It is important that any project reflects children's learning needs and interests, and a project such as 'pattern' is likely to have developed in response to the interests of an individual child or a group of children. By providing stimulating and challenging experiences that promote learning across all six areas of learning, practitioners can engage all children in this exciting theme.
Approach
Curriculum Guidance for the Foundation Stage (page 11) emphasises the importance of providing children with a balance of adult-led and child-initiated learning opportunities. This project:
* identifies adult-led activities, to develop children's understanding of the topic through stimulating, meaningful experiences which offer challenge.
* suggests ways to enhance areas of core provision, to consolidate children's learning about the theme. It is the practitioners' role to make observations of children's learning daily to inform individual children's profiles and future planning. The possible learning outcomes will be wide-ranging and varied for each child.
* advocates that settings are organised and resourced using a 'workshop'
approach so children can access resources independently.
Adult-led activities
What a laugh
My Mum and Dad Make Me Laugh by Nick Sharratt (Walker Books, 4.99) has yet to be matched as a great way to introduce children to pattern. It's the story of a little boy whose Mum loves spots and Dad loves stripes, while he loves plain grey - because he loves elephants.
Key learning intentions
To show an understanding of the elements of stories
To talk about and recognise simple patterns
To look closely at similarities, differences and patterns
Adult:child ratio 1:up to 8
Resources
* My Mum and Dad Make Me Laugh by Nick Sharratt (Walker Books, 4.99) * Patterned pieces of fabric and wrapping paper, including lots of stripes and spots * A box in which to put them
Preparation
* Cover the box with different patterned wrapping paper on each side.
* Place the pieces of fabric and wrapping paper in the covered box.
Activity content
* Introduce the book to the children. Look at the cover first and discuss the picture. Ask the children what they think the book might be about.
* Read the story with the children and find out about the little boy's obsession. Then see who can spot the clues to his interest - from the pink elephant toothbrush holder to the bun in the cafe!
* Talk about spots and stripes and the spotty and stripy things children have seen and where they have seen them.
* Look at the covered box. Discuss the patterns on the outside. Let the children take turns to take one piece of fabric or paper from the box and describe it. Introduce and model the use of the language of pattern.
Encourage children to experiment with language and word play and make up their own words to describe patterns.
Extending learning
Key vocabulary
Dominoes, humbugs, camouflage, design, spots, stripes, stars, pattern, repeat, design, interest, favourite, prefer Questions to ask
* Why do you think Mum likes spotty things? What else could she find that has spots?
* Why do you think the little boy likes grey clothes? What do you think is his favourite animal at the zoo?
* If your favourite zoo creature was a penguin, what sort of patterns might you like?
* What pattern is on your piece of wrapping paper? What shapes are there? What sorts of lines are there? Can you find a curved line?
Extension idea
* Make a label 'our pattern box'. Urge the children to discover patterned items around the room, or at home, to post in the box. Use group times to empty the box and discuss the contents.
Bobby's new jumper
Let the children pick their favourite jumper for a large puppet character.
Key learning intentions
To use talk to organise, sequence and clarify thinking, ideas, feelings and events
To use mathematical language
To comment and ask questions about where they live
Adult:child ratio 1:up to 8
Resources
* 'Bobby' large puppet character, or any large puppet or toy that the children are familiar with 3book in which to put photographs * six jumpers with different patterns * six carrier bags * assorted fat fibre-tip pens * speech bubbles
Preparation
* Before introducing the activity, take Bobby on a shopping trip to buy some new clothes. Take photographs of him outside various shops, including those that sell clothes and those that don't. Try to include shops familiar to the children (see Storylines by Ros Bayley and Resources box).
* Enlarge the photographs and stick them into a big book, without any words. Keep at least seven blank pages at the end of the book.
* Buy or make six jumpers/sweatshirts with different patterns. Toddler/baby clothes can be bought very cheaply in charity shops and these fit large puppets.
* Dress the Bobby puppet in a short-sleeved T-shirt and shorts.
Activity content
* Explain that Bobby was feeling a bit cold in his T-shirt and shorts, and wanted a new jumper. Ask what sort of jumper he might like.
* Tell them Bobby went on a shopping trip, and they can see the photographs. Look at the photographs together and give the children plenty of opportunities to discuss what they can see.
* Take the jumpers out of the carrier bags, one at a time, and discuss them with the children. Ask the children which is their favourite pattern, and why.
* Take photographs of Bobby in each of the jumpers, with the children, and stick these photographs in the book too.
* Revisit the book and record children's comments, using speech bubbles.
Extending learning
Key vocabulary
Pattern, stripes, spots, spotty, stripy, repeating, triangle, square, circle, swirl, curve, pointed, angles, sides.
Questions to ask
* Which pattern do you like best? Why?
* What sort of pattern do you think Bobby would like on his new jumper? Why?
* Where do you think Bobby could buy his new jumper? Can he buy it in the DIY store or the butcher's shop? Can you buy clothes at the local Chinese takeaway?
Extension ideas
* Create a large-scale 3D block graph through which children can record their choices of a favourite Bobby jumper. Ask the children to draw their favourite jumper on a piece of paper the same size as one of the blocks, and attach it to the correct tower of blocks. The children can then easily interpret the data to see how many of them like each sweater design.
* Laminate a photograph of Bobby with no jumper on and attach magnetic tape. Encourage the children to design their own jumpers for Bobby, to fit the photograph. Laminate these and help the children to make their own magnetic props to dress the photograph of Bobby.
Child-initiated learning
Sand area
Additional resources and adult support
* Provide pattern-making resources, such as clay tools, wheels and patterned rollers and a sand tray with damp sand (this can be a deep sand tray or a shallow tray on a table).
* Model the use of key vocabulary, using descriptive and comparative language.
* Ask open-ended questions about the patterns.
* Support children's conversations, encouraging them to communicate what they are doing and why.
* Observe and, where appropriate, extend children's play.
Play possibilities
* Exploring the ways that marks can be made with tools.
* Making patterns with wheels or patterned rollers.
* Working as part of a group, co-operating and negotiating.
Possible learning outcomes
Works as part of a group, co-operating and negotiating
Begins to use more complex language
Creates and talks about simple patterns
Uses small equipment with increasing skill
Role-play clothes shop
Additional resources and adult support
* Provide dressing-up clothes and lengths of fabrics with lots of different patterns. Remember to include multicultural clothes with different designs, and simple accessories such as scarves, gloves and ties.
* Include a till, receipt pads, store cards, fashion magazines, money and tape measures.
* Make a sign saying 'Fabulous Fashions' and develop the home corner into a clothes shop. Make some signs such as 'special offer', 'closed', 'open' or 'sale'.
* Observe, and where appropriate, extend children's imaginative role play.
* Model the use of specific resources and act 'in role' as a salesperson or customer.
* Create specific scenarios that require a solution, such as, 'I really need a handbag to match the pattern of my dress. Where can I buy one?'
* Ask open-ended questions that encourage the use of imaginative and descriptive language.
* Encourage children to add additional resources or use equipment in creative ways to support their play.
Play possibilities
* Exploring resources and textures.
* Noticing similarities and differences in patterns.
* Trying on clothes and creating costumes from fabric lengths.
* Expressing their ideas, thoughts and feelings through role play.
Possible learning outcomes
Dresses independently
Has an awareness of, and shows interest in, cultural differences
Uses language to recreate roles and experiences
Enjoys listening to and using spoken language and turns to it in play
Shows interest in the lives of people familiar to them
Uses imagination in role play
Maths area
Additional resources and adult support
* Provide Compare Bears in a wicker basket and Compare Bear pattern and sequencing cards or similar.
* Model mathematical language - 'same because', 'different because'.
* Support children's conversations, encouraging them to communicate what they are doing and why.
Play possibilities
* Sorting the bears by colour or size.
* Counting the bears.
* Using the bears as characters in imaginative play.
* Matching the bears to the pattern and sequencing cards.
* Continuing, repeating and creating patterns with the bears.
Possible learning outcomes
Works as part of a group, co-operating and negotiating
Uses mathematical language of size
Sorts objects by one criterion
Continues, repeats and creates patterns
Looks closely at similarities, differences and patterns
Creative workshop
Additional resources and adult support
* Cut sheets of patterned wrapping paper into pieces and provide whole sheets of wrapping paper. Add these to the creative workshop, which will include assorted sized paper, boxes, scissors and fixing materials.
* Create a display near the workshop, with posters and photos of patterns and information texts about pattern.
* Discuss the patterns and ask open-ended questions about what the paper may have been used for and why.
* Support children's conversations, encouraging them to communicate what they are doing and why.
* Promote autonomy through the independent use of materials and tools.
Play possibilities
* Using the pieces of patterned paper to create a patterned collage.
* Sorting the pieces by pattern, shape, size or colour.
* Cutting or tearing up the large pieces of paper.
* Using the paper to wrap up boxes to create 'presents'.
* Using the presents as props in imaginative role play.
* Decorating the boxes with large or small pieces of patterned paper.
Possible learning outcomes
Displays high levels of involvement in activities.
Interacts with others, negotiating plans and activities and taking turns in conversation.
Uses the mathematical language of size and position.
Uses simple tools to effect changes to the materials.
Explores colour and shape in two or three dimensions.
Peg boards
Additional resources and adult support
* Provide pegboards and pegs in sorting trays and clipboards, squared paper and assorted markers.
* Promote discussions about patterns.
Play possibilities
* Sorting the pegs by colour
* Counting the pegs
* Filling all the holes with pegs
* Creating patterns with the pegs
* Planning and making patterns
* Recording patterns
Possible learning outcomes
Persists for extended periods of time at an activity of own choosing
Says and uses number names
Creates and talks about patterns
Handles objects with increasing control
Judith Stevens is an early years adviser at Lewisham Education
Areas of learning
Personal, social and emotional development
Communication, language and literacy
Mathematical development
Knowledge & understanding of the world
Physical development
Creative development
Resources to support the theme
* A range of figurative puppets, priced 22.50 to 98, are available from Puppets by Post, tel: 01462 446040, www.puppetbypost.com
* Compare Bears (12.45) and Compare Bears pattern and sequencing cards (6.25)
* Connecting Camels (120 pack, 20.89), available from Kent County Supplies, tel: 0870 600 5386
* Backyard Bugs (9.95) and Backyard Bugs Pattern Cards (5.50), available from GLS, tel: 020 8805 8333, www.glsed.co.uk
* Storylines: An Anthology of 50 Ideas for Using Large Puppets, Dolls and Soft Toys in Early Years Settings by Ros Bayley and Lynn Broadbent (Lawrence Educational Publications, tel: 01922 643833, 11.00)
* Patterns (Lorenz, 3.20)
* Pattern by Karen Bryant-Mole (Evans, 6.99)
* My Mum and Dad Make Me Laugh by Nick Sharratt (Walker Books, 4.99
* Patterns board book (Lorenz, 2.99)
