Skip to content
Pebble
HomeCurriculumUpdatesBillingAccount

© 2026 Pebble. All rights reserved.

ContactAccount
Month 1 · Week 3 · Day 2 | Pebble

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

Day 2

Environmental confidence and routine familiarity

PrevWeekNext

Child points to or names at least 2 basic emotion faces when shown Child demonstrates self-recognition in a mirror by pointing to themselves or saying their name

Teaching39 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

    Naming Our Feelings

    Literacy

  4. 10:00 AM · Language

    25 min

    I Can See Me — Mirror Self-Recognition

    Social-Emotional

  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 · Sensory

    25 min

    Dry Rice Exploration Tray

    Sensory

  7. 11:15 AM · Free Play & Departure

    15 min

    Free Play & Departure

    Quick recap: Today we explored naming our feelings, i can see me, and sensory play with rice exploration. 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 15 items ready

Assessment Today

Home Connection

Activity

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

Conversation starter

'You look so happy right now!' or 'I can see you are sad.

Suggested book

Week 3: The Way I Feel by Cain

Optional extension

Child makes the emotion face in the mirror while teacher names it.

Quick Stats

3

Activities

39 min

Teaching Time

8 min

Prep Time

3

Resources

2

Songs

0

Stories

2

Printables

LiteracyTOD-LIT-004

Naming Our Feelings

Duration
10–12 minutes
Preparation Time
2 minutes
Group Size
Small group
Start teaching — follow the steps below.

Learning Objective

Child points to or names at least 2 basic emotion faces when shown

Materials Required

  • Large emotion face cards: happy, sad, scared, surprised
  • Child-safe mirror

Teaching Steps

  1. 1

    This face looks happy — can you make a happy face?

  2. 2

    This face looks sad — how does your face look when you are sad?

  3. 3

    Can you find the happy card? Which one is happy?

  4. 4

    Show me your scared face — what does scared look like?

Questions to Ask

  • This face looks happy — can you make a happy face?
  • This face looks sad — how does your face look when you are sad?
  • Can you find the happy card? Which one is happy?
  • Show me your scared face — what does scared look like?

Teacher Notes

Observe whether child can match an emotion word to the correct face card. Log which emotions are recognised.

Extension / Enrichment

Support: Use photographs of real children's faces rather than illustrated cards for stronger recognition. Extend: Child makes the emotion face in the mirror while teacher names it.

Assessment

Observe whether child can match an emotion word to the correct face card. Log which emotions are recognised.

Home Connection

At moments of strong emotion: name it warmly. 'You look so happy right now!' or 'I can see you are sad. That is okay.' Naming emotions as they happen is the most powerful emotional literacy tool.

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.

Social-EmotionalTOD-SE-002

I Can See Me — Mirror Self-Recognition

Duration
10 minutes
Preparation Time
1 minute
Group Size
Small group or individual
Start teaching — follow the steps below.

Learning Objective

Child demonstrates self-recognition in a mirror by pointing to themselves or saying their name

Materials Required

  • Child-safe full-length acrylic mirror
  • Name Cards Flashcard

Teaching Steps

  1. 1

    Look in the mirror — who is that?

  2. 2

    Is that you? That IS you! That is [name]!

  3. 3

    Can you wave at yourself in the mirror?

  4. 4

    Touch your nose — now look — your reflection is touching their nose too!

  5. 5

    You are beautiful. That is YOU.

Questions to Ask

  • Look in the mirror — who is that?
  • Is that you? That IS you! That is [name]!
  • Can you wave at yourself in the mirror?
  • Touch your nose — now look — your reflection is touching their nose too!
  • You are beautiful. That is YOU.

Teacher Notes

Observe whether child points to self or says their name when looking in the mirror. Log: clear self-recognition / uncertain / does not yet recognise self.

Extension / Enrichment

Support: Take a photograph of the child and show it alongside the mirror. 'Is this you? And is THIS you in the mirror?' Extend: Draw a self-portrait — child looks in mirror and draws what they see (free marks, no instruction).

Assessment

Observe whether child points to self or says their name when looking in the mirror. Log: clear self-recognition / uncertain / does not yet recognise self.

Home Connection

Point to a photograph of your child and ask 'who is this?' Then go to the mirror together: 'and who is THIS?' The comparison builds identity.

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.

SensoryTOD-SEN-001

Dry Rice Exploration Tray

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

Learning Objective

Child tolerates and explores a dry rice sensory tray for a minimum of 3 minutes

Materials Required

  • Deep tray or shallow bin
  • Uncooked dry rice (sufficient to fill tray 5cm deep)
  • Small cups, spoons, and funnels for scooping and pouring
  • Small toys hidden in the rice for motivated exploration

Teaching Steps

  1. 1

    Put your hands in — how does it feel?

  2. 2

    Run the rice through your fingers — like water!

  3. 3

    Can you find what is hiding in the rice?

  4. 4

    Fill the cup — pour it out — fill it again

  5. 5

    Listen — what sound does the rice make?

Questions to Ask

  • Put your hands in — how does it feel?
  • Run the rice through your fingers — like water!
  • Can you find what is hiding in the rice?
  • Fill the cup — pour it out — fill it again
  • Listen — what sound does the rice make?

Teacher Notes

Observe whether child makes voluntary contact with the rice and sustains engagement for 3+ minutes. Note any avoidance, distress, or sensory-seeking behaviour.

Extension / Enrichment

Support: For tactile-sensitive children: offer a spoon or scoop to interact with rice without direct skin contact. Gradually reduce tool use over sessions. Extend: Add colour to the rice (food colouring, dried) for colour recognition extension. Add numerals on cards buried in the rice for number recognition.

Assessment

Observe whether child makes voluntary contact with the rice and sustains engagement for 3+ minutes. Note any avoidance, distress, or sensory-seeking behaviour.

Home Connection

A deep container with dry rice on the kitchen floor is one of the highest-value sensory activities available at home. Add a few small toys to find. This is 20 minutes of focused, independent play.

Suggested printables

  • •Sensory Settling Tracker — 8 June sessions · assessment