Jackson Tizzy's Toybox manual Caterpillar Matching and close observation, Jigsaw Spatial awareness

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SHERSTON

given position around the bag. The other children need to guess which positional word was whispered to the volunteer by looking at the position of the spade. The child who correctly guesses the whispered position is the next volunteer.

Outside, ask children to go under/over/next to etc the play equipment.

Caterpillar: Matching and close observation

Challenge the children to ‘Dress (child’s name)’. Ask a volunteer to model one item of clothing taken from a pair, eg one glove and ask the others to find the matching item from a dressing up box. The box could contain: socks, shoes, gloves, earrings, etc.

Give each child an item and discuss one or more of its features, for example ‘it’s red’ or ‘it’s red and stripy’. Then ask the child to find other items that match the one they have.

Hide some pairs of items (gloves and socks etc – similar and different) around the setting and ask the children to find one item each before returning to the group. They then need to find the person with the matching pair to their item.

Counting: One-to-one correspondence and number cardination

Create instruction labels for each area of the setting, showing how many children can play in each area at a time. Ensure that all the children are aware of what these labels mean and regularly encourage them to check that the correct number of children are indeed there!

TIZZY’S TOYBOX SPECIAL EDITION

Each day, lay out groups of 10, 9, 8, 7, 6 etc items around the setting, eg pencils, rubbers, paintbrushes, shapes, pieces of paper. Ask the children to keep their eyes open for groups of (x) and tell you when they find one. Write each ‘find’ on the board with the name of the child who found it and where the group was found.

Dressing Up: Making sets and recognising familiar roles

Give a group of children a selection of magazines and a target familiar role. Ask the children to find and cut out images of the clothing worn and props used by that role.

Make a collection of hats worn by familiar roles – give each child a different hat and ask them to show the rest of you something that the focus role would do. Can the other children guess what the mime is?

Encourage the children to draw a picture that shows people they think are important, or who help them. Can they explain why they have included each person?

Jigsaw: Spatial awareness

Invite children to create their own jigsaws. Firstly ask the children to draw a simple picture on a piece of card. The children could draw around shapes. Then with adult help, ask them to cut out three or four of the shapes. The children can then swap their jigsaws with other children in the class.

Provide plenty of opportunity to experiment with shape and space: banging round pegs into holes, posting shapes into matching spaces, dressing a doll with appropriately-sized clothes.

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Contents User Guide Educational Notes User Guide Educational Notes Contents What is Tizzy’s Toybox Special Edition? IntroductionOptions General tabActivities Inclusion & Support TabLevel BeadsOverall Learning Objectives Bears Bucket & Spade Caterpillar Counting Dressing Up Overall Learning ObjectiveJigsaw Opposites Pencils Learning ObjectivePicture Book Rhyming Words Sheep Educational Notes Beads Comparison of totals of sets, then numeralsBears Identifying sounds Bucket and Spade Positional languageCaterpillar Matching and close observation Counting One-to-one correspondence and number cardinationDressing Up Making sets and recognising familiar roles Jigsaw Spatial awarenessPicture Book Problem solving and ordering a series of events Pencils Vocabulary and concept of sizeIndex Sheep Indentifying simple colours and their namesE R S T O N