Sandringham Pre-school

Wonder about Dinosaurs

* What is a dinosaur?
* When did dinosaurs live?
* Were all dinosaurs big?
* What did dinosaurs eat?
* How did dinosaurs move?
* Did dinosaurs have babies?
* Why did dinosaurs become extinct?
* How do we know dinosaurs existed?
* Who finds dinosaur bones?
* What would it be like to meet a dinosaur?

What Children Can Learn

Understanding the World

* Dinosaurs lived a long time ago.
* Some dinosaurs were herbivores and some were carnivores.
* Fossils give us clues about the past.
* Scientists called palaeontologists study dinosaur fossils.
* Comparing dinosaurs with animals living today.

Communication and Language

* Learning and using new vocabulary such as fossil, extinct, skeleton, herbivore, carnivore, palaeontologist.
* Asking questions and sharing ideas.
* Listening to dinosaur stories and discussions.

Literacy

* Reading dinosaur-themed books and information texts.
* Mark-making and writing dinosaur names.
* Creating dinosaur stories and labels.
* Recognising letters and sounds in dinosaur vocabulary.

Mathematics

* Counting dinosaur eggs, bones, or footprints.
* Comparing sizes and lengths of dinosaurs.
* Sorting dinosaurs by features or diet.
* Exploring patterns and measurement.

Physical Development

* Moving like different dinosaurs.
* Digging for “fossils” in sand or soil.
* Developing fine motor skills through model making and construction.

Expressive Arts and Design

* Creating dinosaur artwork, fossils, and models.
* Role-playing as dinosaurs or palaeontologists.
* Exploring sounds, music, and movement inspired by dinosaurs.

Personal, Social and Emotional Development

* Working together during investigations and role play.
* Building confidence by sharing ideas and discoveries.
* Developing curiosity and perseverance when solving problems.

Possible Next Steps

Children could:

* Go on a fossil hunt.
* Create a dinosaur museum.
* Measure and compare dinosaur footprints.
* Make salt-dough fossils.
* Build dinosaur habitats.
* Learn about a famous dinosaur such as Tyrannosaurus rex, Triceratops, or Stegosaurus.

Example Learning Intention

To learn about dinosaurs and understand that they lived long ago.

Success Criteria

* I can talk about a dinosaur.
* I can use new dinosaur words.
* I can explain that dinosaurs lived in the past.
* I can investigate fossils and share what I find.

The children looooooooved the cornflower play and was engaged for a long time . Thank you Jackie and George . 🐸

* Sensory exploration – The Children felt the unusual texture as it changes between runny and firm.
* Early science learning – It introduces the idea that some materials can behave differently under pressure.
* The children built on their Fine motor skills development – Scooping, squeezing, stirring, and pouring help which helped strengthen their hand muscles which supports future writing skills .
* Imaginative play – The children pretend frogs were jumping through the ponds.
* Language development – Encouraged descriptive words such as “slimy,” “squishy,” “runny,” and “sticky.”
* Focus and engagement – This Sensory activitie held the children’s attention and encourage sustained play.
Physical development : The children recognised they needed to wash their hands after play building good hygiene practices and independence .

Deeper Understanding: The children have enjoyed exploring the sensory tray all week ..
Children have more time to explore concepts thoroughly rather than rushing from one topic to another. This can help them build stronger foundations and make meaningful connections between ideas.
2. Improved Memory and Retention
Revisiting and engaging with a topic over an extended period helps information move into long-term memory, making learning more durable.
3. Greater Curiosity and Engagement
Extended study allows children to ask questions, investigate their interests, and develop a genuine enthusiasm for learning.
4. Development of Critical Thinking Skills
With more time, learners can analyze, compare, evaluate, and apply knowledge instead of simply memorizing facts.
5. Better Vocabulary and Communication
Sustained exposure to a subject gives children repeated opportunities to learn and use new language related to that topic.
6. Increased Confidence
As children become more familiar with a topic, they often feel more competent and willing to participate, share ideas, and take on challenges.
7. Stronger Problem-Solving Abilities
Long-term inquiry encourages children to encounter different aspects of a topic, helping them learn how to approach and solve problems from multiple angles.
8. Cross-Curricular Connections
A topic studied over time can naturally incorporate reading, writing, mathematics, science, art, and social studies, helping children see how knowledge fits together.
9. Support for Individual Learning Styles
Some children need more time to process information. Longer learning periods allow different learners to engage with the material in ways that suit them.

Next week we will be learning about the life cycle of frogs. 🐸

Understanding Life Cycles and Nature

Frogs help children learn about change and growth through the frog life cycle:

* Egg → tadpole → froglet → adult frog

Here at the Bees knees we are introducing early science concepts such as metamorphosis, habitats, ponds, and living things.

Developing Curiosity and Observation

Children enjoy observing:

* How frogs jump and swim
* Differences between tadpoles and frogs
* Pond habitats and mini-beasts

This encourages questioning, predicting, and investigating.

Supporting Language Development

Frog topics introduce rich vocabulary such as:

* Tadpole
* Spawn
* Pond
* Amphibian
* Lily pad
* Metamorphosis

Songs, stories, and role play also support speaking and listening skills.

Physical Development

Frog-themed movement activities help children:

* Jump, hop, stretch, and balance
* Develop coordination and gross motor skills
* Build body awareness through action songs and games

Encouraging Creativity

The Children can:

* Paint frogs and ponds
* Make frog masks or puppets
* Create lily pads from paper plates
* Use music and dance to pretend to be frogs

Supporting Emotional and Social Skills

Group activities encourage:

* Turn-taking
* Cooperation
* Confidence in sharing ideas
* Caring for living creatures and habitats

Frog Song Ideas

“Five Little Speckled Frogs”

A classic counting song supporting maths and rhythm.

Five little speckled frogs
Sat on a speckled log…

Great for counting backwards and using props.

“Little Green Frog”

Children love the repetitive actions and sounds.

Mm mm went the little green frog one day…

Excellent for listening and participation.

“Hop Little Frogs”

Encourages movement and following instructions.

“Frog Went A-Courtin’”

A traditional folk song for older early years children.

Action and Movement Songs

Use tunes such as:

* “If You’re Happy and You Know It” → change actions to hopping/swimming
* “Sleeping Bunnies” → turn into sleeping frogs waking up to jump 🐸🐸🐸🐸🐸🐸

This week we are learning about a frogs life cycle : There are several small ponds and wildlife-friendly water bodies in Bexley where you can see tadpoles in the spring, with key sites managed by local conservation groups, including new habitats added in 2026 as part of the London Blue Chain initiative.Map data ©2026 GoogleTermsLesnes Abbey Woods4.7(158)Park and GardenBelvedere0:230:24Woodland setting with a dedicated wildlife pond, sometimes called Pine Pond, where frog spawning is regularly recorded in early spring. It also features a second pond near the abbey ruins and offers organized pond dipping activities.Scadbury Park Nature Reserve4.6(710)Nature reserveOpenChislehurst0:300:12Extensive 300-acre site containing a moat and multiple ponds that provide one of the most important habitats for amphibians in Greater London, featuring tadpoles and newts.Crossness Nature Reserve4.3(120)Nature reserveClosedErith0:07Marshland reserve featuring specific ditches and wildlife ponds tailored for tadpoles, surrounded by large reedbeds.

Lake and pond safety matters do not enter the water .

Today’s activity with teacher Sarah .

We are a green preschool we recycle. This week we extending our knowledge
Recycling Learning Outcomes for Preschoolers

* Understand that recycling helps keep the environment clean.
* Identify common recyclable materials such as paper, plastic, glass, and cans.
* Learn the difference between rubbish and recyclable items.
* Develop habits of placing items into the correct recycling bins.
* Explore ways to reuse materials for art and play activities.
* Build awareness about caring for nature and protecting the Earth.
* Practice sorting, matching, and classifying objects by material type.
* Strengthen fine motor skills through recycling crafts and activities.
* Develop teamwork and responsibility during clean-up and recycling routines.
* Expand vocabulary with words like recycle, reuse, reduce, environment, paper, plastic, and rubbish.
* Encourage problem-solving and creative thinking by turning recycled items into new creations.
* Learn that everyone can help take care of the planet.

Simple Preschool Goal Statement

“Children will develop an understanding of recycling and learn simple ways to care for their environment through sorting, reusing, and creative play activities.”

Fun Recycling Activities

* Sorting recyclable items into bins
* Making art from recycled materials
* Recycling scavenger hunts
* Creating musical instruments from boxes and bottles
* Reading books about caring for the Earth
* Gardening using recycled containers.

Playing outside in the rain offers many valuable learning opportunities in early years education. Wet weather play encourages children to explore, investigate, and experience the world using all of their senses. Splashing in puddles, feeling raindrops, and observing changes in the environment help children develop curiosity and a deeper understanding of nature.

Outdoor play in rainy weather supports:

* Physical development – jumping, balancing, climbing, and running help build strength, coordination, and gross motor skills.
* Emotional wellbeing – children often feel excited, free, and confident outdoors, which supports happiness and resilience.
* Communication and language – children naturally talk, describe, question, and cooperate during outdoor play.
* Problem-solving and creativity – rain encourages imaginative play such as mud kitchens, water channels, potion making, and den building.
* Understanding the world – children learn about seasons, weather, water, nature, and changes in the environment through real experiences.
* Risk awareness – supervised outdoor play teaches children how to assess and manage risks safely.

Dressing appropriately for the weather is important because it allows children to remain comfortable, safe, and fully engaged in their learning. Waterproof clothing, wellington boots, warm layers, hats, and gloves help children stay dry and warm so they can play for longer without discomfort.

When children are dressed for the weather:

* they can move freely and confidently
* they are more likely to enjoy outdoor experiences
* adults spend less time worrying about mess or discomfort
* children learn independence by managing their own clothing and self-care

This approach also teaches children an important lifelong message:

“There’s no such thing as bad weather, only inappropriate clothing.”

By embracing outdoor play in all weathers, early years settings help children become resilient, curious, active, and confident learners.

One child loved the rain and began to drink
it they enjoyed the feel of the patters on their face .