A project such as 'Under Our Feet' could develop as a result of children observing and exploring the outdoors, whether at nursery, in the garden, at home or in a local park. Carefully planned activities to support children's knowledge and understanding of this theme can then be used to stimulate the interest and curiosity of all the children in the group.
As their interest and imagination are stimulated there is huge potential for developing further home-school links, with children applying and developing their knowledge and understanding back in their own gardens or during visits with their parents/carers, for example, to the park or to other outdoor areas of interest.
Approach
Curriculum Guidance for the Foundation Stage (page 11) emphasises the importance of providing children with a balance of adult-led and child-initiated learning (see box). This project:
* identifies adult-led activities to introduce or develop children's understanding of the topic through stimulating, meaningful experiences which offer challenges
* suggests ways to enhance areas of core provision to consolidate children's learning about the theme. It is the practitioner's role to observe children's learning daily to inform individual children's Profiles and future planning. Children should be encouraged to use available resources to support their own learning, so the possible learning outcomes will be wide-ranging and varied for each child.
* advocates that settings should be organised and resourced using a 'workshop' approach so that children can access resources autonomously and independently (see box).
Adult-led activities
Hard and soft
Explore surfaces that we walk on.
Key learning intentions
Use a widening range of words to express or elaborate ideas
Investigate objects and materials by using all of their senses as appropriate
Negotiate an appropriate pathway when walking, running or using a wheelchair or other mobility aids, both indoors and outdoors
Adult:child ratio 1:up to 4
Resources
* Outdoor area with several surfaces, such as grass, bark and concrete * a builder's tray filled with sand, bark, compost or soil, leaves, stones and pebbles Activity content
* Take the children outside in small groups to explore. Encourage them to think and talk about the surfaces that they are walking on.
* Use the contents of the builder's tray to encourage the children to identify alternative surfaces or objects they may have walked on. Children may be able to talk about other surfaces they have walked on, such as snow.
Extending learning Key vocabulary Surface, concrete, leaves, grass, bark, soil, stones, pebbles, sand, brick, hard(er), soft(er), cold, heavy, light Questions to ask
* What type of surface are we walking on?
* What does it look/feel like?
* What can you tell me about concrete/sand/stones/grass?
* Where else would you find a concrete/sand/stone/grass surface?
* Why do you think the climbing frame is on the grass?
Extension activities
* Leave the trays out for the children to investigate independently.
* Add small-world resources to the builder's tray, such as (hibernating) animals among the leaves and minibeasts in the soil. Leave a selection of resources for children to access independently and observe their creativity.
* Design and make gardens in small trays using a selection of natural materials gathered from outside.
* Provide a selection of information books to refer to when children ask questions of their own.
On earth
Explore the properties of soil.
Key learning intentions
Be confident to try new activities, initiate ideas and speak in a familiar group
Build up vocabulary that reflects the breadth of their experience
Observe, find out about and identify features in the place they live and the natural world
Show awareness of own needs with regard to hygiene
Adult:child ratio 1:up to 4
Resources
* A designated digging area and/or table * builder's tray * soil and/or bag of compost * buckets and spades * magnifying glasses * access to a sink or bowl of warm water and soap
Preparation
* Fill the builder's tray with compost or soil. Have the children collect it in buckets.
* Children who suffer from eczema may need to wear a pair of disposable gloves for this activity.
Activity content
* Gather the children in small groups, either around the digging plot or builder's tray on the table.
* Make sure the children roll up their sleeves before inviting them to touch the soil with their hands.
* Encourage them to describe the texture, its colour and smell.
* Encourage the children to think about what we find in soil - animals such as worms, and stones, seeds, plants and roots, for example.
* Use the magnifying glasses for closer analysis.
* Make sure the children wash their hands following this activity.
Extending learning
Key vocabulary
Soil, touch, feel, hold, hands, fingers, damp, dark, black, sticky, lumpy, stony
Questions to ask
* What does the soil feel like?
* What do you like about touching it?
* What does it smell like?
* What does the soil look like?
* What colour is it?
* What do you know about soil?
* What might you find in soil?
Extension activities
* Write a collection of words associated with soil during a circle time session, and read a story such as Jasper's Beanstalk by Mick Inkpen and Nick Butterworth or Percy's Friend the Mole by Nick Butterworth (see box).
Relate the words to the story. For example, ask, 'What do you think the soil felt like for the mole?'
* With the children, find out what soil is made of. Half-fill a plastic jar with soil and top it up with water. Making sure the lid is screwed on tightly, shake the jar and leave to settle overnight. It will settle into layers - stones at the bottom, clay, sand and water containing tiny bits of soil.
* Allow further investigation into the properties of soil by adding water and making mud.
* Plant seasonal flowers or fast-growing plants such as cress in clear jars so that the children can observe root activity under the soil as well as growth above it. Talk about plants, whether in plant pots or on the ground, to develop awareness of what is going on underneath the soil.
Child-initiated learning
Exploration and investigation
Additional resources and adult support
* Bring smaller trays of sand, bark, stones and grass inside for the children to investigate by touch and sight and support and model descriptive language.
* Try comparing two trays, such as stones and soil. Model comparative language.
* Be creative by providing shells and sand, or a small-world children's playground with bark pieces, or else allow the children free access to resources to put whatever they want in the trays.
* Make sure children have access to information books about the different surfaces. Look through the books with them as they carry out their investigations.
* Continue to read storybooks to support the theme of different surfaces, such as Mr Gumpy's Motor Car by John Burningham. On a different day, provide the book and resources that the children can use to retell the story.
Play possibilities
* Creating natural environments such as the seaside or a garden based on their own first-hand experiences.
* Using available resources to enhance imaginative small-world play.
* Understanding that information can be retrieved from texts.
* Using their imagination to tell their own stories using props and resources.
Possible learning outcomes
Listens to stories with increasing attention and recall
Investigates objects and materials by using all their senses as appropriate
Observes, finds out about and identifies features in the place they live and the natural world
Makes comparisons
Expresses and communicates ideas, thoughts and feelings by using a widening range of materials and suitable tools
Water area
Additional resources and adult support
* Add stones and pebbles of various colours and sizes to the core provision in the water area.
* Add watering cans, plant pots and plastic flowers.
* Model the use of key vocabulary such as the comparative language of size when discussing the stones and pebbles.
* Ask open-ended questions about what the children are doing to ascertain their knowledge and understanding to inform future planning or assessment for Profiles.
Play possibilities
* Sorting stones and pebbles by size and colour and counting them.
* Role-play opportunities, such as 'planting' flowers, watering them using a watering can and watching them grow.
* Investigating floating and sinking - comparing logs and stones, for example.
Possible learning outcomes
Selects and uses activities and resources independently
Interacts with others, negotiating plans and activities and taking turns in conversation
Uses size language such as 'big' and 'little'
Explores objects
Role-play garden centre
Additional resources and adult support
* Provide gardening equipment to sell at the centre, such as gardening gloves, trowels, small forks, buckets, plant pots, seed trays and plastic flowers.
* Look closely at seed packets with the children and provide the resources for them to design their own to sell in the centre. These could be laminated for extra durability.
* Add shopping baskets, bags, purses.
* Provide a till with money and model buying items and handing over money to pay for them. Model using the till, asking for money and giving change.
* Ensure the children have access to dressing-up clothes, buggies and dolls to role-play a family trip to the garden centre.
* Include a selection of non-fiction gardening books and picture books to sell.
* Ask open-ended questions to support children's fantasy play and encourage use of appropriate related vocabulary.
Play possibilities
* Being able to interact with peers.
* Using money in a no-risk context.
* Expressing thoughts, ideas and feelings through role play.
* Reading in small groups.
* Dressing up to take on another role.
* Having time to explore and investigate resources.
Possible learning outcomes
Expands spoken language by offering familiar role-play experiences
Experiences non-fiction books
Uses mathematical language in play
Notices what adults do, imitating what is observed and doing it spontaneously when the adult is not there
Plays alongside other children who are engaged in the same theme.
Construction area
Additional resources and adult support
* Provide large wooden bricks and large stones.
* Look at some pictures or posters of brick walls.
* Support children's problem-solving skills as they use the available resources.
* Allow them to explore the available resources independently.
* Challenge children to build a wall from the stones as well as the wooden bricks.
* Encourage the children to keep talking about what they are doing and why through the use of open-ended questioning.
Play possibilities
* Designing and making buildings and walls from brick.
* Investigating an alternative material to build with.
* Exploring tessellation through fitting bricks together and comparing with the properties of stones.
Possible learning outcomes
Extends their vocabulary, exploring the meanings and sounds of new words
Matches some shapes by recognising similarities and orientation
Shows curiosity, observes and manipulates objects
Notices and comments on patterns
Engages in activities requiring hand-eye co-ordination
Helen Shelbourne is an early years tutor at Homerton College, Cambridge
Outdoor play
* The 2001 DfEE publication Curriculum Guidance for the Foundation Stage outlines principles for early years education (page11). Three strands of effective practice are identified and the third of these is for 'planned and purposeful activity that provides opportunities for teaching and learning, both indoors and outdoors'. In the same document we are encouraged as practitioners 'to make good use of outdoor space' (page15).
Further, the document states that 'Well-planned play, both indoors and outdoors, is a key way in which young children learn with enjoyment and challenge' (page 25).
The topic title 'Under Our Feet' lends itself particularly well to a wide variety of outdoor activities. The project aims to show that with a little bit of creativity and lateral thinking, the outdoors area at your setting - no matter how big or small - can play a large role in supporting activities and exploration of the theme.
Areas of learning
Personal, social and emotional development
Communication, language and literacy
Mathematical development
Knowledge & understanding of the world
Physical development
Creative development
Resources to support the theme
* TUFF Spot from www.tts-group.co.uk (11.75, tel: 01623447686)
* Gardening equipment, play money and till from the Early Learning Centre (www.elc.co.uk )
* Wooden bricks, 39.99 for 78 giant blocks from GALT (www.galt.co.uk) Books
* Jasper's Beanstalk by Nick Butterworth and Mick Inkpen (Hodder and Stoughton, 5.99)
* Percy's Friend the Mole by Nick Butterworth (HarperCollins, 2.99)
* Grandpa's Garden by Liz Graham-Yooll (Ragged Bears, 6.99)
* Mr Gumpy's Motor Car by John Burningham (Random House, 5.99)
* Garden Wildlife by Michael Chinery (HarperCollins, 9.99)
* Gardens by the Sea by Barbara Segall (Frances Lincoln, 25)
* Gardening Season by Season by Peter McHoy (Anness Publishing, Pounds 7.50)
* Concrete by Claire Llewellyn (Watts Publishing Group, 11.99)
* Sand by Rachel Matthews (Chrysalis Books, 9.99)
* Soil by Chris Oxlade (Heinemann Educational Books, 9.99)
