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Child: Oliver, age 4, curious about seasonal changes.

SMART Aim: By the end of the session, Oliver will identify and describe at least two differences between summer and autumn.

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Child: Jamil, age 4, beginning to recognise letters of his name.

SMART Aim: By the end of the session, Jack will identify and name at least 3 letters from his own name.

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Child: Ava, age 4, is learning to recognise and express emotions.

SMART Aim: By the end of the session, Ava will demonstrate empathy by acting out caring behaviours in a role-play scenario.

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Child: Liam, age 4, needs to develop confidence in speaking.

SMART Aim: By the end of the activity, Liam will be able to retell key parts of the story in his own words using pictures or props.

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Child: Amala, age 3, beginning to recognise numbers 1–5.

SMART Aim: By the end of the session, Amala will be able to count 1–5 objects correctly with adult support.

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Setup: Place the numbered plastic shells (1–5) into a sensory tray filled with sand. Provide number cards (1–5) and a sifter.

Introduction: Explain to Emily that she will "find" the hidden number shells by sifting through the sand using the sifter.

Exploration: Encourage Emily to sift through the sand to discover the shells. As she finds each shell, ask her to identify the number on it.

Matching: Once a shell is found, prompt Emily to match it with the corresponding number card. For example, "You found the shell with number 2. Can you find the number 2 card?"

Repetition: Repeat the process until all shells have been found and matched with their number cards.

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A set of twenty numbered plastic shells, complete with a sieve and bucket for counting and enhanced learning.

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This will help him retell the story and also remake the setting that it is in.

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A doctor role-play will be a good idea as lt shows ava looking after patients which shows caring

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Bubble letters with be really fascinating to the children and with the assistance of the practitioners the children can learn some letters and learn to spell their names whilst also having fun.

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Setup: A reading corner with cushions or benches in the classroom with the book/programme ready and the toys/puppets on the floor.

Introduction: Explain to Liam that he will read the book with support and then retell the story with the puppets/toys and introduce the toys to him.

Exploration: Encourage Liam to explain what he is seeing on the pages and relate it to the animals/toys that are in front of him. Ask him to identify each animal as they appear in the story.

Communication & Language: Help Liam to sound out the words throughout the story and ask him to retell it with the toys/puppets. Continue this programme until progression is shown.

https://www.tts-group.co.uk/chatty-bats-language-development-programme/1051730.html

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These block will help her learn and will be able to be stacked up and it will be more intriguing for her which will make her want to learn more , the assistance of a practitioner will also make it easier to learn those specific numbers

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The children recieve 2 sheets of paper with one that has a 2 columns that say summer and the other saying autumn. The other sheet with have 6 objects that the children will have to cut out . Each photo will link to either summer or autumn and the children will use a glue stick and stick them on either summer or autumn. Then after they have stuck them down they will have to tell the teacher one thing that happens in summer and one thing that happens in autumn.

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Create story’s with puppets and in small groups they can preform

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Encourage empathy and it get her talk to other in her class

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Helps he to recognise letter to his name and other words

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Help him to understand the seasonal changes and helps him to associate picture with seasons

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Setup: The dollhouse will be in the home corner of the classroom and will have all of the accessories ready and waiting.

Introduction: Sitting Ava down and talking through each character, what they do and how they feel. Showing her how each thing works, and asking her how her house/family works.

Emotional literacy: Having her role play her own family or a fictional family, and encouraging her to imagine how they feel when they do certain things, and then have her talk through why.

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he can learn to use lettters in words and practise his name