possibilities; understands how to use

a variety of techniques to collect information and resources to answer questions; carries out simple experiments.

Creating sustainable futures – Co-operates with and cares for others.

Understanding systems – Describes how things change in differing situations.

Personal futures: Creating and pursuing goals – Shows willingness to try again when things go wrong; celebrates when personal

challenge is achieved.

Maintaining wellbeing – Follows simple rules for safety and health of self and others; shows concern for the

safety of others; talks about the need to wash hands after playing in sand/water.

Communication: Being literate – Uses sounds, gestures to communicate with others indicating personal feelings and needs;

draws upon reality and experience in play.

Being numerate – Uses informal mathematical language in play.

S A N D P L AY : W H AT O U T C O M E S C A N B E A S S E S S E D ?

Links to Critical Core MarkersPS3 Engages in imaginative playPS7 Increasingly co-operates with

other students in extendedplay situations

C12 Predicts and understands:What do you think will happennext?, What will happen if?

LSU6 Asks questions, eg Who?,What’s that for?, When?,Why?, How?, (Expressivelanguage)

LSU13 Recounts a personalexperience in logical sequence

152

Which Essential Learnings outcomes could be addressed whilst children are threading objects?

Communicating: Being numerate – Sorts objects in formal ways; distinguishes between objects by colour and shape;

uses mathematical language to solve problems.


Thinking: Reflective thinking – Uses phrases that demonstrate logical thinking.

Inquiry – Follows steps of a procedure that have been modelled; understands that observation can be

used to guide actions and solve problems.

T H R E A D I N G : W H AT O U T C O M E S C A N B E A S S E S S E D ?

Links to Critical Core MarkersLSU9 Speaks in a manner that can

be easily understood by adultsLSU7 Understands a sequence of

classroom instructions (at least 3 stage instructions)

C10 Sustains attention to completea variety of tasks

C3 Counts to 5 with 1:1correspondence

C6 Can copy and continue apattern using two (2) items

153

Which Essential Learnings outcomes could be addressed whilst children are using Duplo or Lego?

World futures: Investigating the natural and constructed world – Explores differing aspects of the social

and built environment through play.

Communicating: Being literate – Expresses opinions and thoughts about the play being undertaken.

Being arts literate – Uses arts to express and communicate personal meaning.

Thinking: Reflective thinking – Engages in self-talk.

Inquiry – Uses senses to engage/plan activities; makes choices and decisions.

Social responsibility: Valuing diversity – Displays tolerance of others.

D U P L O & L E G O P L AY :W H AT O U T C O M E S C A N B E A S S E S S E D ?

Links to Critical Core MarkersLSU13 Recounts a personal

experience in logical sequenceC10 Sustains attention to complete

a variety of tasksC3 Counts to 5 with 1:1

correspondenceC6 Can copy and continue a

pattern using two (2) itemsFM1 Constructs a model with 4 – 8

interlocking pieces using forexample, Duplo or Lego

PS3 Engages in imaginative play

154

Which Essential Learnings outcomes could be addressed whilst children are using listening skills?

Communicating:

Being literate – Enjoys trying out different forms of language and communication; responds to familiar

stories, rhymes with interest and enjoyment; listens attentively.

Being information literate – Uses simple devices effectively; follows simple rules for the responsible

use of technological aides; navigates way around simple interactive resources.

Social responsibility:

Key concepts – Shares resources; negotiates with others; co-operates with others; takes turns with others.

Thinking:

Inquiry – Independently follows steps of a procedure that has been demonstrated.

Reflective thinking – Uses phrases that demonstrate logical thinking.

Communicating:

Being numerate – Sorts objects in formal ways; distinguishes between objects by colour and shape;

uses mathematical language to solve problems.

Personal futures:

Creating and pursuing goals – Returns to a task over time until it is completed.

L ISTEN ING ACT IV IT IES : WHAT OUTCOMES CAN BE ASSESSED?

Links to Critical Core MarkersLSU5 Responds to questions, eg

Who?, What’s that for?,Where?, (Receptive language)

LSU7 Understands a sequence ofclassroom instructions (at least 3 stage instructions)



155

Which Essential Learnings outcomes could be addressed whilst children are painting?

Communicating:

Being arts literate – Uses art forms to have fun and to express and communicate personal meaning;

draws upon reality and experience, play and imagination in making art works.

Being literate – Conveys information; expresses opinion and thoughts; expresses feelings.

Personal futures:

Creating and pursuing goals – Identifies something they would like to make, verbalises their plan,

identifies materials needed.

Building and maintaining identity and relationships – Draws self with people and things liked.

Social responsibility:

Acting democratically – Shares resources with others.

Building social capital – Engages with others in group situations.

World futures:

Creating sustainable futures – Co-operates with and cares for others.

Thinking:

Inquiry – Explores materials to test ideas about cause and effect – “If I mix yellow and red…”.

Reflective thinking – Uses phrases that indicate deliberate organisation of ideas- “I did this because…”.

PA I N T I N G : W H AT O U T C O M E S


Links to Critical Core MarkersPS3 Engages in imaginative playLSU5 Responds to questions, eg Who?, What’s that for?,

Where?, (Receptive language)C10 Sustains attention to complete a variety of tasksC11 Draws a person with a head (including 2 or 3


156

157

Which Essential Learnings outcomes could be addressed whilst children are using musical instruments?

Communicating: Being arts literate – Uses different musical instruments to express personal meaning; responds

to each instrument in own individual way.

Personal futures: Creating and pursuing goals – Uses language to describe a musical sequence – “First I…; then I…

and after I…”.

Social responsibility:Building social capital – Engages others in a group to create a musical piece.

Thinking: Inquiry – Independently follows steps in a musical pattern that has been demonstrated.

M A K I N G M U S I C :W H AT O U T C O M E S


Links to Critical Core MarkersPS3 Engages in imaginative playPS7 Increasingly co-operates with other students

in extended play situationsC3 Counts to 5 with 1:1 correspondenceC6 Can copy and continue a pattern using

two (2) itemsC12 Predicts and understands: What do you think

will happen next?, What will happen if?LSU2 Uses normal voice and pitch (ie is not husky

or croaky)

Which Essential Learnings outcomes could be addressed whilst children are playing with water?

World futures:

Investigating the natural and constructed world – Understands how to use a variety of direct experiences

and play to explore possibilities; understands how to collect information and resources to answer questions;

carries out simple experiments.

Creating sustainable futures – Co-operates with, and cares for, others.

Understanding systems – Describes how things change in differing situations.

Personal futures:

Creating and pursuing goals – Shows willingness to try again when things go wrong; celebrates when

personal challenge is achieved.

Maintaining wellbeing – Follows simple rules for safety and health of self and others; shows concern

for the safety of others; talks about the need to wash hands after playing in sand/water.

Communicating:

Being literate – Uses sounds, gestures to communicate with others indicating personal feelings and needs;

draws upon reality and experience in play.

Being numerate – Uses informal mathematical language in play; uses measurement ideas in appropriate context.

Thinking:

Inquiry – Explores materials to test cause and effect; asks questions about how things work.

WAT E R P L AY :W H AT O U T C O M E S C A N B E A S S E S S E D ?

Links to Critical Core MarkersPS3 Engages in imaginative playPS7 Increasingly co-operates with other

students in extended play situationsC12 Predicts and understands: What do

you think will happen next?, Whatwill happen if?

LSU7 Understands a sequence of classroom instructions (at least 3 stage instructions)

158

Which Essential Learnings outcomes could be addressed whilst children are using puppets?

Communicating: Being arts literate – Expresses feelings and ideas through use of puppets; draws upon reality

and experience in puppetry; uses imagination in presenting scenarios with puppets.

Being literate – Demonstrates competence in performing to an audience.

Personal futures: Building and maintaining identity and relationships – Uses puppets to explore different roles,

perspectives and identities through role play.

World futures: Designing and evaluating technological solutions – Uses a variety of props/fabrics to enhance

play with puppets.

P U P P E T P L AY :W H AT O U T C O M E S C A N B E A S S E S S E D ?




LSU1 Talks fluently withoutstuttering

159

Which Essential Learnings outcomes could be addressed whilst children are working with playdough?

Thinking: Reflective thinking – Makes choices and decisions; uses phrases to show organisation of ideas.

Inquiry – Independently follows steps to complete a model; explores materials to test cause and effect.

Communicating: Being literate – Uses sounds, gestures, and personal symbols to communicate and represent own feelings

and ideas; responds to familiar songs, rhymes, stories by making models for these.

Being arts literate – Uses an art form to have fun and express personal meaning; draws upon reality

and experience in play.

Being numerate – Talks about everyday occurrences using informal maths language; completes approximate

counting of collections; distinguishes things by colour, size, shape.

World futures: Designing and evaluating technological solutions – Creates models using play dough; role plays activities

which use the products produced that reflect everyday life.

Creating sustainable futures – Talks about similarities and differences in objects made.

Resources provided

• 3 or 4 different coloured sets of play dough

• Selection of pipe cleaners

• Small shapes and items for construction

P L AY D O U G H : W H AT O U T C O M E S C A N B E A S S E S S E D ?

Links to Critical Core MarkersPS3 Engages in imaginative play C3 Counts to 5 with 1:1

correspondenceC6 Can copy and continue a

pattern using two (2) itemsC10 Sustains attention to

complete a variety of tasksC1 Recognises and names

four (4) coloursLSU5 Responds to questions,

eg Who?, What’s that for?,Where?, (Receptive language)

160

Which Essential Learnings outcomes could be addressed whilst children are counting and sorting objects?

Communicating: Being numerate – Sorts objects according to set criteria; explores spatial ideas; distinguishes between objects.

Personal futures: Creating and pursuing goals – Uses language to describe a sequence of steps.

Thinking: Inquiry – Independently follows steps of procedure that has been demonstrated previously.

World futures: Understanding systems – Identifies similarities and differences between items when sorting collections.

C O U N T I N G & S O R T I N G : W H AT O U T C O M E S C A N B E A S S E S S E D ?

Links to Critical Core MarkersC10 Sustains attention to complete a

variety of tasksC3 Counts to 5 with 1:1 correspondenceC6 Can copy and continue a pattern

using two (2) itemsLSU13 Recounts a personal experience in

logical sequence

161

Which Essential Learnings outcomes could be addressed whilst children are working on puzzles?

Communicating: Being numerate – Explores spatial ideas/concepts (vocabulary such as ‘next to, fits in, move around,

matches) through puzzles.

Personal futures: Creating and pursuing goals – Understands how to set and achieve a simple goal

(eg complete a puzzle); can describe some steps in the process.

Thinking: Inquiry – Independently follows steps in a procedure.

World futures: Understanding systems – Identifies similarities and differences in objects to complete connections

in puzzle system.

P U Z Z L E S : W H AT O U T C O M E S


Links to Critical Core MarkersC7 Can complete an 8 – 12 piece jigsaw puzzleC10 Sustains attention to complete a variety of tasksLSU13 Recounts a personal experience in logical sequenceLSU2 Uses normal voice and pitch (ie is not husky

or croaky)

162

163

Which Essential Learnings outcomes could be addressed whilst children are using balls?

Personal futures: Being ethical – Talks about, and demonstrates fairness (sharing, turn taking) in activities.

Maintaining wellbeing – Performs simple ball activities with increasing skill; recognises that ball

activities can be a source of success; follows simple rules and routines for the safety of self and others.

Social responsibility: Acting democratically – Acts in a responsible way towards others, obeying simple rules for play.

Building social capital – Involves others in activity; asking for, or giving help to peers.

B A L L P L AY :W H AT O U T C O M E S



in extended play situationsC3 Counts to 5 with 1:1 correspondenceC10 Sustains attention to complete a variety of tasksC12 Predicts and understands: What do you think will


Which Essential Learnings outcomes could be addressed whilst children are playing with train tracks and vehicles etc?

Thinking: Inquiry – Solves problems; identifies problems; makes choices.

Communicating: Being numerate – Understands the concept of space by making models; conveys information;

expresses opinion; recognises differing opinions.

Being information literate – Follows simple rules for responsible use of materials.

Social responsibility: Building social capital – Shares resources; negotiates with others; co-operates with others.

Personal futures:Creating and pursuing goals – Identifies something they would like to make; verbalises their plan.

World futures: Designing and evaluating technological solutions – Assembles, adjusts and dismantles play blocks

to build objects.

TRACK CONSTRUCT ION :W H AT O U T C O M E S C A N B E A S S E S S E D ?

Links to Critical Core MarkersPS3 Engages in imaginative playLSU5 Responds to questions,

eg Who?, What’s that for?,Where?, (Receptive language)


PS7 Increasingly co-operates withother students in extendedplay situations

FM1 Constructs a model with 4 – 8interlocking pieces using forexample, Duplo or Lego

164

Which Essential Learnings outcomes could be addressed whilst children are engaging in pretend play?

Communicating: Being literate – Experiments with, and enjoys trying out different forms of language and communication

for different audiences.

World futures: Designing and evaluating technological solutions – Uses everyday objects in role play reflecting daily

personal experiences.

Personal futures: Maintaining wellbeing – Shows concern for the feelings and opinions of others.

Building and maintaining identity and relationships – Explores different roles and perspectives;

relates to others in a socially acceptable way.

P R E T E N D P L AY :W H AT O U T C O M E S C A N B E A S S E S S E D ?




LSU5 Responds to questions, eg Who?, What’s that for?,Where?, (Receptive language)

LSU6 Asks questions, eg Who?,What’s that for?, When?,Why?, How?, (Expressivelanguage)

LSU13 Recounts a personalexperience in logical sequence

165

Which Essential Learnings outcomes could be addressed whilst children are working on block construction?

Social responsibility: Understanding the past and creating preferred futures – Makes decisions based on past experiences.

Building social capital – Shares resources; engages with others in a group situation.

Personal futures: Building and maintaining identity and relationships – Explores different roles, perspectives and identities

through role play.

Creating and pursuing goals – Identifies and verbalises their plan of something to be made.

Maintaining wellbeing – Performs simple movements; recognises that activities can be a source of pleasure;

joins in activities, involving movement; follows simple rules within play.

World futures: Designing and evaluating technological solutions – Assembles, adjusts, dismantles play blocks to build

objects; uses construction toys to create a simple design which meets a need.

Creating sustainable futures – Co-operates and cares for others.

B L O C K C O N S T R U C T I O N : W H AT O U T C O M E S



in extended play situationsLSU5 Responds to questions, eg Who?, What’s that for?,

Where?, (Receptive language)

166

SECTION 3

Linking play

and learning

S u p p o r t P o s t e r s

These are available online at

www.education.tas.gov.au/oer/kindergarten/default.htm

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