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think and talk about events in the past and future 
Description:
To think about events that have happened in the past and what could happen in the future.
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| Early years skill: | not specified |
| Early years typical range: | not specified |
| P-scales/Curriculum skill: | Maths Shape Space and Measures |
| P-scales/Curriculum level: | L1c |
| TAP skill: | Expressive Language |
| TAP level: | TAP52 |
| Pre/Nat. Curriculum Area: | not specified |
| Pre/Nat. Curiculum Standard: | not specified |
| Section: | Primary (5-11yrs) info |
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Which day? Card with 3 boxes, for yesterday, today and tomorrow A jumping frog (or any other toy animal that jumps!) | 1. Talk about each day, one at a time. Have the child draw or write key things they have done or that they will do in each box. 2. When you have finished, explain that there is going to be a quiz. Describe an activity and the child must say if they did it yesterday, today or if they will do it tomorrow. 3. Have them jump the frog onto the right day. | This works best when there are key things which are different about each day! |
| Walter the Worm Set of three toy animals - a small one, a medium sized one, and a large one - all the same colour - for example three plastic worms
Large 'thought clouds ' on A3 or A4 paper: Sticky tape Pens | 1. Explain that this is Walter the worm, who is X years old (choose the same age as the child). He has been thinking about when he was a small, baby worm. 2. Tape the small worm onto one of the thought bubbles. Discuss what he would have done as a baby worm and how it would be different now. Draw onto the thought bubble. 3. * Repeat with the other thought bubble, and the 'grown up' worm - what will Walter do as a grown up worm. | * It is better to do this over at least two sessions. If the child is finding it easy to think about this, you could repeat the activity but have the child think about when he was a baby, and then about when he is grown up. |
| Calendar Calendar Pens | 1. Record key events relevant to the child on the calendar. 2. Look back at what has happened, and forward at what is going to happen. | This is an ongoing activity You could take photos of the key events, and put them on the calendar |
| Visual Timetable Any activity where you use a visual timetable
This activity is also suitable for working with children at lower levels: for example to develop communication about past present and future experiences (English Speaking P7), and sequence pictures of daily events (Maths Shape Space and Measures P8).
| 1. Part way through the activity stop and look at the things you have already done. Use the timetable symbols to help you do this. 2. Talk about what you are going to do, using the symbols still on the timetable. |
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