A project about shape will be particularly relevant to children if it is planned as part of a larger topic, such as pattern. The project can focus particularly on the aspect of 'shape, space and measures', which is one part of mathematical development.
Practitioners should be aware of the mathematical names for 'flat' 2D shapes and 'solid' 3D shapes. Children learn about shapes by playing with and exploring them through painting, building, threading, and handling lots of different sorts of shapes. It is important that they learn what shapes are like and what they can do, rather than simply learning the names.
Children will generally begin to match shapes before they name them.
Adult-led activities
Musical shapes
Key learning intentions
To control movement and co-ordination, showing an awareness of themselves and others
To match (or name) 2D shapes
To develop listening skills and respond to instructions
Adult:child ratio 1:up to 8
Resources
Large chalked shapes on the ground ,A set of large 2D shapes - either part of a maths set or clearly drawn on large cards for this activity ,CD or cassette player and music
Preparation
* Chalk large shapes on a hard outdoor surface. Make sure the shapes are easily identifiable and big enough for all the children to stand on if they squeeze together.
* If there is no set of large 2D shapes available, prepare a set. Cut out coloured shapes and stick them on to A4 white card, or draw shapes directly on to card, and laminate them. Focus on four shapes - circle, triangle, square and rectangle, in four different colours (red, blue, yellow and green).
Activity content
* Gather the children together, sitting on the floor. Name the shapes, looking at one card at a time. Give children one shape each, naming it together. Hold up one shape at a time so that each child with the same shape can hold it up and call out the name if they remember it.
* Look at the chalked shapes on the floor and let the children match the cards to them.
* Introduce and reinforce the idea of the game. Explain that the children must not run - they have to move in the agreed way.
* Experiment with moving in different ways - hopping, jumping, tiny steps, large strides or crawling. Practise moving around, but not in or on, the chalked shapes in different ways.
* Start the game. Call out a way of moving - for example, jumping. Play the music as the children jump around the chalked shapes. Stop the music and hold up one shape, calling out the shape name. All the children jump to the shape.
Extending learning
Key vocabulary
Circle, square, rectangle, triangle, jump, hop, skip, crawl, stride, slowly, quickly, large, small, tiny, huge
Questions to ask
* What shape is it? What does it look like? Can you describe the shape?
* How are you moving? Are you moving fast or slow?
Extension ideas
* Chalk shapes in different colours so that children have to move to the correct shape and colour - for example, a green triangle or a red square.
* Chalk shapes in different sizes - for example, a large rectangle and a small rectangle.
* As the children move to the shape, they should call out the shape name with the adult.
* As children begin to use the language of shape, call out the shape name, instead of holding up the shape.
* Encourage the children to take the lead in the game.
* Use the same chalked shapes as 'targets' when the children can choose a shape and throw as many beanbags as possible into it.
Shape walk
Key learning intentions
To notice features in the local environment
To recognise shapes
To use mathematical language
Adult:child ratio 2:4
Resources
Digital camera
Preparation
* Plan a walk carefully, taking note of obvious shapes within the local environment.
* Carry out a risk assessment for the trip and make sure that all policies and procedures are followed.
Activity content
* Gather the children together and talk about the shapes they might see during the walk.
* Look around the room or outdoor area and identify some of the shapes that can be seen.
* The children can practise taking photos of each other with the digital camera.
* On the walk, stop at key locations, look around and spot shapes.
* Let the children take photographs of the shapes.
* On returning to the setting, print out the photos as soon as possible, and write down the children's comments about the walk and the shapes they spotted.
Extending learning
Key vocabulary
Circle, square, rectangle, triangle, cube, pyramid, sphere, cuboid, side, length, corner, straight, curved, the same as, different
Questions to ask
* What shapes can you see?
* What does that look like?
* Can you find a shape the same as this one? Can you find another?
* What is the same about the shapes? What is different?
* Why isn't this one a triangle? What's special about a square?
Extension ideas
* Create a display with the photographs and make speech bubbles with children's comments.
* Make a book with the children, including their photos, drawings, writing, and comments about their learning.
* Go for a shape walk indoors, or within the setting grounds.
* Make a lotto game with the photos of shapes in the local environment.
* Plan a 'shape hunt' for parents and children together. Give each child and parent a clipboard, with numbered prints of the original photos and a map with the route highlighted. Children and parents then have to mark the location of the identified shapes on the map!
Child-initiated learning
Creative workshop
Additional resources
* Assorted large paper in different shapes
* Small shapes in assorted paper of different textures and colours
* Assorted fixing materials
* Scissors and graphical media
* Ready mixed paint in shallow trays
* 2D and 3D plastic shapes
* Assorted recycled boxes and tubes
* A small display alongside the creative workshop, to include 2D and 3D shapes and books and posters about shape
Possible learning experiences
* Creating collages using shapes.
* Matching shapes.
* Printing with shapes and creating patterns.
* Designing and making 3D models.
* Using mathematical language.
* Noticing similarities and differences.
* Refining fine motor skills with drawing, cutting and sticking.
* Exploring shape in two and three dimensions.
The practitioner role
* Ensure that the area looks interesting and stimulates children's interest in the activity.
* Introduce and reinforce the vocabulary - naming shapes, using comparative language.
* Ask questions about the children's creations.
* Support children's conversations, extending ideas and encouraging them to express preferences and make choices.
* Promote children's autonomy through the independent use of materials and tools.
Dry sand play
Additional resources
* Plastic or wooden 3D shapes
* Boxes for each shape - either of the 3D shape (try collecting interesting gift boxes at Christmas or birthdays), or cuboid shaped boxes, with one 3D shape fixed to the side or lid
Assorted sieves
Possible learning experiences
* Predicting which shapes they will find when sieving the sand.
* Matching the 3D shapes.
* Describing and naming the 3D shapes.
* Exploring the properties of 3D shapes.
* Developing motor skills using sieves.
* Showing curiosity about shapes The practitioner role
* Hide the shapes in the sand for children to find.
* Introduce and reinforce the language of shape.
* Observe and document children's learning.
* Support children's conversations, extending ideas.
* Encourage children to find 'sets' of objects that have the same property - for example, those which are small.
Water play
Additional resources
* Plastic sorting shapes (see resources list)
* Aquarium or fishing nets with short handles
* Sorting trays, clearly marked with different shapes (stickers or cut out shapes)
Possible learning experiences
* Sorting by shape.
* Using tools with increasing confidence.
* Making links with own experiences.
* Recognising and naming shapes.
The practitioner role
* Encourage children to find 'sets' of objects that have the same property - for example, those which are square.
* Model the use of fishing nets to 'catch' shapes.
* Introduce and reinforce the use of mathematical language.
Threading activity
Additional resources
* Jumbo threading shapes and laces or homemade threading shapes (cut large shapes from coloured card. Laminate the shapes and then punch holes around the edge of the shape).
Possible learning experiences
* Refining the use of small equipment.
* Practising manipulative skills.
* Developing hand-eye co-ordination.
* Handling objects with increasing control.
* Exploring the properties of shapes.
The practitioner role
* Prepare the threading shapes, if necessary.
* Present the resources in an attractive way - cover the table with a cloth, and place the threading shapes in wicker baskets.
* Model the use of the equipment.
* Ask open-ended questions about children's learning.
Judith Stevens is an early years adviser at Lewisham Education in London
* Resources
* Shape bean bags set of eight - 12.95
* Vinyl mat coloured bean bags - 15.95
* Shape and colour wooden dominoes - 9.75
GLS Supplies www.glsed.co.uk
* Shapes and colours starters set - 46.50
* 100 assorted plastic shapes - 17.25
* Shapes and colours stickers - 5.25 (set of 600 stickers)
* Take a Place matching game with three shapes in three colours and two sizes - 10.10
Asco Educational Supplies www.ascoeducational.co.uk
* Lift-the-flap: Shapes (board book) - 4.99 Anne SA Millard 0751331147
* Touch and Feel: Shapes (board book) - 4.99 0751363804 www.dk.com
* Geometrical shapes (96 3D plastic models) - 29.95
* Large geometric shapes (nine 3D shapes) - 19.95
* Shape big book - 19.95
* Giant inset shapes - six large floor puzzles, each with five pieces - Pounds 20.95
* Floor tessellating shapes - 120 giant tessellating shapes - 31.95
* Jumbo threading shapes - 27.95
* Sequencing shape puzzle (chunky wooden puzzle suitable for small hands) - 19.95
Galt Educational Supplies www.galt-educational.co.uk
