1. Maths and Phonics Workshop

2. Aims of the session
An overview of the development of maths in the early years
An introduction to phonics
What can you do to support your child at home

3. The Development of Maths
Children begin to explore maths concepts from an early age. Babies enjoy having containers to empty and fill and malleable materials to mould into shapes. They begin to build and knock things down.
Through these experiences they already beginning to develop an awareness of shape, space, and number.
They also gain confidence in their ability to control their own learning.

4. For this reason, it is vital that we share
• share positive beliefs about young children learning mathematics
• are aware of the mathematics that arises through children’s self-initiated play
• have high expectations of young children’s mathematical understanding

5. Children must be supported in developing their understanding of Maths in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding.
In our early years settings the children are provided with play opportunities to practise and extend their skills and to gain confidence and competence in their use.

6. Play Activities
The activities we use in our settings encourage the children to learn through play, have practical experiences and use the vocabulary linked to maths.
Activity 1 – Maths Vocabulary

7. What are the children learning
Through the children’s play they are learning to:
to count,
explore and investigate number,
shapes,
measurement, (length, capacity, time and weight)
Add,
subtraction,
to describe position,
Pattern,
recognise numbers,
Estimate,
Problem solve,

8. Playdough
Activity 2
Making the playdough has already provided you with an activity to support the children’s mathematical development they have to count out and measure the ingredients.
Playdough is a great resource and can be used a variety of ways to support learning. Here are a few examples
Can you make a shape? What can you tell me about you shape?
Can you make some party food for you and a friend? Does every have the same amount?
Can you make cakes to buy and sell? How many cakes do you have left? How many do we need to make for x, y,and z?
Can you make a larger cake for daddy bear, middle sized for mummy bear and small piece cake for baby bear?
Already you can see a range of activities to support and play with you child.

9. Duplo Challenge Activity 3
Duplo challenge can you think of an activity you could do to support your child’s mathematical knowledge?

10. Number cards
Activity 4
Number cards are another resource we use a lot.
They are very easy and simple to make the children can even make their own.
Can you think of some of the ways we can use them to support the children’s learning?

11. Phonics Early phonics begins in Nursery
We follow a programme called letters and sounds
Within the programme of letter and sounds phonics is broken into 6 different phases
Phase 1 is covered in Nursery
Phase 1 is broken down into 6 aspects
At this early stage they are taught to recognise a range of sounds.
To recognise that a sound is something you hear
To be able to listen carefully, recognise , describe and name sounds
The children are not taught the letter sounds at this stage.
The focus is on speaking and listening
Phonics is taught through a wide range of activities

12. Aspect 1 Environmental Sounds
Main purpose:
To develop the children’s listening skills and awareness of sounds in the environment.
Further development of vocabulary and children’s identification and recollection of difference between sounds.
To make up simple sentences and talk in greater detail about sounds.
Activities to support: Games such as Sound lotto, listening walks, listening moments and drumming outdoors.
Sound lotto example

13. Aspect 2 Instrumental Sounds Main purpose:
To experience and develop awareness of sounds made with instruments and noise makers.
To listen to and appreciate the difference between sounds made with instruments.
To use a wide vocabulary to talk about the sounds instruments make.
Activities to support:
Make instruments using different materials, talk about the different sounds you can make, play with real instruments, can you match an instrument to a movement?
Make a shaker activity

14. Aspect 3 Body Percussion Main purpose:
To develop awareness of sounds and rhythms.
To distinguish between sounds and to remember patterns of sound.
To talk about sounds we make with our bodies and what the sounds mean.
Activities to support: encourage the children to add sounds to stories using their bodies to make the sounds. E.G: Stamping sounds to represent the Giant in Jack and the Bean Stalk. Can you clap to the beat? Read and sing nursery rhymes.
Humpty Dumpty example

15. Aspect 4: Rhythm and rhyme Main purpose
To experience and appreciate rhythm and rhyme and to develop awareness of rhythm and rhyme in speech.
Activities to support: Rhyming stories, nursery rhymes, rhyming bingo, clapping or moving to the rhythm.

16. Aspect 5: Alliteration
Main purpose
To develop understanding of alliteration
Activities to support: Games like I spy, tongue twisters e.g she sells, seashells on the seashore.
I went to the supermarket and I brought…. pepper, plant, pineapple, peanuts, pie.

17. Aspect 6: Voice sounds Main purpose
To distinguish between the differences in vocal sounds, including oral blending and segmenting
Activities to support: sounds to match activities e.g Can you make the sound of a certain animals? Can you make the sound of someone coming down the slide?
Example of metal mike

18. Aspect 7: Oral blending and segmenting
Main purpose
To develop oral blending and segmenting of sounds in words
Blending is when you take the sounds and put them together to make a word E.g c-a-t cat.
Segmenting is when you take a word like dog for example and break into the sounds e.g Dog d-o-g
Activities to support blending: Simple Simon says touch your ch-i-n. Simon says t-a-p your knees. I spy e.g I spy with my little eye a p-e-n.
Activities to support segmenting: Can you clap out the sound in the words sat s-a-t or nap n-a-p? Robot voice Can you say the pig with a robot voice p-i-g?

19. To Summarise
In the early years the children are learning a variety of key skills that will help them as they journey on into school. We hope to aid them with the skills they need but this can only be done with your help.
The three main points I would like you to take away today are:
The importance of talking to your children and using mathematical language.
That maths can be integrated into all play activities.
Key ideas as to how you can support you child at home.
Thank you for taking the time to come to our workshop today.