Providing opportunities for children to study their reflection is enormous fun and a good way to develop their observational skills.
You can use real mirrors, or make simple ones from shiny paper or foil backed on to card.
Adult-led activities
Seeing clearly
Explore reflective and non-reflective objects.
Key learning intentions
To find out about and identify some features of objects
To show an interest in why things happen and how things work
Adult:child ratio 1:4
Resources
* Reflective items such as mirrors, metal pans and spoons, shiny paper and CDs * non-reflective items such as wooden bricks, a paper plate and a plastic cup.
Activity content
* Explore the objects with the children, encouraging them to describe the items by size, shape, colour, type of material or purpose. Draw the children's attention to the reflections visible in some items, if none have already noticed this.
* Encourage the children to look at their reflection in the objects and discuss what they see.
* Search for other reflective objects both indoors and outdoors. Discuss what reflective items are made of, how they feel and what makes them reflective.
* Set up an interactive display of reflective and non-reflective items.
Encourage the children to add their own items and to sort the objects into groups.
Key vocabulary
Shiny, light, clear, smooth, reflection, image, metal, wood, plastic, paper.
Follow-up activities
* Provide a set of shiny spoons of different sizes and encourage children to explore how the reflection of their face changes when they move the spoon nearer or further away from their face, or what happens to their reflection on the front and back of the spoon.
* Read The Ugly Duckling, then let the children make puddles to observe their own and others' reflections in the water. Explore what happens to the reflections when the water is disturbed.
* Provide materials for children to blow bubbles. Observe the changing reflections in the bubbles as they move.
Self portraits
Encourage the children to make self-portraits.
Key learning intentions
To develop a positive self image
To explore colour and shape in two dimensions
Adult:child ratio 1:4
Resources
* Small, safe mirrors such as bathroom mirrors on stands * paper and paint suitable for a variety of skin colours * aprons
Activity content
* Encourage the children to look in the mirror, study their face and talk about the colour of their skin and eyes, the shape of their nose, ears and lips and type of hair.
* Have the children make self-portraits.
* Mount and display the portraits on the wall or in a book.
Key vocabulary
Face, eyes, ears, nose, mouth, teeth, chin, cheeks, eyebrows, head, hair, long, short, straight, curly, dark, fair, colours, shapes.
Follow-up activities
* Provide collage materials such as wool, beans and pasta, or drawing materials such as chalks, felt-tip pens or crayons, to make collage self-portraits.
* Children might enjoy the opportunity to draw portraits of each other.
* Let the children look at themselves making funny faces or expressions to suggest different moods, such as happy, sad, surprised, angry and frightened.
* Cut out pictures of faces from magazines to put together in a collage.
Mirror mime
Encourage the children to mirror each other's movements.
Key learning intention
Initiate and respond to different movements
Adult:child ratio 1:8
Resources
* Large space outdoors or indoors * large mirror
Activity content
* Do different actions in front of the mirror and talk about mirror images.
* Divide the children into pairs and encourage one member of each pair to make some simple movements such as waving their hand or scratching their head while their partner watches.
* Ask children to repeat the movements with their partners mirroring what they do.
* Children can go on to make different movements and body shapes. Make sure each child has equal opportunity to lead as well as copy their partner.
Key vocabulary
Partner, observe, look, copy, mirror, follow, the same, different, movement, reflect, body parts, shapes, movements
Follow-up activities
* Some children may wish to continue the activity by creating a short sequence of movements such as twisting, turning, moving at different speeds or in different directions for their partner to copy.
* Introduce music, as some children may wish to create mirror dances.
Child-initiated learning
Mirrors are useful in many areas of a setting. They can be added to resources in the sand and water area, home corner and construction area or to table-top activities. Avoid using mirrors outdoors, because the children may accidentally reflect the sun into their eyes.
Mark-making area
Additional resources
* Paper * pens * pencils * felt tips * mirrors * printed materials
Possible learning experiences
* Drawing pictures and patterns or other mark-making activities such as writing their own name and observing how their work reflects in a mirror.
* Looking at reflections of printed name cards or other print.
* Placing mirrors at different places and at different angles on their work to explore the reflections.
The practitioner role
* Experiment in the activities alongside the children.
* Encourage them to predict outcomes.
* Model and extend children's language and vocabulary.
Creative area
Additional resources
* Paper * card * paper plates * foil * shiny paper * pens * crayons * pencils * collage materials * junk materials * glue * scissors
Possible learning experiences
* Exploring materials to make their own mirrors by sticking foil to card, which can then be decorated and taken home.
* Adding shiny materials to boxes and cartons to make 3D mirror items.
The practitioner's role
* Provide technical help as appropriate.
* Model safe use of tools.
* Participate in activities, explore resources and role-model techniques.
Maths area
Additional resources
* 2D and 3D shapes * sorting equipment * larger items to count * drawing materials * small individual mirrors * hinged mirrors (or stick two together)
Possible learning experiences
* Exploring reflections by moving the mirrors closer to their face, further away or at different angles.
* Counting the number of reflections.
* Drawing shapes and exploring their reflections, including investigating symmetry.
The practitioner role
* Discuss children's findings and support their understanding.
* Introduce the appropriate vocabulary for regular 2D and 3D shapes.
* Give the children sufficient resources and time to explore their own ideas.
