action kids activity session plans contents · pdf fileaction kids activity session plans...

© Val Sabin Publications

ACTION KIDS ACTIVITY SESSION PLANSCONTENTS

PagePREFACEMUSICASONDISCAANDDISCBPRACTITIONER’SGUIDE ............................................................................ 1PRACTITIONER’SGUIDECONTENTS ....................................................... 2INTRODUCTION ............................................................................................ 3

(A) PHYSICAL DEVELOPMENT .................................................................. 4 (1)MANIPULATIVESKILLDEVELOPMENT ......................................... 5 Experiencedthroughouttheday ...................................................... 6 Experiencedinphysicalactivitylessons .......................................... 7 (2)GROSSMOTORANDLOCOMOTORSKILLDEVELOPMENT ....... 8 Freeinvolvement ............................................................................. 8 Planneddevelopment ....................................................................... 8

(B) THE IMPORTANCE OF PHYSICAL ACTIVITY ..................................... 10

(C) ACCESS TO PHYSICAL ACTIVITY ...................................................... 12 PhysicalorDevelopmentaldisabilities ................................................... 12 Visualimpairment ................................................................................. 13 Hearingimpairment ................................................................................ 14 Higherlevelofphysical .......................................................................... 14

(D) STAGES OF DEVELOPMENT ............................................................... 15 (1)Individual ......................................................................................... 15 (2)SmallGroup ..................................................................................... 15 (3)Wholeclass ..................................................................................... 16

(E) WHAT IS INVOLVED IN PHYSICAL DEVELOPMENT? ....................... 17 (a)Co-ordinationandBalance .............................................................. 18 (b) Mobility ............................................................................................ 20 (c) Spatial Awareness ........................................................................... 21 (d)ManipulativeandAimingSkills ........................................................ 22

(F) RESOURCES ......................................................................................... 23 Outdoors–Outdoorplay ........................................................................ 23 Outdoors–Adult-structuredactivitiesleadingtogames ........................ 23 Indoors–Classroom…………………………………………………. ........ 23 Indoors–Adult-structuredactivitiesleadingtogymanddance…….. ... 23


Page

(G) EQUIPMENT FOR PHYSICAL ACTIVITY ............................................ 24

(H) GENERAL SAFETY CONSIDERATIONS ............................................. 27

(I) SPECIFIC SAFETY CHECKS ................................................................. 28

(J) THE FRAMEWORK OF AN ADULT-STRUCTUED ACTIVITY SESSION……… .................................................................... 30 Warm-up .................................................................................................. 30 Mainactivity ............................................................................................. 30 Calmingdown .......................................................................................... 31

(K) PLANNING A SESSION ....................................................................... 32 Time-Weight–Space–Flow................................................................. 32 Keepingactive ......................................................................................... 33 Teachingstrategies.................................................................................. 33 Makeitinteresting ................................................................................... 34

(L) ABOUT THE MANUAL ......................................................................... 35 PLANNINGFOREFFECTIVEUSEOFSESSIONPLANS ..................... 36 ACTIVITYSESSIONPLANSRECORDSHEET .................................... 38

SPATIAL AWARENESS DEVELOPMENT- SESSIONS 1 - 15INTRODUCTION-SafetyPoints-UsingTheCards

CARD1 - “SeekYourSpot”-Fishes”CARD 2 - “Rabbits” - “Rabbits to Music”CARD3 - “Shapes”-“SpecialSpots”CARD 4 - “Up and Down” - “Up and Down to Music”CARD5 - “ProgressiveActivitiesforMovingandStopping” - “MovingandStoppingtoMusic”CARD6 - “CrossingMan”-“Tadpoles,FrogsandCrabs”CARD7 - “TrafficLights”-“TrafficLightstoMusic”CARD8 - “TrafficLightswithCars”-“DrivingtoSchool”.CARD9 - “ThomastheTank”-“ThomastheTankandFriend”CARD10 - “ColouredStations-Engines” - “ColouredStations-EnginesandCarriages”CARD11 - “WideTrains”-“EvenWiderTrains”CARD 12 - “Special Trains and Stations” - “Special Train Journeys”CARD13 - “Shapes”-“CopyCats”CARD 14 - “Circles and Squares” - “Circles and Squares to Music”CARD15 - “Squeeze”-“FilltheShape”-“Colours”


ACTIVITIES LEADING TO GYMNASTICS – SESSIONS 16 - 30INTRODUCTION -Travel–Jump–Turn–BalanceOrStillness–SafetyPoints-UsingTheCards

CARD16 - “AwarenessofBodyParts”-“DottyShapes”CARD17 - “FindtheSpot”-“StickySpots”CARD18 - “TakingPhotographs”-“AllShapesandSizes”CARD19 - “ProgressiveTasksforDevelopingFootwork” - “Size,Shape,SpeedandWeight”CARD20 - “WhichDirection” -“TrafficPoliceman”CARD21 - “Animals”-“ChangingRoles/Levels”CARD22 - “Beans”-“MovingBeans”CARD23 - “Hands,FeetandHoops”-“TurningWideandThin”.CARD24 - “Rocking”-“TurningonDifferentPartsoftheBody”CARD25 - “Rolling(SausagesandEggs)”- “TurnandRoll”CARD26 - “Bouncing”-“SpotBouncing”CARD27 - “CrossingtheRiver”-“JumpingtheStream”CARD28 - “Jumping”-“JumpingDown”CARD29 - “BalanceAlongaLine”-“BalancingAlongRaised Objects”CARD30 - “ClimbingProgressionsonApparatus” - “UsingPortableandLargeApparatus”

ACTIVITIES LEADING TO GAMES – SESSIONS 31 - 45INTRODUCTION –Sending–Receiving–TravellingWith–StoringSmallGames-Equipment–DifferentiationinAimingActivities–MakingtheActivitiesEasier–MakingtheActivitiesMoreDifficult–SafetyConsiderations–DifferentiationinSteeringActivities–MakingaSteeringSlalomMoreDifficult–Rolling,ThrowingandCatching,Bouncing,Kicking,HittingWithaBat-MakingTheseActivitiesEasier–MakingTheseActivitiesMoreDifficult–UsingtheCards

CARD31 - “PileitUp”-“PassandFill”-“FillitUp”-“TidyUp”CARD32 - “StickyBits”-“TakingaBeanbagonaJourney”CARD33 - “PassingtheBeanbag”-“PassandMove”CARD34 - “Pushing”-“Steering”CARD35 - “RollingaBall”-“SendingaBalltoaPartner”CARD36 - “Kicking(1)”-“Kicking(2)”CARD37 - “ThrowingandCatching” - “ThrowingandCatchingTaskswithaBeanbag”CARD38 - “ThrowingandCatchingTaskswithBalls” - “ThrowingtoaPartner” - “MakingThrowingandCatchingHarder”


CARD39 - “ProgressiveTasksforDevelopingBouncing” - “BouncingaBall”CARD40 - “HittingaballwithaBat” - “ProgressiveTasksforDevelopingHittinga

BallwithaBat”CARD41 - “RollingaBallataTarget”-“TakingitinTurns”CARD42 - “Goalkeeping”-“TwoGoalGame”CARD43 - “ThrowingAt,IntoorOveraTarget” - “MakingTargetThrowingintoGames”CARD44 - “FlyingHigh”-“ClimbTheLadder”-“TheSnake”CARD45 - “PlantHopping”-“PitchandPutt”

ACTIVITIES LEADING TO DANCE – SESSIONS 46 - 60INTRODUCTION –CreatingDances–Accompaniment–PointsToRemember-TheStimulusForDance-UsingTheCards

CARD46 - “MovingandStopping”-“MusicalStatues” - “StatuesintheMood”CARD47 - “GiantStridesandFairySteps” - “GiantStridesandFairyStepsStory”CARD48 - “Marching/Skipping”-“FollowMyFeet”CARD49 - “Percussion(1)”-“Percussion(2)”-“Percussion(3)”CARD50 - “RespondingtoDifferentRhythms” - “ContrastingRhythms”CARD 51 - “Hickory Dickory Dock” - “Raindrops”CARD52 - “RespondingtoDifferentMoodsandEmotions” - “ContrastingMoodsandEmotions”CARD53 - “HighsandLows”-“RedandWhite”CARD54 - “Bubbles”-“Balloons”CARD55 - “Ribbons”- “TheScarf”CARD56 - “Painting”-“Snakes”CARD57 - “MissSmoothandMrSpiky” - “MissLightfootandMrHeavy”CARD58 - “TheTightropeWalker-“TheClown”CARD 59 - “Icicles and Water” - “Snow”CARD60 - “AutumnLeaves”-“Conkers”


ACTIVITIES LEADING TO PARACHUTE GAMES – SESSIONS 61 – 75INTRODUCTION -UsingtheCards–BeforeWeBegin

CARD61 - “BasicParachuteMoves”-“PuttheTeaonthe Table”-“MaketheTea”CARD62 - “RipplingandWaving”-“FriendlyFishes” - “IHearThunder”CARD63 - “WindOntheOcean”-“TheWeatherReport” -“ShipsontheSea”CARD64 - “Popcorn”-“BouncingPopcorn”-“OnandOff”CARD65 - “MulberryBush”CARD66 - “MushroomGames”-“Volcano”-“HotAirBalloons”

-“SittinginaTent”CARD67 - “RingsandThings”-ChangeAround” -“ChangeOver”CARD68 - “TheTortoise”-“TheSpaceShip”-“Rollerball”CARD69 - “TentPole”-“ChangingTentPoles”-“JellyFish”CARD70 - “MovingThroughtheJungle”-“TheHammock”CARD71 - “ClimbtheMountain”-“FreshMountainAir”CARD72 - “UnwrappingBirthdayPresents”-“StormyWaters”CARD73 - “SunkenTreasure”-“Pondlife”CARD74 - “Vegetables”-“LiftOff”CARD75 - “CatandMouse”-“BeachBall”

RESPONDING TO SOUND AND MUSIC – SESSIONS 76 - 90INTRODUCTION -UsingtheCards

CARD76 - “TheWashingMachine”-“TheDysonMachine”CARD77 - “MrJelly”-“MrStrong”-“MrJellyandMrStrong”CARD78 - “GiantsandFairies”-“PathwaysabovetheClouds”CARD79 - “CrunchandCrackle”-“CrunchandCrackleTogether”CARD80 - “SingaSongofSixpence”-“FairTurns”CARD81 - “MoveandShake”-“MoveandChoose”CARD82 - “TheSnakeCharmer”-“AllintheBasket”CARD83 - “MyBusyWeek”-“ABusyWeekwithMyFriend”CARD84 - “Dinosaurs”-”HatchingOut”CARD85 - “StarsinSpace”-“SeeingStars!”CARD86 - “NurseryRock”-“RockTogether!”CARD87 - “HokeyCokeyRock”-“DotheHokeyCokey”CARD88 - “RhythmicResponse”-“Shapes”CARD89 - “HumptyDumpty”(ActionSong)- “HumptyDumpty(Dance)”CARD90 - “HickoryDickoryDock”(ActionSong) - “Hickory Dickory Dock (Dance)”

- 3 - © Val Sabin Publications

INTRODUCTION

Childrenenjoyphysicalactivity,andtoencouragebalancedphysicaldevelopmentitisimportantforawidevarietyofmovementexperiencestobemadeavailabletothem.

Everypractitionerandparentrecognisesthevitalimportanceofplayinayoungchild’slearningprocess.Whenchildrenenterapre-schoolsettingtheyhaveprobablyhadlimitedexperienceoffocusedoradult-structuredactivitiesandwillbeunawareofthescopeofferedbyanoutdoorplayspace,indoorhallorcarpetarea.Certainly,fewwillhavehadeasyaccesstostimulating,smallandlargeequipmentorapparatus.

Motivationisnoproblematthisageandchildren’snaturalinterestandinquisitivenesswillleadthemtoexploreallthepossibilitiesoftheenvironmentorequipment,inventnewideasandmovements,andpractisenewpatternsofbehaviourandskills.Itistheroleoftheadulttoallowtheseopportunitiestotakeplacesafelyandencouragethebuild-upofself-confidenceandsuccess.

Childrenmustexperiencethisinitialconfidence-developmentthroughindividualplay,whetherplannedbythepractitionerorinitiatedbythechild,anditisessentialtheyarenothurriedthroughit.However,itisequallyimportantthattheyarenotlefttoolongatthisstageofdevelopmentortheywillloseallsenseofachievementandpurposefulness.Thepractitionerwillrecognisewhenchildreninhercarearereadytomoveontomoreadult-structuredordirectedactivitiesandwillbegintointroducethemattheappropriatetime.

Thismanualprovidesasetofinteresting,exciting,well-balancedactivityplanscontainingadult-structuredoradult-ledactivitiesdesignedtoprogressanddevelopchildren’sphysicalskillsandunderstanding.Withineachoftheactivitiesthereareampleopportunitiesforchildrentohavefun,toexploreemotions,andtodeveloptheirownideas.

FromthisPhysicalDevelopmentcoreitispossibletoaccessdirectlyorindirectlyover90%ofalltheotherEarlyLearningGoals.Thepractitionercanchoosetoemphasisecertainaspectsofthephysicalactivitiestoaccesse.g.ELG’sin“UnderstandingtheWorld”etc.Aguidetojustsomeofthepossiblelinksaregivenattheendofeachactivityplan.

- 4 -© Val Sabin Publications

Ninetyactivityplansarecontainedinthismanual.Theyarepresentedassixsetsofprogressiveanddevelopmentalplansin:-

• spatialawarenessdevelopment

• activitiesleadingtogymnastics

• activitiesleadingtogames(andathletics)

• activitiesleadingtodance

• parachutegames

• respondingtosoundandmusic.

Thematerialinthepractitioner’sguide,andatthebeginningofeachsection,alsoservestoinformthepractitioneroftheprogressivestagesinvolvedinallaspectsofphysicalactivitythusenablingsensitiveandknowledgeableintervention.

Theactivitieswillstimulatechildrenintoactionandprovidetheopportunityforstructureddevelopmentandprogressionsotheyhaveasecurebasefromwhichtoworkwhentheyentertheschoolsituation.

- 23 - © Val Sabin Publications

(F) RESOURCESObviouslyprovisionofresourcesbecomesaveryimportantissueinthelearningprocess.Insomesettingschildrencanplaywithpurposeinsuitablylargeandwellresourcedindoorandoutdoorenvironmentsbutbecausepre-schoolsettingsvaryenormouslyinsizeandprovisionthisisnotalwaysthecase.Theidealenvironmentforphysicaldevelopmentwouldinclude:-

Outdoors – Outdoor Play

• A safe and secure area enclosed by a boundary wall or fence• Twodifferentsurfacesifpossible(e.g.grassandtarmac)• Atleastoneresponsibleadultincharge• Fixedandmovableapparatus• Enoughspaceforfreerunning• Wheeledtoys• Wateroranothernaturalmaterial(e.g.sand,earth,grain)• Avarietyofsmallgamesequipment• Gardeningopportunities •A quiet area

Outdoors – Adult-structured activities leading to Games• Plentyofspaceforfreemoving• Arangeofpaintedlines• Agoodvarietyofsmallgamesequipment(asindicatedoverleaf)

Indoors - Classroom• Equipmenttoencourageanddevelopfinemotorandmanipulativeskills

(e.g. tools, containers, painting equipment etc.)• Opportunitiesandresourcestodevelopgrossmotorskills

(e.g. building, balancing, action songs, target games)• Timeandopportunitytodevelopcreativeskills

(e.g. percussion, tapes, records etc.)

Indoors – Adult-structured activities leading to gymnastics and dance

• Aclear,safefloorarea–splinterfree.• Mats.• Smallmoveableapparatus.• Possiblysomelargerfixedapparatus.

Theseresourcescanbeusedinawidevarietyofwaystoencourageallaspectsofphysicaldevelopmentindifferentindoor(classroom,carpetarea,hall)andoutdoorenvironmentsandinindividualorgroupsituations.

- 32 -© Val Sabin Publications

(K) PLANNING A SESSIONQuestions which need to be asked when planning a session.

(1)Whatisthemovementfocusorobjectiveofthesession?

(2)Howisitgoingtobedevelopedanddotheactivitiesofferappropriatechallenges?(Taking into consideration any differentiation or special needs considerations.)

(3)Whatresourcesareneeded?(Safe environment for the activity; sufficient range and quality of equipment, additional adult help etc.)

(4)Whatteachingstrategiesandstimulishouldbeused?

AnyactivitiesperformedbythechildrencanbedevelopedthroughanawarenessoftheprinciplesofTIME,WEIGHT,SPACEandFLOW.

TIME• Isthemovementquick or slow?• Doyouwantthechildrentomove or stop?

(Stillness is a very difficult quality to achieve at this age but one which can be developed.)

WEIGHT• Isthemovementheavy or light?

(Children need to experience both of these movement qualities within a lesson if possible, e.g. clap loudly or softly or e.g. strong marching like a soldier or tip-toe lightly like a fairy.)

SPACE• Whereisthemovementtakingplace?

On the spot; high / low; in front / behind; to one side / other side. (Activities could include e.g. clap high above your head clap low close to the ground etc.) (When children understand the basics of space as identified above they can then develop the activities off the spot, moving in different directions, on different pathways, and on different levels.)

FLOW • Gradually,aschildrenbecomemoreco-ordinatedandbalancedthe

elementofflowcanalsobeconsidered.e.g. ○ releaseandrollaballorpieceofequipmentsmoothly. ○ walk/run/skip/hopetc.inacontinuousmanner. ○ climborgoupanddownstepssmoothlyusingalternatefeet. ○ changefromonemovementtoanotherwithcontrol.


1WARM UP ACTIVITY - “STRETCH AND SHADOW”

Childrenstandinfrontofthepractitionerand“copy”or“shadow”whatshedoes.Thepractitionerslowlystretchesintodifferentpositionse.g.up/down;tooneside/totheotherside;stretchedwideshape;forwards/backwardsetc.(ACCOMPANIMENT DISC A - Tracks 30 or 31)(Theseactionscanbedoneinanyorder)

MAIN ACTIVITY - “SEEK YOUR SPOT”

Eachchildhasamarkerandputsitintoaspace (the practitioner may have to help with the spacing out).

Childrensitontheirownmarker(or to one side of it). Thepractitionerchoosesoneortwochildrentoleavetheirmarkersandwalk,creep,orrunontip-toesinandoutoftheremainingchildrenwhoarestillsittingontheirmarkers.Onasignalthesechildrenfindtheirwaybacktotheirownmarkerandsiton it.

Differentgroupsofchildrenare“chosen”totakeitinturnstomoveinandoutoftheothersandthen“seektheirspot”.(This game could be developed by adding different ways of travelling e.g. bouncing, giant striding, galloping, monkey walking etc.) Thiscouldbeprogressedfurtherbygivingeachgroupaname,e.g.“oranges,lemonsandpeaches”andtheymovewhentheirnameiscalled.

Thiscouldalsobeperformedtomusic-whenthemusicstopschildrenmovebacktotheirmarkers.(DISC A - Tracks 22, 23, 24, 28, 29, 30, 32 could be used.)

- 43 -


WARM-UP ACTIVITY - “FISTS AND FINGERS”

Childrenwatchtheadultandcopy.Theyslowlyclenchtheirfists(TIGHT AND STRONG) thenopentheirfiststostretchtheirfingerswide.(This can be repeated several times)Childrenthenrepeatthesamesortofactionbutusetheirwholebodiesi.e. curl up smallandtight.... slowlystretchouttall and wideoralongthegroundlongandwide

(Practise stretching tall and thin and long and thin on the ground to feel the difference)(ACCOMPANIMENT: When children are confident DISC A - Track 30 or 31 could be used.)

MAIN ACTIVITY - “WIDE TRAINS”

Positionfour“stations”inthecornersoftheplay-spaceidentifiedbycoloursandmarkedwithappropriatelycolouredmarkers.

Childrenworkindividually.Eachchildisgivena“station”inwhichtostand.

Whenthegreenflagiswavedthechildrenwalkaroundtheplayspacewitharmsspreadwidemakingtrainnoisesandbeingcarefulnottobumpintoanyoneelse.

Whentheredflagiswavedtheymovebacktotheirown“stations”withcare.Theypullthehootertwicetoshowtheyhavearrived.

Toextendtheirknowledge,thestationscouldhavespecificnames,eitherlocalonesoractualstationnames,e.g.Euston,KingsCrossetc.

11

- 63 -


16WARM-UP ACTIVITY - “I TOUCH MY HEAD”

ITOUCHMYHEAD(children touch head)ITOUCHMYFEET(children touch feet)ICURLUPVERYSMALL (children curl up very small)ISHAKEMYHANDS(children shake their hands)ISHAKEMYFEET(children shake their feet) ANDSTRETCHUPVERYTALL(children stretch up very tall)

(This could be performed twice as above, then twice on the move e.g. walking round in a circle or moving towards the centre of a circle and out again or moving independently about the space.)

MAIN ACTIVITY - “AWARENESS OF BODY PARTS”

Suggestionsforprogressivetaskstodevelopawarenessofdifferentpartsofthebody.

(i) Childrentouchorshakewhicheverpartofthebodyisidentifiedbythepractitionerandthen,onasignal,holditvery still.

(ii) Childrenmoveaboutthespacecarefullyand,onasignal,theySTOPandwavewithonehand,theotherhand,orbothhands.

(iii)ChildrenSTOPonasignalandsitdowntowaveonefoot,otherfoot,orbothfeetintheair.

(iv)Childrenstoponasignalandsitdowntowavebothfeetandbothhandsintheair.

(v) Childrenplacebothhandsandfeetonthefloorandpushtheirbottomshighintotheair.Theycarefullywalkabouttheplay-spaceinthispositionwithoutbumpinginto anybody else. (Look where you are going!)

(vi)Children“goforawalk”onhandsandfeet,thenonasignalplaceanamedbodypartonthefloororsitdownandputhandsandfeetintheair.

(vii)Childrengoforawalkontheirhandsandfeetandonasignaltheystopandchooseadifferentpartoftheirbodiestobeonthefloor.(When asked, children name the part they have chosen.)

- 77 -


26WARM-UP ACTIVITY - “CLAP ALL OVER”

Withthepractitionerleadingthemthechildrenclaphands:- high/low-forwards/backwards tooneside/totheotherside-onthefloor

(These claps could all be done in different orders or two contrasting ones could be selected and emphasise high / low or heavy / light. Simple clapping patterns could be made to any of these nursery rhymes with accompaniment.)

(ACCOMPANIMENT: DISC A - Tracks 6, 8, 10, 11, 13, 16 and 18)

MAIN ACTIVITY - “BOUNCING”

(i) Childrencanpractisehoppingonone legthenprogresstohoppingontheother leg.

(ii) Withfeetalittlewayapartchildrenareaskedtobounceupanddownonthespotlike a ball. (Heads up and knees and ankles working hard.)

(iii)Progresscanthenbemadebyaskingthechildrentotravelabouttheplayspacebouncingonbothfeetatthesametime. (They should sometimes make their bounces HIGH and sometimes LOW.)

(iv)Childrencouldmoveabouttheplayspaceandonasignalbounceonthespot(a tambourine could be used as the stimulus for movement i.e. shaking the tambourine for running and beating the tambourine for bouncing.)

(v) Progresscanthenbemadetobouncingontwofeettravellingforwards and sideways.

(vi)Childrencanfurtherprogresstobouncingtravellingbackwards.(CAUTION: the bounces should be very small to cover a very short distance and children should look over their shoulders to see where they are going).

(vii)Childrencanpractisebouncingwiththeirfeetastride.Theycanfurtherprogressbybouncingsometimeswithfeet astrideandsometimeswithfeet together. A muchmorecomplexactivityisbouncingalternatelyastride,together,astride,together.(Putting markers out in a hopscotch pattern would encourage and develop this bouncing.)

(vii)Childrencanprogressbytravellinginabouncingwayandthenchangetoanotherwayoftravelling,holdabalancedposition,orrollorturnonthefloor.

- 97 -


WARM UP ACTIVITY - “FISTS AND FINGERS”/ “CURL AND STRETCH”

Childrenwatchthepractitionerandcopy.Theyslowlyclenchtheirfists(TIGHT AND STRONG)thenopentheirfiststostretchtheirfingerswide(this can be repeated several times).

Childrenthenrepeatthesamesortofactionbutusetheirwhole bodiesi.e.curlupsmall,slowlystretchouttall and wideoralongthegroundlong and wide. (Practise stretching tall and thin and long and thin on the ground to feel the difference.)(ACCOMPANIMENT: DISC A - Tracks 30 or 31 could be used.)

MAIN ACTIVITY - “PILE IT UP”

Anumberofpiecesofequipmentareplacedinsideahoopontheground.Asecondhoopisplacedonthefloorseveralmetresawayandchildrenareaskedtopickupthepiecesofequipmentfromthehoop,onepieceatatime,andcarrythemto“filltheemptyhoop”.(Children could be asked to travel in different ways when carrying equipment.) Tofurtherstimulatevarietyofmovementsappropriatemusiccouldbeused.(ACCOMPANIMENT: DISC A - Tracks 23, 24, 28, 32)

MAIN ACTIVITY PROGRESSION “PASS AND FILL”

Apileofsmallobjectsisplacedontheplayspaceandseveralmetresawayanemptycontainerisplacedonthefloor.

Two“friends”standbytheemptycontainerandchildArunstothepile,picksupapieceofequipmentandrunsbacktogivetheobjecttochildBwhoplacesitinthecontainer. Thisisrepeateduntilthepilehasdisappeared.

Thecontainercanbeemptiedagainandthechildrenreverseroles.(There can be a set number of objects in the pile and children count out loud as they put the objects into the container.)

(If numbers are large set pathways in parallel lines and have “teams” of children carrying the equipment.)

31

- 113 -


WARM UP ACTIVITY - “CIRCLE SOUNDS”

Childrenmovearoundinacircleholdinghands,stampingtheirfeetheavily.Inresponsetothepractitionertheyletgoofhandsandclaphandslightly.(This can be repeated several times and then children experience the opposite set of movements)

Theymoveroundinacirclewalkingontip-toes“lightly”thenletgoofhandsandclaphands“heavily”.(This could also be used to develop counting e.g. stamp 1 - 8 then clap hands OR tip-toe counting to 8 then clap hands.)

Aschildrenbecomemoreconfidenttheycouldmovetoaccompaniment.(ACCOMPANIMENT: DISC B - Tracks 1, 2 or 3)

MAIN ACTIVITY - “PLANET HOPPING”

(i) Childrenbuildtheirown“space-stations”withmarkers. (There should be three or four of these space-stations to form “stepping stones”.) Toplaythegamechildrenstandonthefirstspace-stationandaimtothrowabeanbagontothesecondspace-staion. Whentheyaresuccessfultheyleapfromthefirstspace-stationtothesecondoneandcontinuetheirprogresstothefinalstation. Tomakethisactivitymoredifficultthe“space-stations”couldbespacedfurtherapartormadeintoadifferentpatternedpathway.

(ii) Thisgamecouldbefurtherextendedbyplayingwithapartner. Thisdevelopmentwillmeanthatthe“space-stations”needtobeplacedmuchfurtherapart. Child“A”rolls/kicks/batstheballalongthegroundforchild“B”toreceivestandingonthefirst“space-station”.Ifchild“B”successfullyreceivestheballchild“A”canbounceorhoptojoinhimonthe“space-station”.Child“B”passestheballbacktochild“A”andhopsontostation2. Thewholeprocessisrepeateduntiltheylandonthefinal“space-station”. Thegamecanthenberepeatedwithchild“B”doingtherolling.

45

- 141 -


WARM UP ACTIVITY- “MULBERRY BUSH”

HEREWEGOROUNDTHEMULBERRYBUSH,THEMULBERRYBUSH,THEMULBERRYBUSHHEREWEGOROUNDTHEMULBERRYBUSHONACOLDANDFROSTYMORNING.(Children stand in a circle, with the practitioner, and throughout the rhyme walk, skip or gallop around holding hands.)

THISISTHEWAYWECLAPOURHANDS,CLAPOURHANDS,CLAPOURHANDS.(Children clap hands in time to the rhythm at knee height - LOW)THISISTHEWAYWECLAPOURHANDSONACOLDANDFROSTYMORNING.(Children clap their hands to the rhythm with hands HIGH above heads.)

(This rhyme could be repeated any number of times using different actions e.g. “shake our hands”, “stamp our feet”, “stretch up tall”, etc.)(ACCOMPANIMENT: DISC A - Track 12)

MAIN ACTIVITY - “MOVING AND STOPPING”

Childrenneedtodevelopthequalityof“stillness”-anditisverydifficulttoachieveatthisage.

Activitieswhichwillencouragethedevelopmentofmovingandstillnesscouldinclude:-

(i) Usingwordse.g.“move”and“freeze”-“go”and“stop”-“run”and“stand”.

(ii) Usingpercussione.g.BeatthetambourinetwicetoMOVEandoncetoSTOP.ShakethetambourinetoRUNWITHTINYSTEPS,giveasinglebeattoSTOP.ShakethemaracascontinuouslytoMOVEandholdthemstilltoSTOP.

(iii)Usingmusice.g.MOVEtoapieceofmusicandSTANDSTILLwhenthemusicstops.

ACCOMPANIMENT: DISC B - Track 14 “Move and Stop”

46

- 151 -


WARM UP ACTIVITY - “HEAVY AND LIGHT”

Childrenclaplightly(hardly making any sound)Childrenclapheavily(not for too long!!)

(This could be repeated several times to feel the difference in weight)

(Could also clap in rhythm to Nursery Rhymes)(ACCOMPANIMENT: DISC A - Tracks 8, 10, 11, 13, 16 or 18)

MAIN ACTIVITY - “HICKORY, DICKORY, DOCK”

Childrensitwiththepractitionerandrecitetherhyme,thensingittothemusic.

Inaspacetheycrouchupverysmallwithhandsbytheirchinslikeamouse’spawsandpretendtoslowly“crawl”theirfingersuptheclockuntiltheyarestandingtall.

Theythenslowlyruntheirfingers“downtheclock”untiltheyaresmallandcrouchedagain.

Theypractisethesesetsofactionstwicethroughwhilstsingingtherhymetwice.Thentheyaddaclapontheline“TheclockstruckONE”.

HICKORY,DICKORY,DOCK,THEMOUSERANUPTHECLOCK(start small and run fingers up the “clock” until standing tall)THECLOCKSTRUCKONE,THEMOUSERANDOWN,HICKORY,DICKORY,DOCK.(clap hands on “ONE” and run fingers down the “clock” until crouched down small.)

Childrenprogresstopractiseshort“mouseruns”(running with tiny steps on “tip-toes” with hands up at chin-height like paws and looking from side to side like mice) Theymakeshortrunsindifferentdirectionswhilstsingingtherhymethroughtwicemore.(If children are able, they could develop the runs by starting low and gradually getting higher as they run up the clock and then lower as they run down.)

DANCE FRAMEWORK: Children“climb”uptheclock,claphandsastheclockstrikesone,andrunhands

downtheclockagainwhilstsingingtherhymethroughtwice. Short“mouse”runstoeachlineoftherhymewhilstsingingtherhymethroughtwice.(ACCOMPANIMENT: Singing the rhyme)

51

- 161 -


“I HEAR THUNDER”

(This game combines the “rippling” effect with the “mushroom” effect.)Childrenspreadoutevenlyaroundtheparachuteandholdtheedgewithbothhands.Pulltheparachutetautandcrouchdown.Astherhymebegins,everyonestandsandpullstheparachuteupwards,causingittofillwithairandriselikeagiantmushroom,whilstrecitingtherhyme....

“IHEARTHUNDER,IHEARTHUNDER,HARKDON’TYOU,HARKDON’TYOU”(Mushroom the parachute)PITTER,PATTERRAINDROPS,PITTER,PATTERRAINDROPS“I’MWETTHROUGH,SOAREYOU!”(Ripple the parachute)

CALM DOWN ACTIVITY - “SLEEPING DINOSAURS”

Everybodyliesdownonthefloorveryquietlyinaspacewiththeireyesclosed.Thepractitionertip-toesaroundtheroomgentlytouchingeachchildinturnonthefootto“wakethemup”.Whentheyhavebeentouchedtheyopentheireyesandtip-toequietlytositinapre-arrangedspot.(e.g. a circle made up with markers on the floor) Caneveryonebesittingdownwithoutawordbeingspoken?

BENEFITS OF ACTION KIDS ACTIVITIES

“ActionKids”activitiesarenotonlyFUNtodobutaredesignedtofurtherextendallareasofactivityintheEYFS(communication and language, physical development, personal, social and emotional development, literacy, mathematics, understanding the world, and expressive arts & design)Theactivitiescontainedinthisplancan,amongotherthings,encouragechildrento:- continuetobeinterested,excited,andmotivatedtolearn. workco-operativelyaspartofagroup. understandthatrulesareanecessarypartofenjoyablegamesin agroup. singsimplesongsfrommemory. matchmovementstowords. movewithcontrolandco-ordination. sustainattentivelisteningandaskquestions.62

- 188 -


WARM-UP ACTIVITY - “BALLOONS”

THEYELLOWBALLOONFLOATSAROUNDTHEROOM(children make big wide shapes and “float” around the room)ITFLOATSANDFLOATS..........ANDFLOPS!(children flop on the word “FLOP”)THEBLUEBALLOONFLOATSAROUNDTHEROOM(children make big wide shapes and “float” around the room)ITFLOATSANDFLOATS.........ANDPOPS!(Children do little spiky jumps on the word “POPS”)

(This activity will be enlivened by using a tambourine as accompaniment and after the POPS the “balloon” falls to the floor in a floppy shape)

MAIN ACTIVITY - “UNWRAPPING BIRTHDAY PRESENTS”

Childrensitaroundtheedgeoftheparachuteandpullitstraightsoitliesflatonthefloor.

Severalchildrenarechosenas“BirthdayPresents”andtheysitontopoftheparachuteatitscentre.(Children may wish to choose what “present” they are - e.g. a bar of chocolate, a bike, a lego set, a teddy bear, etc.)

Alltheotherchildrenstandupandcarefullylifttheparachutetotaketheedgestowardsthecentreanddrapethesilkoverthe“presents”sotheyarecompletelyhiddenor“wrappedup”.

Whilstthechildrenoutsidetheparachutesing“HappyBirthday”thechildrenwhoarethepresentstryto“unwrap”themselves-ifpossible,beforethesongiscompleted!(You may have to sing “Happy Birthday” twice through to give them time!)

Makesurethatallchildrenwhowantto,haveaturnatbeingaBirthdayPresent!

72

- 207 -


WARM-UP ACTIVITY - “I WIGGLE MY FINGERS”

IWIGGLEMYFINGERS (Children wiggle fingers)IWIGGLEMYTOES (Children wiggle their toes)IWIGGLEMYBOTTOM(Children wiggle their bottoms)ANDTOUCHMYNOSE(Children touch their nose with both hands)

(This could be performed sitting or standing, standing in a circle or following the adult in a line and walking)(The actions could also be developed using a familiar song e.g. “If you’re happy and you know it wiggle your fingers etc.”)

MAIN ACTIVITY - “MOVE AND SHAKE”

Childrenskip,gallopandwalkrhythmicallyabouttheplayspaceinresponsetoatambourinebeat.Theystopinaspacewhenthetambourineisstruckandthenshakebodiesvigorouslyinresponsetoashakingtambourine.Childrenpractisethisseveraltimes.

Reproducingthebeatofthemusiconthetambourine,thepractitionerthenaskschildrentowalkrhythmicallyabouttheroomandmoveallpartsoftheirbodiesastheygo.

Theystopinaspaceandtryshakingdifferentpartsoftheirbodiesassuggestedbythepractitioner.e.g.shakeyourarms;shakeyourshoulders;shakeyourbottom;shakeyourhead(sideways like “No”);shakeyourhands;shakeyourfeet;shakeyoureverything!

Whenthesehavebeenexplored,childrenlistentothemusicandidentifywhentheymoveandwhentheystandandshakesomething!

DANCEFRAMEWORK(a)Moveaboutrhythmicallyusingallpartsofthebody(b) Standandshakeapartidentifiedbythepractitioner(a) and(b)arerepeatedseveraltimesandon(b)adifferentpartisshakeneach

time.(ACCOMPANIMENT: DISC B - Track 13 - “Move and Shake”)

81

- 229 -


WARM-UP ACTIVITY - “I WIGGLE MY FINGERS”

IWIGGLEMYFINGERS (children wiggle fingers)IWIGGLEMYTOES (children wiggle their toes)IWIGGLEMYBOTTOM (children wiggle their bottoms)ANDTOUCHMYNOSE (children touch their nose with both hands)(This could be performed sitting or standing, standing in a circle or followingthe adult in a line and walking)

Theactionscouldalsobedevelopedusingafamiliarsonge.g.

IFYOU’REHAPPYANDYOUKNOWITWIGGLEYOURFINGERS(wiggle fingers)IFYOU’REHAPPYANDYOUKNOWITWIGGLEYOURFINGERSIFYOU’REHAPPYANDYOUKNOWITANDYOUREALLYWANTTOSHOWITIFYOU’REHAPPYANDYOUKNOWITWIGGLEYOURFINGERS”etc.

MAIN ACTIVITY - “NURSERY ROCK”

Childrenexperimentwithbouncing,hopping,skippingandtravellingindifferentwaysaboutthespace.Thisisaccompaniedbyaregulartambourinebeatforeachtypeoftravel.Childrenwatcheachother’sideasfortravellingandtheyalltrythem.

Whentheyareconfidentlymovingaboutthespace,cantheymoveindifferentdirectionsandondifferentpathways.(Children practise their ideas and show everyone.)

(Think about straight and curved pathways and travelling forwards, backwards and sideways.) Childrenarethenencouragedtoshowhowtheycandancetoamodernpieceofmusic.A“rock”beatisgivenasaguideforchildrentomovespontaneouslyusingthemovementstheyhaebeenpractising.

(ACCOMPANIMENT: DISC B - Track 23)

86

- 239 -

action kids activity session plans contents · pdf fileaction kids activity session plans...

Documents