ACTIVITY PLAN: 0-3 Year Olds

EYLF Principles (2): Secure, respectful and reciprocal relationships & High expectations and equity
EYLF Practices (2): Planning and implementing learning through play & Assessing and monitoring children’s learning to inform
provision and to support children in achieving learning outcomes
EYLF Outcome (1): Outcome 4: Children are confident and involved learners
- Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm,
persistence, imagination and reflectivity
- Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching
and investigating
- Children resource their own learning through connecting with people, place, technologies and natural processed materials

TEACHER DIRECTED CENTRE: Explicit/Intentional Teaching CENTRE:

- Children are each given image of a
gorilla hand from book
- “Wow that’s a big hand, can you
say big?”
- Encourage children to point to the
gorilla’s hand and say big
- Ask child to predict which hand will
be bigger, their own or the
gorilla’s?
- Do you think your hand is as big as
the gorilla’s hand?
- Place art shirt on children
- They must each choose a different
colour to cover their hand in paint
- Children prints their hand on top of
the gorilla’s hand
- Use language to compare the hand
size
Construction play
Objective:
1. Predict and state which hand they think will be
bigger, the gorilla’s or their own?
2. Identify by pointing, after doing hand print, that the
gorilla’s hand is bigger than theirs
Mat Session (pre centres):
- Gather children on the mat
- Read book Actual Size by Steve Jenkins (change the
units to Australian standard units)
- After every animal is mentioned in the book ask
- Big and small trucks
children what sound it makes?
- Big and small rocks
- Ask children if they think the animal is big or small?
- Big and small logs
- Can they show you how big or how small they think
- Sand
the animal is with their bodies?
- Send children off to centres and independent play Children are engaging in sensory
construction play and encouraged to
 - “The gorilla’s hand is big, your hand
is small”
- Point back and forth saying “big,
small”
- Ask child to point to the big hand
and then the small hand
- Child has to wash their hands with
soap in the sink
- Do the same activity comparing the
child’s foot and an African elephant
foot
- Which foot is bigger?
- What foot is smaller?
Extending activity: Children print their
hands (everyone has a different colour)
and compare and order with the other
children’s hands, continuing with the
language biggest and smallest
- Encourage phrases like “Ellie’s hand
is bigger than Adam’s hand”
explore and compare the differences in
sizes of objects. Focussing on the words
Mat Session (post centres): big and small, biggest, smallest, bigger
Sing together using same language: and smaller.
Eg: now let’s sing it with big hands and we will call the
spider hugey woogy CENTRE:
- Incy wincy spider (normal sized hands) With guidance of a EA
- Hugey woogy spider (huge hands)
- children go outside and collect 3
- Teeny weeny spider (tiny hands) leaves each
- children order leaves from
smallest to biggest
- focus on words big and small
CENTRE:
Big and small sorting game
- lots of assorted objects on the
table
- big basket & small basket
- children in groups must work
together to sort the objects into
the categories of big and small
Assessment and Recording of Teacher Directed Task:
Take a photo of child holding their gorilla hand painting and attach the objectives of the lesson and book used so parents can see what they
completed in maths today.

Use a checklist and a key to record children’s completion of:

- Objective 1: Predict which hand will be bigger, the gorilla’s or their own
- Objective 2: Identify, after doing hand print that the gorilla’s hand is bigger?
Key:
✓ = Could complete without any assistance
~ = needed some scaffolding and assistance to complete
X = Needed lots of scaffolding and assistance to complete