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Month 1 · Week 4 · Day 1 | Pebble

Toddler (2–3 years) · Month 1 · Week 4

Day 1

First skills — motor confidence and independence

WeekNext

Child points to or names at least 2 basic emotion faces when shown Child finds named classroom zones and outdoor/edge-of-room landmarks on a short scavenger walk — extending the classroo…

Teaching33 minPrep9 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 · 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 naming our feelings, 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 12 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 4: Llama Llama Misses Mama by Dewdney

Optional extension

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

Quick Stats

3

Activities

33 min

Teaching Time

9 min

Prep Time

2

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.

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.