We Play! videos
Videos on this page
- Welcome
- Opening the train bag
- A different way to open the train bag
- Building the train track
- Opening the dinosaur bag
- A different way to open the dinosaur bag
- Telling the dinosaur story
- Making your own dinosaur story
- Train maths
- Different train maths
- Transcripts to download
Welcome
Tips for setting up
- Be excited about playing together
- Make sure the bag is kept in a special place
- Turn off the television
- Put your phone out of reach
- Clear space on the floor that you can both sit down in
- Get the timer out to set up the train set together
Opening the train bag:
A different way to open the train bag:
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Building the train track:
Opening the dinosaur bag:
A different way to open the dinosaur bag:
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Telling the dinosaur story:
Making your own dinosaur story:
Tips for making up stories:
- Introduce an animal or person into the train or dinosaur play. Call this a character.
- Talk about where the story is happening. Call this the setting.
- Oh no! There is a problem! Introduce the idea of something going wrong. Maybe the train is late, or the character has missed the train; maybe the dinosaur is hungry, or wants to go swimming.
- Solve the problem. Create a happy ending to the story by finding a solution to the problem.
- At nursery when we are telling stories together we use the language: character, setting, problem and solution with the children. This helps children to structure a story and solve problems.
Train maths:
Tips for number:
- Sit on the floor with your child.
- Smile and make eye contact.
- Turn off the television, and don’t look at your phone.
- Model counting: Touch each object as you count it. This is called 1 to 1 correspondence.
- If they use any numbers language praise them, even if it’s not correct counting yet. “I really like your counting!”
- Use number language like couple, more, less, altogether, count…
- ‘Check’ amounts by counting. “I’m going to check how many we’ve got.” “Do we need some more?”
- Model counting objects by moving them from one place to another.
- Use language like add and take away as amounts get bigger or smaller.
- When they recognise small amounts show them the corresponding number of fingers. If they say “Three,” hold three fingers up.
