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A play-based technique for 3 D shapes. In this activity, colourful cut-outs of different shapes sizes and even real objects are placed on the floor. Children are teamed up and they are asked to jump on 3 D shape that is flashed or told to them. Domains that are influenced are - cognitive, physical and social. Here child has to think which are the shapes on which they and their tea-mates need to jump. Jumping is clearly physical domain. Children also interact with their team-mates, hence it also improves social domain.

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A play-based technique I can use is the “Color Hunt Game.” In this activity, children are asked to find and collect objects of a specific color from the classroom or playground. For example, if I say “Find something red,” children search for red toys, blocks, or pictures and bring them back. We can also sort the collected objects into color baskets and sing color songs together.

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I use “Colour Hunt” game where children find and collect objects of different colours from the classroom.

Domains of Development Supported:

Cognitive Development – children learn to identify and sort colours.

Physical Development – moving around and picking objects improves motor skills.

Social Development – children work and play together with friends.

Language Development – children learn and use colour names while speaking.

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I teach colours and shapes. A fun play-based technique is a “treasure hunt.” Children search the classroom or outdoor space for objects of specific colours or shapes and collect them in baskets.

This activity supports multiple domains:

Cognitive development by identifying and sorting colours and shapes

Physical development through movement and coordination while searching

Language development as children name and describe their findings

Social-emotional development by working in groups, sharing, and building teamwork

It turns learning into an active and engaging experience.

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To make them understand concept of doctor clinic we create a small space and all teachers come dressed as some in nurses and some in doctors outfit and create a scence of inside doctors clinic

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We always do a shop with "school supplies." They love to spend their money for new crayons or paints!

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One lesson I teach every year is the concept of Honesty.

We listen to a story which begins with discussions on pre-reading questions where we look at the front page of the book and guess the storyline etc. After the story, we discuss and reflect on the characters, the learnings.

Then the children are divided into groups. Each group gets a chit which has words that they weave into a story. This is enacted through a role play with their group.

Cognitive development : There is curiosity, imagination, memory and comprehension during the story telling. Usage of language helps their vocabulary and articulation.

Socio-Emotional development : There is perspective taking, understanding feelings, fostering empathy and learning social skills such as teamwork, golden words etiquette etc.

There is a huge learning as well as a lot of fun !!

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eck Your Dashboard: After this period, log out and log back in. You should see Module 3 marked with a green checkmark, and Module 4 – Integrating SEL into the Classroom should now be clickable/unlocked.

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A concept that is frequently taught in an Early Childhood Care and Education classroom is basic numeracy, such as counting and number recognition.

A play-based technique that can be effectively used is a “shop role-play activity”. In this activity, children set up a small classroom shop using toys, blocks, or everyday objects. Some children take on the role of shopkeepers, while others act as customers. Using play money or tokens, children “buy” and “sell” items, count objects, and exchange quantities. The teacher can scaffold learning by asking questions such as “How many apples would you like?” or “Can you give me three coins?”

This activity supports multiple domains of development. At the cognitive level, children develop early mathematical thinking, including counting, one-to-one correspondence, and problem-solving. In terms of language development, they practice vocabulary related to numbers, quantities, and social interaction. The social and emotional domain is also strengthened, as children engage in cooperative play, take turns, negotiate roles, and build confidence through interaction. Additionally, the activity supports physical development, particularly fine motor skills, as children handle objects, coins, and materials.

Overall, play-based approaches such as role-play create meaningful and engaging learning environments where children construct knowledge through experience and interaction.

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Table top activities as soon as children report to school and morning welcome is done, with the help of table top activities which can be interlinks, stacking, sequencing etc which involve hand eye co ordination and attention , helps children to be present physically and mentally as well, inspite of whatever and however their morning was.

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I think for better child growth and development classroom for children should always be place where they can actively participate in the process of learning. This can be learning games where they have an opportunity to challenge each other and learn together. Visual and pictorials are always good mediums for early learning, this can be made better if pictorials and visuals are relevant to their background. Recitation of poems and more opportunity for basic conversation with peers can also be good medium for language abilities. Sorting games having different set of pictures can also boost their understanding about environment, food, fruits, vegetables and living beings.

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One concept that I regularly teach in my ECCE classroom is language and communication skills. A play-based technique I use to teach this concept is storytelling. During storytelling sessions, children listen to stories, observe pictures, and sometimes act out characters or repeat dialogues. This makes learning enjoyable and encourages active participation.

Storytelling supports multiple domains of development. It promotes language development by improving vocabulary, listening skills, and expression. It also supports cognitive development as children use imagination, memory, and comprehension while understanding the story. Additionally, it enhances socio-emotional development by helping children understand feelings, empathy, and social situations through characters and events.

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we do measuring the tables,chairs, board,doors with a ruler which gives them an idea of measurement,number,length and size.

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Concept of balance. Using a story of cat who has too much to balance and falls down. Create a cut out of the cat with balancing device and the children help the cat stay balanced by placing objects on both sides of the device.

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The effective play-based technique for early years children is sensory activities. Children use blocks, clay, and natural materials to build, exploring concepts like shapes, balance, and spatial awareness while manipulating different textures, fostering hands-on, self-directed exploration. These activities support domains such as cognitive, social, emotional and physical development.

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One concept I regularly teach in my ECCE classroom is **colour recognition and mixing**. A play-based technique I can use is a **colour mixing activity** where children are given primary colours such as red, yellow, and blue along with brushes and paper or trays. Through free exploration, they can mix colours and observe how new colours are formed.

This playful activity encourages children to experiment, ask questions, and express their creativity while learning the concept in an engaging way. It supports multiple domains of development including **cognitive development** (understanding colour concepts), **physical development** (fine motor skills while painting), **language development** (describing colours and observations), and **social-emotional development** (sharing materials, cooperating, and feeling confident while expressing themselves).

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In my ECCE classroom, I teach the concept of permanent and temporary changes through a play-based “Cook Without Fire” activity. Children mix simple ingredients to prepare a snack and observe how the ingredients change. This hands-on activity helps them understand the concept of change in a fun and meaningful way.

The activity supports cognitive development as children observe and think about changes, language development as they describe the process, social-emotional development through teamwork, and physical development by using their fine motor skills while mixing and arranging ingredients.

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With phonic sounds we play a game find all the sounds you listen around you and choose the letter the sound you hear .children enjoy a lot during this play some stay confused with the sound teacher does revision to clarify the right sound.

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play-Based Technique: “Number Treasure Hunt”

I would hide number cards and small objects (like blocks or shells) around the classroom or outdoor area. Children search for a number card, then collect and count the matching number of objects. For example, if they find the number 5, they gather five stones and place them in a basket. We can extend the activity by asking them to compare quantities (more/less) or group items by colour or size.

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Play-based technique: Emotion Role-Play Corner
Children use puppets or soft toys to act out simple everyday situations (sharing toys, feeling left out, getting help). They choose emotion cards for the characters and talk about how they feel and why.

Domains of development supported:

Social–emotional: empathy, emotion recognition, self-regulation

Language: vocabulary building and communication

Cognitive: understanding cause–effect and problem-solving

Physical: fine motor skills while handling puppets and cards

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To teach the concept of counting numbers, I use a “Number Garden” activity where children pretend to be gardeners planting numbered flowers. Each flowerpot has a number, and children place the correct number of petals or buttons in it. This playful activity makes counting fun and meaningful while encouraging creativity. It supports cognitive development through number recognition, fine motor skills as children handle small objects, and social-emotional growth as they share materials and celebrate each other’s success.

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As an educator, I try to teach the concepts/topics in a play way method. I become a shopkeeper and give them artificial money.

They feel so confident while doing shopping.

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We teach children matras with words or image sorting activity according to the matras

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Building Patterns: Provide pattern blocks and encourage children to create and extend patterns (e.g., red-blue-red-blue or different shapes).

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Mystery box engagement is a great play way based techinque. It generates curosity enfd enhance critical thinking. The learner just feels the object and tells it shape and move further with its other property. It develops congnitive skills like critical thinking, enhaces vocabulary, fine motor skills by moving fingers to feel.

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I taught poetry by introducing Cinquain poems to the children and they really enjoyed the activity. It helped them express their thoughts creatively and learn new words.

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Children will enjoy learning new words by a game called ATLAS or word puzzle. It will enhance their vocabulary.

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The "Classroom Family" Role-Play:

Students are encouraged to share information regarding the responsibilities of each family member.

An appropriate number of students are assigned different roles and the teacher suggests a situation.

The children perform as they see their family members react.

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Concept of subtraction and addition on number line

For this we make a number train on the floor and jump forward for addition and jump backward for subtraction.

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Concept - Subtraction

Musical chair game

Children will enjoy music and side by side learn the concept of "taking off".

They will also learn to have patience and focus on the purpose.

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Concept - Numbers and Counting

Bingo game of numbers and Ganit mala

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concept- sorting game

Play based technique: Sort objects into categories9animals,stationery,books)

Noun Hunt -Children will find objects in the classroom that match noun categories.

Children will also sort pictures into noun categories.

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concept:Numbers Play based technique:Tambola chits Children are provided with the number chits as in tambola and than the numbers are kept in a box.using equity sticks ,child name is called he picks up the number card calling out the number picked .the other children cut the number on the chit. the kids enjoy the same in english and hindi letters,words.

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Concept: Colours

Play-based Technique: Colour Sorting Treasure Hunt

Description of the Activity:
Children are encouraged to go on a “colour treasure hunt” around the classroom or outdoor area. They will be given colour baskets (e.g., red, blue, yellow) and asked to collect objects matching the colour of their basket. For example, a child with a red basket will find red toys, blocks, or paper pieces. After collecting, the group will sit together to sort and talk about their treasures.

Domains of Development Supported:

Cognitive Development: Children learn to identify, match, and categorize colours, which strengthens observation and problem-solving skills.

Language Development: As they describe their findings (“I found a red car!”), children enhance vocabulary and expressive language.

Physical Development: Gross and fine motor skills are built through walking, picking, and sorting objects.

Social-Emotional Development: Working in groups encourages sharing, cooperation, and confidence in participating.

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Concept: Numbers and Counting (1–10)
Play-Based Technique: "Number Hunt" Game

I hide number cards around the classroom and ask children to find them in order. As they search, they count out loud and match the numbers with objects (e.g., “Find number 4 and bring me 4 blocks”).

This activity supports:

Cognitive Development: Recognising numbers, counting, and problem-solving

Physical Development: Moving, bending, and coordination during the hunt

Language Development: Using number words and following instructions

Social-Emotional Development: Working together, taking turns, and celebrating small successes

It’s fun, engaging, and helps children learn through movement and play!

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Concept: Counting and Numbers
Play-based Technique: Using building blocks to count and sort by colors or shapes. Children can stack blocks while counting out loud or group them in sets.

Domains Supported:

Cognitive development (understanding numbers and patterns)

Fine motor skills (manipulating blocks)

Language development (practicing counting words)

Social-emotional development (sharing blocks and cooperating with peers)

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Concept: Numbers and Counting

Play-based Technique:
I set up a “grocery store” corner in the classroom with toy fruits, vegetables, and play money. Children take turns being shopkeepers and customers, counting out items and money during each transaction.

Domains of Development Supported:

Cognitive: Improves counting, problem-solving, and understanding of basic math concepts.

Language: Encourages communication, vocabulary building, and sentence formation.

Social-Emotional: Promotes cooperation, sharing, and confidence through role play.

Physical: Enhances fine motor skills through handling small objects and play money.

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A regular concept taught in ECCE (Early Childhood Care and Education) classrooms is basic math skills such as counting and number recognition. A play-based technique to teach this concept is using "block building and counting games." Children can play with blocks by counting each block as they stack them to create towers or structures. This hands-on, tactile activity turns abstract numbers into concrete experiences.This activity supports multiple developmental domains:Cognitive development: enhances number recognition, counting skills, and problem-solving.Fine motor development: improves hand-eye coordination and dexterity by manipulating blocks.Social development: encourages cooperative play, sharing, and communication when children build together.Language development: promotes vocabulary growth as children describe what they are doing.Emotional development: builds confidence and persistence as children successfully complete their creations through trial and error.

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A regular concept taught in ECCE (Early Childhood Care and Education) classrooms is basic math skills such as counting and number recognition. A play-based technique to teach this concept is using "block building and counting games." Children can play with blocks by counting each block as they stack them to create towers or structures. This hands-on, tactile activity turns abstract numbers into concrete experiences.This activity supports multiple developmental domains:Cognitive development: enhances number recognition, counting skills, and problem-solving.Fine motor development: improves hand-eye coordination and dexterity by manipulating blocks.Social development: encourages cooperative play, sharing, and communication when children build together.Language development: promotes vocabulary growth as children describe what they are doing.Emotional development: builds confidence and persistence as children successfully complete their creations through trial and error.

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A regular concept taught in ECCE (Early Childhood Care and Education) classrooms is basic math skills such as counting and number recognition. A play-based technique to teach this concept is using "block building and counting games." Children can play with blocks by counting each block as they stack them to create towers or structures. This hands-on, tactile activity turns abstract numbers into concrete experiences.This activity supports multiple developmental domains:Cognitive development: enhances number recognition, counting skills, and problem-solving.Fine motor development: improves hand-eye coordination and dexterity by manipulating blocks.Social development: encourages cooperative play, sharing, and communication when children build together.Language development: promotes vocabulary growth as children describe what they are doing.Emotional development: builds confidence and persistence as children successfully complete their creations through trial and error.

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In the ECCE classroom, role-play or pretend play is often used as a play-based technique. It helps children develop social-emotional skills like communication, cooperation, and confidence, while also supporting cognitive and language growth.

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Play-based technique: “Role Play / Pretend Play”

In this technique, children act out real-life situations, such as running a shop, being a doctor, or cooking in a kitchen setup. Teachers can guide the play by introducing learning goals, like counting objects, using new words, or following simple instructions.

How it uses the ECCE concept:

Regular teaching in an ECCE classroom emphasizes learning through daily structured activities, routines, and repetition. Role play can be adapted as a daily or frequent activity, linking imagination with learning concepts like numbers, language, or social skills.

Domain of development supported:

Cognitive Development: Enhances thinking, problem-solving, and memory.

Language Development: Encourages speaking, vocabulary, and communication.

Social-Emotional Development: Teaches cooperation, sharing, and understanding emotions.

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Play-based technique: Shopping Game – Children “buy” items with play money and add prices.

Impact: Makes learning fun, builds real-life math skills, improves focus and teamwork.

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Concept: Emotions and empathy understanding.

Play-based method: Emotion Charades or Puppet Show.

Emotion Charades: Kids enact various feelings (happy, sad, angry, surprised, etc.) and others have to guess. This makes them understand and express emotions in an enjoyable, interactive manner.

Puppet Show: Through puppets, present a brief story with characters having different emotions and engaging with one another. This enables children to see and talk through emotional reactions and develop empathy through knowing others' views.

Development domains addressed:

Socio-emotional development: Children learn to recognize, acknowledge, and regulate their own emotions, as well as recognize and respond to others' emotions, developing empathy and social competence.

Language and communication development: Kids increase their vocabulary of emotion-related words, rehearse verbal and non-verbal communication skills, and discuss feelings and social interactions.

Cognitive development: Kids build their fantasy thinking, problem-solving abilities (e.g., determining how to perform an emotion on stage), and knowledge of social cues and situations.

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"Sensory bin exploration" - concept : teaching about textures and colours Activity - 1. Fill bins with different materials like rice , beans ,sand or pasta. 2. Add various objects with distinct textures { e.g. smooth stones , rough shells }. 3. Encourage children to explore and identify textures and colours. Domains of development supported : 1. Cognitive development : problem -solving , critical thinking and exploration. 2. Fine motor skills : hand -eye coordination , grasping and manipulating objects . Sensory developments : tactile awareness ,texture ,recognition and sensory integration. Language development :vocabulary building , descriptive language and communication.

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I teach new words through stories. After reading, I ask children to act out parts of the story. This helps with language, imagination, and working in groups.

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Academically, they may lag behind due to limited stimulation at home, poor nutrition, or inconsistent attendance. Their language development can be delayed, and they might find it hard to concentrate or trust adults enough to participate fully in learning activities. However, with consistent care, positive reinforcement, and a nurturing environment, many of these children begin to show remarkable improvement. Building a safe, predictable classroom space and forming strong, supportive bonds can make a world of difference in helping them thrive

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Academically, they may lag behind due to limited stimulation at home, poor nutrition, or inconsistent attendance. Their language development can be delayed, and they might find it hard to concentrate or trust adults enough to participate fully in learning activities. However, with consistent care, positive reinforcement, and a nurturing environment, many of these children begin to show remarkable improvement. Building a safe, predictable classroom space and forming strong, supportive bonds can make a world of difference in helping them thrive

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A play-based technique I regularly use to teach basic numeracy in my ECCE classroom is the “Number Treasure Hunt.” In this activity, children search for hidden number cards around the classroom or outdoor area, each paired with a matching quantity of objects (like 5 blocks or 3 toy animals). This playful approach not only makes learning numbers exciting but also supports multiple domains of development: cognitive skills through number recognition and problem-solving, physical development via movement and coordination, language growth through clue interpretation and group discussion, and social-emotional development as children collaborate, take turns, and celebrate their discoveries together.

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A play-based technique I regularly use to teach basic numeracy in my ECCE classroom is the “Number Treasure Hunt.” In this activity, children search for hidden number cards around the classroom or outdoor area, each paired with a matching quantity of objects (like 5 blocks or 3 toy animals). This playful approach not only makes learning numbers exciting but also supports multiple domains of development: cognitive skills through number recognition and problem-solving, physical development via movement and coordination, language growth through clue interpretation and group discussion, and social-emotional development as children collaborate, take turns, and celebrate their discoveries together.

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A play-based technique I regularly use to teach basic numeracy in my ECCE classroom is the “Number Treasure Hunt.” In this activity, children search for hidden number cards around the classroom or outdoor area, each paired with a matching quantity of objects (like 5 blocks or 3 toy animals). This playful approach not only makes learning numbers exciting but also supports multiple domains of development: cognitive skills through number recognition and problem-solving, physical development via movement and coordination, language growth through clue interpretation and group discussion, and social-emotional development as children collaborate, take turns, and celebrate their discoveries together.

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Feelings and Emotions (Puppets)

- Play-based technique: Act out emotions with puppets.

- Supports: Social-Emotional, Language, and Cognitive Development.

Numbers (1-10) (Number Treasure Hunt)

- Play-based technique: Hide number cards, search, count, and match.

- Supports: Cognitive, Physical, and Language Development.

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Concept: Feelings and Emotions

Technique: Using soft toys or puppets for role play and enactment of an open-ended story narration.

Some of the domains that get supported:

a. Socio emotional development: emotional regulation, appropriate emotional expression, empathy, etc.

b. Language development

c. Problem solving skills

d.  Imagination and creativity

e.  Physical development

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Concept: Numbers (1–10)
Number Treasure Hunt

– Hide number cards or objects with numbers written on them around the classroom/play area. Children search for them, and once they find a number, they match it to a group of objects (e.g., 3 blocks, 5 toy animals).

Domains of Development Supported:

Cognitive Development: Recognizing and understanding numbers, counting, problem-solving.

Language Development: Talking about what they found, describing quantities, using number words.

Social-Emotional Development: Taking turns, cooperating, celebrating success together.

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English concept: Phonic sounds introduction

Telling a story having that particular phonics sound and children are asked to clap whenever they that phonic sound.

Listening skills

Concentration

New vocabulary words from that phonic sound

Recall

Other words related to that phonic sounds they have heard before.

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Language Concept – Building Vocabulary (Word Basket Game)

Play-based Technique: Children sit in a circle with a basket of picture cards (animals, objects, actions). Each child picks a card, names it, and then uses it in a simple sentence or sound-play (e.g., “The cat says meow”).

Domains Supported:

Language: Expands vocabulary, sentence building, and sound recognition.

Social-Emotional: Builds confidence in speaking and listening.

Cognitive: Improves memory and categorization skills.

2. EVS Concept – Parts of a Plant (Garden Role Play)

Play-based Technique: Children pretend to be different parts of a plant—roots, stem, leaves, flower—while the teacher narrates how each part works. Props like scarves or paper leaves can make it fun.

Domains Supported:

Cognitive: Enhances understanding of nature and science.

Physical: Involves body movement and coordination.

Social-Emotional: Fosters group participation and cooperative play.

Language: Introduces descriptive words and scientific vocabulary in simple ways.

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Colors

Color Treasure Hunt – Hide objects of different colors around the classroom or playground. Ask children to find items of a specific color and bring them back to a collection basket.

Domains of Development

Cognitive: Identifying and sorting colors.

Physical (Motor Skills): Walking, bending, and picking up objects.

Social-Emotional: Working together, sharing, and celebrating each other’s finds.

Language: Naming colors, describing objects, and following instructions.

This activity makes learning colors fun, active, and interactive while supporting multiple areas of development.

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Concept: Emotions and feelings

Play-based technique: Create an “Emotion Charades” game where children pick a card with an emotion (happy, sad, surprised, frustrated) and act it out while others guess.

Domains of development supported:

Social-Emotional: Recognizing emotions in self and others, practicing empathy.

Language: Naming and describing feelings, discussing situations that cause these emotions.

Cognitive: Connecting emotions to scenarios, predicting how others might feel.

Physical: Using facial expressions and body language to convey feelings.

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Concept: Numbers 1–10

Play-Based Technique: “Number Hunt” Game – Hide number cards or objects around the classroom/play area. Children search for them, then match the numbers to a number line or count corresponding objects (like blocks or beads).

Domains of Development Supported:

Cognitive: Number recognition, counting, problem-solving

Physical: Gross motor (moving, running) and fine motor (picking cards/objects) skills

Social-Emotional: Turn-taking, teamwork, confidence in participation

Language: Using number words, describing what they find

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For the activity 'roll and slide',children are first asked to guess and then check for themselves what rolls and what slides using classroom realia.They are encouraged to explore ideas to create a slide.Some are seen using their scale and some are seen using their notebook to create a slide.Its total fun in the class. They are encouraged to work in pairs or small groups .

Domains of development-

1.cognitive- problem solving,critical thinking,shapes,size

2.Socio-emotional-teamwork,taking turns, turn taking,confidence,collaborative skills

3. Language - communication skills,vocabulary

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The teacher can teach the students the difference between the naming words and doing words by playing an interesting game with them in which the teacher will ask the students to clap when the teacher will say the name of somebody and when she will speak an action word they will enact it. This will develop their cognitive and psychomotor skills

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The students can be taught about the difference in action and naming words by playing an interesting game in which the students will be asked that if the teacher days a name they have to clap and if the teacher says a doing word they they have to enact it. This will help in building their vocabulary and development of cognitive and psychomotor skills

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Play-Way Technique: Children use colorful blocks to sort by color, size, or shape while playing freely or following simple instructions.Domains of Development Supported:

Cognitive: Recognizing patterns, categorizing, and logical thinking.

Language: Naming colors, shapes, and describing their choices.

Social-Emotional: Sharing blocks, taking turns, cooperating with peers.

Physical: Fine motor skills

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“Color Sorting Relay.” Set up baskets or containers labeled with different colors (red, blue, yellow, green, etc.). Scatter colored objects—like blocks, balls, or fabric pieces—around the room. Children race to find an item and place it in the correct color basket. You can add music or turn it into a team challenge to boost excitement! Domains of development Cognitive: Enhances color recognition and categorization skills. • Physical: Builds gross motor coordination through movement. • Language: Encourages verbal labeling and descriptive language. • Social-emotional: Promotes cooperation, turn-taking, and confidence.

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“Shape Hunt Adventure”
Turn your classroom or outdoor area into a treasure map where children search for hidden shapes—like circles, squares, triangles—taped to walls, furniture, or playground equipment. As they find each shape, they name it, describe its features (e.g., “This triangle has three sides!”), and match it to real-life objects (like a clock for a circle or a book for a rectangle).

Domains of Development Supported:

Cognitive: Enhances visual discrimination, classification, and problem-solving.

Language: Builds vocabulary and descriptive language.

Physical: Encourages movement and coordination.

Social-emotional: Promotes teamwork, excitement, and confidence through discovery.

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One concept I love to explore in ECCE classrooms is basic numeracy, especially counting and number recognition. A playful technique that works wonders is the “Number Treasure Hunt.”

How it works:
Hide number cards (1–10) around the classroom or outdoor space. Children search for them and, once found, place them in the correct sequence on a number line. You can add a twist by associating each number with a movement (e.g., jump 5 times for number 5).

Domains of development supported:

Cognitive: Enhances number sense, sequencing, and problem-solving.

Physical: Promotes gross motor skills through movement and coordination.

Social-emotional: Encourages teamwork, turn-taking, and confidence.

Language: Builds vocabulary as children describe their actions and numbers.

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I teach a lot of concepts via treasure hunt. For example while teaching colour red I hide lots of things around but children have to find and collect only red colour things. everytime they find a read treasure they hifi me. Also we sing a song while looking for the treasure

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I teach new words through stories. After reading, I ask children to act out parts of the story. This helps with language, imagination, and working in groups.

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I teach counting 1–5. I use a game where children jump on number mats as we say the numbers together. This helps them learn numbers, move their bodies, and also work together when they wait for their turn.

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I often teach colours in my ECCE classroom. A play-based way to do this is through a sorting game where children group blocks or toys by colour. This makes the activity fun and keeps them engaged. It supports their cognitive development (learning to recognise and match colours), fine motor skills (picking and placing the objects), and also their social development if they play in small groups and take turns.