Tag Archives: understanding

The Gingerbread Man

Our communication and language focus for the next two weeks is the story, ‘The Gingerbread Man.’

We looked at the front cover of the book before I read the story, I ask, “What can you see?” #sh says, “Gin gin man.” I say, “Yes, it’s the gingerbread man, well done.”

I as I read the second to last page, I ask, “Where is the gingerbread man?” #ld says, “Outside.” I say, “Outside by the river but I can’t see him.” #sh rubs her tummy and points to the fox saying, “Tummy.” #lha rubs her finger over the tummy of the fox. I say, “Look, at the fox, what’s he doing?” #sh tells me, “Hungry!” I said, “He does look hungry doesn’t he, he’s licking his lips but where  is the gingerbread man?”


Today these little girls explored the ginger scented dough and created their own gingerbread characters.

#srw really persisted when cutting the gingerbread people out of the dough – at first she said, “I can’t do it.” I said, “I think you can. Press the cutter down, lift it up and you’ll see.” She managed to cut out a gingerbread man and brought over a baking tray then put the gingerbread man on it, saying, “He goes here.” She continued to cut more gingerbread figures out and says, “Press and take it off.” She lines each of her gingerbread people on the tray and I suggest counting them, #srw counts aloud 1-10 as I point to each one.

#erc rolls up tiny balls of play dough and adds them to the gingerbread men, she says “Here’s his buttons, 1, 2, 3.”

When looking at the book with afternoon Pre-Nursery, Miss Faram asks, “Who is that?” as she points to the front cover. #erc replies, “The gingerbread man!”  I ask, “How do you know it’s the gingerbread man?” #erc tells me, “The lady and the man baked him in the oven.”

#erc comments that the oven tray in the book is “Sparkly.” #ane says, “Gin gin.”

As Miss Faram reads, #erc used the refrain, “You can’t catch me, I’m the Gingerbread Man.” She also said the boy in the story had “Ginger hair.” #erc said, “They’re running” when we reached the page with the people chasing the gingerbread man.

#alr was said, “Horsey” and “Moo” when she saw the horse and the cow.

Again, when we reach the end, Mis Faram poses the question, “Where’s the gingerbread man gone? What’s happened to him?” #erc says, “He (fox) eat him up!”

We then talk about what the gingerbread man looks like and I ask “What would your gingerbread look like?” #erc says, “A girl one.” I ask, “What would make it a ‘girl one’?” She replies, “Two eyes, a mouth, toes.” I ask, “What else would she have?” #erc tells me, “Legs.” I say, “What could she wear?” #erc tells me, “A hat and scarf.”

Exploring Wheat Grain

Today I provided the children with a bag of wheat grain inside a paper bag in order to encourage them to ask questions and share their thoughts and ideas.

As the children pass the bag around I ask, “What do you think is in the bag?” #ld answers, “Heavy.” I continue, “The bag feels heavy, I wonder whats making the bag heavy.” #gg and #sh say, “Bag.”

When #sh holds the bag, I ask, “Do you think the bag is heavy?” She say, “Yes.”


We then peep inside the bag and I pose the question, “What can you see?” #gg says, “Chickens.”

#ld shook the bag and as #gg looked at the grain, she said, “That!” and pointed to the Talking Wall (there is an image of wheat grain on the wall). With encouragement #lha is able to go to the Talking Wall and point to the wheat. #sh shouts, “Porridge.”


I say, “I think we should open the bag, how will we open the bag?” #lha suggests “Scissors.” I get a pair of scissors and open the bag, I then pour some of the grain into a tray and the children begin to explore. I ask, “How does the grain feel?” #lha says, “Hard” and #sh says, “It’s hard.”

We read the story ‘The Little Red Hen’ and #lha said, “Hen.” I ask, “Who will help the hen?” #gg suggests, “Cat.” I continue, “Let’s see if the cat helps the hen.” As I begin reading that part of the story, #gg finishes my sentence, “Not I.”

When I read about the hen baking the bread, #sh says, “Kitchen, hot!”

We then explored the grain with our hands in the messy tray. #ld brought a tractor over and used it to create marks in the grain.

The Little Red Hen

For the next two weeks Pre-Nursery will be focusing on the traditional tale, ‘The Little Red Hen.’

Today we talked about the front cover.

I ask, “What can you see? What do you think this story could be about?”

#ld said, “Chicken.” #sh pointed to the hens head and said, “Red.”

I continue, “Where is the chicken, what room is the hen in?” I give the children time to think and respond but they stayed quiet. I say, “I can see a kettle, I can see an oven; what room do we have those in?” I waited again – allowing the children to think about my questions – but they remained quiet so I ask, “Where do we cook?”

#sh says “Kitchen.” I say, “That’s right we cook in the kitchen. I wonder what the hen is making.” #sh says, “Porridge” and #ld suggests a “Cookie” – this is excellent critical thinking. Mrs Riddell suggested that the hen might be baking bread.

Mrs Riddell begins to read the story and #ld repeats the word, “Wheat” and then says, “Woof, woof, woof” when Mrs Riddell points to the illustration of the dog. #sh and #ld point to the cat in the book and say, “Cat.”

One of the illustrations shows the hen digging and there are beads of sweat coming from her head, #sh suggest that the hen is, “Crying.” I say, “I see why you think the hen is crying, those drops look like tears, but look, she’s digging, she’s working very hard, I think she is sweating. Those droplets are beads of sweat because she is digging.” #ld says, “Dig, spade.”

When we look at the illustration of the hen cutting the wheat, #ld says, “Tall, cutting.” He then touches the illustration of the hen taking the bread from the oven, he says, “OW!” I ask, “What happened?” #sh answers, “It’s hot.”

The final page of the story depicts the hen eating the bread, #sh says, “Yummy, nom, nom, nom.”

We have a farm as our small world to support the children’s learning alongside this story.

World Nursery Rhyme week – Day 5

We had a wonderful day celebrating World Nursery Rhyme Week; we dressed up as our favourite people and characters from rhymes.

#hg was Little Boy Blue.

#ld was Jack from Jack and Jill.

#lha dressed as Minnie Mouse.

#gg was a cat.

#erc dressed up as Little Red Riding Hood and #srw was Twinkle Twinkle.

Mrs Riddell dressed up as the Dingle Dangle Scarecrow and I came as Twinkle Twinkle too.

World Nursery Rhyme Week – Day 2

Today we’re focusing on the song ‘Hickory Dickory Dock.’

These little girls made marks to represent numbers on their clocks. #mc said, “Clock,” and counted aloud 1-10 as I pointed to the numbers on the clock.


We also used number sponges to make clocks and talk about numbers too.


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.

Imaginative Play with Playdough

We have replaced the plastic resources in Playdough Area with natural items; these allow for more imaginative and opened ended play.

#ane used the bamboo to press and roll his dough, he then squashed the dough between too logs and pretended to eat it! After that he pressed dough into the bamboo and added little sticks to the top, he then blew onto the sticks. I said, “Are you blowing the candles out?” #ane laughed and blew at the sticks again.

#srw used the log as a surface to add play dough too; she rolled balls and added them to the log. She told me, “They’re the eyes, it’s on his face.” #srw used a stick to press her dough into the bamboo tube. #srw added sticks to one of her creations and begins singing, ‘Happy Birthday.’