TASTY PATTERNS
Create repeating patterns that can be touched and eaten!
Resources/preparation
* Variety of fruit cut in suitable sizes; blunt, thick wooden skewers; platters; paper napkins or tissues.
* Make sure there is plenty of fruit. You may need to bring extra fruit so that everyone can participate. Look at the fruit and discuss it with the children.
* Set up an area where, after handwashing, children will get turns to wash and cut the fruit on to large platters.
Activity content
* Once the fruit is prepared, children take a skewer and create their own favourite fruit kebab.
* Look at some of the kebabs with the children. Chant together the patterns created and discuss them. 'Apple, banana, cherry, apple, banana, cherry. If we make this kebab longer, what will we put next? Why do you think that?'
OVER, UNDER, THROUGH
Create and follow patterns using positional language.
Resources
* Put out a train set with tunnels, bridges, stations and signals.
Activity content
* Talk about how the train goes over, under or through tunnels and bridges.
* Practise saying these words with the children.
* Put them into a pattern emphasising some aspects, such as 'throughoooo'.
* Make different patterns with the same words and compare how easy, satisfying or funny they sound.
* Add actions as you say the patterns.
* Leave the children to play and continue the patterns.
SPRING BONNET PATTERNS
Create patterns on hats with small artificial flowers and fruits.
Resources/preparation
* Provide a variety of hats with hat bands, such as straw hats, caps, felt hats and boaters, and several types of small artificial flowers and fruits.
* Separate the flowers and fruits by colour and type into separate containers, or one divided container.
* You could restrict the choice by supplying just two kinds of flowers or fruits, to encourage pattern making.
Activity content
* Let the children choose a hat and make a pattern by arranging flowers and fruits on the hat band.
* Listen for children discussing any patterns they have made.
* Observe children copying each other's patterns.
* Invite children to make a pattern, and to test you to see if you know what the pattern is.
TILING PATTERNS
Create and continue patterns with tiles.
Resources
* Collections of flat shapes, for example mosaic shapes, different shaped and sized pieces of paper for covering.
Activity content
* Display the materials on a low table or carpeted area. It can be useful to have both these levels of surface for children to work and save their ideas.
* Encourage children to look closely, feel and talk about the shapes.
* Respond positively to interpretations of the material at this stage, making a special note of any repeating or symmetrical patterns that are created.
* Once the children have had time to explore the materials, invite them to start a pattern to cover their piece of paper. Before the pattern is complete, offer to continue to build the pattern as the child describes where to place each piece.
* Follow the instructions even when incorrect as this provides the opportunity for children to recognise the importance of language and communication. 'Which piece will I need to put next?' 'You said next to the square. Do you mean above or below the square?'
* Use language such as 'next', 'before', 'in between', 'after', 'below', 'above'.
* Keep records of some of the patterns by sketching them. These can be looked at more closely and discussed with groups of children.
