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What's changed?

Teacher stands in a pose (e.g. with arms raised). Children observe closely and then close their eyes. While their eyes are closed, the teacher changes something about their pose (e.g. sticks out their tongue). When the other children open their eyes, they need to identify what has changed.

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Can you remember?

Teacher goes to a place in the classroom where the children can't see them. Ask questions to see if they remember your eye colour, clothing, what you're holding etc.

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Household chores

Involving children in household chores provides opportunities for building their classification skills. These include: pack away time (e.g. put away all the blocks, then all the animals and then the dolls); helping with the laundry (e.g. sorting by colour, type of clothing or who the objects belong to); pointing out how things are organised at the shops (e.g. all the fruit and vegetables are together, all the meat is together etc).

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Similar or different?

Point out the similarities and differences between people, objects and activities, e.g. Miss X like to play outside whereas Miss Y likes to do drawing inside.

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Provide children with a variety of loose parts. Encourage them to sort them into groups, and then explain their reasoning to the class. This activity can also be flipped. The teacher sorts the loose parts into groups and the children see if they work out what rule the teacher used to sort them.

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Classroom museum

Invite the children to bring in natural treasures they've collected (e.g. pine-cones, sea glass, leaves, shells etc). These are then organised by the children in a classroom museum. Children can be introduced to this topic by looking in books or online at how objects are organised in real museums.

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I'm thinking of ...

Teacher thinks of a person, place or thing. The children ask questions to try and identify what the object is.

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What if?

Ask students questions like: What would we see if we went to the moon? What if everything you touched turned into candy? What would it taste like if I put salt instead of sugar in your tea?

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What happens next?

Cut out images from a magazine or use a photo album. Ask children what they think will happen next. Encourage them to point out clues in the image that support their prediction.

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What's in the mystery bag?

Give out clues one at a time while children try to guess what's in the bag, e.g. it's something soft, it's something that you use at night time, it's something that you cover in a case.

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What's in the box?

Put an object inside a box. Hand the box to a child and ask them to guess the contents without looking inside. Encourage them to hold, shake or listen to the box.

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Scavenger hunt

A simple version of this is to hide a ball. The teacher then gives clues to let the children know if they are getting closer to the ball or further away. For older children, the game can be played independently with one written or pictorial clue leading to the next.

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Storytelling bag

Put several miscellaneous everyday objects from around your house into a bag. Tell your child that this is the 'storytelling bag,' and together you will be making up a story using whatever is in the bag.

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How many can you think of?

Choose a category, such as colours or vegetables. The children try to name as many things as they can that fit into that category within a specified time.

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Communication blocks

Two people sit down facing opposite directions with an identical set of blocks. One person builds something with their set of blocks. When they are finished with their structure, they describe what they built to the other person with the goal of making their structures identical. You can also do the same activity with drawing instead of blocks.

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Charades

Children act out a phrase or word without speaking while the other children try to guess what it is.

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Robots

The teacher is the robot. The children have to program the robot to do a simple household task, e.g. crack an egg. They need to come up with a series of instructions and the robot must follow them exactly.

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Blindfold obstacle course

Set up a simple obstacle course, then blindfold one child and have another child guide them through the course using only verbal directions.

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Shared reading - make predictions about the story based on the illustration and title, then stop during the story to make predictions (see image) and then confirm your predictions after you've finished reading.

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Whose bag is it?

Show children a bag full of items (e.g. make-up, mobile phone, house keys, etc). Ask who they think it belongs to based on what's in it.

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Collaborative story

Children sit in a circle with a ball. One child starts the story. They then throw the ball to someone new and have them add to the story. This continues until the story reaches its end.

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Guess who?

Blindfold one child. To the sound of music, the other children walk around them. When the music stops, the child wearing the blindfold must guess who is standing in front of them by touching only their hands.

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Nature observations

Lie on your stomach on the grass. You can use a magnifying glass if you have one. The children observe what they see on top of the grass. They then look in the grass and finally below the grass.

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What's missing?

Set several objects on a table. Encourage children to observe them. Cover the objects with a detective's trench coat (or blanket) and remove one object. Children must identify the missing object.

A variation on this activity is to cover all the items and ask children to list as many as they remember.

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Guess what I'm writing

Each child selects a partner. The first child traces a shape or letter on their partner's back. The second child must try to identify it.