Under 8's Week- Week Activity Planner-Connecting to Culture Through Play
Updated: May 30
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Cultural Sensory Bin
Age Group: 3 to 8 years old
Materials Needed:
Large, shallow bins
Rice dyed in different colours (using food colouring)
Natural items like stones, leaves, and sand
Cultural items like small traditional dolls, fabric pieces, coins, and miniature landmarks
Tools for exploration (scoops, tweezers, cups)
Instructions:
Preparation: Dye the rice in various colours with food colouring and allow it to dry. Each colour can represent a different aspect of the culture being explored (green for landscapes, blue for waterways, etc.).
Setup: Fill each bin with the dyed rice. Add natural items that correspond with the chosen cultures, such as sand for Australian Aboriginal cultures or leaves for Southeast Asian cultures.
Cultural Items: Place cultural objects in the bins. For example, small boomerangs, didgeridoos, traditional fabric pieces, or tiny replicas of iconic landmarks like the Sydney Opera House.
Exploration Time: Allow the children to explore the bins using their hands and the tools provided. Encourage them to describe the textures and objects they find.
Curriculum Links:
EYLF Outcome 2: Children are connected with and contribute to their world.
VEYLDF Outcome 2.1: Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation.
QKLG: Identity 2: Children develop knowledgeable and confident self-identities.
MTOP Learning Outcome 2: Children and young people become socially responsible and show respect for the environment.
Analysis of Learning: Children will enhance their sensory skills and cultural understanding by physically exploring various textures and items. This hands-on activity promotes curiosity about different cultures and facilitates discussions about diversity and inclusion.
Theorist Link: Lev Vygotsky’s theory of social development could be discussed, emphasizing the role of social interaction in the development of cognition, highlighting how group activities like this foster learning through shared experiences.
Extension Ideas:
Include a storytime session where children can listen to folktales from the cultures explored in the sensory bins.
Create art projects based on the cultural items found in the bins, such as painting or clay modeling.
This activity not only connects children to various cultures through sensory play but also encourages them to appreciate and understand the diversity of the world around them, fostering social responsibility and respect for the environment.
Textured Cultural Mural
Age Group: 0 to 2 years old
Materials Needed:
Large roll of paper or fabric
Non-toxic, baby-safe paint in various colors
Items for texture such as fabric scraps, feathers, and foam shapes
Brushes and sponges
Safe adhesive like child-safe glue or double-sided tape
Instructions:
Preparation: Spread the large paper or fabric on a flat surface or a wall low enough for toddlers. Ensure the area is safe and secure for young children.
Paint Setup: Pour non-toxic paints into shallow containers. Introduce brushes and sponges for the toddlers to use.
Adding Textures: Provide various textured materials such as fabric scraps representing different cultural garments, feathers, and foam shapes. These can be adhered to the mural with child-safe glue or double-sided tape under supervision.
Art Time: Let the toddlers explore painting and sticking materials onto the mural. Guide them to pat, smear, and stick, helping them feel different textures and see how they create patterns on the paper.
Curriculum Links:
EYLF Outcome 1: Children have a strong sense of identity.
VEYLDF Outcome 1.1: Children feel safe, secure, and supported.
QKLG: Identity 1: Children develop emergent skills in independence, resilience, and problem-solving.
MTOP Learning Outcome 1: Children and young people feel safe, secure, and supported.
Analysis of Learning: This activity supports sensory exploration and artistic expression, critical for toddlers’ fine motor development and sensory processing. It allows them to experience and express creativity while engaging with materials that represent various cultures, fostering early cultural awareness.
Theorist Link: Maria Montessori’s emphasis on sensory-based learning and real-world experiences aligns with this activity, promoting learning through discovery and hands-on interaction.
Extension Ideas:
Display the completed mural in a communal area to encourage appreciation and recognition of the children's work.
Host a small exhibit where parents and other children can view the murals, enhancing community and cultural appreciation.
This activity is specifically designed to be safe and enjoyable for younger children, allowing them to connect with cultural elements in a tactile and visually stimulating way.
World Music Dance Party
Age Group: 3 to 8 years old
Materials Needed:
Variety of musical instruments
Global music playlist
Instructions:
Play music from different cultures.
Encourage children to dance and try different instruments.
Curriculum Links:
EYLF Outcome 5.1: Children interact with others to explore ideas and concepts, solve problems, and express feelings and imagination through music and dance.
VEYLDF Outcome 3: Children take increasing responsibility for their own health and physical well-being through dance.
QKLG Outcome 3: Children explore ways to promote physical well-being by engaging in active music and movement sessions.
MTOP Learning Outcome 3.1: Children become strong in their social, emotional, and mental well-being by participating in shared musical experiences.
Analysis of Learning: This activity promotes cultural diversity awareness through exposure to global music, enhancing social skills and physical development through dance.
Theorist Link: Howard Gardner’s Multiple Intelligences theory, particularly musical-rhythmic and bodily-kinesthetic intelligences.
Extension Ideas:
Children create musical instruments using recycled materials.
Explore traditional dances from different cultures.
International Food Tasting Station
Age Group: 3 to 8 years old
Materials Needed:
Samples of non-allergenic foods from various cultures
Display cards with country flags and food facts
Instructions:
Offer small tasting portions to the children.
Discuss the origin of each food and its cultural significance.
Curriculum Links:
EYLF Outcome 2.3: Children respond to diversity with respect by tasting and learning about foods from various cultures.
VEYLDF Outcome 3: Children take increasing responsibility for their own health and physical well-being through understanding different nutritional practices.
QKLG Outcome 1: Building a confident self-identity through exploring diverse cultural cuisines.
MTOP Learning Outcome 1.4: Children and young people learn to interact in relation to others with care, empathy, and respect through shared food experiences.
Analysis of Learning: This activity allows children to explore sensory experiences and gain an appreciation for cultural diversity through food.
Theorist Link: Lev Vygotsky’s Social Development Theory, emphasizing learning through social interaction.
Extension Ideas:
Prepare simple recipes from different countries with the children.
Create a cookbook with the children’s favorite international recipes.
Cultural Fabric Exploration
Age Group: 0 to 2 years old
Materials Needed:
Variety of fabric swatches from different cultures
Soft boards for displaying fabrics
Instructions:
Allow children to touch and feel different cultural fabrics.
Discuss the textures and origins of the fabrics.
Curriculum Links:
EYLF Outcome 1.2: Children develop their emerging autonomy, inter-dependence, resilience, and sense of agency by exploring different textures.
VEYLDF Outcome 1: Children develop knowledgeable and confident self-identities through tactile explorations.
QKLG Outcome 1: Building a sense of security and trust by providing a safe space for sensory exploration.
MTOP Learning Outcome 1.3: Children and young people develop knowledgeable, confident self-identities and a sense of positive self-worth through exploring cultural materials.
Analysis of Learning: This activity enhances sensory development and cultural awareness by introducing young children to a variety of fabric textures and patterns.
Theorist Link: Jean Piaget’s Sensorimotor Stage, focusing on learning through sensory experiences and manipulation of objects.
Extension Ideas:
Create simple crafts using the explored fabrics.
Integrate stories related to the cultures from which the fabrics originate.
Sand Art Bottles
Age Group: 4 to 8 years old
Materials Needed:
Colored sand
Empty bottles or jars
Funnels and spoons
Instructions:
Use funnels and spoons to layer colored sand into bottles, creating patterns.
Discuss the significance of colors in different cultures.
Curriculum Links:
EYLF Outcome 4.1: Children develop a growth mindset and learning dispositions such as curiosity and creativity through engaging in sand art.
VEYLDF Outcome 4: Children develop a range of skills and processes such as problem solving and experimenting with materials.
QKLG Outcome 4: Showing confidence and involvement in learning by using natural materials to create art.
MTOP Learning Outcome 4.2: Children and young people develop a range of learning and thinking skills and processes such as problem solving and experimenting through creating sand art.
Analysis of Learning: This activity promotes fine motor skills, pattern recognition, and an understanding of the cultural significance of colors and symbols.
Theorist Link: Vygotsky’s concept of the zone of proximal development, facilitating learning through creative play and peer collaboration.
Extension Ideas:
Research and discuss the use of coloured sand in various cultural ceremonies and arts, such as Tibetan mandalas.
Native Plant Garden
Age Group: 3 to 8 years old
Materials Needed:
Native plants or seeds from different cultural backgrounds
Gardening tools
Instructions:
Plant seeds or small plants in a garden area.
Discuss the significance of each plant in its native culture.
Curriculum Links:
EYLF Outcome 2.4: Children become socially responsible and show respect for the environment by learning about and caring for native plants.
VEYLDF Outcome 2: Children become aware of fairness and respond to diversity with respect by engaging with the natural world.
QKLG Outcome 2: Showing respect for environments by learning about and caring for plants native to various cultures.
MTOP Learning Outcome 2.4: Children and young people become socially responsible and show respect for the environment by participating in gardening.
Analysis of Learning: Gardening promotes environmental stewardship and cultural appreciation through the exploration of plants significant to various cultures.
Theorist Link: Bronfenbrenner’s ecological systems theory, illustrating how learning is influenced by interactions with the environment.
Extension Ideas:
Maintain a garden journal to document plant growth and cultural research.
Organise a community event to share the cultural significance of the garden.
Traditional Games Day
Age Group: 3 to 8 years old
Materials Needed:
Equipment for traditional games from different cultures
Instructions:
Organise stations for different traditional games.
Facilitate and explain the rules and cultural origins of each game.
Curriculum Links:
EYLF Outcome 2.1: Children develop a sense of connectedness to groups and communities through participation in traditional games.
VEYLDF Outcome 3: Children become strong in their social, emotional, and spiritual well-being by engaging in play that involves cooperation and shared cultural heritage.
QKLG Outcome 3: Building a sense of autonomy by participating in structured group games.
MTOP Learning Outcome 3.2: Children and young people become strong in their physical learning and well-being through active play.
Analysis of Learning: Traditional games foster physical coordination, teamwork, and an understanding of cultural histories through active play.
Theorist Link: Lev Vygotsky’s theory on the importance of social interaction in learning, emphasizing the role of community and shared activities.
Extension Ideas:
Create an ongoing "game of the month" club that explores a new game from around the world each month.
Invite community members from different cultural backgrounds to teach the games and share personal stories.
Spice Sensory Jars
Age Group: 2 to 5 years old
Materials Needed:
Small, clear jars with lids
A variety of spices commonly used in different cultures (e.g., cinnamon, turmeric, cumin)
Labels with the name of the spice and its country of origin
Instructions:
Fill each jar with a different spice, secure the lids tightly.
Label each jar with the spice name and a picture of its country of origin.
Allow children to shake, smell, and observe the colors of the spices, discussing the sensory experiences.
Curriculum Links:
EYLF Outcome 5.1: Children interact verbally and non-verbally with others for a range of purposes through sensory exploration of spices.
VEYLDF Outcome 3: Children become strong in their social, emotional, and spiritual well-being by engaging with sensory activities that include scents and colours.
QKLG Outcome 4: Building positive dispositions towards learning by exploring natural materials that stimulate the senses.
MTOP Learning Outcome 3.2: Children and young people become strong in their physical learning and well-being through sensory experiences that also enhance knowledge about diverse cultures.
Analysis of Learning: Exploring spices through sensory jars allows children to engage their senses, particularly smell and sight, fostering curiosity about different cultures and natural products.
Theorist Link: Maria Montessori’s emphasis on engaging the senses as part of the learning process, helping children connect learning to real-world contexts.
Extension Ideas:
Pair the sensory exploration with a cooking activity using the spices.
Create artwork using spices for color and texture.
Cultural Clay Impressions
Age Group: 3 to 8 years old
Materials Needed:
Air-dry clay
Objects with cultural significance (e.g., coins, fabric textures, small cultural artefacts)
Rolling pins
Instructions:
Roll out air-dry clay on a flat surface.
Children press various objects into the clay to create impressions.
Discuss the cultural significance of each object as children work.
Curriculum Links:
EYLF Outcome 1.3: Children develop knowledgeable, confident self-identities and a positive sense of self-worth by exploring materials that represent different cultures.
VEYLDF Outcome 4: Children develop a range of skills and processes such as problem-solving, inquiry, and experimentation by manipulating clay and discussing cultural objects.
QKLG Outcome 4: Showing confidence and involvement in learning by engaging creatively with cultural materials.
MTOP Learning Outcome 4.4: Children and young people resource their own learning through connecting with culturally significant objects and materials.
Analysis of Learning: Making impressions in clay offers tactile and visual experiences, enhancing fine motor skills and understanding of cultural diversity through art.
Theorist Link: Jean Piaget’s theory of cognitive development, highlighting the importance of physical manipulation for learning.
Extension Ideas:
Display the dried clay pieces as part of a cultural exhibition at the centre.
Explore the origins and histories of the objects used for impressions.
Fabric Tug of War
Age Group: 5 to 8 years old
Materials Needed:
Large pieces of fabric representing different cultures (e.g., kilts, saris)
Open space for safe movement
Instructions:
Divide children into teams and give each team a culturally significant piece of fabric.
Engage in a tug of war, using the activity to discuss the strength and history of the fabric and the culture it represents.
Discuss teamwork, cooperation, and the cultural significance of the fabrics post-activity.
Curriculum Links:
EYLF Outcome 3.1: Children become strong in their social, emotional, and mental wellbeing through cooperative physical activities.
VEYLDF Outcome 2: Children respond to diversity with respect by learning about and using fabrics from different cultures in play.
QKLG Outcome 3: Exploring ways to promote physical wellbeing through active, cooperative play.
MTOP Learning Outcome 3.3: Children and young people are aware of and develop strategies to support their own mental and physical health and personal safety by participating in team-based activities.
Analysis of Learning: This activity promotes physical health, teamwork, and cultural appreciation through the symbolic and literal strength of different fabrics.
Theorist Link: Erik Erikson’s theory of psychosocial development, emphasizing the importance of collaborative interactions in developing confidence and social skills.
Extension Ideas:
Create a cultural fashion show where children can learn about and display clothes from different cultures.
Engage in discussions about the importance of textiles in cultural traditions.
Cultural Fabric Exploration
Age Group: 0 to 2 years old
Materials Needed:
Variety of fabric swatches from different cultures
Soft boards for displaying fabrics
Instructions:
Allow children to touch and feel different cultural fabrics.
Discuss the textures and origins of the fabrics.
Curriculum Links:
EYLF Outcome 1.2: Children develop their emerging autonomy, inter-dependence, resilience, and sense of agency by exploring different textures.
VEYLDF Outcome 1: Children develop knowledgeable and confident self-identities through tactile explorations.
QKLG Outcome 1: Building a sense of security and trust by providing a safe space for sensory exploration.
MTOP Learning Outcome 1.3: Children and young people develop knowledgeable, confident self-identities and a sense of positive self-worth through exploring cultural materials.
Analysis of Learning: This activity enhances sensory development and cultural awareness by introducing young children to a variety of fabric textures and patterns.
Theorist Link: Jean Piaget’s Sensorimotor Stage, focusing on learning through sensory experiences and manipulation of objects.
Extension Ideas:
Create simple crafts using the explored fabrics.
Integrate stories related to the cultures from which the fabrics originate.
Traditional Games Day
Age Group: 3 to 8 years old
Materials Needed:
Equipment for traditional games from different cultures
Instructions:
Organize stations for different traditional games.
Facilitate and explain the rules and cultural origins of each game.
Curriculum Links:
EYLF Outcome 2.1: Children develop a sense of connectedness to groups and communities through participation in traditional games.
VEYLDF Outcome 3: Children become strong in their social, emotional, and spiritual well-being by engaging in play that involves cooperation and shared cultural heritage.
QKLG Outcome 3: Building a sense of autonomy by participating in structured group games.
MTOP Learning Outcome 3.2: Children and young people become strong in their physical learning and well-being through active play.
Analysis of Learning: Traditional games foster physical coordination, teamwork, and an understanding of cultural histories through active play.
Theorist Link: Lev Vygotsky’s theory on the importance of social interaction in learning, emphasising the role of community and shared activities.
Extension Ideas:
Create an ongoing "game of the month" club that explores a new game from around the world each month.
Invite community members from different cultural backgrounds to teach the games and share personal stories.
Nature Walks and Cultural Stories
Age Group: 4 to 8 years old
Materials Needed:
Local park or nature reserve
Storybooks or oral stories from various cultures
Instructions:
Take children on a walk in a local park or nature reserve.
Stop at various points to read or tell stories from different cultures that relate to nature.
Encourage children to collect natural items that remind them of the stories.
Curriculum Links:
EYLF Outcome 2.3: Children become aware of fairness and learn about different cultures through stories and natural exploration.
VEYLDF Outcome 3: Children engage with the community and environment during the nature walk.
QKLG Outcome 2: Showing respect for environments by learning through and about nature.
MTOP Learning Outcome 2.4: Children and young people become socially responsible and show respect for the environment.
Analysis of Learning: Combines physical activity with cultural learning, enhancing children’s appreciation for nature and diverse narratives.
Theorist Link: Bronfenbrenner’s ecological systems theory, as children interact with their immediate physical and social environments.
Extension Ideas:
Create a nature collage with collected items to depict scenes or elements from the stories.
Have children create their own stories inspired by the nature walk.
Cultural Stone Balancing
Age Group: 5 to 8 years old
Materials Needed:
A variety of stones and rocks
Open outdoor space
Instructions:
Show children how to balance stones to create stone sculptures, explaining that this practice is common in various cultures for different reasons, such as meditation or art.
Allow children to create their own stone sculptures.
Discuss the significance and origins of stone balancing around the world.
Curriculum Links:
EYLF Outcome 4.3: Children transfer and adapt what they have learned from one context to another, applying techniques of stone balancing.
VEYLDF Outcome 4: Children develop problem-solving skills through experimenting with different ways to balance stones.
QKLG Outcome 4: Showing confidence and involvement in learning by engaging with natural materials creatively.
MTOP Learning Outcome 4.2: Children and young people develop learning and thinking skills through hands-on manipulation of natural materials.
Analysis of Learning: Promotes fine motor skills, concentration, and an understanding of physical properties like balance and weight.
Theorist Link: Piaget’s theory of cognitive development, as children use hands-on experimentation to understand concepts of physics and art.
Extension Ideas:
Photograph the stone sculptures to create an outdoor art gallery.
Explore other natural art forms, such as leaf threading or mud sculpting.
World Flag Kite Making
Age Group: 5 to 8 years old
Materials Needed:
Kite kits or materials to make kites (sticks, paper, string)
Images of flags from various countries
Instructions:
Have children choose a flag and design their kite based on the flag’s colours and patterns.
Assist in the construction and decoration of the kites.
Take the children outside to fly their kites, discussing the countries represented by each flag.
Curriculum Links:
EYLF Outcome 3.2: Children become strong in their physical learning and wellbeing through active play such as kite flying.
VEYLDF Outcome 2: Children become socially responsible and show respect for the environment by using sustainable materials in their kites.
QKLG Outcome 3: Exploring ways to promote physical wellbeing by engaging in outdoor, physical activities like kite flying.
MTOP Learning Outcome 3.3: Children and young people are aware of and develop strategies to support their own mental and physical health and personal safety in active play.
Analysis of Learning: Encourages creativity, understanding of aerodynamics, and cultural awareness through the symbolism of flags.
Theorist Link: Vygotsky’s social development theory, as children learn and play in a socially interactive setting that enhances understanding and cooperation.
Extension Ideas:
Hold a kite flying competition.
Explore the history and significance of kite flying in different cultures.
Rain Dance and Water Play
Age Group: 3 to 8 years old Many different types of "rain dances" can be found in many cultures.
Materials Needed:
Outdoor space suitable for water play
Water sprinklers, hoses, or buckets
Instructions:
Learn about rain dances from various cultures and discuss their significance.
Simulate a rain dance using water sprinklers or hoses to create 'rain'.
Engage in water play, encouraging children to experience the cooling effects of water while dancing.
Curriculum Links:
EYLF Outcome 3.1: Children become strong in their social, emotional, and mental wellbeing by participating in group activities like a rain dance.
VEYLDF Outcome 3: Children take increasing responsibility for their own health and physical well-being in water play.
QKLG Outcome 3: Exploring ways to be healthy and safe by understanding the physical effects of water and movement.
MTOP Learning Outcome 3.1: Children and young people become strong in their social, emotional, and mental wellbeing through playful and culturally enriching activities.
Analysis of Learning: Enhances physical health, cultural understanding, and social skills through playful, active, and water-based activities.
Theorist Link: Howard Gardner’s bodily-kinesthetic intelligence, emphasising learning through physical activities and movement.
Extension Ideas:
Create a documentary or photo essay of the rain dance day.
Discuss the importance of water in various cultural rituals and daily life.
Cultural Scavenger Hunt
Age Group: 5 to 8 years old
Materials Needed:
List of items or clues related to different cultures
Digital cameras or devices for taking pictures (optional)
Outdoor area with places to hide items
Instructions:
Hide items that represent various cultures around the outdoor area.
Give children clues or riddles that lead them to find these items.
Discuss each item’s cultural significance as it is found.
Curriculum Links:
EYLF Outcome 2.1: Children develop a sense of connectedness to groups and communities by participating in a culturally themed scavenger hunt.
VEYLDF Outcome 2: Children respond to diversity with respect by learning about and searching for culturally significant items.
QKLG Outcome 2: Showing respect for diversity by engaging in an educational hunt that highlights different cultures.
MTOP Learning Outcome 2.1: Children and young people develop a sense of belonging to groups and communities through collaborative and culturally focused activities.
Analysis of Learning: Promotes teamwork, problem-solving, and an appreciation for cultural diversity through interactive play.
Theorist Link: Jean Piaget’s theory on cognitive development, as children use critical thinking and problem-solving skills to decipher clues.
Extension Ideas:
Incorporate technology by having children document their finds with digital cameras.
Extend the scavenger hunt to include community landmarks and historical sites related to various cultures.
These activities are crafted to be engaging and educational, fostering sensory experiences, cultural appreciation, and community involvement while adhering to Australian educational standards and the theme of connecting to culture through play.
Cultural Fabric Boxes
Age Group: 0 to 2 years old
Materials Needed:
Boxes filled with safe, various textured fabrics from different cultures (e.g., silk, linen, wool).
Instructions:
Allow babies to explore the boxes and feel the different textures.
Talk about the fabrics and their cultural significance softly as the babies interact with them.
Curriculum Links:
EYLF Outcome 1.3: Children develop knowledgeable, confident self-identities through sensory exploration.
VEYLDF Outcome 1: Children feel safe, secure, and supported while exploring new textures.
Analysis of Learning: Enhances tactile development and cultural awareness by exposing babies to diverse fabric textures linked to different cultures.
Theorist Link: Maria Montessori’s emphasis on sensory-based learning and engaging with materials to understand the world.
Extension Ideas:
Create a sensory wall with different cultural fabrics for ongoing exploration.
Pair each fabric exploration session with a matching cultural lullaby or music.
World Music Mobiles
Age Group: 0 to 1 year old
Materials Needed:
Mobiles with small instruments or items that make gentle sounds, representative of different cultures.
Instructions:
Hang mobiles above safe play areas or cribs.
Let the gentle sounds introduce babies to rhythms from around the world.
Curriculum Links:
EYLF Outcome 5.1: Children interact with a range of texts and gain meaning from these texts, including musical texts from diverse cultures.
VEYLDF Outcome 3: Children take increasing responsibility for their own health and physical well-being through sensory interactions.
Analysis of Learning: Fosters auditory development and cultural curiosity through exposure to global musical sounds.
Theorist Link: Reggio Emilia’s approach to providing children with multi-sensory experiences to enhance learning.
Extension Ideas:
Rotate the mobiles regularly to introduce a variety of world music styles.
Incorporate quiet listening sessions where babies can focus on different musical textures and instruments.
Spice Scent Exploration
Age Group: 1 to 2 years old
Materials Needed:
Secure containers filled with various non-irritating spices commonly used in different cultures.
Instructions:
Let babies smell the different spices under close supervision to ensure safety.
Use gentle, soothing tones to describe the scents and the cultural significance of each spice.
Curriculum Links:
EYLF Outcome 1.2: Children develop their emerging autonomy, inter-dependence, resilience, and agency by exploring different scents.
VEYLDF Outcome 1: Children develop knowledgeable and confident self-identities through sensory experiences.
Analysis of Learning: Promotes olfactory recognition and introduces babies to a world of culinary cultures through smell.
Theorist Link: Maria Montessori’s methods of engaging babies with natural sensory experiences to aid cognitive development.
Extension Ideas:
Pair spice scent exploration with related cultural music or visuals to create a multi-sensory experience.
Introduce a texture component, such as spice-infused play dough for older children.
Cultural Sound Bottles
Age Group: 0 to 2 years old
Materials Needed:
Safe, sealed bottles filled with items that produce sounds, like beads, bells, or natural items, each associated with different cultures.
Instructions:
Allow babies to handle and shake the bottles to explore the sounds.
Provide a calm, soothing description of the cultural context of each sound.
Curriculum Links:
EYLF Outcome 1.1: Children feel safe, secure, and supported while exploring new auditory stimuli.
VEYLDF Outcome 3: Children take increasing responsibility for their own health and physical well-being by engaging with safe, interesting objects.
Analysis of Learning: Encourages auditory development and cultural awareness through the exploration of sounds linked to various global traditions.
Theorist Link: Reggio Emilia’s approach, emphasizing the use of everyday materials to support children’s natural curiosity and learning.
Extension Ideas:
Develop a series of sound bottle sets from different regions of the world.
Organize a family day where parents can bring items to create personalized sound bottles with their babies.
Textured Art Scrolls
Age Group: 1 to 2 years old
Materials Needed:
Long scrolls of paper
Non-toxic paint or edible finger paints
Textured items like mesh, bubble wrap, or fabric swatches tied to cultural crafts.
Instructions:
Spread the scrolls on the floor and secure them.
Dip the textured items in paint and allow babies to press and roll them onto the paper to create art.
Curriculum Links:
EYLF Outcome 4.3: Children transfer and adapt what they have learned from one context to another by using different textures to create art.
VEYLDF Outcome 4: Children develop a range of skills and processes such as problem-solving through creative play.
Analysis of Learning: Supports fine motor development and artistic expression, while introducing elements of cultural artifacts through texture.
Theorist Link: Montessori’s focus on tactile and visual learning, enhancing sensory development through creative expression.
Extension Ideas:
Display the completed art scrolls in a communal area to celebrate the artistic efforts and cultural themes.
Engage older children in discussing the cultural significance of the textures used in the art-making process.
Cultural Reflection Pools
Age Group: 0 to 2 years old
Materials Needed:
Shallow trays filled with a thin layer of water
Reflective materials like shiny tiles, small mirrors, or metallic objects representing different cultures
Instructions:
Allow babies to explore the reflection pools, experiencing how light interacts with water and reflective objects.
Discuss or narrate the cultural significance of the reflective materials used, creating a soothing auditory backdrop.
Curriculum Links:
EYLF Outcome 1.2: Children develop their emerging autonomy, inter-dependence, resilience, and agency through sensory exploration.
VEYLDF Outcome 3: Children engage with a range of materials that enhance their sensory development and understanding of reflective properties.
Analysis of Learning: Encourages visual perception and cognitive development through interaction with light and reflections, introducing basic physics in a culturally rich context.
Theorist Link: Reggio Emilia’s emphasis on light and shadow play to stimulate learning through visual senses.
Extension Ideas:
Introduce colored lights or natural sunlight at different times to change the sensory experience.
Organize a “light festival” day celebrating various cultural festivals that involve light, such as Diwali or Lantern Festival.
Textile Touch and Feel Boards
Age Group: 0 to 2 years old
Materials Needed:
Boards or large cards covered with different textiles that represent various cultures (e.g., African kente cloth, Indian silk, Scottish tartan).
Instructions:
Secure the textile boards within reach of babies and allow them to touch and explore the different fabrics.
Narrate or play soft music related to the textiles’ origins while they explore.
Curriculum Links:
EYLF Outcome 1.3: Children develop knowledgeable, confident self-identities through tactile sensory exploration.
VEYLDF Outcome 1: Children feel safe, secure, and supported while interacting with a variety of textures.
Analysis of Learning: Fosters sensory development and cultural awareness through tactile exploration, helping babies build connections between touch and cultural identity.
Theorist Link: Maria Montessori’s methods of using varied textures to aid in sensory development and cognitive connections.
Extension Ideas:
Rotate the textiles frequently to introduce new sensory experiences regularly.
Pair the touch and feel sessions with storytimes featuring tales from the textiles' cultures.
Herbal Sensory Bags
Age Group: 0 to 2 years old
Materials Needed:
Sealable transparent bags
Common culinary herbs or aromatic leaves from different cultures (e.g., basil, mint, lemon balm), safely enclosed in the bags.
Instructions:
Let babies manipulate the bags to feel the textures and press the herbs to release scents.
Talk about the herbs’ uses in various cultures in a storytelling format.
Curriculum Links:
EYLF Outcome 1.2: Children develop their emerging autonomy, inter-dependence, resilience, and agency as they explore the herbal sensory bags.
VEYLDF Outcome 3: Children take increasing responsibility for their own health and physical well-being through sensory experiences.
Analysis of Learning: Promotes olfactory and tactile recognition, introducing babies to a variety of scents and textures that are culturally significant.
Theorist Link: Montessori’s sensory development activities, focusing on the integration of smell and touch to enhance cognitive and sensory processing.
Extension Ideas:
Create a garden or a plant area where these herbs are grown for further sensory exploration.
Hold a sensory day where families can bring in herbs or plants significant to their cultures to share.
Cultural Cradle Songs
Age Group: 0 to 2 years old
Materials Needed:
Audio recordings or live singing of lullabies and gentle songs from various cultures.
Instructions:
Play or sing lullabies to babies during rest times or quiet periods.
Use soft, rhythmic tones to soothe babies while introducing them to different musical traditions.
Curriculum Links:
EYLF Outcome 5.1: Children interact verbally and non-verbally with others for a range of purposes, including cultural and linguistic interactions through music.
VEYLDF Outcome 3: Children engage with a range of texts and get meaning from these texts, enhancing their auditory and emotional well-being.
Analysis of Learning: Cultivates auditory skills and emotional connection through exposure to global musical traditions, fostering early cultural appreciation.
Theorist Link: Howard Gardner’s musical-rhythmic intelligence, focusing on the development of auditory senses aligned with cultural experiences.
Extension Ideas:
Invite parents or community members to sing lullabies in their native languages.
Record these sessions to create a multicultural lullaby library for the centre.
Cultural Shadow Plays
Age Group: 1 to 2 years old
Materials Needed:
A light source such as a lamp or overhead projector
Cut-outs or puppets made from black card, representing various cultural symbols and animals.
Instructions:
Create shadows on the wall using the cut-outs while babies observe the movements.
Use storytelling to explain the significance of the shadow figures, keeping the narratives simple and engaging.
Curriculum Links:
EYLF Outcome 4.3: Children transfer and adapt what they have learned from one context to another, using shadow plays to explore cultural stories.
VEYLDF Outcome 5: Children express ideas and make meaning using a range of media, including light and shadows to convey cultural narratives.
Analysis of Learning: Enhances visual and cognitive development through interactive storytelling and the exploration of light and shadow, introducing basic elements of drama and culture.
Theorist Link: Reggio Emilia’s approach to using light as a tool for learning, encouraging exploration through visual stimuli.
Extension Ideas:
Develop an ongoing program that explores different cultural tales through shadow play.
Create a collaborative shadow play event where families can participate and contribute their cultural stories.
World Spice Play Dough
Age Group: 2 to 8 years old
Materials Needed:
Flour, salt, water, vegetable oil
Various spices such as cinnamon (Mexico), turmeric (India), and paprika (Hungary), representing different cultures
Natural food coloring
Instructions:
Mix together flour, salt, water, and oil to create a basic dough.
Divide the dough into several batches. In each batch, mix a different spice and a corresponding color of food coloring.
Encourage children to knead the dough to fully integrate the colors and scents. Discuss the origins of each spice and its uses in its native culture.
Curriculum Links:
EYLF Outcome 4.3: Children resource their own learning through connecting with people, place, technologies, and natural and processed materials.
VEYLDF Outcome 4.1: Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination, and reflexivity.
QKLG Outcome 4: Children show confidence and involvement in learning by engaging with a variety of materials to construct their own understandings.
MTOP Learning Outcome 4.4: Children and young people resource their own learning through engaging with culturally relevant materials.
Analysis of Learning: This activity allows children to engage their senses of smell and touch while learning about different cultures through spices. It enhances their understanding of the world’s diversity and encourages exploration and creativity.
Theorist Link: Maria Montessori's sensory-based approach to learning, which supports using tactile experiences to aid in children's cognitive development.
Extension Ideas:
Use the play dough to create models of cultural landmarks or symbols.
Organize a "Spice Market" day where children can display and trade their unique play dough creations. We also have a Free Banner and Free learning Story Pack Click here
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