“Wheels on the Bus” experience

Materials Required

1. Sing “Wheels on the Bus” song or watch it with your child using the links below
2. Chairs to line up -these make the bus – 5-7 is a good number
3. Paper plate, plastic lid (anything round for a steering wheel).
4. Cardboard cut in large circles to make wheels for the bus., Umbrellas to represent the wheels. (optional)

Preparation

Use the below links to sing the song and learn the words. – Prepare a clear area for chairs. – Find a household item to use as a steering wheel. – Prepare wheels for the bus (optional).

Method (or Ideas)

1. Sing the song with your child and encourage them to do the actions, do this a couple of times.
2. Then say excitedly “let’s make a bus”.
3. Line up the chairs in an open area indoors – ask your child for help with this – one chair at the front for the front for the driver, then two in each row after that.
4. Use teddy bears or toys to fill up your bus seats if you are doing this with one child.
5. Discuss where you might go on your bus ride today – to the shops, to the park.
6. Play with your child and be a passenger.

Facilitation Tips – What To Say

• Where are we going today bus driver?
• What is the weather like? Do we need windscreen wipers?
• The park- what will we see at the park?
• The Zoo- what will we see at the zoo?
• The shops- what will we buy at the shops?
• Is it going to be a bumpy ride?
• Pretend to put on your seatbelt and talk about being safe on the bus

Extend the Experience

• Plan a bus trip to somewhere local.
• Have your child design and draw a bus, or make one with materials you have in the home.
• Create tickets for the bus.

WHO Guidelines for Physical Activity & Sedentary Behaviour

Making the bus and moving while pretending to be on the bus are ways of engaging in physical activity during this play experience.

Early Years Learning Framework

Outcomes

1. Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
2. Children interact verbally and non-verbally with others for a range of purposes

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: Responsiveness to children. Responsive learning relationships are strengthened as educators and children learn together and share decisions, respect and trust. Responsiveness enables educators to respectfully enter children’s play and ongoing projects, stimulate their thinking and enrich their learning.