Playing outside is an essential part of a child's development. From making mud kitchens, to getting to know nature, learning and playing outside will help little learners form key developmental skills such as physical health & self-confidence!
Plot Blocksâ„¢ was developed in-house by the Product Development team and Educational Specialists here at Learning Resources, based upon feedback from teachers saying that they would benefit from activities that would go alongside story telling cubes. By combining a multitude of different settings, characters, objects and actions, this engaging set supports children in creating unique stories by rolling the picture cubes. This Story Building Activity Set includes:
18 picture cubes; six each of ‘who’, ‘what’ and ‘how’
Six double-sided Setting Mats
Four transparent story setting Mats
Easy-to-play, children simply select two of each of the cubes (who, what and how) and a setting mat. Roll the cubes and place them in the allocated spaces on the mat. Add a little imagination and let the story begin! If children want to create their own setting they can draw what they want and place a transparent mat on top!Plot Blocks is language free and can help children develop a variety of key literacy skills, including:
Specialist Speech and Language Therapist, Belinda Robertson, put Plot Blocksâ„¢ to the test and said
“A fabulous resource to develop understanding and use of ‘narrative’ and story- telling. The visuals were superb at supporting the logical sequencing of events to enable students to a) plan and then b) tell their narrative. One of the most useful aspects of this resource was that it could be used with a huge age range. EYFS students would like the cubes and pictures, my KS1 and KS2 children loved it. I could also see it working well with EAL, KS3 and older students and adults withlearning difficulties.â€
Read more about how Belinda used Plot Blocks in our Tried and Tested blog post.
To help you extend the learning with Plot Blocks, we’ve put together some ‘new ways to play’ that will help you bring your story telling to life and spark young imaginations:
Feely Bag Game
Place all of the cubes into an opaque fabric bag. Working in a pairs or small groups, ask children to pick a cube from the bag and study one of its faces. They should describe what the picture is without actually naming it. Encourage them to use a wide range of adjectives until another child correctly guesses what the picture is. This will build vocabulary and encourage children to use richer descriptive language in their creative writing.
Talk for Writing
Working individually or in pairs, ask children to select six cubes before rolling them and placing them on a setting mat. Encourage children to discuss a possible story, considering the beginning, middle and end where each cube’s picture might feature. Pair work will enable children to discuss ideas, developing their vocabulary and imagination.
Group Story Telling
Working in a small group, ask each child to select a cube before assigning them a number or sitting them in an order. (Try to ensure an even number of each cube type is on offer). The first child rolls their cube and begins telling the story. The second child should then roll their cube and continue the story accordingly. Encourage children to consider the role they play in forming the beginning, middle or end. Carry on around the group until a complete story has been told!
Descriptive Writing
Encourage the use of rich, descriptive language by using the setting mats alone. Ensure each child has access to a whiteboard and pen before allowing them to select a setting mat. Ask them to study the scene on the mat for a couple of minutes before helping them write a sentence that describes it on the whiteboard. For example ‘The Sea is Blue’. Encourage children to build on their initial sentence by adding in more vivid language until they have a description using rich vocabulary, for example ‘The calm sea is sparkling turquoise.’
Change of Scenery
Children work individually or in pairs to create a story using a setting mat. They should roll six cubes and place them on a setting mat before reading the story aloud, adding in as much description as possible. Once a story has been completed, change the setting mat but keep the story cubes in the same order. How does the story change? Discuss how the setting affects the plot of the story.
Cube Swap
Working in pairs, have children create their own story using a setting mat and six cubes. Both children in the pair should read their story aloud. Once each pair has heard the other story they get the chance to steal a cube from their setting mat to add to their own story. Once they have done so, have the children decide upon the order of the cubes on the mat. As the children to read their stories aloud again and see how changing one cube affects the plot.
Blank Spaces
Ask children to sit in groups around a table. Lay out a setting mat and three cubes (one each of who, what and how), leaving three blank spaces. Encourage the children to write their own story, filling in the blank spaces as they reach them. Once everyone has written their stories, have them take it in turns to read them aloud. This task is a good way to ease children into creative writing, providing guidelines but still offering them creative freedom.
Character profile
This activity can be used as an extension to any Plot Blocksâ„¢ activity. Once a child has completed a story, ask them to think more in depth about the characters. Ask them to draw the characters in the story and write down some characteristics. Encourage them to think about things such as names, occupations, likes/dislikes, where they live etc. In groups ask them to tell their peers about these characters.
Plot Blocksâ„¢ was developed in-house by the Product Development team and Educational Specialists here at Learning Resources, based upon feedback from teachers saying that they would benefit from activities that would go alongside story telling cubes. By combining a multitude of different settings, characters, objects and actions, this engaging set supports children in creating unique stories by rolling the picture cubes. This Story Building Activity Set includes:
18 picture cubes; six each of ‘who’, ‘what’ and ‘how’
Six double-sided Setting Mats
Four transparent story setting Mats
Easy-to-play, children simply select two of each of the cubes (who, what and how) and a setting mat. Roll the cubes and place them in the allocated spaces on the mat. Add a little imagination and let the story begin! If children want to create their own setting they can draw what they want and place a transparent mat on top!Plot Blocks is language free and can help children develop a variety of key literacy skills, including:
Specialist Speech and Language Therapist, Belinda Robertson, put Plot Blocksâ„¢ to the test and said
“A fabulous resource to develop understanding and use of ‘narrative’ and story- telling. The visuals were superb at supporting the logical sequencing of events to enable students to a) plan and then b) tell their narrative. One of the most useful aspects of this resource was that it could be used with a huge age range. EYFS students would like the cubes and pictures, my KS1 and KS2 children loved it. I could also see it working well with EAL, KS3 and older students and adults withlearning difficulties.â€
Read more about how Belinda used Plot Blocks in our Tried and Tested blog post.
To help you extend the learning with Plot Blocks, we’ve put together some ‘new ways to play’ that will help you bring your story telling to life and spark young imaginations:
Feely Bag Game
Place all of the cubes into an opaque fabric bag. Working in a pairs or small groups, ask children to pick a cube from the bag and study one of its faces. They should describe what the picture is without actually naming it. Encourage them to use a wide range of adjectives until another child correctly guesses what the picture is. This will build vocabulary and encourage children to use richer descriptive language in their creative writing.
Talk for Writing
Working individually or in pairs, ask children to select six cubes before rolling them and placing them on a setting mat. Encourage children to discuss a possible story, considering the beginning, middle and end where each cube’s picture might feature. Pair work will enable children to discuss ideas, developing their vocabulary and imagination.
Group Story Telling
Working in a small group, ask each child to select a cube before assigning them a number or sitting them in an order. (Try to ensure an even number of each cube type is on offer). The first child rolls their cube and begins telling the story. The second child should then roll their cube and continue the story accordingly. Encourage children to consider the role they play in forming the beginning, middle or end. Carry on around the group until a complete story has been told!
Descriptive Writing
Encourage the use of rich, descriptive language by using the setting mats alone. Ensure each child has access to a whiteboard and pen before allowing them to select a setting mat. Ask them to study the scene on the mat for a couple of minutes before helping them write a sentence that describes it on the whiteboard. For example ‘The Sea is Blue’. Encourage children to build on their initial sentence by adding in more vivid language until they have a description using rich vocabulary, for example ‘The calm sea is sparkling turquoise.’
Change of Scenery
Children work individually or in pairs to create a story using a setting mat. They should roll six cubes and place them on a setting mat before reading the story aloud, adding in as much description as possible. Once a story has been completed, change the setting mat but keep the story cubes in the same order. How does the story change? Discuss how the setting affects the plot of the story.
Cube Swap
Working in pairs, have children create their own story using a setting mat and six cubes. Both children in the pair should read their story aloud. Once each pair has heard the other story they get the chance to steal a cube from their setting mat to add to their own story. Once they have done so, have the children decide upon the order of the cubes on the mat. As the children to read their stories aloud again and see how changing one cube affects the plot.
Blank Spaces
Ask children to sit in groups around a table. Lay out a setting mat and three cubes (one each of who, what and how), leaving three blank spaces. Encourage the children to write their own story, filling in the blank spaces as they reach them. Once everyone has written their stories, have them take it in turns to read them aloud. This task is a good way to ease children into creative writing, providing guidelines but still offering them creative freedom.
Character profile
This activity can be used as an extension to any Plot Blocksâ„¢ activity. Once a child has completed a story, ask them to think more in depth about the characters. Ask them to draw the characters in the story and write down some characteristics. Encourage them to think about things such as names, occupations, likes/dislikes, where they live etc. In groups ask them to tell their peers about these characters.
All About Me Activity CardsAll About Me Family Counters The set of visually appealing double-sided activity cards is a part of our All About Me range and encourage children to learn essential early maths skills whilst learning about themselves and the world around them. Designed to use alongside our award-winning All About Me Family Countersâ„¢. The have been created to meet the needs of teachers and parents following requests for interactive counter activities. The set contains 20 double sided activity cards, one interactive vehicle card and a fold-out, double sided 1-20 number line featuring both UK and European number formations. Activities can be used to teach the following early maths skills, including:
Positional awareness
Patterns and sequencing
Sorting and grouping
Size and colour recognition
Early arithmetic – addition, subtraction and multiplication
The All About Me Activity Cards support a variety of learning styles such as kinaesthetic and visual, with an emphasis on the foundations for learning. Students learn to think mathematically as opposed to reciting formulas or procedures. Parent blogger Colette from We’re Going on Adventure tested the cards with her two children (aged 2,5 & 7) and said:
“I love how brightly coloured they are and how easy they are to handle. You know from the outset that both the counters and cards are going to withstand being used over and over again (either at home or in the classroom). I was immediately struck by just how many ways the counters could be used on their own and then with the addition of the cards you’ve ramped up the opportunities for learning even further.â€
Here are a few examples of the activities included in the set and how they involve the counters to extend the learning opportunities:
Patterns and Sequences Ask children to replicate the pattern on the activity card using the counters. Can they find the missing counter in the sequence? The cards progress in difficulty, moving through the two colour, three colour and four colourm patterns. Once children become confident in completing the colour patterns on the cards encourage them to have a go at making their own, or even try making patterns using the character type.Sorting and Grouping Taking a handful of counters encourage children to sort and match them by colour or type (or both!) by placing them on the corresponding activity cards. To extend their learning, encourage colour recognition and ask children to find things around them that are the same colour and place onto the corresponding colour card? This activity also develops fine motor skills as children hold and release the counters.Early Addition and SubtractionUse the counters to support the concept of addition and subtraction. A number line is included in the set that they can use for support in counting forwards or backwards. Start by telling a story that involves addition and subtraction of family counters and encouraging children to act it out. Once children understand the concept of adding and subtraction, introduce them to what each operation sign means and again encourage them to act out the number sentence using their sequence.SharingSelect an even number of counters to represent families. Ask the children to share the counters equally into the two or three houses that are represented on the activity cards. How many live in each house? Are there any counters remaining? Encourage children to add or subtract more counters. How many more or less would then live in each house? How many would be in each house if there were four houses?Size RecognitionAsk children to create the pattern shown on the activity card. Ask questions such as who is the tallest/shortest to prompt them to find the next character in the sequence. To extend their learning ask children to find their own friends who are taller/shorter within the class or objects that are bigger/smaller than the counters, and organise them in order.Positional LanguageTaking a counter to use as the ‘actor’, ask children if they can put the character in the different situations in the picture scenes on the card, as: under the table, on the swing, next to the dustbin, near the door or far away from the tree. This can also be replicated in real-life on the playground or in the garden. Can they provide instructions to you or a friend? Once they have mastered one-step instructions try a two-step instruction.More or Less?The family counters are waiting patiently for their bus/train. Once it arrives use the purple activity cards to slide beneath the number bus/train card. By sliding in more or less of the card you can represent more or less people on the bus/train. Ask children simple addition/subtraction questions using the visual (for example: “if there are four people on the bus and two get off how many are left?†or “If there are two people on the train and three more get on how many people are now on the train?â€) #LoveLearning
All About Me Activity CardsAll About Me Family Counters The set of visually appealing double-sided activity cards is a part of our All About Me range and encourage children to learn essential early maths skills whilst learning about themselves and the world around them. Designed to use alongside our award-winning All About Me Family Countersâ„¢. The have been created to meet the needs of teachers and parents following requests for interactive counter activities. The set contains 20 double sided activity cards, one interactive vehicle card and a fold-out, double sided 1-20 number line featuring both UK and European number formations. Activities can be used to teach the following early maths skills, including:
Positional awareness
Patterns and sequencing
Sorting and grouping
Size and colour recognition
Early arithmetic – addition, subtraction and multiplication
The All About Me Activity Cards support a variety of learning styles such as kinaesthetic and visual, with an emphasis on the foundations for learning. Students learn to think mathematically as opposed to reciting formulas or procedures. Parent blogger Colette from We’re Going on Adventure tested the cards with her two children (aged 2,5 & 7) and said:
“I love how brightly coloured they are and how easy they are to handle. You know from the outset that both the counters and cards are going to withstand being used over and over again (either at home or in the classroom). I was immediately struck by just how many ways the counters could be used on their own and then with the addition of the cards you’ve ramped up the opportunities for learning even further.â€
Here are a few examples of the activities included in the set and how they involve the counters to extend the learning opportunities:
Patterns and Sequences Ask children to replicate the pattern on the activity card using the counters. Can they find the missing counter in the sequence? The cards progress in difficulty, moving through the two colour, three colour and four colourm patterns. Once children become confident in completing the colour patterns on the cards encourage them to have a go at making their own, or even try making patterns using the character type.Sorting and Grouping Taking a handful of counters encourage children to sort and match them by colour or type (or both!) by placing them on the corresponding activity cards. To extend their learning, encourage colour recognition and ask children to find things around them that are the same colour and place onto the corresponding colour card? This activity also develops fine motor skills as children hold and release the counters.Early Addition and SubtractionUse the counters to support the concept of addition and subtraction. A number line is included in the set that they can use for support in counting forwards or backwards. Start by telling a story that involves addition and subtraction of family counters and encouraging children to act it out. Once children understand the concept of adding and subtraction, introduce them to what each operation sign means and again encourage them to act out the number sentence using their sequence.SharingSelect an even number of counters to represent families. Ask the children to share the counters equally into the two or three houses that are represented on the activity cards. How many live in each house? Are there any counters remaining? Encourage children to add or subtract more counters. How many more or less would then live in each house? How many would be in each house if there were four houses?Size RecognitionAsk children to create the pattern shown on the activity card. Ask questions such as who is the tallest/shortest to prompt them to find the next character in the sequence. To extend their learning ask children to find their own friends who are taller/shorter within the class or objects that are bigger/smaller than the counters, and organise them in order.Positional LanguageTaking a counter to use as the ‘actor’, ask children if they can put the character in the different situations in the picture scenes on the card, as: under the table, on the swing, next to the dustbin, near the door or far away from the tree. This can also be replicated in real-life on the playground or in the garden. Can they provide instructions to you or a friend? Once they have mastered one-step instructions try a two-step instruction.More or Less?The family counters are waiting patiently for their bus/train. Once it arrives use the purple activity cards to slide beneath the number bus/train card. By sliding in more or less of the card you can represent more or less people on the bus/train. Ask children simple addition/subtraction questions using the visual (for example: “if there are four people on the bus and two get off how many are left?†or “If there are two people on the train and three more get on how many people are now on the train?â€) #LoveLearning
Name: Colette B (We’re going on an adventure)Product name: All About Me Family Counters and Activity CardsAge of children: 2, 5 and 7Colette is an experienced primary school teacher and mum tothree.  She currently works part time on supply to allow her to be athome with her children and to run her award winning family life style blog, We’re going on an adventure.Â
What were your initial thoughts about the appearance and function of the resource?
I love how brightly coloured they are and how easy they are to handle.  You know from the outset that both the counters and cards are going to withstand being used over and over again (either at home or in the classroom).  I was immediately struck by just how many ways the counters could be used on their own and then with the addition of the cards you’ve ramped up the opportunities for learning even further.
How was this resource used at home?
We started off just sorting the counters by colour – talking about their size and which family member they represented.  We have also sorted them by type, grouped them into families, ordered them by size.  We’ve practiced repeating patterns with the help of the Activity Cards and also looked at some simple algebra with the “missing number†type calculations.
How could it be used in the classroom?
There are so many ways this could be used in the classroom.  For talking about our families and who is in them.  For sorting by colour, type. For grouping into families. For counting, for simple equations, for repeating patterns – the list is endless!
What did you like/dislike about this product?
I love them. My only niggle is the storage pot could do with being a little sturdier but we’ve just decanted them into a stronger lidded box
What are the educational benefits of the resource?
As a product which can be used independently, in groups or in a guided activity – at home or in the classroom to cover such a range of early maths skills I think the benefits of this resource are huge.
How would you rate the long term appeal of this product?
Considering it has been played with by both my two year old and my seven year old I think there is a really good long term appeal to the product – particularly when used in conjunction with the activity cards to work on simple algebra.
Do you feel the product is unique or different from other resources?
Yes, whilst it bears similarities to other sorting resources, I think the “family†element gives it the edge.
Most importantly… did you have fun using this product?
What were your initial thoughts about the appearance and function of the resource?
I love how brightly coloured they are and how easy they are to handle.  You know from the outset that both the counters and cards are going to withstand being used over and over again (either at home or in the classroom).  I was immediately struck by just how many ways the counters could be used on their own and then with the addition of the cards you’ve ramped up the opportunities for learning even further.
How was this resource used at home?
We started off just sorting the counters by colour – talking about their size and which family member they represented.  We have also sorted them by type, grouped them into families, ordered them by size.  We’ve practiced repeating patterns with the help of the Activity Cards and also looked at some simple algebra with the “missing number†type calculations.
How could it be used in the classroom?
There are so many ways this could be used in the classroom.  For talking about our families and who is in them.  For sorting by colour, type. For grouping into families. For counting, for simple equations, for repeating patterns – the list is endless!
What did you like/dislike about this product?
I love them. My only niggle is the storage pot could do with being a little sturdier but we’ve just decanted them into a stronger lidded box
What are the educational benefits of the resource?
As a product which can be used independently, in groups or in a guided activity – at home or in the classroom to cover such a range of early maths skills I think the benefits of this resource are huge.
How would you rate the long term appeal of this product?
Considering it has been played with by both my two year old and my seven year old I think there is a really good long term appeal to the product – particularly when used in conjunction with the activity cards to work on simple algebra.
Do you feel the product is unique or different from other resources?
Yes, whilst it bears similarities to other sorting resources, I think the “family†element gives it the edge.
Most importantly… did you have fun using this product?
Base Ten Blocks are a maths manipulative that help young learners to understand how numbers relate to one another, specifically ones, tens, hundreds and thousands.
Base Ten Blocks are a maths manipulative that help young learners to understand how numbers relate to one another, specifically ones, tens, hundreds and thousands.
Getting ready to start ‘big’ school is a brand new adventure for young learners and marks a new chapter in their life. It is an exciting time but can sometimes bring about feelings of uncertainty in both parents and children.Our in-house educational expert and early years teacher, Joanne Moore, has laid out a typical first week to help you and your family prepare for it over the summer break.Â
The first day
The day of the week your child begins school depends on how the school year falls, but in the UK is usually somewhere around the 5th of September. Your child is likely to be broken into the school routine gradually, beginning with attending mornings only, however this varies from school to school.Many schools will allow children to settle and build up to mixing the reception class with other year groups. This is particularly true of lunchtimes, where a busy environment with children from other year groups can be overwhelming.Dropping off your child at school for the first time can be an emotional experience but it is important that you don’t convey negative emotions to your child. In this situation, positivity is key and it is better not to linger once your child is safely inside as this can be unsettling. It can be tough to walk away when your child is upset but from experience I can say that within the first five minutes they will become distracted by a toy or join in with a game – teachers and school staff are well prepared for such situations.If your child has been upset in the morning you will likely receive a phone call to let you know that they have settled. If you don’t, then don’t hesitate to call the school yourself, they will not mind one bit.The first activity of the day will be the register. The whole class will gather on the carpet with crossed legs, which can be a new concept for some children. The register will help children become familiar with the other names in the class and the process of answering to their name in a class setting.After the register has been completed, this is usually followed by a circle time activity. One that I used in my classroom was the name game. Children would roll a ball to another child and say “I’m rolling the ball to Harryâ€, Harry would then say “thank you Rosie, I’m rolling the ball to Peterâ€. This helps children get to know everyone’s names and begin working on their social skills. The Learning Resources Circle Time Activity Set is perfect for this.All AroundLearningâ„¢ Circle Time Activity Set The majority of the first day will be mostly child initiated play as children will be free to roam through all of the different classroom areas. These usually consist of areas allocated to:
The first week at school is an opportunity for the class teacher to understand what children already know by observing play and asking questions. This helps them to know what style of activities to plan and where to take them in their next steps. The week will consist of class and group activities and purposeful play as children become familiar with their new surroundings and peers. At this age, making friends is easy for children and they are very open to new relationships. It is often the case that some children in the class have come from the same catchment nursery, but do not worry if your child didn’t attend a preschool or nursery as they’ll soon adapt and make friends very quickly.A topic that children will likely be focusing on during their first weeks at school is ‘All About Me’. This topic focuses on every day things that they’re used to such as:
Going to the shops
Familiar stories
Places – doctors surgery, dentist etc.
Emotions
Their appearance
Within this topic you can usually expect children to be doing activities such as role play, painting self portraits or reading familiar stories. Learning Resources All About Me Double Sided Mirror Boards are perfect for this as they feature a regular mirror on one side and a wipe-clean panel on the reverse. Children can study themselves and their emotions in the mirror before drawing the facial features on the reverse.All About Me Double Sided Mirror Boards
What differences will you notice in your child?
In the first few weeks children will be extremely tired. They are not used to being so busy and having to concentrate for long periods of time. Â If your child is tired when they get home allow some down time or a short nap to re-energise them. A good bedtime routine is very important at this chapter in their lives and will help them keep their energy levels up throughout the day.They may also be hungry as they will be using up a lot of energy at school. Most schools have the free fruit scheme where the children are offered a fruit or vegetable mid-morning. Make sure your child has breakfast before starting school so that they are refuelled and able to take part in physical activities.Â
How can you prepare?
Daily Schedule Pocket Chart          Good Job Reward Chart When your child starts school they will need to complete self-care tasks independently that they may have had help with at home. These include things like going to the toilet, getting dressed, washing their hands, feeding themselves and tidying up. Over the summer break it would benefit your child if you begin to encourage them to complete these tasks on their own. There will be somebody available to help if your child is struggling but with 30 children in a class they may not get the attention they are used to. A star chart is a great way to introduce these tasks and provide an incentive for them to succeed.It may also help your child to familiarise them with sitting cross legged. In nurseries and pre-schools children often sit on chairs and are not used to sitting on the floor. In their first week at school they will be sat on carpet for long periods of time, so if they are used to sitting that way it will be a lot easier for them.You can create a positive outlook towards beginning school by having enthusiastic conversations about their journey to school, things they might do at school and the topics they will be learning about. Finding out their teacher’s name means you can mention them in conversations building up a familiarity. Visiting the school with your child for an informal event before they start such as a fete or open day will help you both to visualise it when you are talking about it.Children are like sponges when they begin school and are ready to take in a lot of information. The reception teacher will support your child in developing new skills ready for Key Stage 1. Social and communication skills are important in reception as the ability to communicate thoughts and feelings will allow your child to form relationships and express themselves. Try teaching your child phrases such as “can I join in?â€, “can I play with you?†and “do you want to share?†Lastly, a few practical tips from teacher to parent:
Make sure you know what equipment will be needed, a list will be circulated at the new parents evening so make sure to request one if you haven’t received it yet. It will be made up of items such as sweatshirts, t-shirts, socks, PE kit, PE bag, school shoes, book bag, coat.
Put name labels on absolutely everything! When children start school they all bring in a book bag with a name tag but may not be able to read their name confidently. Attach a recognisable key ring to your child’s book bag, this way they will be able to find it with ease.
Make sure to provide your child with a water bottle, as it is most schools policy that children can only drink water at school. If your child isn’t used to drinking water try to reduce the amount of squash within their drinks during the summer so that water eventually becomes a familiar concept to them.
Practise using pencils and scissors over the summer break, this will aid their fine motor skills and help them to improve their grip before beginning school.
What to expect from your child’s first week at ‘big’ school Getting ready to start ‘big’ school is a brand new adventure for young learners and marks a new chapter in their life. It is an exciting time but can sometimes bring about feelings of uncertainty in both parents and children.Our in-house educational expert and early years teacher, Joanne Moore, has laid out a typical first week to help you and your family prepare for it over the summer break.Â
The first day
The day of the week your child begins school depends on how the school year falls, but in the UK is usually somewhere around the 5th of September. Your child is likely to be broken into the school routine gradually, beginning with attending mornings only, however this varies from school to school.Many schools will allow children to settle and build up to mixing the reception class with other year groups. This is particularly true of lunchtimes, where a busy environment with children from other year groups can be overwhelming.Dropping off your child at school for the first time can be an emotional experience but it is important that you don’t convey negative emotions to your child. In this situation, positivity is key and it is better not to linger once your child is safely inside as this can be unsettling. It can be tough to walk away when your child is upset but from experience I can say that within the first five minutes they will become distracted by a toy or join in with a game – teachers and school staff are well prepared for such situations.If your child has been upset in the morning you will likely receive a phone call to let you know that they have settled. If you don’t, then don’t hesitate to call the school yourself, they will not mind one bit.The first activity of the day will be the register. The whole class will gather on the carpet with crossed legs, which can be a new concept for some children. The register will help children become familiar with the other names in the class and the process of answering to their name in a class setting.After the register has been completed, this is usually followed by a circle time activity. One that I used in my classroom was the name game. Children would roll a ball to another child and say “I’m rolling the ball to Harryâ€, Harry would then say “thank you Rosie, I’m rolling the ball to Peterâ€. This helps children get to know everyone’s names and begin working on their social skills. The Learning Resources Circle Time Activity Set is perfect for this.All AroundLearningâ„¢ Circle Time Activity Set The majority of the first day will be mostly child initiated play as children will be free to roam through all of the different classroom areas. These usually consist of areas allocated to:
The first week at school is an opportunity for the class teacher to understand what children already know by observing play and asking questions. This helps them to know what style of activities to plan and where to take them in their next steps. The week will consist of class and group activities and purposeful play as children become familiar with their new surroundings and peers. At this age, making friends is easy for children and they are very open to new relationships. It is often the case that some children in the class have come from the same catchment nursery, but do not worry if your child didn’t attend a preschool or nursery as they’ll soon adapt and make friends very quickly.A topic that children will likely be focusing on during their first weeks at school is ‘All About Me’. This topic focuses on every day things that they’re used to such as:
Going to the shops
Familiar stories
Places – doctors surgery, dentist etc.
Emotions
Their appearance
Within this topic you can usually expect children to be doing activities such as role play, painting self portraits or reading familiar stories. Learning Resources All About Me Double Sided Mirror Boards are perfect for this as they feature a regular mirror on one side and a wipe-clean panel on the reverse. Children can study themselves and their emotions in the mirror before drawing the facial features on the reverse.All About Me Double Sided Mirror Boards
What differences will you notice in your child?
In the first few weeks children will be extremely tired. They are not used to being so busy and having to concentrate for long periods of time. Â If your child is tired when they get home allow some down time or a short nap to re-energise them. A good bedtime routine is very important at this chapter in their lives and will help them keep their energy levels up throughout the day.They may also be hungry as they will be using up a lot of energy at school. Most schools have the free fruit scheme where the children are offered a fruit or vegetable mid-morning. Make sure your child has breakfast before starting school so that they are refuelled and able to take part in physical activities.Â
How can you prepare?
Daily Schedule Pocket Chart          Good Job Reward Chart When your child starts school they will need to complete self-care tasks independently that they may have had help with at home. These include things like going to the toilet, getting dressed, washing their hands, feeding themselves and tidying up. Over the summer break it would benefit your child if you begin to encourage them to complete these tasks on their own. There will be somebody available to help if your child is struggling but with 30 children in a class they may not get the attention they are used to. A star chart is a great way to introduce these tasks and provide an incentive for them to succeed.It may also help your child to familiarise them with sitting cross legged. In nurseries and pre-schools children often sit on chairs and are not used to sitting on the floor. In their first week at school they will be sat on carpet for long periods of time, so if they are used to sitting that way it will be a lot easier for them.You can create a positive outlook towards beginning school by having enthusiastic conversations about their journey to school, things they might do at school and the topics they will be learning about. Finding out their teacher’s name means you can mention them in conversations building up a familiarity. Visiting the school with your child for an informal event before they start such as a fete or open day will help you both to visualise it when you are talking about it.Children are like sponges when they begin school and are ready to take in a lot of information. The reception teacher will support your child in developing new skills ready for Key Stage 1. Social and communication skills are important in reception as the ability to communicate thoughts and feelings will allow your child to form relationships and express themselves. Try teaching your child phrases such as “can I join in?â€, “can I play with you?†and “do you want to share?†Lastly, a few practical tips from teacher to parent:
Make sure you know what equipment will be needed, a list will be circulated at the new parents evening so make sure to request one if you haven’t received it yet. It will be made up of items such as sweatshirts, t-shirts, socks, PE kit, PE bag, school shoes, book bag, coat.
Put name labels on absolutely everything! When children start school they all bring in a book bag with a name tag but may not be able to read their name confidently. Attach a recognisable key ring to your child’s book bag, this way they will be able to find it with ease.
Make sure to provide your child with a water bottle, as it is most schools policy that children can only drink water at school. If your child isn’t used to drinking water try to reduce the amount of squash within their drinks during the summer so that water eventually becomes a familiar concept to them.
Practise using pencils and scissors over the summer break, this will aid their fine motor skills and help them to improve their grip before beginning school.
