Use Sensory Toys/Objects

Dangle objects for your baby to touch, eg hang toys over the cot or changing table, or place little one under the play gym. This encourages their reach.

Move objects in front of them such as a toy or rattle, or blow bubbles. Try objects that make a noise, move, are colourful or are black and white. This helps develop their eye movement and strength.

Sing Songs or lullabies and nursery rhymes

Any actions songs and nursery rhymes are fine. Show them the actions, eg clap their hands, clap their feet, bicycle their legs. Encourage them to look and play with their hands and feet.

Do the actions yourself and others such as wiggling fingers, pulling funny faces, clicking fingers and waving. This encourages body awareness.

With your baby on their back, hold each hand in yours and cross their hands in front of their body (so they're hugging themselves) and then uncross their hands. Repeat several times and do the same with their legs. This is important for developing coordination.

Bean bag

Chalk

Draw your basic hopscotch grid, then the first player throws a marker, such as a bean bag, into box 1.

The player hops on one foot (or alternating feet) all the to the last box and back, stopping to pick up the marker on the way.

Players take turns trying to throw in each box in order (1, 2, 3, etc.).

A simpler way to play is to follow the instructions above, but only to hop to the first square, pick up the marker, and return.

This game encourages hand/eye coordination and balance.

Why not ask your child to draw out the hopscotch board and to write the numbers, supporting their mathematical graphics.

Seeds
Plant Pots

Spring is with us and it is the time of year to get outside and think about brightening our outside spaces. Even if you don’t have access to a garden or balcony, you can still do a lot with pot plants inside and on your window sills.

Gardening with children is a really gratifying activity. It helps children to learn about where our food comes from and the cycle of life. A sensory garden enables children to explore the properties of plants, their look, feel, texture, smell and taste.

Take a trip to the garden centre. For a child, this is a novel and colourful experience. It gives you the chance to show children a wonderful variety of plants. Talk about the differences between them, the shapes and shades of leaves, the fact that some plants are good to eat but others would taste bad and could make you ill. This teaches them to be cautious about the things they may see in the wild and to be careful about picking and eating.

Look for seed packets of herbs and spices. Good ones to choose are the many varieties of mint, parsley, oregano, basil, marjoram. Read the backs of the seed packets out to the children to get them to think about what we need to do next and what other equipment you may need to plant the seeds in. In many cases it is best to plant the seeds in pots indoors to “chit” them. This is when you start the seeds sprouting before you transfer them to bigger containers or to the garden.

A good and immediate way to show children what will happen to the seeds, is to plant cress. Place the cress seeds on damp cotton wool or paper. If you keep them in the warm and damp they quickly sprout and develop and soon the children can put the cress in their sandwiches.

Happy gardening!

A tray
Magnets
Various magnetic and non-magnetic materials
Paper to record results

Adult Guided Activity

Provide your child with a tray of metal and non-metal objects and some magnets for experimentation and exploration.
Include some metal objects to which magnets do not stick, such as jewellery, to prompt curiosity and questions.
Create a chart with your child that lists (in words or pictures) the objects that are magnetic, and another for objects that are not magnetic.

Developing Investigation and Enquiry

Ask your child to guess if the magnet will pick the item up or not. Try it out and then record the result.

Introduce the word 'attract' as you explore if the magnet will pick up the item, "Will the magnet attract this?"

• Ask your child to sort the items into those that are attracted and those that are not attracted to the magnet


• Ask your child to think why some are attracted and others aren't.

Introduce the word words metal and metallic and then see what else they can find that is metallic that will attract the magnet.

Provide a range of metal objects and help them to understand that magnets stick only to objects made of materials such as nickel, iron and steel.

Further Exploration and Experimentation

Using magnets under a piece of cardboard, see what they can magically move across the cardboard.

Place paper clips on a clear plastic container and see what happens when the magnet is moved along the side.

Help them explore and discover that every magnet has a north and south pole. Help them explore that two north poles or two south poles will push away from each other and that opposite poles will attract one another.

Play Dough
Rolling Pin
Cutters
Muffin Tins
Cellophane inserts from biscuit packets
Paper cake cases
Buttons
Birthday cake candles

Play alongside your child making cakes with the play dough, roll into balls in your hand or use a rolling pin and cutters.
Place one paper cake case into each ‘hole’ in the tin or cellophane insert, counting out each one aloud.
Do the same when adding your play dough cakes to each paper case. It’s important that children hear this one- to- one counting with objects.
You can then make cherries with small bits of play dough or add buttons, or candles to the top of each cake, again counting each one aloud as you place it on top of the cake. When you and your child have finished, count each cake then affirm the final amount e.g. “we have made six cakes”.
You can add some stretch and challenge by helping your child work out how many cakes are needed for family members and how many will be left, or how many more are needed.

This fun counting activity helps children acquire five important counting principles proposed by Gelman and Gallistel (1978) in meaningful ways.
1. One to one correspondence: principle Understanding that a number word is assigned to an item.
2. Stable order principle: Understanding that order of number words is always consistent. Ideally this should be the conventionally accepted sequence of number words.
3. Cardinal principle: Understanding that the final number said signifies the number in the set.
4. Abstraction principle: Understanding counting can be applied to anything.
5. Order- irrelevance principle: Understanding that items can be counted in any order so long as each item is only counted once.