Materials Required
- Pots and pans/different containers from kitchen
- Spoons
- Spatulas and utensils
Preparation
Collect utensils, pans and containers to be used – Set up a space for the experience
Method (or Ideas)
- Collect utensils you will need – either from kitchen or source from elsewhere.
- Set these up in an inviting way.
- Let your child play with sounds and explore the utensils, pots, containers.
- Play with sounds alongside your child.
Facilitation Tips – What To Say
- Can you play- loud/soft/fast/slow
- Discuss tempo (fast/slow), rhythm of music, dynamics (loud/soft)
- Create patterns to mimic and play along to a nursery rhyme
- Mimic patterns and sequencing for older children – play with long and short sounds
- Compare the different sounds made by different utensils and containers
Extend the Experience
- Exploring other musical instruments in the home.
- Exploring other musical instruments from around the world.
- Make your own musical instrument e.g. rain shaker, shakers with bottle and seeds etc.
- Find other objects inside and outside the home that makes a sound
- Research instruments with older children using digital technology
WHO Guidelines for Physical Activity & Sedentary Behaviour
This is a physical activity involving small and large muscle movements, depending on the age of the child.
Early Years Learning Framework
Outcomes
- Children interact verbally and non-verbally with others for a range of purposes
- Children express ideas and make meaning using a range of media
Principle
Principle 1: Secure, respectful and reciprocal relationships. Through a widening network of secure relationships, children develop confidence and feel respected and valued.
Practice
Practice: Learning environments. Indoor and outdoor environments support all aspects of children’s learning and invite conversations between children, early childhood educators, families and the broader community. They promote opportunities for sustained shared thinking and collaborative learning.
