Adult-led activities
Spot on
Spots are an elemental feature of the natural world, which probably explains their ubiquitous presence in man-made design. They make a great theme for an early years project.
Key learning intentions
To look closely at similarities, differences and patterns.
To use talk to connect ideas.
Adult:child ratio 1:6.
Resources
* Nursery World poster and other pictures of spotted items such as crockery, fabric, dominoes and dot-to-dot books * paper and thick felt-tip pens * examples of Braille * My Mum and Dad Make Me Laugh by Nick Sharratt (Walker Books, 2.99)
Preparation
* Wear something spotty yourself!
* Leave some resources dotted around where you will be sitting.
Activity content
* Show the children your collection and ask them what they have 'in common'. (Explain what this means - see 'Key vocabulary'.)
* Respond positively to all comments and if necessary, draw attention to the spots.
* Ask the children to find more spotted things in the setting and to think of other such items that are at home.
* Allow the children time to explore, talk about what they see, count the spots and cover paper with dots and spotty patterns.
* Read My Mum and Dad Make Me Laugh.
Extending learning
Key vocabulary
In common, like, similar, same, different, differences, similarities, circles, dot, dotty, dotted, spot, spotty, spotted, patterns, large, small, big, little.
Questions to ask
Why do you think animals have spots? Are dots and spots always round? What patterns can you see in the spots?
Follow-up activities
* Encourage the children to cover old clothes with painted, sticky or fabric spots. Add them to the dressing-up resources.
* Make life-size jumper/trouser/skirt shapes with the children, paint spots on them and hang them on a washing line across the setting.
* Display your collection of spotty items and ask families for contributions.
* Look for dots and spots in print and explore Braille.
* Find out more about animal spots and their role in camouflage.
* Watch appropriate videos, such as '101 Dalmatians' and read 'dotty'
stories (see back of the Nursery World poster for suggestions).
A little drop
Organise a maths activity with chocolate drops.
Key learning intention
Recognise numerals and say and use numbers in a practical context
Adult:child ratio 1:4.
Resources
* Plain rectangular biscuits (more than one for each child) * icing sugar and water * cooking chocolate drops * number cards
Preparation
* Prepare the icing and a space for handling food.
Activity content
* Cover the biscuits with icing.
* Place the cards face down on a table.
* Ask the children to choose a number card and then pick that number of drops for each biscuit.
* Adapt the activity to suit the mathematical needs of each child. An experienced child could use two numbers; a less experienced child could choose drops and then count them.
* Use the number cards again later for the children to select which numbered biscuit to eat.
Extending learning
Key vocabulary
Biscuit, icing, mix, spread, numbers, counting, more, less, the same, fewer Questions to ask
How many more? What if you had one more? How many dots do you think could fit on one biscuit?
Follow-up activities
* Play number games using other edible dots such as raisins and sweetcorn.
* Explore domino games.
* Make a permanent version of the game using biscuit-shaped cards and sticky spots.
* Adapt the game using face paints and mirrors. Use the cards to decide how many spots to add to face or hands. (Use paper faces if the children are unsure about painting themselves.)
* Try 'dotty' food (see the back of the Nursery World poster for suggestions).
Child-initiated learning
Encourage children to develop their interests and ideas across the curriculum by adding topic resources to the basic provision.
Creative area
Additional resources
* Variety of brushes and implements for dabbing * Printing resources such as pen tops, sponges and cylindrical bricks * Clay and dough * Hole punches * Patterned fabric and wallpaper * Bottle tops * Posters, prints and art books featuring paintings with spots. For example, Seurat's 'Bathers at Asnieres' (see Nursery World poster, 7 March 2002) is composed purely of dots and Aboriginal art often includes spots * Brushes, sponges and water * Sticky spots.
Possible learning experiences
* Many children explore paint through a 'dabbing' schema. Supplement with chances to use wet sponges and brushes on paper, outdoor walls and the ground.
* Printing dots using fingertips or printing resources.
* Exploring works of art and making links with their own creations and styles.
* Using tools to make dots in clay or dough.
* Punching holes in paper (and using punched dots for sorting or collage).
* Decorating with sticky spots.
* Making 3D art with bottle tops, caps and lids.
* Making clothes or collage with spotty fabric or wallpaper.
* Making 'flick' or 'splatter' paintings.
The practitioner role
* Empower children to explore and develop their creative skills independently.
* Provide technical assistance when required and provide a role model of safe and effective use of tools.
* Show enthusiasm for artworks, talking critically about them and their emotional impact.
* Offer praise and encouragement while empowering children to analyse their own work critically.
Maths area
Additional resources
* Dominoes * Sorting materials such as small-world animals, including spotted insects, reptiles and mammals * Number games using spots * Sticky spots/gummed paper * Large and small circles such as bottle tops and jar lids * Dot-to-dot pictures * Spot trails around the setting
Possible learning experiences
* Sorting and matching, using dots as criteria
* Playing number games
* Making own games using spots
* Matching numerals to amounts of spots
* Exploring number order through dot-to-dot pictures and spot trails
The practitioner role
* Use spots as a labelling device - for example, puzzles marked with three spots go on the shelf with three spots.
* Design personalised dot-to-dot pictures that meet individual children's developmental needs and interests. Encourage children to devise their own and pictures for each other.
* Make a tactile spot trail around the setting.
* Participate in number games with enthusiasm, and without dominating.
Allow children to devise rules for themselves.
* Role model negotiating skills for turn-taking.
* Create your own tactile number games to support children's interests.
