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Month 1 · Week 2 · Day 3 | Pebble

Toddler (2–3 years) · Month 1 · Week 2

Day 3

Body part vocabulary and self-recognition

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Child selects the bigger or smaller of two objects when named Child presses fingers and palms into clay leaving clear marks

Teaching37 minPrep10 minStart Teaching

Today at a Glance

  1. 9:00 AM · Settling In

    15 min

    Arrival & Settling In

    Routine

  2. 9:15 AM · Circle Time

    20 min

    Circle Time Songs

    Music & Movement

    • OPENING SONG3–5 min

      Hickety Pickety My Black Hen

      Actions included — see song resource card

    • CLOSING SONG3–5 min

      Good Morning Train

      Actions included — see song resource card

  3. 9:35 AM · Numeracy

    25 min

    Big and Small — Discovery Comparison

    Numeracy

  4. 10:00 AM · Sensory

    25 min

    Clay Pressing — First Hand Strength

    Fine Motor

  5. 10:25 AM · Snack

    25 min

    Snack & break

    Wash hands, snack, bathroom, and a gentle reset before the next learning block.

    Routine

  6. 10:50 AM · Movement

    25 min

    Hickety Pickety My Black Hen

    Music & Movement

  7. 11:15 AM · Free Play & Departure

    15 min

    Free Play & Departure

    Quick recap: Today we explored big and small, clay pressing, and singing along to a favourite song. Invite children to share one favourite moment, then sing your goodbye song. Child-led exploration and calm goodbye.

    Routine

Quick Preparation

Materials to gather

Resources to print

Songs to prepare

Storybook

Setup checklist

0 of 14 items ready

Assessment Today

Home Connection

Activity

Body part naming in the bath: as you wash each part, name it clearly.

Conversation starter

Can you give daddy the big spoon?' Household objects make the best mathematics.

Suggested book

Week 2: Chrysanthemum by Henkes

Optional extension

Introduce three sizes: big, medium, small.

Quick Stats

3

Activities

37 min

Teaching Time

10 min

Prep Time

2

Resources

2

Songs

0

Stories

0

Printables

NumeracyTOD-NUM-001

Big and Small — Discovery Comparison

Duration
15 minutes
Preparation Time
5 minutes
Group Size
Small group
Start teaching — follow the steps below.

Learning Objective

Child selects the bigger or smaller of two objects when named

Materials Required

  • Pairs of objects in clearly different sizes: large and small ball, large and small block, large and small cup
  • Two labelled trays: BIG and SMALL

Teaching Steps

  1. 1

    Which one is big? Can you show me the BIG one?

  2. 2

    Which one is small? Find the SMALL one!

  3. 3

    These two balls — which is bigger? Which is smaller?

  4. 4

    Can you put all the big things on this tray?

  5. 5

    Wow — that IS big! And this one is so small!

Questions to Ask

  • Which one is big? Can you show me the BIG one?
  • Which one is small? Find the SMALL one!
  • These two balls — which is bigger? Which is smaller?
  • Can you put all the big things on this tray?
  • Wow — that IS big! And this one is so small!

Teacher Notes

Observe whether child consistently selects the correct object when big or small is named. Log: consistently correct / inconsistent / not yet.

Extension / Enrichment

Support: Use the child's own body: make yourself BIG — stretch up tall! Now make yourself SMALL — scrunch down tiny! Extend: Introduce three sizes: big, medium, small. Order three objects from smallest to biggest.

Assessment

Observe whether child consistently selects the correct object when big or small is named. Log: consistently correct / inconsistent / not yet.

Home Connection

At any meal: 'which is the big cup and which is the small cup? Can you give daddy the big spoon?' Household objects make the best mathematics.

Fine MotorTOD-FM-002

Clay Pressing — First Hand Strength

Duration
15–20 minutes
Preparation Time
5 minutes
Group Size
Small group
Start teaching — follow the steps below.

Learning Objective

Child presses fingers and palms into clay leaving clear marks

Materials Required

  • Air-drying clay — one palm-sized ball per child
  • A flat board or mat per child
  • Damp cloth for cleanup

Teaching Steps

  1. 1

    Press your finger in — look, you made a mark!

  2. 2

    Can you press harder? What happens?

  3. 3

    Press your whole palm flat — look at your handprint!

  4. 4

    What does the clay feel like? Is it soft? Cold? Squishy?

  5. 5

    Can you make lots of holes with your fingers?

Questions to Ask

  • Press your finger in — look, you made a mark!
  • Can you press harder? What happens?
  • Press your whole palm flat — look at your handprint!
  • What does the clay feel like? Is it soft? Cold? Squishy?
  • Can you make lots of holes with your fingers?

Teacher Notes

Observe whether child engages with clay without significant distress and makes deliberate marks. Log: engages freely / engages with reassurance / refuses contact.

Extension / Enrichment

Support: For children with tactile sensitivity: offer tools first (a stick, a rolling pin) before asking for bare-hand contact. Extend: Roll the clay into a ball. Press it flat. Roll again. Introduce the concept of change and reversibility.

Assessment

Observe whether child engages with clay without significant distress and makes deliberate marks. Log: engages freely / engages with reassurance / refuses contact.

Home Connection

Any commercial playdough at home works identically. Press, poke, squeeze, roll — 10 minutes of playdough is among the highest-value fine motor activities available.

Music & MovementTOD-MUS-001

Hickety Pickety My Black Hen

Duration
3–5 minutes (circle time opener — used daily)
Preparation Time
0 minutes
Group Size
Whole class circle
Start teaching — follow the steps below.

Learning Objective

Child participates in the circle-opening song through actions or vocalisation by Week 3

Materials Required

  • Song
  • No instruments required in Month 1

Teaching Steps

  1. 1

    It is time for our song — listen!

  2. 2

    Can you clap along with me?

  3. 3

    What comes next in the song? Can you remember?

  4. 4

    Everyone together — Hickety Pickety!

Questions to Ask

  • It is time for our song — listen!
  • Can you clap along with me?
  • What comes next in the song? Can you remember?
  • Everyone together — Hickety Pickety!

Teacher Notes

Observe participation level by Week 3: leading actions / joining actions / joining vocalisation / observing with engagement / not yet participating.

Extension / Enrichment

Support: Slow the song down significantly in Week 1 so children can absorb the melody before the rhythm. Extend: Child leads the actions for the group by Week 4.

Assessment

Observe participation level by Week 3: leading actions / joining actions / joining vocalisation / observing with engagement / not yet participating.

Home Connection

Ask your child if they know any songs from school. If they sing or hum any part of Hickety Pickety, join in. This is the most powerful music reinforcement possible.

Suggested printables

  • •Hickety Pickety — melody, lyrics, teacher notes · song
  • •MUS-TOD-M1-W1-001 · MUS