Tag Archives: lj

World Nursery Rhyme Week – Day One

Today we’ve been singing the nursery rhyme ‘Lavender’s Blue’ – to go along with this we’ve been exploring lavender sensory rice and colour mixing different shades of purple using paint.

#lha  tells me the rice is “Purple.” She brings the rice to her nose to smell it. #sh also smells the rice. #ld sprinkles the rice into the tray and tells me, “Raining.”

#jg scoops the rice using a scoop and also runs her hands through the rice.

#alr laughed to herself as she tips rice from one container to another

Little Red Riding Hood

Our new Communication and Language focus is the story ‘Little Red Riding Hood.’

We looked at the front cover of story together and I asked, “What can you see?”

#mc said, “Miss Polly,” as she pointed to Little Red Riding Hood.

#sh said, “Fox” as she pointed to wolf.

#erc said, “Little Red Riding Hood. Carrying a basket”

#lj says, “Carrying a bag.”

I ask, “What colour are her clothes?”

#mc replies, “Red.”

We then read the story and afterwards I ask, “Who is in the story?” and “Who is the story about?”

#mc tells us, “The wolf, Mama, Yaya.”

#erc says, “Little Red Riding Hood and the big bad wolf and Granny.”

I tell the children I have a Granny but I call her ‘Nana’, #erc says, “I’ve got three nannies – Nanny Denise, Nanny Rose and Nanny Sandra.” #lj tells us, he has “Nanny Tracey.” #ec says, “Nanny.”

#erc notices I have something on my lap, she points to it and says, “You’ve got something red.” I pose the question, “What could it be?” #erc suggests, “Little Red Riding Hood.”

We then look at the doll, #lha says, “Granny” and “Wolf” as she explores the doll. #sh says, “Wolf.” #erc says, “Granny,” “Little Red Riding Hood” and “Wolf” as she explores the doll.

I ask, “Who pretends to be Granny?” #erc tells me, “The big bad wolf.”

I say to the children, “I wonder why Little Red Riding Hood was taking cakes to Granny?” The children weren’t sure so we’re going to revisit this idea.

Exploring Pumpkins

Mrs Riddell kindly brought in her beautifully decorated pumpkin from home; Pre-Nursery had lots of fun exploring it.

#sh said, “Pumpkin,” “Star,” and “Flowers.”

#mc said, “Twinkle twinkle,” as she pointed to the star. She then pointed to the mouth and eyes, saying, “Mouth” and ” Two eyes.”

#lha said, “Eyes.”

#srw, #erc, #ec, #alr, said, “Pumpkin,” when we brought the pumpkin over it. #srw pointed to the star and said, “That looks like twinkle star.”

I ask, “What’s inside? What could be shining bright?” #srw tells me, “A light.”

#erc says, “I’ve got a pumpkin bucket.” I ask, “What do you use it for?” She replies, “I’m going to say trick or treat please.” I ask, “Will you wear something different?” #erc said, “A princess dress.”

After taking the lid off, #erc and #srw worked together to fit the lid back inside the pumpkin.

I say, “Look at the front of the pumpkin, what can you see?”  #erc tells me, “A flower, I like flowers.” I ask, “What do you like about flowers?” #erc remained quiet.

Look at all this mess…

Pre-Nursery came into class today and found a big pile of sand on the floor.

#ld and #as went over to investigate, #ld pointed and said, “Sand.”

#erc noticed there were, “Five brushes” and also said, “I made a circle,” as she made marks in the sand.

Using brushes is an excellent way to develop gross motor skills and co-ordination; repeated movement patterns play an essential part in brain development. Children need lots of opportunities to develop their gross motor skills as these provide the foundations for handwriting.

Goldilocks and The Three Bears

The Communication and Language focus for the next two weeks will be the story ‘Goldilocks and The Three Bears.’

We introduced the story today and our initial focus was to examine the front cover…

I asked the children, “Is it the three pigs?” #mc replied, “Nooo, bears!” I continue, “How many bears?” #mc counted aloud, “1, 2, 3.”

As I read the story, #gg copies my hand motion and says, “Hot,” when referring to the porridge.

When we look at the picture of the broken chair, #gg and #mc say, “Oh no!,” and gasp. As we look at the illustration of Goldilocks sleeping in baby bears bed, #mc makes a snoring sound.

When we reach the final page of the story and Goldilocks is leaving the bears’ house, #as shouted, “There she is.” #gmj repeated the question, “Where is she going?”

When looking at the front cover of the book with afternoon Pre-Nursery, I ask, “What can you see?” #erc says, “Three bears” and #srw says, “Bears.” I point to the illustration of Goldilocks and ask, “Who is this?” #erc says, “Goldilocks.” #erc was able to finish phrases from the story as I read.

I ask, “What does Goldilocks use to eat the porridge?” #erc says, “Spoon.” We look at the illustration of Goldilocks looking at the porridge, I ask, “What is Goldilocks doing?” #erc tells me, “Licking her lips.” #srw, #lj, #ec and #alr all licked their lips.

When we saw that one of the chairs was broken, I asked, “What’s happened?” #erc says, “She broked it.” I said, “How do you know Goldilocks has broken the chair?” #erc says, “It’s in pieces.” #lj says, “Legs come off.”

When I read, “This bed is just right,” I ask, “How do we know this bed is just right?” #erc says, “Because she’s sleeping in it. The bears are coming back.” I continue, “Is that what happens next, the bears come back?”

#erc points to Goldilocks and says, “She’s running.” I ask, “Where is she running to?” #srw says, “Back to her house.”

The children had lots of fun exploring our new small world area today; I set up an invitation to play by providing different sized bears, bowls, spoons, beds and porridge oats. The children pretended to feed the bears, laid the bears on their beds and explored the texture of the oats.

We have brown playdough, teddybear cutters and a little girl cutter to encourage talk about the story and the characters. #sh sais, “Teddybear,” as she cut out a teddybear in the playdough.

Bubble Painting 

Pre-Nursery have perfected their huffing and puffing since reading The Three Little Pigs. Look at their beautiful bubble pictures!

#lj said, “I made bubbles!” He showed real persistence when learning to blow bubbles.

#ec said, “Bubbles!”

#lha, #mc and #as named the colours, “Orange,” “Purple,” and “Red.”

Pre-Nursery trip to the park. 

Our communication and language focus is the story,  ‘The Three Little Pigs,’ we’ve been talking about the materials that each house is made with.

Today, afternoon Pre-Nursery went to Wavertree Playground – this is often referred to as ‘The Mystery’ – to collect sticks!


#erc knew that the feathers came from the birds.

The children showed great listening and understanding skills when they were running and able to stop and go when asked!