Tag Archives: #ms

What is our new story?

Today we were introduced to a surprise parcel that links to the new story that we will be exploring for the next two weeks. The parcel was wrapped up, and we had to use some of our senses to try and guess what would be inside, and then what story it could be from.

We passed the parcel around the circle and here are some of the children’s responses:

What does it feel like?

#ooj It feels squiggly.

#st Toys.

#dg Potatoes, sounds like potatoes.

#gk It’s soft at the sides. I think its eggs in the box. 

#lj The Little Red Hen wrapped it up for us so we can open it. 

#ms It feels hot and soft. It’s a ball. 

#as It shakes like seeds. 

What does is smell like?

#gj Its like peas. 

#dm Smells like food. 

Can you hear anything when you shake it?

#ws A popping machine

#rp It makes a sound

After some thinking time and questioning, the children opened up the parcel to discover a box of gingerbread men!

I asked the children “so what story could the gingerbread men be from?”

#rr A story about food. 

#ws The Gingerbread Man story!

The children were introduced to the story of the Gingerbread Man. We read it and talked about the events, and we saw how the Little Old Man and the Little Old Lady baked some gingerbread men, just like the ones in our box!

We will now continue to learn about this story for the next two weeks.

L (R) 22-36/30-50

C+L (U) 22-36/30-50

C+L (S) 22-36/30-50

UW (TW) 22-36/30-50

Playing and Exploring/Active Learning/Creating and Thinking Critically 

 

Making Bread

Today in Nursery we followed a recipe to make bread, just like the Little Red Hen!

In the story of the Little Red Hen, her friends did not help her make the bread, however in Nursery we all worked together to measure out the ingredients and mix them altogether.

Once the ingredients were all mixed together, we kneaded it and split the mixture up into six equal balls and patted them down. We then put them into the oven.

Whilst the bread was baking, some children created their own recipes and instructions by recalling the ingredients and method that we used.

#aj

#dm

#ws

#gj

#mma

Unlike in the story of the Little Red Hen, we then shared the bread with our friends and  tucked into it for our snack!

#mm “mmmmmmm”

#aj “I like it”

#st “It’s nice”

#ms “It tastes like in my house”

#ks “It is like bread”

UW (TW) 22-36/30-50

C+L (U) 22-36/30-50

PD (H+SC) 22-36/30-50

Playing and Exploring/Active Learning 

Nursery Rhyme Week – Day 3

The rhyme we have been exploring today was called Old King Cole. This was a rhyme that we were not very familiar with, however, after a few practises we soon remembered the words and the tune!

We loved performing the rhymes we have been learning so far at the Stay and Play with our parents and carers. We then enjoyed creating our own crowns out of collage materials so we could be just like Old King Cole!

Here are Morning Nursery:

“What does Old King Cole wear on his head?”

#en “a hat”

“It looks a bit like a hat, but we call it something else starting with a ‘c’ sound…”

#gk “he wears a crown!”

Here are afternoon Nursery:

In reference to Old King Cole, #tw said “I think he lives in the castle”

What have you made? #ra “a king crown”

#na “I want to wear the king hat too”

EAD (MM) 22-36/30-50

Playing and Exploring

Nursery Rhyme Week – Day 2

The nursery rhyme that we explored today was called Hickory Dickory Dock:

We followed step by step instructions to make a mouse to run up the clock. We talked about what shapes we could see, we saw circles and triangles.

How do you know it’s a triangle?

#mm “it has three sides”

#ms “cos it’s a shape”

How do you know it’s a circle?

#ws “because it goes around and around”

We then looked at a real clock, and during circle time we had a go at naming and matching the number cards around a hoop to make our own clock. In the provision, we then had the chance to create our own clocks with paper plates, using and applying our learning from circle time:

#lj “i’m going to use my clock to tell me what time it is like Mummy”

M (N) 22-36/30-50

M (SSM) 22-36/30-50

Playing and Exploring/Active Learning/Creating and Thinking Critically

 

Exploring Shells

During continuous provision this afternoon, these two children were exploring shells and the sounds that they make. This was a lovely example of building positive relationships between each other and it promoted lots of thinking and language between the children.

UW (TW) 30-50=

N.S. To answer ‘how’ questions.

Active Learning/Creating and Thinking Critically

 

In Nursery we work together

Both Nursery classes have been working very hard in making relationships with different members of their class. We have been talking a lot about how to be a good friend, and we know that sharing and taking it in turns are some ways of how we can be one of these.

The following pictures are some lovely examples of how the children have been working together in their play.

Making a dinosaur using junk modelling materials:

Building a “really really long bridge”:

Taking it in turns feeding the baby:

Unscrewing the nuts and bolts:

PSED (MR) 30-50-/+

Playing and Exploring