The book Kipper's Toybox by Mick Inkpen (Hodder Children's Books, 4.99) is a firm favourite with young children and makes a great basis for an early years project, providing great opportunities for children engaging in counting, making predictions and role play.
In the story, Kipper discovers that something has been nibbling at his toybox and worries that he may be losing some of his treasured playthings.
As he counts and recounts his toys, he finally discovers who is responsible -two little mice have taken up residence among his stuffed animals.
Adult-led activities
Shop around
Set up and stock a toy shop in the role play area.
Key learning intentions
To use language to imagine and recreate roles, linking significant events from their own experiences and from stories
Adult:child ratio 1:6
Resources
* A range of toys such as dolls, jigsaws, trains, boxed games, puppets, balls and skipping ropes * till, money, purses or wallets, credit cards * shopping baskets and bags * telephone * writing materials
Activity content
* Share the story with the children, then discuss setting up a nursery toyshop. Encourage the children to list and find the toys they want to display in their shop.
* Help them to decide what other materials they need for the shop, such as a till, money, shopping bags and baskets.
* Allow the children plenty of time to set out and use the materials and explore the different roles of shopkeeper and customer.
* Provide assistance as appropriate to design and create labels for the shop, such as prices lists, special offers, opening and closing times and the name of the shop.
* Engage in activities with the children, modelling the role of customer or shop assistant, using appropriate language and creating scenarios that will extend children's thinking.
* Encourage children to undertake stock-taking checks at the end of each session to encourage purposeful counting. Model counting as in the book.
For example, count different body parts, line up and count toys or move each toy as it is counted. This will encourage one-to-one correspondence.
Key vocabulary
Names of toys, price, how much, how many, open, closed, shop, shopkeeper, customer, buy, sell, money
Follow-up activities
* Add play resources to the shop area such as hats labelled 'shopkeeper'
and 'customer'. Provide materials to enable the children to make their own hats or other accessories if they wish.
* Make displays and posters for the shop with pictures from magazines and catalogues. Encourage children to scribe information, such as names or prices on the posters.
* Some children may wish to bring toys from home to add to those already in the shop. Encourage children to discuss why it is important to share these toys and take care of them.
* Provide wrapping paper, Sellotape, string and boxes of different sizes so that children can explore different ways of gift wrapping toys that have been bought.
Mini mice
Make finger puppets to be the mice.
Key learning intention
To engage in activities requiring hand-eye co-ordination
To use one-handed tools and equipment
Adult:child ratio 1:4
Resources
* Pink or grey paper or thin card * scissors * Sellotape * glue * crayons * felt-tip pens * paint * string or wool
Activity content
* Cut small semi-circles of paper or card, fold them and join them using Sellotape or glue to make cone shapes, with the tip of the cone representing the mouse's nose.
* Make ears by glueing on small pieces of card and add a tail and whiskers of string or wool.
* Draw or paint on the eyes, nose and mouth.
* Alternatively, make larger mice in the same way, then cut two holes out at the front of the body for children to put their fingers through to represent legs. Children can then make their mouse walk or run around.
Key vocabulary
Mice, circle, cone, holes, fingers, tail, ears, eyes, nose, whiskers, puppet
Follow-up activities
* Let the children use the materials to explore different ways of making finger and hand puppets of other small creatures.
* Making simple edible mice by moulding icing or marzipan. Children can roll a basic round shape, then lengthen one end to a point for the mouse's nose; create features using cake decorations such as edible silver balls, chocolate chips or jelly pieces; and make a tail from a strip of liquorice or a thin rolled-out piece of icing or marzipan.
* Alternatively, make small mice from dough, bake in the oven and paint them.
* Explore factual books about mice together and ask if anyone has a mouse as a pet.
* Share storybooks about mice.
Child-initiated learning
Encourage the children to develop their own thoughts and interests across the curriculum, adding topic resources to the basic play areas.
Creative area
Additional resources
* Junk materials * boxes * glue * Sellotape * staples paint * scribing materials * paper * card * scissors * magazines * catalogues and collage materials
Possible learning experiences
* Using junk modelling materials to design and make simple toys such as drums, cars, kites, boats or all sorts of simple puppets. These could be used as toys to sell in the shop.
* Making simple jigsaws by drawing a picture on card, cutting it into several smaller pieces and then mixing up the pieces before fitting them together again. Take a photocopy of the picture before the jigsaw is cut up, so children can assemble it by referring to the picture.
* Using materials to decorate and label storage boxes for toys. Children could then explore counting how many toys could be fitted into a box, using different sized boxes and toys.
* Cutting pictures from magazines and catalogues to make their own toy catalogues. Older children might vary this activity by making catalogues for specific types of toys, such as for the outdoors or for babies, and may wish to record written information or diagrams about the toys in their catalogue.
* Creating paintings, drawings or collages of their favourite toy at home.
These could be labelled and displayed in the setting.
The practitioner role
* Participate in activities, exploring resources, tools and materials.
* Provide technical assistance when appropriate.
* Ensure children have sufficient time and resources to explore and test out their own ideas.
* Model appropriate use of materials to ensure they are used safely.
Outdoor area
Additional resources
* Table or bench * money belt * money * shopping bags * baskets * trolleys * tablecloth * plastic plates * cups and cutlery * plastic food items * dolls * soft toys * bags * boxes * trolleys
Possible learning experiences
* Having a car boot sale or market stall using similar materials to the toy shop created in the nursery. Add large items to sell such as bikes, scooters or dolls' prams.
* Using a tablecloth and eating materials to have teddy bear's picnics with soft toys and dolls anywhere outdoors.
* Exploring different ways to transport materials for these activities using bags, boxes or trolleys.
The practitioner role
* Engage in activities alongside children and become involved in role play and imaginative play as appropriate.
* Ensure resources and equipment allow children to make independent choices.
* Support children's ideas, pose problems and experiment alongside the children.
* Ensure children have sufficient time to explore and research their own ideas.
