THE BEAR HUNTERS
SID Numbers: 1404918 and 1428162
Activity - ‘Going on a Bear Hunt’ song with
actions and sensory boxes. The children involved will be sitting in a circle
(indoors or outdoors) to support inclusive education and peer learning.
Duration - lasts about 10 minutes.
Area of Provision in EYFS - Communication and Language
Age Group - 3-5 years.
Presented – Indoors for this presentation.
How
activity is run –
Children are sat
in a circle so that they could all see each other and both of the teachers. Sensory
boxes are in the middle of the circle, children can reinforce their
understanding of the story throughout. The song is projected on a screen in the
background with the actions; One of us repeated the actions whilst the other
read the story, so there are lots of visual aids. This activity would
ideally be repeated with each time, either with the teacher getting the
children to call out the key words, whilst she is silent or them do the actions
on their own to consolidate the knowledge of the story.
Why we chose this –
·
can be adapted to all ages and
abilities.
·
short task
·
reinforcing the learning through
repetition and visual aids
·
promotes peer learning
·
helps complete the aims of a child
with Downs Syndrome.
The focuses of
additional support in Early Years settings are on learning the rules of
normal/appropriate social behaviour. Such aims come naturally to children with
no learning difficulty and with most nursery settings having at least one child
with a learning difficulty or an impairment/disability of some kind within
their classrooms, it seemed fitting to adapt a well-known activity and include
all children.
Who it was adapted for –
For a child with
Downs Syndrome as it is a common learning difficulty and one that is easy to
integrate with settings and adapt to. It was important for our activity to use
a lot of visual stimuli to allow the brain to process the activity in a way
that is beneficial to visual learning.
Children with Downs Syndrome often have:
·
shorter attention spans
·
easily distracted
·
often have more difficulty processing
stimuli with more than one sense at a time compared
to able children.
Visual impairment, often not recognised before the age of 7
Other adaptations
–
·
Physical disabilities - all the
children sit/stand to do the actions so nobody is left out
·
Groups would be taken off and learn it
in their own language if English is an additional language so that when doing
it as a group in the nursery in English, they understand the meanings of the
words and actions and can join in.
·
It can be done in whole class groups
or smaller groups, which is useful for children with anxiety or autism.
·
This activity can be done inside or
outside, depending on weather and layout of the setting.
Feedback –
·
Sensory boxes were the most fun and it
made the activity more interactive to the audience
·
Audience learnt there are different
ways to present a book
·
Information was presented well
·
we explained why we chose this activity/how
it was adapted
·
we demonstrated how to plan such
activities to improve holistic development
Improvements -
We mentioned a rabbit when discussing further
activities but didn't elaborate – there are other versions of this song where a
rabbit is the end product, rather than the bear. This may be a good version to
use in future session as it explains our further activities better. One
suggestion was that the actions were run through before the activity began so
the children understand them before repeating them, same with key words.
If we were to do this again, we would make the
actions more understandable and clear. It was mentioned that we could put all
the sensory items in one large tray accessible to all children and get them to
play as they want rather than separating the items which may make the story
more interactive and fun.
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| This is the book used in the activity |
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