Tag Archives: #nmc

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

 

Nursery Rhyme Week – Day 1

Over 2 million children have taken part in World Nursery Rhyme Week since its launch in 2013. Nursery rhymes play an important role in early childhood development and education. As well as being fun they are excellent teaching tools:

*Language and communication, songs and rhymes are language learners.

*Singing nursery rhymes can help children to develop emergent literacy skills.

*They provide a fun way to assist with learning early maths.

*Nursery rhymes help children to develop social, physical and emotional skills.

The rhyme we focused on today was Wind The Bobbin Up:

We explored colours and patterns using different resources such as coloured links and coloured paper. After we had explored patterns, we then created our own patterns using bobbin reels to print with:

Maths (SSM) 22-36/30-50

EAD (MM) 22-36/30-50

Playing and Exploring/Active Learning

Kim’s Game

Today in afternoon Nursery we played a game to promote listening and attention. The game is called Kim’s Game, and we used items from the story of Goldilocks and the Three Bears. The idea of the game is for the children to look closely at the items on the tray, and then to cover them over and to take one away to see if the children can recognise what is missing. You can take more than one item away to add challenge to the game.

After the game was finished, this little boy was very keen to carry on during continuous provision time. He was very engaged and excited at the concept of the game, and very proud of himself each time he correctly said the missing item. This is great progress for this little boy in his listening and attention development.

PSED (SCSA) 22-36=

C+L (L+A) 22-36+

Playing and Exploring/Active Learning

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