Tag Archives: #ssm

Filling and Emptying

This little girl was very engaged in the Water Area, filling and emptying different sized containers. She persisted as she used the bottle to fill up the small plastic kettle, and then used this to fill up the large cylinder. She became very excited when the water reached the top of the cyclinder! She then poured the water into the water tray and repeated this process again! 

Next steps:

Her next steps were met instantly, as whilst she filled the containers I modelled the language of full and empty in the appropriate context. She began to repeat the words, and this is something that we will be continually build upon develop her vocabulary. 

M (SSM) 22-36-

PSED (SCSA) 22-36=

C+L (S) 16-26+

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


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

Shape Capes!

This week we are learning about the story of Little Red Riding Hood. In our Maths lesson today, we explored shape by designing our own Little Red Riding Hood capes using different shapes. We talked about what the different shapes were that we could see, and some of us even were able to count how many sides they had! We then attached some string to our capes and wore them proudly around the classroom!

M (SSM) 22-36/30-50

N.S. To continue to explore simple 2D shapes through the environment so that you can recognise shapes and talk about some of their properties.

Playing and Exploring/Active Learning

Filling and Emptying with Porridge 

Today we have been learning about a new story from our Traditional Tales focus for this term. The story that we will now be learning about for the next two weeks is Goldilocks and the Three Bears.

The children had a great time exploring our new tuff tray activity, which consisted of porridge oats, different sized bears and different sized spoons. This activity was left open-ended, so that the children could create their own learning in whatever way they wanted to.

In the video example below, these children are carefully using the spoons to fill up the different sized bowls, alongside some role play from the story. The children showed good levels of hand/eye co-ordination and were really engaged in the activity that they had created independently. This activity was later extended, and the children were challenged with who had the most porridge and who had the least.

PD (M+H) 30-50/40-60-

M (SSM) 22-36+30-50 –

N.S. To continue to use language of size, for example ‘more’, ‘less’, ‘most’, ‘least’.

Playing and Exploring/Active Learning


Jigsaw making with friends 

These children were working lovely together this morning to make a jigsaw. With support, they sorted the pieces into the ones that had straight sides, and the ones that did not. They then carefully put the different pieces together to create the outer edge of the jigsaw.

Whilst the children were busy making the inside of the jigsaw, they noticed a problem…there were not enough pieces left to finish it! That meant that some pieces were missing. The children decided to go on a mission around the classroom to try and find the missing pieces so that they could finish their jigsaw. Unfortunately, they were unable to track down the missing pieces, however this whole activity showed great examples of working together and perseverance.

PSED (MR) 30-50=/+

PD (M+H) 30-50=/+

M (SSM) 30-50=

Playing and Exploring/Active Learning