1 Cap it all
Adult-led
Investigate a selection of hats.
Planned learning intention
To sort objects using different criteria
Adult:child ratio 1:4
Resources
Hats of different colours, sizes and materials, such as a rain hat, bobble hat, firefighter's hat, party hat, cycling helmet, sun hat, peaked cap, baby's bonnet and chef's hat (borrow them from families, carers or friends or buy them from educational suppliers, toy shops or charity shops); sorting rings; writing materials; mirror; paint; paper.
Activity content
* Provide enough time and opportunity for the children to explore and try on the hats, and encourage them to look at themselves in the mirror.
* Discuss what the hats are made of and why, for example, light material is used for a sun hat.
* Encourage the children to talk about their own hats. What do they look like? When do they wear them? Do they like them?
* Discuss the purpose of the different hats. Are they for work? Special occasions? Warmth? Protection?
* Encourage the children to sort the hats choosing their own criteria, for example, by size, shape, colour, material or use. Ask why they have chosen particular criteria and if there are any other criteria by which to sort the hats.
* Provide writing materials for the children to record their findings.
Stepping stones
* Children with little experience will probably show an interest in the hats and may wish to try them on. They will talk about what the hats can be used for.
* Children with some experience will share their knowledge about what the hats are used for and will attempt to sort them by simple criteria such as colour. They may talk about their own hats or hats worn by family members or friends.
* Children with more experience will explore different ways to sort the materials. They will be able to explain the reasons for their choices and to make simple graphs or charts to record their findings.
Extension ideas
* Encourage the children to continue exploring the hats by adding them to the home corner or by using them in an interactive display.
* Provide materials for painting large observational pictures of hats for the display or to use in the hat shop (see page 15).
* Provide writing materials for children to research their favourite hats.
* Provide clothing catalogues so that children can cut out pictures of hats to display as a collage or sort into groups.
* Provide non-fiction books about people's jobs and discuss the head gear that some people, such as nurses, firefighters, astronauts and chefs, wear at work.
* Share stories about hats (see Resources, page 16).
* Sing 'My hat it has three corners' (see 'Song time' on the back of the Nursery Topics poster).
* Play 'Guess what?' games, where children ask yes/no questions to identify a hat hidden, say, in a box. Encourage them to ask questions such as: Is it black? Has it a peak? Might a train driver wear it?
Grand designs
ADULT-LED
Make some hats.
Planned learning intention
To engage in activities requiring hand-eye co-ordination
Adult:child ratio 1:4
Resources
Paper, card, foil, pencils, scissors, glue, Sellotape, paints, rulers, tissue paper, flowers, buttons, sequins, glitter, books or catalogues with pictures of hats.
Activity content
* Explore the materials with the children and discuss the type of hat that they would like to create.
* Model different ways of making simple hats. For example, use a strip of paper or card to create a hat that fits around the head, join two semi-circles of paper together to create a hat that fits over the head, or use a large semi-circle of paper folded round to create a cone-shaped hat.
* Encourage the children to use the materials and provide technical help as appropriate.
* Take photographs of the children wearing their hats, when they have finished them, or have a hat parade in the setting.
Stepping stones
* Children with little experience will probably wish to make hats but finish them to their own satisfaction very quickly and move on to other activities while wearing their hat. Others may engage in exploring the materials and equipment available without creating a finished product.
* Children with some experience will enjoy using the materials to create a specific hat of their choosing. They will try different methods to join or add items to their hat, and may need assistance during the activity to prevent them from becoming frustrated and quickly giving up.
* Children with more experience will concentrate for long periods using materials and small tools with control, carefully choosing, cutting and shaping materials to create more accurate representations of the particular hat that they wish to make.
Extension ideas
* Provide materials, tools and enough time for the children to continue exploring and experimenting with hat making.
* Encourage children to make dolls' hats.
* Provide opportunities for children to wear their hats to support role-play activities throughout the setting and then take them home if they wish.
3 At the hat shop
CHILD-INITIATED
Continue to explore hats by setting up a hat shop.
Resources
A variety of hats, which could include hats that the children have made; dolls' hats; till; money; measuring tapes; writing materials; large boxes; wrapping paper; string; Sellotape; scissors.
Play suggestions
* Encourage the children to develop role play by pretending to be the shopkeeper and the customer.
* Make price tags for the hats.
* Measure the children's heads and the hats to find the hat that fits best.
* Explore wrapping the hats in boxes or paper using string or Sellotape.
* Create labels showing the opening hours and special offers such as 'half price' or 'buy one, get one free'.
* Create a section in the shop for dolls' hats. Encourage the children to try fitting the hats on the dolls before buying them.
* Encourage the children to keep a stock book listing all the hats sold and to do a stock-take at the end of the session by counting the number of hats.
Possible learning outcomes
* Engages in imaginative and role play.
* Uses language to recreate roles and experiences.
* Engages in parallel/co-operative/ collaborative play.
* Takes turns and shares fairly with others.
* Negotiates plans and roles.
* Uses drawing and writing for a purpose.
* Engages in counting activities.
* Explores money and uses mathematical language such as cost, price, change, pounds.
* Begins to understand ideas about measurement and size and uses comparative language such as bigger/ smaller, tighter/looser.
* Develops fine motor skills and hand-eye co-ordination.
* Uses small tools such as scissors, pens and pencils safely and with increasing control.
