1 Get dressed
ADULT-LED
Use a rhyme about getting dressed to introduce shopping for clothes and shoes.
Key learning intentions
To listen with enjoyment and respond to rhymes and songs
To move with control and co-ordination
Adult:child ratio 1:8
Resources
A laundry bag containing shoes, socks, jumper, vest, pants, trousers, coat, hat, gloves and scarf
Preparation
* Produce an A3 laminated card with the words of the new song and illustrated with the children's pictures of clothes:
This is the way we put on our socks,
Put on our socks,
Put on our socks,
This is the way we put on our socks,
On a bright and sunny morning
This is the way we put on our pants...
This is the way we put on our vest...
This is the way we put on our trousers...
This is the way we put on our jumper...
This is the way we put on our shoes...
Activity content
* Introduce the children to the song, which is sung to the tune 'Here we go round the mulberry bush'.
* Show the children the laundry bag, and encourage them to predict the contents. Ask one child to feel inside the bag, choose an item and describe what they can feel.
* When the children have guessed and seen all the contents, recall the vocabulary and put the items back into the bag.
* Explain that you are going to act out the song again, with the children taking turns to pick out one item of clothing. So, if a child selects the socks, sing that verse, with everyone pretending to put on their socks.
* When all the clothes are out of the bag, invite those children who are interested to sing the song again.
Things to do and say
* Model the use of key vocabulary: dress, undress, put on, vest, pants, socks, shoes, jumper, trousers, gloves, mittens, scarves.
* Introduce and reinforce the language of size and discuss 'pairs'.
* Ask the children to consider why we need different clothes for different purposes.
Stepping stones
* Children with little experience may listen more readily to familiar rhymes and songs. They may choose to listen initially, or join in some actions or repeated refrains. They may enjoy listening to new songs. They will begin to manage their body to create intended movements and may begin to combine and repeat a range of movements.
* Children with some experience will listen to rhymes and songs with increasing attention and recall. They may show interest in unfamiliar rhymes and songs and be keen to join in, first with actions and repeated refrains. They will stand up and balance on various parts of their body and begin to demonstrate the control necessary to hold a fixed position.
* Children with more experience will listen with enjoyment and respond to rhymes. They will join in with the actions and words of familiar rhymes and anticipate rhyming words in unfamiliar rhymes. They will show increasing control over clothing and fastenings and will move with control and co-ordination.
Extension ideas
* Encourage the children to sing the song independently, changing the words to include different weather and clothes.
* With the children, make a recording of the song, which other children and family members can access independently.
2 Money, money
CHILD-INITIATED
Encourage the children to explore money to develop their understanding of shopping.
Resources
Assorted coins and paper money from different countries around the world, money boxes, purses and wallets
Play possibilities
* Exploring the coins, notes, money boxes, purses and wallets.
* Piling up the coins to knock them down.
* Filling and emptying the purses and money boxes.
* Using the resources to support play themes around shopping.
* Noticing numerals on the coins and notes.
* Discussing designs, patterns and feel of the coins and notes.
Things to do and say
* Introduce and model the use of money and shopping - coin, note, penny, pence, pound, dollar, cent, euro, pay, buy, shop, shopping, cash, wallet, purse, full, empty.
* Observe the children's play and extend where appropriate.
* Join in children's conversations about earlier experiences.
Possible learning outcomes
Makes connections between different parts of life experience
Interacts with others, taking turns in conversation
Recognises numerals 1 to 10
Shows curiosity, observes and manipulates objects
Notices similarities and differences
3 Mix and match
CHILD-INITIATED
Socks are ideal for a sorting activity.
Resources
Assorted pairs of socks in a laundry basket, clothes pegs and a washing line fixed at child height
Play possibilities
* Exploring and discussing socks and pegs.
* Matching the socks.
* Using own criteria to sort the socks.
* Pretending to wash and dry the socks.
Things to do and say
* Encourage the children to explore the socks and help them to match them in pairs.
* Ask the children to explain their criteria.
* Which pattern do you like best? Why?
* Help the children to count in twos.
* Which socks do you think would be best on a cold day? Or for football? Why?
Possible learning outcomes
Works as part of a group
Talks through activities, reflecting on what is being done
Shows awareness of pattern
Says and uses number names in order
Notices similarities and differences
4 Fancy dresses
CHILD-INITIATED
Clothes shopping gives children scope for practising physical and language skills.
Resources
Assorted shoes, hats, clothes in a variety of sizes; clothes racks and hangers, shoe boxes; measuring tapes, a shoe size measure; till, money, store cards, computer monitor, price tags, blank labels and markers; 'special offer' and 'sale' posters; clock, 'open' and 'closed' signs; chairs, footrest and curtained-off 'changing room'
Play possibilities
* Exploring the objects and materials.
* Trying on the clothes.
* Retelling elements of shopping stories.
* Sorting and rearranging clothes.
* Making price labels.
* Taking the role of customer or sales person.
Things to do and say
* Sort clothes on racks and shoes into boxes.
* Introduce and model the language of measuring and size, such as too small, too big, fit, centimetre, height, width, measure.
* Act in role as customer or sales assistant.
Possible learning outcomes
Has a developing awareness of the needs of others
Uses language to imagine and recreate roles and experiences
Uses language such as bigger and smaller
Recalls past events in own life
Shows increasing control over clothing and fastenings
Uses imagination in role play
