Mathematics Development

Children learn from everything they do and everything that is going on around them.  Playing is the best way for your child to learn and by playing they can practise all the skills that they will need as they grow up. 

Let me help you to match the socks together. 

Collect a selection of different sized and patterned socks. Talk to your child and ask them what they can see (spots, stripes etc).

Ask your child they can count how many socks there are altogether. Model touch counting each sock as you count.

Then ask how many are:

Spotted

Striped

Long/short

Black/coloured etc.

Can they tell you how many spotted and striped socks there are altogether?  You could ask them to estimate how many the think there will be and then count them to see if they were correct.

Mix all of the socks up together and put them out on the floor or a table (you may need to do a few at a time if there are a lot to look at) and ask them to sort the socks into pairs. You can model first to show them what you mean and then take turns at sorting.

Make a washing line using string, wool or ribbon (or even laces from shoes) and give them some pegs.

Step up:  Ask them to peg the spotted/striped ones on the line. Or give them a quantity of socks that you want them to peg on the line. You could try to sequence a pattern. 

Step down:  Count out together how many socks you want them to peg before they do this. Have less socks to peg.

Pegs are really good for developing pincer grip muscles and may take time for your child to master. If using the pegs is a problem:

Put the washing line on the floor and ask them to put the sock on top of the line.

Practise using the pegs by squeezing it open and shut.  Once they get the hang of this then stretch out one of the socks so that a peg can be put on to any part of it.

Encourage them to carry some of the socks when you bring them downstairs and then to carry some back upstairs again to be put away.

Remember to put your washing line out of your child’s reach once you have finished playing the game and never leave your child alone when the washing line is up. Remember that one of our school rules is to ‘Be Safe’.

 

Physical Development

For some children naming parts of their body is easy but for some this isn’t always that simple.  Children should be able to name parts of their body and begin to understand that they need to be active to be healthy.

 

 

 

Make some space in the room for physical activities. (Be Safe)

Sit down and ask your child to name parts of their face and head eg lips, eyes, ears. Then move on to head, tummy, arm and legs etc. 

Sing and do the actions to:  ‘Head, shoulders, knees and toes.’

 

‘Head, shoulders, knees and toes, knees and toes.

Head, shoulders, knees and toes, knees and toes

And eyes and ears and mouth and nose

Head, shoulders, knees and toes, knees and toes.’

Step up: Try to catch them out by singing the song but point to the wrong parts of the body as you sing.

Step down:  If they are struggling with naming the body parts sing the song again and then focus on naming the parts of the body in the song.

Ask them if they know where their heart is.  Can they feel the beat of their heart? Explain that the heart beats slowly when we are resting eg sleeping or sitting and quickly when we do exercise.

Play some music and ask them to move to the music. They can run, skip, jump, dance or do any fast movement they want to do. When the music stops as them to put their hand on their heart and asks them ‘What is your heart doing? Is it beating fast? How has your breath changed/ are you feeling warmer?

Remind them that they need to be active to be healthy.

Why not make a healthy eating choice with your child for your next meal?

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Language Link - if your child is enjoying Heads, Shoulders, Knees and Toes, you could look at this.

Head, Shoulders, Knees and Toes and has been sung by children in Kirklees in a variety of languages. Perhaps your child could sing it in more than one language! See the link below from Kirklees.

Head, Shoulders, Knees and Toes is a project funded by Kirklees Council’s Libraries and Early Years Outcomes in partnership with the Creative Development Team. Filming took place at Batley Library, The Greenwood Centre and The Chestnut Centre.

All the films are available on: https://www.musicinkirklees.co.uk/year-of-music-2023/all-join-in/ 

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Communication and Language

Making lunch together is an excellent opportunity for talking but making a noisy lunch makes it more fun.

 

 

Encourage your child to learn new words by introducing them to new equipment and unusual foods.  Talk about and copy some of the sounds that you hear in your kitchen.

Here are some ideas:

Listen to the sounds in the kitchen

Talk about and copy some of the sounds of the different utensils and equipment eg metal spoons, food processors, knives chopping. 

Take turns to talk about the different sounds you make as you eat eg crunch, munch or slurp.

OR

Select a few items from your kitchen. Ask them to name the items. Then ask them to describe the items eg shiny fork, juicy strawberry.  You can begin the game by modelling it to your child. ‘Please can you pass me the crunchy apple?’

You can extend the game to other items outside of the kitchen eg slippy soap, soft cushion.

Remember to praise your child and be specific when you praise eg ‘I like the way you waited for your turn.’  Note their effort such as how they concentrated, tried different approaches, persisted, solved problems, and had new ideas.

 

Rhyme of the week:

‘If you’re happy and you know it clap your hands.’

 

If you’re happy and you know it clap your hands

If you’re happy and you know it clap your hands

If you’re happy and you know it and you really want to show it

If you’re happy and you know it clap your hands.

 

Stamp your feet...

 

Turn around...

 

Wiggle your hips...

 

Stretch your arms...

 

It’s much better if you sing with your child. However if you are not familiar with the tune or song there is a video here