Activity 1
A-L When I was small
Create a display to prompt discussion about personal experience as a baby.
Planned learning intention
To begin to differentiate between past and present and to remember and talk about events that are significant to them
Adult:child ratio 1:4
Resources
Photographs, mementos, camera, tape recorder, world map, local map
Step by step
* Sensitivity and a flexible attitude are essential with this topic. Remember that not all children may have access to baby photographs - for example, children who are, or have been, in public care or are adopted. Involve parents and carers in planning, so that memories and descriptions and anything that enables all children to feel involved can be incorporated.
* Use a large map and locate birthplaces.
* Don't forget to use photographs and information from the adults working with the children, as well.
* Take photographs of the children, as they are now, and if possible with their families. Although it is generally considered acceptable for children to be photographed, some cultures may be uneasy about photographs, so check with families first.
* Position the display at child height, as you want the children to be able to interact with it regularly.
* Be prepared to scribe children's comments, or ideally, tape-record comments that can be added to the display. The tape can also be incorporated into the display, for children to listen to, or for families on an open day, for example.
* Talk generally with the children about the display, but also allow each child time to focus on the part specific to them.
* Explore memories with the children, encouraging them to listen and ask questions of each other.
* Encourage them to think about how they have developed since babyhood. Ask provocative questions such as: When we are babies, why can't we feed ourselves/go to the toilet by ourselves/read a book? How do we learn how to do these things? Acknowledge all answers as they will reflect children's current knowledge and conceptual development.
* Congratulate the children on their current prowess and skills, and together make a list of all the things that they can do now, that they couldn't do as a baby. Be as prosaic as you wish - the list should be a very long one!
Stepping stones
* A child with little experience may choose to observe others contributing, or make random contributions. They may offer personal information voluntarily, but find it challenging to respond to questions. They may need help and encouragement to listen to others and to take turns in conversation.
* A child with some experience may contribute appropriately and offer personal information. They may begin to show some understanding of the nature of progression from babyhood. They will display increased listening, questioning and conversational skills.
* An experienced child will interact with the display, confidently offering personal information and contributions to discussion. They will be able to differentiate between past and present, and show sound understanding of the nature of progression.
C-I Bigger and bigger
Make available resources to enable children to explore growth.
Resources
Wall mirrors, height charts, tape measures, items for using as non-standard measures, wall displays
Play suggestions
* Have a 'measuring' area, where all the resources are available.
* Cover a wall space (to the floor) with paper so that children can write and draw directly on the wall.
* Encourage children to measure themselves and compare heights with each other and with the height of a baby, a toddler, a dog, a baby elephant.
* Ask practitioners and other adults to measure themselves and to be measured by the children. Draw the children's attention to the fact that all adults are 'grown up' but can be very different heights and sizes.
* Help children to measure themselves with a variety of non-standard measures, such as books, hands, bricks and string.
Possible learning outcomes
* Uses resources randomly and for own purposes
* Plays independently/alone/parallell/co-operatively/collaboratively
* Uses measurement and comparative vocabulary
* Shows awareness of standard/non-standard measures
* Engages adults in their play, adopting a dominant role.
Activity 2
A-L All in a name
Encourage emergent writing.
Planned learning Intention
To recognise and sign their name with increasing confidence and skill Adult:child ratio 1:4
Resources
Writing and book-making materials, or a ringbinder and plastic leaves, photographs/photocopier
Step by step
* This activity is another opportunity to involve parents and carers, by asking them about their children's names, finding out full names, why the name was chosen, if it has a special meaning, if it is a namesake, and so on. Where the name originates in a language other than English, find out how it looks in the original script; remember some children may have two names, one in English and one in the home language. Ensure all spellings and pronunciations are correct.
* Encourage practitioners to add information about their own names.
* Print out the information and compile it in a book or ringbinder with the children's own signatures. Allow a page for each child and let them sign their name as often as they like, in different colours, using different media. Allow the children to write independently and thus at their own level. As their control and skill improves, they can continue to add signatures to the book, so providing the child with evidence of their growing skill.
Extension ideas
* Tell the story of Rumplestiltskin, and make up lists of unusual names.
* Hold a name-swapping day or session, when everyone can assume a different name.
* Investigate and find out about naming rituals and celebrations (see Celebrations - Naming ceremonies and birthdays, Nursery World, 6 April 2000.) Stepping stones
* A child with little experience may make marks which they define as their name. They may need some help and guidance to hold a pencil correctly, but should also be allowed to experiment freely with writing implements, and to have lots of opportunities to make large marks in, for example, sand and paint.
* A child with some experience may recognise their name and produce letter-like marks and identify letters as being in their name and may begin to recognise names other than their own. They have increasing fine motor control and are able to hold a pencil comfortably.
* An experienced child will confidently produce a recognisable name. They will recognise names other than their own and see similarities with other names and words. They probably are able to identify all the letters in their name. There may still be some reversals and mix of cases, even where the child is aware of conventions, as idiosyncrasies in signatures often remain for some time.
C-I My name is...
Encourage independent writing.
Resources
'Graffiti wall', writing materials, coloured backing paper, transparent sticky-backed plastic
Play suggestions
* Provide a 'graffiti wall' for children (and adults) to sign their names. This can be indoors on a wall space or noticeboard or outdoors on a wall or floor space, where chalk or brushes and water can be used.
* Cover a table with coloured paper. Print out children's names and mount them randomly on the coloured backing. Cover the table with transparent sticky plastic. Provide ample writing materials at the table and the children will be motivated to find their name and those of their friends, and to practise writing them. Children can come to the table to check the spelling, when signing their name on pieces of artwork or making name labels elsewhere in the setting.
* Provide separate name labels on cards for children to devise and play their own matching games at the 'name table'.
* Attach luggage labels to dolls, soft toys, computers, tape recorders, furniture and so on and ask the children to provide names for them- much more meaningful than a label on a chair saying 'chair'!
Possible learning outcomes
* Chooses to observe before participating or engaging with the resources
* Engages in markmaking, and name writing at their own level
* Identifies own name and those of others in a variety of contexts
* Chooses to revisit activity and refine name writing skills.
