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Month 1 · Week 3 · Day 1 | Pebble

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

Day 1

Environmental confidence and routine familiarity

WeekNext

Child responds when their name is sung in the Hello Hello song Child finds named classroom zones and outdoor/edge-of-room landmarks on a short scavenger walk — extending the classroo…

Teaching32 minPrep8 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 · Language

    25 min

    Hello Hello — Name Recognition Song

    Literacy

  4. 10:00 AM · Outdoor

    25 min

    Classroom Zone Scavenger Hunt

    General Awareness

  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

    Low Jumps — First Spot Jump

    Gross Motor

  7. 11:15 AM · Free Play & Departure

    15 min

    Free Play & Departure

    Quick recap: Today we explored singing along to a favourite song, classroom zone scavenger hunt, and low jumps. 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

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

Name recognition builds through loving repetition.

Suggested book

Week 3: The Way I Feel by Cain

Optional extension

Child holds up a friend's name card and sings Hello to that friend.

Quick Stats

3

Activities

32 min

Teaching Time

8 min

Prep Time

4

Resources

2

Songs

0

Stories

4

Printables

LiteracyTOD-LIT-003

Hello Hello — Name Recognition Song

Duration
10 minutes
Preparation Time
1 minute
Group Size
Whole class circle
Start teaching — follow the steps below.

Learning Objective

Child responds when their name is sung in the Hello Hello song

Materials Required

  • Name Cards (one per child, photo one side, name other side)
  • No instruments required — teacher voice only

Teaching Steps

  1. 1

    Hello [name], hello [name], how are you today?

  2. 2

    Can you wave when you hear your name?

  3. 3

    Whose name comes next? Let's listen!

  4. 4

    There you are — I can see you!

Questions to Ask

  • Hello [name], hello [name], how are you today?
  • Can you wave when you hear your name?
  • Whose name comes next? Let's listen!
  • There you are — I can see you!

Teacher Notes

Observe whether child responds (waves, smiles, looks up) when their name is sung. Log: clear response / delayed response / no response yet.

Extension / Enrichment

Support: For very shy children: hold up their name card rather than singing their name — the visual cue may be less overwhelming than the auditory. Extend: Child holds up a friend's name card and sings Hello to that friend.

Assessment

Observe whether child responds (waves, smiles, looks up) when their name is sung. Log: clear response / delayed response / no response yet.

Home Connection

Sing your child's name in any simple tune at home — at breakfast, at bath time, at bedtime. Name recognition builds through loving repetition.

Suggested printables

  • •Name Cards — one per child, photograph and name · flashcard

Suggested printable: Name Cards — one per child, photograph and name. Printables are teacher-sourced. Search Canva or Twinkl for an age-appropriate version that matches this lesson theme.

  • •Body Parts Poster (carried from June — kept visible) · poster
General AwarenessTOD-GA-003

Classroom Zone Scavenger Hunt

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

Learning Objective

Child finds named classroom zones and outdoor/edge-of-room landmarks on a short scavenger walk — extending the classroom tour into child-led discovery

Materials Required

  • Simple picture clue cards for 4–5 zones (book corner, pegs, art table, comfort corner, outdoor door or window)
  • Zone photograph labels already on classroom areas

Teaching Steps

  1. 1

    Look at this clue — where do we put our bags? Can you walk there?

  2. 2

    Find the place where we read books — show me!

  3. 3

    Can you find the outdoor door / the window where we see the weather?

  4. 4

    Which zone is this picture — art table or comfort corner?

  5. 5

    You found it — now can you find the next one?

Questions to Ask

  • Look at this clue — where do we put our bags? Can you walk there?
  • Find the place where we read books — show me!
  • Can you find the outdoor door / the window where we see the weather?
  • Which zone is this picture — art table or comfort corner?
  • You found it — now can you find the next one?

Teacher Notes

Observe whether child navigates to the named zone with one prompt or less. Note which zones are secure versus still teacher-led.

Extension / Enrichment

Support: For Week 1–2: indoor zones only. From Week 3: add one outdoor or balcony landmark if the centre has safe supervised access. Extend: Child holds a clue card and leads a friend to the matching zone.

Assessment

Observe whether child navigates to the named zone with one prompt or less. Note which zones are secure versus still teacher-led.

Home Connection

Hide three familiar home objects and give simple clues: find something we sit on; find something we drink from.

Suggested printables

  • •Body Part Cards — head, eyes, ears, nose, mouth, hands, feet, tummy, knees, back · flashcard

Suggested printable: Body Part Cards — head, eyes, ears, nose, mouth, hands, feet, tummy, knees, back. Printables are teacher-sourced. Search Canva or Twinkl for an age-appropriate version that matches this lesson theme.

  • •Our Class Photo — laminated group photo · poster
Gross MotorTOD-GM-004

Low Jumps — First Spot Jump

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

Learning Objective

Child attempts a two-footed jump from the floor, achieving momentary liftoff

Materials Required

  • A small floor target — a circle of tape or a spot marker
  • Open floor space

Teaching Steps

  1. 1

    Stand on the spot — both feet together

  2. 2

    Bend your knees — and JUMP! Up in the air!

  3. 3

    You left the ground — that was a real jump!

  4. 4

    Can you jump again? Even higher?

  5. 5

    Land with both feet — like this!

Questions to Ask

  • Stand on the spot — both feet together
  • Bend your knees — and JUMP! Up in the air!
  • You left the ground — that was a real jump!
  • Can you jump again? Even higher?
  • Land with both feet — like this!

Teacher Notes

Observe whether child achieves genuine two-footed liftoff. Many 2-year-olds will lift only one foot. True bilateral jump is a significant gross motor milestone. Log: bilateral jump / one-foot lift / no liftoff yet.

Extension / Enrichment

Support: Jump off a single low step (5cm height) to give the feeling of liftoff before achieving it from flat ground. Extend: Jump over a line of tape. Jump and land in a hoop. Jump and count — how many in a row?

Assessment

Observe whether child achieves genuine two-footed liftoff. Many 2-year-olds will lift only one foot. True bilateral jump is a significant gross motor milestone. Log: bilateral jump / one-foot lift / no liftoff yet.

Home Connection

Any safe jumping surface at home — a cushion on the floor, a soft mat, a garden lawn. 'Can you jump? JUMP!' Bilateral jumping is a milestone that builds through practice.