- Have an awareness and pride in self as having own identity and abilities.
- Have a positive self-image, and show that they are comfortable with themselves.
- Understand that people have different needs, views, cultures and beliefs, that need to be treated with respect.
- Understand that they can expect others to treat their needs, views, cultures and beliefs with respect.
- The activities which absorb and interest individual children
- Children's pleasure in who they are and what they can do.
- Children's interest in and respect for different ways of life
- Encourage children to explore and talk about what they are learning, valuing their ideas and ways of doing things.
- Develop strategies to combat negative bias and, where necessary, support children and adults to unlearn discriminatory attitudes.
- Encourage children to talk with each other about similarities and differences in their experiences, and the reasons for these, supported by props for telling stories, reflecting experiences of children who are both like them and different from them.
- Make a display with the children, showing all the people who make up the 'community' of the setting.
- Collect information that helps children to understand why people do things differently from each other, and encourage children to talk about these differences.
Activities:
- We are all different – draw portraits and display how different we are – describe what we look like/what we can do/what makes us different and special
- Circle times – how we feel/our differences/why we are special/ what we are good at
Medium Term planning – The Ugly Duckling
Development Matters 40 – 60 months - KUW / Look, Listen and Note Opportunities / Effective Practice / Planning and Resourcing- Find out about, and identify, some features of living things, objects and events they observe.
- Explain own knowledge and understanding, and ask appropriate questions of others.
- Show an awareness of change.
- Look closely at similarities, differences, patterns and change.
- Ask questions about why things happen and how things work.
- Investigate objects and materials by using all of their senses as appropriate.
- Find out about their environment
- Observe, find out about and identify features in the place they live and the natural world.
- Ways in which children find out about things in the environment,
- Instances of children identifying features of living things or objects.
- The changes and patterns that children notice.
- How children talk about and evaluate the quality of their environment,.
- How children talk about the different features of the surroundings,
- Help children to notice and discuss patterns around them,
- Examine change over time
- Ensure all children have opportunities to express themselves and learn the vocabulary to talk about their surroundings,
- Help children to find out about the environment
- Provide stories that help children to make sense of different environments.
- Give opportunities to design practical, attractive environments
- Provide reference material for children to use,
Activities:
- Floating and sinking activities – have a duck race
- Visit canal and see the ducks and swans
- Life cycle of ducks
- Make nests with leaves and twigs
- Research about ducks and swans
- information about swans –
Development Matters 40 – 60 months - PD / Look, Listen and Note Opportunities / Effective Practice / Planning and Resourcing
- Show awareness of space, of themselves and of others.
- Show understanding of the need for safety when tackling new challenges.
- Experiment with different ways of moving..
- Move with control and coordination.
- Initiate new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences.
- Construct with large materials such as cartons, fabric and planks.
- Move with confidence, imagination and in safety.
- Go backwards and sideways as well as forwards.
- Recognise the changes that happen to their bodies when they are active.
- Explore malleable materials by patting, stroking, poking, squeezing, pinching and twisting them.
- Use simple tools to effect changes to the materials.
- The way children recognise the need to take account of space.
- The ways children manage themselves safely.
- Children's free, spontaneous movement and how they demonstrate control.
- How children combine movements to makesimple sequences.
- Children's fine motor control when using a pencil or a brush – playdough tools
- Children talking about and feeling their heart beating after running
- The different ways children explore and manipulate materials.
- The tools children use to achieve effects.
- Help children to be aware of risks and to consider their own and others' safety.
- Provide opportunities for children to repeat and change their actions so that they can think about, refine and improve them.
- Help children to think about how their movements and actions can impact on others.
- Promote health awareness by talking to children about exercise, its effect on their bodies and the positive contribution it can make to their health
- Teach skills where necessary and then give children the chance to practise them.
- Introduce and encouragechildren to use the vocabulary of manipulation, for example, 'squeeze' and 'prod', and the language of description, for example, 'spiky', 'silky', 'lumpy' and 'tall'.
- Plan imaginative, active experiences, such as 'Going on a bear hunt'. Help them remember the actions of the story (We're Going on a Bear Hunt by Michael Rosen and Helen Oxenbury) and think about the different ways of moving and ways of avoiding bumping into each other.
- Practise movement skills
- Ensure children know the rules for being safe in different spaces.
- Use whole-body action rhymes
- Provide a wide range of materials, such as clay, that encourage manipulation
- Plan opportunities, particularly after exercise, for children to talk about how their bodies feel.
Activities:
- Hatch out of eggs
- Fly/waddle like ducks
- Build nests with sticks and leaves
- Make swans and ducks/feather shapes with markings - playdough
Development Matters 40 – 60 months - CD / Look, Listen and Note Opportunities / Effective Practice / Planning and Resourcing
- Explore what happens when they mix colours.
- Understand that different media can be combined to create new effects.
- Choose particular colours to use for a purpose.
- Use ideas involving fitting, overlapping, in, out, enclosure, grids and sun-like shapes.
- Work creatively on a large or small scale.
- Create constructions, collages, painting and drawings.
- Explore colour, texture, shape, form and space in two or three dimensions.
- Experiment to create different textures.
- Begin to build a repertoire of songs and dances
- Use their imagination in art and design, music, dance, imaginative and role-play and stories.
- The inventive ways in which children mix colours.
- How children experiment to create new effects and textures, for example, by drizzling glue over wool, or squirting pools of colour on to paper.
- The numerous ways in which children create and construct, and how their explorations lead to new understandings about media.
- How children combine their creative skills and imagination to create something new, such as when a small group of children are using large blocks to represent their experience of a visit to the ferry port. After much discussion and negotiation they make arrows for the one-way system and a variety of signs and symbols. They tell the stories of people who will go on the ferry and wonder about whether one family will get there on time.
- The decisions that children make about colour choices.
- Children's interest in exploring sound, rhythm and the arts
- The way stories are developed in children's play
- Help children to gain confidence in their own way of representing ideas.
- Talk to children about ways of finding out what they can do with different media and what happens when they put different things together such as sand, paint and sawdust.
- Help children to develop aproblem-solving approach to overcome hindrances as they explore possibilities that media combinations present. Offer advice and additional resources as appropriate.
- Alert children to changes in properties of media as they are transformed through becoming wet, dry, flaky or fixed. Talk about what is happening, helping them to think about cause and effect.
- Be aware of the link between imaginative play and children's ability to handle narrative
- Provide children with opportunities to use their skills and explore concepts and ideas through their representations.
- Have a 'holding bay' where 2D and 3D models and works can be retained for a period for children to enjoy, develop, or refer to.
- Provide resources for mixing colours, joining things together and combining materials, demonstrating where appropriate.
- Introduce pieces of wood, stone, rock or seaweed for children to feel and discover
- Extend children's experience and expand their imagination through the provision of pictures, paintings, poems, music, dance and story.
- Make materials accessible so that children are able to imagine and bring to fruition their projects and ideas while they are still fresh in their minds and important to them.
- Provide opportunities indoors and outdoors and support the different interests of children, for example, in role-play of a builder's yard, encourage narratives to do with building and mending.
Activities:
- Use crushed egg shell in collage/mosaic activities
- White handprints to make a swan, grey handprints to make ugly duckling
- Paper plate ducks and swans
- Sing 5 little ducks
- Danny Kaye – there once was an ugly duckling……
- draw portraits and display how different we are
- ugly duckling and swan craft – (PDF) – cut and paste activity
- cut out feather shapes
Songs/finger rhymes