Children learn best when they are involved in practical, stimulating activities which are meaningful and relevant to them. A project about 'homes' gives children opportunities to extend their own understanding of something very familiar and important in their own lives, and to begin to recognise and value similarities and differences in those of other people.
This fun and exciting project can be introduced through a favourite story, 'The Three Little Pigs'.
Adult-led activities The three little pigs Key learning intentions Show an understanding of the sequence of events in stories Listen with enjoyment and respond to a story Begin to understand their own needs, and the needs of other people Adult:child ratio 1 up to 10
Resources
3A house brick, some straw and twigs 3finger or hand puppets of the three pigs and the wolf 3a selection of posters and books about the story 3information texts about homes and buildings 3magnetic props of the main characters and magnetic board/wedge Preparation * Gather together resources to support the story and store them in a labelled resource box.
* Set up a stimulating interactive display including books, props and posters.
* Ensure that all children in the group are familiar with the story of 'The Three Little Pigs'.
Activity content
* At a story time, show the children the cover of the book, and introduce the idea of retelling the story.
* Talk about and name the characters.
* Look at the props and introduce and reinforce the vocabulary. Emphasise the names of the materials used to make the three different homes.
* Retell the story, using the characters and props, encouraging children to join in with the repetitive language 'I'll huff and I'll puff, and I'll blow your house down!'
* Retell the story again, with the children taking the lead, and acting out the story with the props.
Extending learning
Key vocabulary
House, home, wolf, pigs, piglet, straw, twigs, sticks, brick, wood, mortar, cement, sand, timber, foundations, build, construct, chimney, walls, roof, strong, weak, huff, puff Questions to ask * Which house did the wolf go to first? And second? And third?
* If you were planning to build a house, what would you use? Why?
* How do you think the first little pig felt when the wolf blew down his house? What do you think he said? What would have happened if the second little pig wasn't at home to let him in?
* Do you think the three little pigs could have planned to catch the wolf? How could they have done that? What would they do with him when he was caught?
Extension activities
* Plan opportunities for children to retell the story independently, using the story props from the group story time.
* Provide a magnetic wedge/board for children to retell the story using magnetic card story props.
* Create a 'story box' in a shoe box, with small plastic pigs and a wolf.
Include a background with homes of straw, twigs and brick, and perhaps a chimney.
* Introduce alternative versions of the story and books linked to the story, such as Once Upon a Time by John Prater, in which the story of the Three Little Pigs is a secondary theme told in pictures in the background of the illustrations.
* Provide wolf and pig masks and tails and support children's creative role play.
* Give children daily access to a 'story sack' which includes props, information texts and alternative versions of the story.
* Make a version of the book with the children's own words and pictures.
Discuss the ending of the book - what should happen to the wolf?
Graphics workshop
Key learning intention
Attribute meaning to marks
Use imagination in art and design
Find out about features in their environment, and talk about those features they like and dislike
Adult:child ratio 1 up to 4
Resources
3'For Sale' and 'To Let' supplements from local newspapers 3property description leaflets from estate agents 3writing format with room for drawing of home and writing/mark-making for description 3information texts about homes 3assorted graphical media Preparation * Design a simple format, with space for children to draw a home they would like to live in and write about it. Include key words to support the more able children, such as price, numbers of rooms, best features.
* Ensure all resources are attractively presented and accessible to the children.
Activity content
* Gather the children together. Discuss the homes they live in, and those they are familiar with. Discuss the features they like best and those they do not like.
* Discuss some of pictures of other sorts of homes and discuss the sort of home they would like to live in.
* Look at the estate agent leaflets. Discuss what it is important to include in the description of a property to buy or to rent.
* Support the children in recording the features of their ideal home.
* Give the children opportunities to share their work with the others in the group and a wider audience, if appropriate.
Extending learning
Key vocabulary
Property, value, price, rent, purchase, buy, description, estate agent, lettings agent, features, kitchen, bathroom, shower, fixtures, fittings
Questions to ask
* What is your favourite part of your home? Why?
* How many bedrooms are there in your home? How many bedrooms would you like to have?
* What colours would you choose for your home?
* What is the most important thing about the home you have drawn? What makes it special? Do you think other people would like it? Why?
Extension activities
* Provide zig-zag or small ready-made books for children to make books about their own or imaginary homes.
* Create 'For Sale' leaflets for the houses from the 'Three Little Pigs'.
Discuss who is likely to buy the homes.
* Develop a role-play estate agents with the children. Discuss what resources are needed. Make 'For Sale' signs.
* Visit a local estate agent.
* Go for a walk in the local environment and look at the different sorts of homes near to the early years setting, or see what sorts of buildings can be spotted from the outside area.
Child-initiated activities
Creative workshop
Additional resources
3Wallpaper samples /assorted furnishing fabrics, some cut into small pieces 3assorted card and empty boxes 3catalogues and leaflets with photographs of fixtures, fittings and furniture 3assorted fixing materials 3small display alongside the creative workshop, to include books and photographs of homes
Possible learning experiences/activities
* Exploring and comparing textures of wallpaper samples and fabrics.
* Making connections between the furnishing and wallpaper samples and catalogues/leaflets and their own homes.
* Discussing events in their own lives, talking about their own homes and families.
* Developing fine motor skills by beginning to cut out collage materials and pictures and fixing them to the card or boxes.
* Creating collages using pictures and shapes.
* Developing autonomy and independence.
* Handling materials and tools with increasing control.
The practitioner role
* Introduce and reinforce the vocabulary - naming furniture, using descriptive language.
* Ask questions about the photographs, wallpaper and fabrics, and what they could be used for.
* Support children's conversations, encouraging them to express preferences and make choices about styles and colours.
* Promote autonomy through the independent use of materials and tools.
Home corner
Additional resources
Include all usual home corner furniture, but choose one or two aspects of the environment to enhance to develop specific play themes. For example: 3Add silk or dried flowers, mirrors, photograph frames, pictures, ornaments, table lamps 3cat or dog baskets or bowls, hamster cage, fish bowl, stuffed toys, canned pet food, brushes, collars and leads, pet carriers 3baby bath, baby carrier, changing mat, rattles, teething rings, potty, bibs, empty containers of baby items such as talcum powder, baby oil, food packets
Possible learning experiences/activities
* Using language to recreate roles and experiences
* Using imagination in role play
* Making connections with own home experiences
* Exploring objects and materials by using all their senses as appropriate
* Sorting objects using own criteria
The practitioner role
* Develop the home corner to support the play themes of individual children.
* Observe and, where appropriate, extend children's play.
* Model the use of specific resources and act 'in role', behaving as a visitor to the home or a family member.
* Support the children in the development of their creative role play.
* Ask open-ended questions which encourage the use of imaginative and descriptive language.
* Create situations that encourage talk in an imaginative context.
* Introduce, use and reinforce specific vocabulary.
* Consider extensions to the activity, possibly introducing a 'For Sale' sign and packing crates.
Construction area
Additional resources
3Assorted figures of people or small dolls in different sizes 3Duplo base boards and assorted duplo bricks 3clip boards and pencils , with squared paper 3digital camera (optional) 3photocopied 'speech bubbles' Possible learning experiences/activities
* Designing and making homes for a purpose - to meet the needs of different sized dolls or families
* Using the mathematical language of size and number and recognising similarities and differences
* Beginning to understand the needs of others
* Working as part of a group, co-operating and negotiating
* Recording models made by drawing, writing or taking a photograph
The practitioner role
* Introduce and reinforce the language of size, comparing the dolls and figures.
* Discuss the children's families. Talk about the number of bedrooms they may need in a home.
* Encourage the children to record their designs, with words, pictures and possibly photographs.
* Act as a scribe for the children, writing down their comments about their models, using speech bubbles.
Small world play
Additional resources
3A wooden village or city 3a roll of wallpaper, a large piece of card or paper, or several pieces fixed together to cover a table. Draw 'roads' on the paper and position houses and other buildings 3assorted graphical media Possible learning experiences/activities
* Making connections between the small-world provision and events in their own lives and those of familiar others.
* Drawing roads and familiar features from their own local environment.
* Using materials with increasing control.
* Using everyday words to describe position.
* Building with different materials and adapting their work where necessary.
* Talking about past and present events in their own lives.
* Discussing where they live and the local and wider environment.
The practitioner role
* Ask questions: what are you building? Where do you think this road leads?
* Promote discussion about links with events in their own lives and in the local environment.
* Extend children's use of vocabulary.
* Encourage the children to think about what else they need in their village, town or city, other than roads and homes.
Puzzle area
Additional resources
3Jigsaw puzzles featuring different sorts of houses and homes 3A4 colour photographs of homes and familiar buildings from the local environment, laminated and cut into two, four or six pieces (digital photos can be easily printed in A4 formats)
Possible learning experiences/activities
* Fixing puzzles together
* Discussing contents of puzzles
* Making connections between the photographs and familiar local features
* Taking turns and sharing
* Working co-operatively as a group
The practitioner role
* Encourage the children to discuss the content of the puzzles.
* Support children and encourage them to complete the puzzles.
* Observe their achievements and plan to extend their learning appropriately.
Project guide
This project recognises that:
* settings should be constantly resourced and organised in such a way as to offer learning opportunities across all areas of the Foundation Stage curriculum
* topics can enhance basic provision and respond to children's interests
* children need plenty of first-hand experiences and time to develop ideas, skills and concepts through play
* the practitioner has a vital role in supporting children's learning.
This project, therefore, suggests:
* adult-led activities for introducing the theme
* resources that enhance basic provision and facilitate learning through child-initiated play
* how the practitioner can support children's learning.
When using the project, practitioners should recognise that:
* activities should be offered and never imposed on children
* children's experiences, and learning, may differ from those anticipated
* the learning, planned or unplanned, that takes place is valid
* the process is very valuable and should not be undermined by an inappropriate emphasis on outcomes or concrete end results.
The areas of learning are:
Resources
* Lift 'n' look house puzzle, 15.95
* Everyday life jigsaws (two different sets), set of four wooden jigsaws between nine and 18 pieces, 21.95 NES Arnold, www.nesarnold.co.uk
* Dolls' house, furniture and family, 79.95
* City blocks, 170 pieces to create a wooden town or city, 79.95
* Homes puzzle pack, eight 24-piece jigsaw puzzles featuring different sorts of homes, 24.95
* Three Little Pigs book and tape, 3.99
* Three little pigs and wolf puppets, 22.95 Galt, www.galt-educational.co.uk
Books
* Nice work, little wolf, Hilda Offen (Puffin, 4.99)
* The three little wolves and the big bad pig, Eugene Trivizas (Egmont, Pounds 5.99)
* The true story of the three little pigs, Jon Scieszka (Puffin, Pounds 5.99)
* Once upon a time, John Prater (Walker, 4.99)
* Window, Jeannie Baker (Red Fox, 4.99)
