For health and safety reasons there will have to be checks for the children’s allergies and intolerances. It would also be essential to check with parents to make sure the children are aloud this certain food. To make it fair to all of the children they will all get a chance to try to eat with the chopsticks, but there will be help available if any of the children need it.
If any child still finds it difficult they can use a spoon or a fork if they choose. I will also not stereotype between boys and girls they will all get a fair chance and amount of time. ? Retelling and acting out the legend of the animals-this activity is mainly linked to the area of learning communication, language and literacy but is also linked with personal, social and emotional and partly with physical development.
The children would have already have been told the story, they will all be allocated a part to play, rat, rooster, donkey etc they will act out the race (maybe with animal masks) and then the order they came in, they will also act out the build up to why the race happened, the role of the adult is to direct the children, reminding them of their lines if they forget or telling them to stop the race when appropriate. Also to provide resources that may be required. Masks or costumes maybe used as a resource.
For health and safety reasons costumes will have to be checked for length so the children do not trip over them and also that there is enough space to move around freely without any obstacles or obstructions. If there are more children than there are parts, it may be beneficial to act it out twice this way all the children can act and watch. If there are any children with mobility difficulties, the area should be made accessible if not so already so that they can join in. also if a child has a hearing or visual impairment one to one guidance/assistance could help so they can join in.
The train game- is a mathematical game so it is this area that will be encouraged. This is a game for four players each player has the first section of the train on a card, all the other cards are placed face down on he table. Each child takes their turn to pick up a single card, turn it over to try and get the number one. If they get the correct card they try for the next number on their next turn if it is the wrong card the child shows it to the rest of the group and then returns it face down on the table , it is now the next child’s turn.
The winner is the first child to get their lines up to the number five. The role of the adult is to make sure that they are all taking fair turns and to ask questions such as ‘how many more cards do you need? ‘, ‘what number do you need next? ‘ and ‘is that the right number? ‘ to encourage their thinking on the subject. The only resource required is the game cards. For health and safety reasons the cards must stay on the table, under no circumstances must the children throw them as they catch somebody in the eye.
So not to discriminate all children get a fair turn even if they are thinking of their next move for a long period of time the adult should help if the child looks confused, upset or troubled , therefore giving the child a sense of independence. For a child with a visual impairment it may be necessary to guide their hands so they can find the cards and tell them the number on it. For a child with a hearing impairment and adult or even another child who can sign may help. Physical development-developing coordination and control through picking up the cards (fine motor skills)
Creative development- colours and patterns, all cards are brightly coloured, can make a full set of matching colours Language and literacy- talk about whose turn it is or who has the longest/shortest line, listening to others. Knowledge and understanding of the world-discovering that everyday objects can be numbered and ordered and also learning a little about trains and carriages Mathematics-counting how many cards they have, they can decide how many more they need, ordering numbers, thinking of what number comes next. Memory skills, ordinal numbers describing words (bigger, smaller, longer etc)
Personal and social-sharing/turn taking, working together (reminding each other of where the cards are), concentration. Stimulus I will introduce the activity as a game, the children will be encouraged by this and will over look that it is actually an exercise (learning through play) Preparation Four of each of the six pictures cut out of paper and backed onto card and coloured in brightly. Space to carry out the activity. Apart from the four starting cards (a train with no numbers on it) all other cards placed face down on the table/floor (carriages numbered one to five)
Most of the answers off the children were one worded. The children responded well to the brightly coloured card, talking about it. I allowed the children to pick their favourite colour for the starting card although it arose that two of the children had the same favourite I rectified this by playing two games in between which they swapped cards. The children could talk well about whose turn it was, whose turn was coming next and how many people have their turn before they do. All the children listened and watched the person whose turn it was at the time.
I occasionally had to prompt the children as to the whereabouts of where the card they needed had been put down; I also came across the children reminding each other where the cards were if they could remember themselves. All the children understood how to play the game and the rules. Most of the children carried out the instructions I gave them easily. Mind map-China- The children came up with a lot of suggestions, mostly, but not all were to do with China. Nearly all of the children sat quietly and listened to others for the duration of this activity.
Occasionally some of the children did call out. All of the children had an opportunity to put forward their suggestion. For this to happen the quieter children were asked whether they had anything to say. Some of the children had a little help in the form of an adult telling them how to work it out when it came to the question “how many more suggestions to make twenty? ” The children didn’t make any suggestions about colours or decorations by themselves until an adult brought up the subject. They did however suggest by themselves the types of clothes they wear.
One of the first suggestions was Chinese writing which was repeated a number of times as suggestions from the other children. Generally all of the children listened, took turns to speak and waited to be asked (a few didn’t but they were corrected during the activity). There were no suggestions about traditions or celebrations. Chinese food was the most popular suggestion. The children responded well to open ended questions. Evaluation The train game-I think that generally there was the correct amount of children for the game.
If there were fewer children the game would be too short for me to really ask the children many questions. If there were more children the game would take a lot longer and there would be the chance of the children’s minds wandering. I think the reason I only got one-worded answers was my questions, they weren’t much opened and also the children were quite involved by the time I asked the questions and could have been concentration. All round I think that the game was a little too easy as all the children grasped it well they did not however become bored so it may have been the right amount of both to keep them stimulated.