The Characteristics of Effective learning-

Playing and exploring, Active learning and Creating and Thinking Critically support children’s learning across all areas

Long Term Key Learning Opportunities: Taken from Development Matters statements Water Area: inside and out

Prime area-

Personal, Social and Emotional Development /

Prime area-

Physical Development /

Prime area-

Communication and Language / Specific area-
Mathematics / Specific area-
Literacy
Making Relationships; p.9
Children can play in a group extending and elaborating play ideas.
Keeps play going by responding to what others are saying or doing.
Self Confidence and Self Awareness; p.11
Can select and use resources with help.
Enjoys the responsibility of carrying out small tasks.
Managing Feelings and Behaviour: p.13
Begins to accept the needs of others and can take turns and share resources sometimes with support from others. / Moving and Handling: p24
Can use one handed tools.
Shows increasing control over objects e.g. pushing and patting wet sand, ice etc / Listening and Attention: p.15
Is able to follow directions
Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems. *Explore and experiment with sounds, words and texts.
Understanding: p.18
Responds to simple instructions
Begins to understand ‘how’ and
‘why’ statements.
Is able to retell a story.
Speaking p21
Uses talk in pretending that objects stand for something else in play.
Uses language to imagine and recreate roles and experiences in play situations.
/ Numbers: p34 Uses some number names in play.
Shape, Space and Measures: p36
Uses positional language. Shows an interest in shape is the environment / Reading- p.29 Shows an interest in print in the environment.
Is able to retell a story.
Writing-p.31 Sometimes ascribes meaning to marks.

Specific area-

Expressive Arts and Design /

Specific area-

Understanding of the world
Exploring and using media and materials P44.
Begins to describe the texture of things.
Realises that tools can be used for a purpose.
Manipulates materials to achieve a planned effect.
Being imaginative p45
Creates simple representations of events, people and objects.
Introduces a storyline into their play
Plays along side children engaged in the same theme
Uses available resources to create resources to support role-play. / The world p.40
Enjoys playing with small world.
Talks about why things happen
Permanent Resources-Across the provision (inside and outside) / Possible Experiences / Adult’s Role & Links to EYFS
Water aprons
Towels
Storage equipment – easily accessible to all children
Containers of differing sizes for pouring -(transparent and opaque)
Graded containers.
Jugs
Plastic bottles
Water wheels
Containers with holes
Floating and sinking objects – eg corks, shells, ping pong balls, foil dishes, leaves, nuts, pieces of wood / bark / twigs , sponges, pebbles.
Mop and bucket
Plastic tubing
Animal sets – polar, marine, ducks, dinosaurs.
Boats and play people
Kitchen utensils – whisks, spoons, scoops, pipettes, sieves, tea strainers.
Plumbing equipment – guttering, water pipes, tubes, u-bends.
Fishing nets.
Wellingtons / water proofs
Hosepipe
Umbrellas
Child size broom.
Transparent plastic tubing of different thicknesses and lengths.
Plastic water carrier or water barrel with tap.
Large buckets.
Pulley system.
A range of plastic or metal containers such as bowls, jugs, cups, trays, jars, bottles (some big, some small with wide and narrow necks).
Off cuts of guttering, plastic pipes.
Construction items to help create water ways.
Sailing boats.
Foil / plastic/aluminium containers.
Latex gloves.
Sponges.
Watering cans, water wheels, siphon.
Spray bottles.
Decorators brushes and buckets.
A range of funnels
Rain gauge
Paddling pool
Plastic sheeting
Mark making materials such as chalk.
Outdoor sprinklers. / Make water patterns.
Mixing
Opportunities to explore - such as floating & sinking, freezing and melting, filling, pouring & emptying etc.
Opportunities for children to observe movement of water stop / start / speed
etc.
Exploring sounds in water.
Washing clothes.
Adding things to water such as colour, sand, bubbles to observe change.
Adding water to sand, soil etc to observe the effect water has on other properties.
Tea sets – jugs, cups, mugs etc.
Water painting.
Make water patterns.
Collect rainwater.
Exploring puddles.
Mixing
Bubbles.
Science activities such as floating & sinking, freezing and melting etc.
Opportunities to experience solid and liquid forms of water – snow, ice, frost, rain.
Experience different water temperatures.
Jumping in puddles (cause & effect).
Negotiate and problem solve.
Adding water to sand, soil etc to observe the effect water has on other properties.
Making pattern - wheeled vehicles, bikes etc.
Fire fighters role play.
Making a pond /
Unique Child
* Follow individual interests.
* Record ( using video recorders) episodes of water play and
allow children to watch and reflect upon it.
* Have respect and encourage children to have respect for
each other.
* Praise and acknowledge children’s explorations and
discoveries. /

Positive Relationships

* Promote the value of the experience not the end
product.
* Use photographs and documentation to promote the
importance of water play to adults.
* Encourage collaborative work amongst peers.
* Introduce hands on workshops for parents and
carers.
* Provide reassurance for children reluctant to
engage in water play experiences.

Enabling Environments

* Provide & organise the water area appropriately to allow
children to have free and easy access to resources.
* Observe children’s interests in water play and plan to
enhance the area with additional resources.
* Observe how children manipulate, control, manoeuvre –
small containers, spoons, scoops etc.
* Provide opportunities for children to revisit water area.
* Provide opportunities for children to add resources from
different areas such as small world, construction etc. / Supporting planning for continuous provision spaces for play both inside and out:
Water Area

3.