Patterns are everywhere, and you can develop your project by looking at patterns in such diverse areas as those in nature, in movement and in fabrics.
Approach The Curriculum Guidance for the Foundation Stage (page 11) emphasises the importance of providing young 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. Children should be encouraged to use the resources to support their own learning. This means that the possible learning outcomes will be wide-ranging and varied for each child.
* advocates that settings should be organised and resourced using a 'workshop' approach so that children can access resources autonomously and independently.
Adult-led activities
Hand to hand
Make hand patterns on fabric using cold-water batik.
Key learning intentions
To work as part of a group, taking turns and sharing fairly To talk about what is happening and what is seen To work creatively on a large scale
Adult:child ratio 1:up to 4
Resources
* A piece of white cotton fabric, large enough to be used as a table cover for two small tables * plain flour * jug of water * wooden spoon * mixing bowl * shallow tray * cold water dye * indelible pen * digital camera * a length of batik fabric and/or photographs of batik designs
Activity content
* Remind the children about the work they have been doing on patterns. Look around the room and discuss the patterns on the fabrics used for display and table coverings.
* Explain that they are going to make their own pattern on the fabric, to be used in the maths area. Spread out the white cotton fabric on the table, feel it and discuss it.
* Encourage the children to take photographs of every stage of the process.
* Introduce the word 'batik' and explain that this process is used around the world to create patterns on fabric. Explain that the children need to make a paste with the flour and water, then make a pattern on the fabric and leave it all to dry.
* Support the children as they mix the flour and water until it is a thick paste, which sticks to your hand when touched. Pour the paste into the shallow tray.
* Let the children take it in turns to put their hands into the paste and then on to the fabric (it is easier to start near the middle and work towards the edges). Each child writes their name near to the handprint and, where appropriate, the adult acts as a scribe.
* When the fabric is covered in handprints, peg it on to the line to dry.
Look at the fabric with the children, and discuss what will happen when it is put into the dye mix.
* When the flour paste is completely dry, begin to mix the cold-water dye in a bucket with the children. Ensure that their own clothes are protected and that they do not get the dye on their skin.
* Fully immerse the fabric in the bucket of dye and put it in a safe place away from the children. When the dying process is complete, machine wash the fabric to remove the flour paste.
* Spread out the dyed fabric on the table with the children. Look at the photographs of the process and discuss what happened.
Extending learning
Key vocabulary
Dye, fix, dissolve, batik, flour, paste, mix, pattern, design, repeating, random, same, similar, different.
Questions to ask
* What do you think will happen when we add the water to the flour? How could we make it more runny? Or thicker?
* What can you see now you have made a flour handprint on the fabric? What is the same/different?
* What do you think will happen when we put the handprint fabric into the dye? How do you think we could get the flour handprints off the fabric?
Extension ideas
* Make a group book about the process, using the children's photographs and comments.
* Make more batik patterns using footprints, or wooden shapes to apply the flour paste.
* Introduce the concept of 'tie and dye' as another dying technique.
Encourage the children to 'hide' natural objects under the fabric, and then put lots of elastic bands around them to secure them. Use cold-water dye to colour the fabric. When the elastic bands are removed, circular patterns will be seen.
* Encourage the children to make their own handprint or fingerprint patterns in cornflour, shaving foam or paint.
Make a move
Make movement patterns outdoors.
Key learning intentions
To listen and respond to instructions
To move with confidence, imagination and in safety
To imitate and create movement in response to music
Adult:child ratio 1:up to 8
Resources
* Simple percussion instrument such as a drum or a tambourine Activity content
* Talk to the children about different ways of moving, and encourage them to explore movements. Discuss the way we describe different movements - hopping, skipping, jumping, taking large strides and so on.
* Take turns to introduce a way of moving that everyone else in the group copies.
* Explain that the adult will be taking the role of 'leader' and that the children have to 'follow the leader' in a long line, one at a time, copying what the leader does.
* Create a simple repeated pattern of movements - three hops, three jumps, three hops.
* Introduce more complex patterns as the children gain confidence.
* Encourage the children to take turns at leading the game.
* Introduce the idea of linking a pattern of movements to a pattern of sounds. Play a simple repeated rhythm such as three slow beats followed by three fast beats and encourage the children to match their movements to the rhythm.
Extending learning
Key vocabulary
Quickly, slowly, loudly, quietly, striding, stomping, skipping, sliding, crawling, hopping, jumping, pigeon steps, stop, start, rhythm, beat.
Questions to ask
* What way of moving shall we try next? n Shall we move more quickly/slowly?
* Which way of moving do you like best? Why?
Extension activities
* Create a 'mirror' movement activity in which one adult or child creates a short movement pattern that everyone else copies.
* Take turns creating a musical pattern using a variety of percussion instruments that someone else copies. Increase the complexity of the patterns.
Child-initiated learning
Imaginative play
Additional resources and adult support
* Provide assorted toy wild animals and books about animal patterns and camouflage.
* Cover the table in fabric or paper with patterns of wild animals.
* Set up an imaginative play environment in a black builders' tray using compost, boulders, fir cones, bark chips, sand and potted plants.
* Support the children as they develop imaginative play themes creating habitats for the wild animals.
* Ask open-ended questions about the patterns on the animals and the way in which creatures can use camouflage to hide.
* Encourage the children to refer to the information texts.
Play possibilities
* Exploring the play scenario and creating habitats for the animals
* Feeding the small-world animals with the leaves
* Creating new scenarios with the natural resources
* Hiding or burying the animals Possible learning outcomes
Uses a widening range of words to express or elaborate ideas Begins to use talk in imaginary situations Investigates objects and materials by using their senses as appropriate Shows curiosity, observes and manipulates objects Expresses and communicates ideas and thoughts using imaginative play Maths area Additional resources and adult support
* Create a set of pattern dominoes - the bigger the better. You will need patterned paper (wrapping paper is ideal) in seven different patterns. To make 28 A4-sized dominoes, cut seven pieces of A5-sized paper for each different pattern. Choose the first pattern and affix it to one half of seven A4 cards. Then stick one piece of each of the other patterns to the other half. Continue until you have 28 different dominoes. If you need more guidance, look at a set of commercially produced colour or number dominoes.
Laminate the A4 cards for durability.
* Encourage the children to explore and discuss the dominoes and make connections with other sets that they have used before.
* Introduce and model the use of descriptive vocabulary to describe patterns, similarities and differences.
* Support the children as they use the dominoes in various ways, and, where appropriate, model the use of the cards using the standard game.
Play possibilities
* Matching the dominoes by pattern.
* Making sets of dominoes with the same patterns.
* Counting the dominoes.
* Discussing the patterns.
* Exploring the ways in which the shapes tessellate (fit together).
Possible learning outcomes Displays high levels of involvement in activities.
Asks simple questions, often in the form of 'what?' or 'where?'.
Uses everyday words to describe position.
Notices similarities and differences.
Creative workshop Additional resources and adult support
* Provide assorted beads and laces.
* Make simple pattern cards - thread simple repeating patterns using colour and/or shapes of beads and either take digital photographs so that children can repeat and continue the patterns, or draw the patterns very clearly on thin strips of card. Laminate the pattern cards.
* Encourage children to repeat and continue patterns and to create their own patterns.
Play possibilities
* Sorting the beads by colour or shape
* Making bead necklaces or bracelets
* Rolling beads
* Making collections of beads
* Counting beads Possible learning outcomes Displays high levels of involvement in activities Interacts with others, taking turns in conversation Uses mathematical language in practical activities and discussion Counts an irregular arrangement of up to ten objects Creative workshop Additional resources and adult support
* Provide paper in assorted sizes and shapes, ready-mixed paints in shallow trays and a wide variety of pattern-making resources such as blocks, sponges, corks, wheels and wooden printing blocks.
* Support the children as they explore the materials.
* Encourage the children to discuss what they are doing and why.
* Introduce and model the use of mathematical language.
Play possibilities
* Creating patterns.
* Exploring the resources and materials.
* Making fingerprint or handprint patterns.
Possible learning outcomes Operates independently within the environment.
Uses language for an increasing range of purposes.
Uses language such as 'circle' or 'bigger' to describe the shape and size of flat shapes.
Uses a range of small equipment.
Explores colour, texture, form and shape in two dimensions.
Malleable materials Additional resources and adult support
* Provide newly-made playdough or damp clay with rolling pins and a wide variety of pattern-making tools such as patterned rollers, clay tools, wheels, dough cutters or stampers
* Observe children's achievements and plan to extend their learning appropriately Play possibilities
* Exploring the properties of the material
* Making marks, designs and patterns in the sand
* Rolling out the dough and cutting out shapes
* Making 'cakes' and 'biscuits' to support imaginative role play Possible learning outcomes Shows curiosity Has a positive approach to new experiences Makes marks with non-permanent media Uses one-handed tools and equipment
RESOURCES TO SUPPORT THE THEME
* Patterns in Nature photo pack - 10 A4 colour images to promote discussion and observation (14.99)
* Rolling pin painters (9.99)
* Safari Print Bordette - assorted pack of six scalloped, corrugated safari print borders (9.35)
* Wooden pattern rollers (7.25 for three) All the above are available from TTS, tel: 0800 318 686, www.tts-shopping.com
* Fun Shaped Dough Stampers (20.95) and Round Dough Stampers (Pounds 7.50, NES Arnold, tel: 0845 120 4525, www.nesarnold.co.uk)
* Fadeless safari print paper (4.29, GLS, tel: 020 8805 8333, www.glsed.co.uk)
* www.dylon.co.uk provides information about using dyes and batik Books
* Patterns in the Park by Lisa Bruce (Heinemann, 4.99)
* Let's Look at Patterns by Nicola Tuxworth (Lorenz, 4.99)
* Go Wild with Patterns by Neal Layton (Chrysalis, 3.99)
* Washing Line by Jez Alborough (Walker Books, 3.99)
* Animal Pattern by Cynthia Cappetta (Innovative KIDS, 5.99)
AREAS OF LEARNING
* Personal, social and emotional development
* Communication, language and literacy
* Mathematical development
* Knowledge & understanding of the world
* Physical development
* Creative development
