At the start of the lockdown, the girls and I took out our pavement chalks and drew encouraging messages and bright pictures to cheer up our neighbours. We received a lot of great feedback.
This time we decided to try something new and make our own chalk paint.
Use equal amounts of cornflour to water and add coloring as desired.
We mixed ours in a box that we had peaches in, it made a perfect pallet.
The colours look brighter in the pallet and are more pastel when they are on the ground and dry. To make strong colours, like red, use a lot of food colouring. Mixing just the right shade was a really fun experiment. We even tried to mix a black.
We love how vibrant the colours are. The chalk paint didn’t wash away in a recent rain shower. It will fade over time but remains longer than typical chalk paint. Perfect for encouraging messages.
As this unprecedented school year draws to a close, I created this resource to keep my class inspired to have fun playing over the Summer. I hope you can find some inspiration for your dramatic play adventures.
1 . Bakery – you could make salt dough cakes and cookies, use playdough or make a mud bakery outside. Accessories could include aprons, baking trays, mixing bowls, order forms, boxes to pack the goods in.
2. Restaurant – Choose any kind of restaurant to reflect your culture or introduce new ideas. My kids favorite thing to do when playing restaurants was to be a food critic. They would have a clipboard and rate each part of the meal.
3. Home – the simplest of all dramatic play as they take on the roles of the things they see in your home.
4. Laundry – you could make a washer from a box, add laundry baskets, wash clothes by hand and hang them out to dry. Also include sorting and pairing.
5. Clothes shop – the children could choose which kinds if clothes they want to sell. Make tags for the clothes, the children could read how much they cost.
6. Building site – indoors with blocks or outdoors with sand and mad, you could add vehicles if you have wheelbarrows, cars, carts or wagons
25. Eye doctor – make a chart to get your eyes tested. Try on different kind of glasses. You could make some of your own.
26. Looking after baby – babies need lots of looking after – diaper change, feeding, putting to bed, dressing them, cuddling them and singing them songs.
27. School – what will you have in your school? What kind of work will you do? Maybe you could have a pe class, recess, lunch and circle time.
28. Time machine – this was my all time favorite at nursery. During millennium year we build a time machine in our wooden hollow cube. Each day we travelled to a different decade – our adventures included a Victorian schoolroom, a 70’s disco and a street party for the Queen’s coronation.
29. Space ship – take a journey to space – what will it look like in space? What will you need for your journey?
30. Pizza takeaway – make toppings for the pizza from felt or paper, you could even make your own pizzas – don’t forget to deliver.
31. Movie theatre – grab some popcorn and watch your favourite movie but first make some tickets and have someone show you to your seat.
32. Theatre – what kind of theatre is your choice, make tickets and a program, make posters . Do you want to be on the stage or watch? Dress up in your favorite costume – you could even paint your face.
33. Puppet show – just like the theatre bit this time with puppets. If your too shy to make up a story, put some music on and have the puppets sing along.
34. Airport – what do you do at the airport? You need to check your luggage, hand your tickets and passport, go through security and maybe shop before you board the plane.
35. Ice cream shop – make ice cream with playdough and cardboard cones.
36. Shoe shop – can you pair the shoes? Put them in boxes to sell.
37. Traffic patrol – use chalk to make a road, include stop signs and zebra crossings. Someone can guide the traffic or give the cars a ticket if they park in the wrong place.
53. Pet shop – use stuffed animals – what do you need to buy for them?
54. Farm – play outside, ride a tractor, collect eggs in a basket, milk a cow or ride a horse.
55. Olympics – which are your favorite events – compete with friends and family.
56. Winter Olympics – you don’t need snow and ice – check the link for ideas.
57. Life guard – watch out for your toys swimming in the lake – did you have to save anyone?
58. Music shop/band – grab your instruments and make a music shop or use them to make a band. Will you have a marching band, an orchestra or a rock band? You could also make your own instruments with materials around the house.
59. Detectives/spies – can you solve a mystery, use a magnifier and look for clues, maybe someone could make you clues or a code to crack.
60.. Weddings – dress up for a wedding – what does a wedding in your culture look like? What will you need to celebrate?
61. Cultural events – choose your own cultural event.
62. Parade/carnival – decorate your bike or other wheeled toys to create a carnival or dress in a fancy costume.
63. Doctor surgery – You’ll need a patient a doctor and a receptionist to take the appointments.
64. Superheroes – play at being your favorite super hero. Do they have something special you could make?
65. House painting and decorating – grab a bucket of water and pretend to decorate the walls of your house.
66. Seamstress/tailor – you could learn to make some simple stitches or pretend to make some clothes. Don’t forget to measure your customer.
67. Car mechanic – fix your toy cars with tools, you could use old tires and change a wheel.
68. Office – print out a computer keyboard and put it on your desk, answer the phone, make notes and sort through your papers.
69. Library – similar to the bookshop but this time you check out books instead of paying.
76. Costume shop – choose your favourite costumes, help customers find the pieces they need – you could make costumes too.
77. Ball or disco – dress up and go to Cinderellas ball or dance at a disco , all you need is some music.
78. Shoe repair shop – use a small hammer and fix your shoes. You could play the elves and the shoemaker.
79. House move – use a wagon and load up like a removal truck – you could build 2 dens and move between them.
80. Gardener – grab your tools, pretend to cut grass, plant flowers,water and prune.
81. Hotel – check in at the desk, show people to their room and provide room service.
82. Museum – what kind of things could be in your museum? Do you need signs?
83. . Zoo – you could be a zoo animal or use your soft toys. Do you want to be a visitor or a zookeeper.
84. . Toy shop – set up a shop with your favorite toys. Make price tags. What will you use for money?
85. . Circus – try your best gymnastics, be a clown and make everyone laugh or lead the ring.
86.. Wimbledon – if you are a tennis fan, make a net and hit the ball over, you can be a spectator and eat strawberries and cream.
87. Fishing boat – make a boat and a fishing rod and see what you can catch
88. Face and body painting – use face paints and try out different designs.
89. The 3 bears cottage – you will need a big, small and medium bowl for the porridge. Will you be goldilocks or a bear?
90. House cleaning – a spray bottle with water, a cloth, small broom or duster and you can clean the house.
91. Fish and chip shop – make cardboard fish and paper chips and serve then wrapped in paper. Don’t forget to offer salt and vinegar.
92. jack’s beanstalk and giant’s castle – if you are the giant make everything around you small (small bricks to build a town, toy cars etc) if you are Jack pretend everything you have is huge – a ball could be a pea, bucket a cup etc.
93. Lemonade stand – pour a jug of water, make a sign and take money. How much will your lemonade cost?
94. Art gallery – Make some beautiful art and hang it for all to admire, make signs to explain your art.
95. Driving school – make a cardboard box car and pretend you are learning to drive.
95. Explorers – you need a compass, a map, a backpack and go on an expedition.
96. Orchard – You could make a paper tree and add ballons or paper balls for apples. How many will you pick? Maybe you could make something with real apples.
97. Pumpkin patch – make paper pumpkins or make some from paper mache. Orange balloons would work too.
98. Ice rink – pretend to go skating on the ice, keep your balance.
99. Act out your favorite movie or tv program – use any of your choice.
100. Fashion show – make your own clothes from sheets of material or recycled materials.
101..Ask the children – they always come up with ideas we couldn’t even imagine.
An inclusive preschool educates children with disabilities in the same environment as typically developing peers, so all children can participate in the same activities and routines.
An inclusive preschool ensures an accessible learning environment, offering multiple ways to access materials, engage with materials and to express themselves. An environment where learning is individualised and adapted to meet the needs of all students, so they can seamlessly become a participant of the group.
In preschool, this is founded in play. Play is in its essence supportive of inclusion. Play’s open-ended nature, encourages, choice, naturally caters to different learning styles and supports teachable moments as they occur. Inclusion is an attitude, a set of values rather than a set of practicalities.
Why should preschool classrooms support inclusion?
Social and emotional learning
No studies comparing the social impact of segregation and inclusive settings have shown segregation to be superior.
Social and emotional learning is at the heart of preschool and is a core component of the Early Years Foundation Stage in England, at the heart of the Australian Early Years curriculum and many others around the World.
Inclusive preschools give more opportunities for children with disabilities to build friendships. Through these friendships, engagement is maximized, the friends look out for their interests, are encouraging and help them explore and learn new things.
Building friendships in the early years has shown benefits for later life in academic achievement, independent living, and adult mental health
… The single best childhood predictor of adult adaptation is not school grades, and not classroom behavior, but rather, the adequacy with which the child gets along with other children. Children who are generally disliked, who are aggressive and disruptive, who are unable to sustain close relationships with other children, and who cannot establish a place for themselves in the peer culture are seriously at risk.’ (Hartup, 1992,)
Inclusion gives children a sense of belonging and shows that they are valued for their abilities and potential
Inclusion encourages acceptance and support from typically developing peers that are the foundations of an inclusive society. Studies indicate inclusive settings provide typically developing children with opportunities to learn skills, values, and attitudes related to human differences (Farrell, 2000), including learning how to be friends with people who are different from themselves ( Rafferty et al., 2001) and to assist classmates who may be experiencing difficulty (Burnstein et al., 2004)
Typically developing children are also likely to show increases in self-esteem, confidence, autonomy and leadership skills (Fuchs, Fuchs, & Burish, 2000).
Language, communication and learning
Rafferty, Piscitelliand Boetthcher (2003) found improved language in children with severedisabilities in inclusive settings and no difference between settings inchildren with less severe disabilities
In an inclusive preschool, children with disabilities have a more varied and stimulating experience, opportunities to interact and observe typically developing peers; they get encouragement from other children and learn directly from others.
Typically developing children make similar developmental gains in regular and inclusive preschools (Odom, DeKlyen, & Jenkins, 1984, Strain & Bovey, 2011)
Some typically developing children spontaneouslycommunicate by alternative means in order to be able to communicate with theirpeers with disabilities.
Why inclusion is particularly well-suited to the preschool classroom
Inclusion is particularly suited to the preschool classroom because of the flexibility of the curriculum and ability to respond to a range of learning styles through play.
In early education, observation and assessment is an integral part of the learning cycle. Teachers are used to observing children in their play, and using their observations to enhance the learning and create next steps. Teachers are also used to working in teams who reflect together on the learning to create a purposeful, engaging environment.
Below are some examples of planning and assessmentmaterials I have used. These could also be developed with individual children’sIEP goals to focus observations and assessments. Ask yourselves – am I doingit? Does it work? How could I change it? How can I encourage interests to bemore complex or appear in different contexts?
At preschool there are multiple opportunities to embed learning throughout the day. IEP goals can be worked on in the natural setting ,for example, communication goals can be worked on during play and during routines such as snack. Think about how your daily routines can provide opportunities to practice goals.
What does an inclusive preschool look like?
A preschool learning environment considers the indoor environment, the outdoor play provision and the emotional environment.
The indoor environment
In the indoor environment you will see a range of materials and activities to ensure independence for the lowest functioning and challenge for the highest functioning. This will often involve open ended materials such as clay, paint, blocks or pretend play.
Materials will be accessible and children will know where to go to obtain and return them. This can include placing toys on child height shelves labelled with a pictures and words, storing toys in clear boxes without lids and having clearly designated areas for different activities.
If necessary modify toys so they are accessible to all. These resources from Youngstar give useful examples of how to modify toys for different needs.
The learning environment should support participation,be nurturing and promote friendship and respect
The environment should be structured to support interaction and accomplish goals
There should be collaboration with other professionals
Activities should build on children’s interests andextend learning
Teachers should demonstrate flexible thinking
Routines should be predictable. This includes aregular timetable for the day but also predictable routines withinroutines for example, keeping the same routine for circle time and withinthat there might be a predictable routine for calendar
It should be inclusive all day long. All teachersshould interact and share interactions and teaching of all students, sharingexpertise and providing instructional generalization. IEP’s are addressed everyday and all day long
Teachers should be reflective and work together todiscuss strategies to support the learning of individuals and the group,frequently monitoring outcomes and implementing them into the programme.Collect data on how practice is delivered and the effects and meet regularly asa team to review and plan. Always be flexible and ready to change.
After almost a week of snow in the Seattle area, many have had enough of snow and can’t wait to get back to normality. Personally, snow makes me smile. I love having my kids home and playing in the snow, because we can try out some really cool projects. As Peanuts fans, on our first snow day this week, we built a snow sculpture of Snoopy lying on his kennel.
We used a brick mould to build the structure of the kennel and smoothed the sides to make the sloping roof. Then, sculpted snoopy lying down on top.
His nose and ears were painted with watercolour block paint and we painted his name on the entrance to the kennel.
Each day we have added a new Peanuts character.
Day 2 – Charlie Brown and Woodstock
The following night we had a lot of snowfall, so in the morning it was as if a Snoopy cartoon had come to life.
Thankfully the snow was soft and powdery so brushed off with little damage, other than some paint smudging and a slightly less defined Woodstock.
Day 3 – Lucy
Day 4 – Linus
This is my personal favourite. There had been some thawing overnight so there were a lot of pine needles in the snow; perfect for Linus’ hair.
For as long as the snow remains, we’re going to add a different character each day. I’ll be updating this post and my Instagram and Facebook page with pictures of the new additions. Who is your favourite Peanuts character?
It isn’t often we get a cold spell long enough to make ice ornaments, but with freezing temperatures set to last, we made a few batches to hang on our bushes. They look really beautiful, but also provide lots of opportunity to learn about ice, freezing and melting. A few years ago we made some and shared our learning story, as we watched them melt and freeze.
How to Make an Ice Ornament
You will need
Ribbon or string
Food colouring (optional)
Choose a baking /cup cake tray and fill each hole with cold water.
Add a drop of food colouring – mix or leave to mix itself which can leave a marbled effect.
Snip pieces of ribbon or string and submerge one end in the water, making sure the other end is free. You could loop the string but I prefer to leave it as it makes it easier to tie to larger branches. I usually do this part outside to avoid spilling when you move them to freeze.
Leave outside overnight to freeze (or put the tray in your freezer).
Hang on a bush or tree. If there is snow on the ground the food colouring will drip onto the snow as they melt. If there are prolonged freezing temperatures the ornaments will melt slightly and form icicles as they re-freeze.
I wasn’t sure how easily the hearts come out of the tins but they came out without any trouble. If they need a little help, bring them inside for a few minutes or run some warm water on the base of the tin. Alternatively, you could use a silicone mould.
The second batch also included owls and bears. We made half of the owls clear, to see how they would look without colour, but kept the colour in the bears, because my daughter thought they would look like gummy bears.
Do you share Valentine themed books with your class or kids at home? Some of the old favourites like Guess how much I Love You are great, but it’s always good to refresh your collection with new titles.
Have I Ever Told You by Shani Kin would make a perfect Valentine’s gift for a younger child. My children read it and said ‘ this is really lovely’. The book is full of the important messages a parent should share with their child; messages of love, acceptance, tolerance and joy. I can imagine snuggling with my girls, reading the book together and talking about the messages within. Each message end with the phrase, ‘Have I ever told you that?’. Some of the messages are recognizable as things we say to our children, and some may be things we ought to say, but sometimes forget.
The illustrations by Anna Horvath, are built around hands; multiracial hands, hands doing things, holding things and helping each other. Intertwined with the hands are objects and thoughts to represent each thing the parent tells their child. There is something strikingly beautiful about this; love expressed through hands as they create, bond, help, heal and touch. Holding and touching hands is perhaps the most sincere and secure expression of love there is.
If Have I Ever Told You were read in a classroom, it could inspire a Valentine themed writing project. The children could choose someone they love – a parent, sibling, friend or grandparent, and write something they want to tell them, ending with, ‘have I ever told you that?’ You could scribe for pre-writers and they could draw a picture or write it inside a hand print. Advanced writers could make a small book following the theme. Asking the children why they think hands were used in the illustrations, would also spark an interesting discussion.
Have I ever Told Youwould make a perfect Valentine’s gift.
Love Big by Kat Kronenberg follows a different theme, one of kindness and community. In Love Big, Baboon watches the other animals being mean to one another and teaches them that through smiles, kindness, sharing and listening, we can build a happy community.
I liked the message of the book and think it would be a good starting point for talking about classroom community. I feel like it would be more effective if it were simplified, as in places it was a little wordy, especially in the parts where Baboon shares his message, which seem a little complex for small children. The book has a nice structure as it moves through a scenario where the animals behave in an unfriendly way and then are taught that they can be happier if they behave differently. I personally disliked the repetitive Whoosh! Wham! In a flash of light before the phrases ‘We can be kind’, ‘We can share’, ‘We can listen’ and ‘We can care’ as they felt unnecessary and showy, but that is simply a personal preference. In some places, it felt like it was trying to do too much, for example it includes a song to the tune of twinkle, twinkle little star which felt a little out of place to me.
The illustrations by David Miles are bright, bold and cheerful. As the animals learn their lessons, the illustrations are placed in small vignettes and this makes a nice contrast with the bright, full page illustrations in the other parts of the book.
In the back of the book there are ideas for classroom activities to explore the books themes further and additional activities, fact sheets and videos can be found on Katkronenberg.com.
Disclaimer – this post contains Amazon affiliate links.
Multicultural book day was the brainchild of reading and play advocates Valarie Budayr and Mia Wenjen, to share awareness of multicultural books and to get more of them in libraries, homes and schools. As an advisor, I was often asked to suggest multicultural books for schools and it was difficult to find quality books about diverse cultures. A key part of the initiative is to send out books for review to build a huge database of multicultural books with reviews. The website also includes lots of free resources for teachers with booklists, activities and posters.
This is the 3rd book in the Farmer Falgu series. Farmer Falgu, visits Allahabad for the Kumbh Mela festival and has a list of things he wants to see and do. Along the way he helps people, but each time he misses the events he hoped to see. Farmer Falgu. though disappointed, shrugs it off with the repeated phrase ‘maybe next time’. In the end, a turn of fate leads him to experience all of the things on his list and he has an ‘unbelievable ‘ time.
The Hindu festival of Kumbh Mela wasn’t familiar to me or my children so we really enjoyed reading about it. It feels very authentic, as if you are looking into the heart of another culture, rather than a superficial book about a festival. The book follows a clear structure and has repetitive phrases that will appeal to young readers, making it a perfect introduction to this lesser known festival. The illustrations are full of vibrant colours and bold designs and I love the simple way the illustrator shows facial expression and character.
A description of the origins of Kumbh Mela can be found at the back of the book. This could be a springboard to further research on the festival. Sometimes, I feel picture books are overlooked as a springboard for learning with older elementary children. This book could spark a wonderful project for older children too.
Find the story of Kumbh Mela in Hindu mythology. Read it, act it out, draw pictures. Read other Hindu Myths – older children could write their own story in the style of a Hindu myth.
Find Allahabad on a map. Research what Allahabad looks like. Find the other locations of Kumbh Mela on a map.
Watch videos of the Kumbh Mela celebrations. Talk about celebrations in their own culture that may be similar.
Taste and/or make jalebis and lassis.
Think about the video and the book – why did farmer Falgu stop to help people? What happens in crowded places? Have you ever been lost? What did it feel like? What should we do when we are lost? This could also be the basis of a story.
Role play area – a train and role play a crowded train journey, a festival stand selling jalebis.
There is currently a programme airing on the BBC called Back in time for school . The programme takes modern day children back in time to experience school life through seven eras.
When I was going through my grandfather’s things following his death, I found an exercise book from when my grandmother was at school in the 1934. She had kept it because it contained recipes. The subject was domestic subjects and inside is a treasure trove of information about domestic life in those times and what girls learned at school.
When I was at school in the 80’s, we were taught domestic science which was basically cookery. What my grandmother learned, was a complete guide to managing a 1930’s house. This may be because most women in the 1930’s were homemakers, or perhaps some girls were still going into service and needed to know how to do domestic tasks in a large household. The lessons contain really useful things about baking that I wish were still taught at school, like tips and tricks for making cakes and pastry. The remainder of lessons relate to laundry and domestic chores. Here is an example:-
Method for washing white cottons and linens
First put the clothes to soak to loosen the dirt, if possible over night.
Wash them in hot water with plenty of lather
Rinse in boiling water and wring all the soap out.
Mangle them to get the rest of the water out.
Put them on the line to dry
If they dry too much, sprinkle with water and roll them up
Iron, fold edge to edge and then once more.
In other laundry lessons they learned about blueing clothes, washing and ironing prints, washing silks and starching clothes. No wonder they set aside a whole day for washing! It certainly makes you realise how easy domestic life is in the modern day.
Domestic tasks included how to scrub white wood, cleaning brushes and brooms and my personal favourite – daily work in the dining room.
Daily work in the dining room
Open the window
Take out the rugs and flowers. Shake the rugs and change the water in the flowers
Put the table chairs and cushions into the corner of the room and cover with a dust sheet
Put down the hearth cloth and attend to the grate in the following order, Take out the ashes, keep the large to light the fire and empty the small ones into the ash bin. Clean and polish the grate. Lay the fire using newspaper, sticks, ashes and coal, then light it.
Sweep the floor
Remove the dust sheets and dust all the furniture
Polish the floor
Bring back the rugs and flowers and put everything in its proper place
Lay the table
I’m not really sure if this one is meant for any household, or for those in service, I suspect the latter. It explains a little about how clean and tidy my grandmother was and how she always had a particular way of doing things. It uses to drive us nuts when we were kids and we used to think she was too fussy. As much as I may decry the teaching of such things to girls, sometimes it would be useful to have a system to follow to avoid the overwhelm.
Value in artist’s terms is the darkness or lightness of a colour It gives objects form on the page or in simple terms for young children, it makes a flat shape look 3D.
The goal of this art project for 2nd grade, was to show them how to shade a circle to make it look like a sphere. Since winter is upon us and the class have been reading a lot of books about snow, I chose a snowball.
I showed an example drawing and asked them how I had made the circle stand out. They talked about the way I had placed it into the mittens and how I had shaded it. I explained that the darkest shading shoukd be opposite the light source and would gradually get lighter. If they left a spot without shading, it would show how the light was shining on it.
Draw around your hand with fingers closed and thumb extended. Decorate using patterns and cut out.
Draw the sun using shades of yellow, red and orange chalk pastel. Draw different coloured circles and blend to make a sun. Choose a round sun, a semi-circle or draw it in the corner of the paper.
Place the mittens on the centre of the paper and place the snowball under the thumbs. Follow your finger in a diaganol line from the sun to the circle and shade the outer edge where your finger meets in a dark shade of blue. Continue, getting lighter with each layer and stop after four shades have been used.
Blend with finger and cut out.
Glue the mittens and snowball onto the paper and add snowflakes.
The example used a chalk pastel background but I used blue paper for the class to make the snowflakes stand out more.
We are very lucky to have the luxury of a kiln in our school, allowing us to complete clay and fused glass projects.
I wanted to make a gift for the children to take home at the end of term. As a multicultural school, some of the children don’t celebrate Christmas, so I chose a winter themed art lesson about snowmen.
Small groups of children worked on the fused glass snowmen while the rest of the class made pastel snowman drawings.
I pre-cut the white glass into 2 x 3 rectangles and cut black glass rods to make eyes and buttons.
Each child put their white piece on a paper plate labelled with their name and added pieces of scrap glass to create their snowman. They were then sprayed with hairspray to stop them moving around when I took them to the kiln.
When placing them in the kiln, I labelled them with a sticky note and took a photograph so I would know whose was whose when they came out. I removed the sticky notes before firing.
When they came out, we added a hook (stuck on with E6000 glue) and a ribbon for hanging.