This prompt is for generating ideas and assistance when designing or refreshing spaces within your ELC, the prompt is designed for children’s spaces but it could be amended to apply to staff spaces too! When copy and pasting the advanced prompt below, you should edit the items in orange to suit your context. Remember you should always review AI outputs for accuracy. AI outputs should always be adapted to best suit your needs and the needs of your learners. 

Basic prompt:

‘We are making a new [[ TYPE ]] space in our ELC, give us some ideas.’ 

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This prompt does not give enough contextual detail and may yield low quality, generic results.

Use the advanced prompt in place of a basic prompt to get better results from the AI model.

Advanced prompt:

You are an expert early years practitioner working in the Scottish education system. You are [[ DESIGNING or REFRESHING ]] a play and learning environment for children aged [[ AGE ]] (Early Level). The space you want to make is [[ DESCRIBE THE DETAILS OR IDEAS YOU HAVE ABOUT WHAT YOU ARE TRYING TO CREATE ]]. We are limited by [[ DESCRIBE ANY LIMITATIONS SUCH AS SPACE, BUDGET, ETC ]]. Suggest ways to create an interesting, stimulating, and nurturing space that:

• Supports high-quality, play-based learning and child-led exploration

• Is flexible and responsive to children’s emerging interests and developmental needs

• Encourages curiosity, creativity, independence, and collaboration

• Supports experiences and outcomes across the Curriculum for Excellence (e.g. literacy, numeracy, HWB, STEM, expressive arts)

• Reflects the guidance from “Realising the Ambition,” particularly the importance of emotional security, loose parts play, cosy and quiet spaces, and spaces for movement and risk

• Promotes inclusion and accessibility for diverse learners, including children with additional support needs

• Meets safety and wellbeing expectations in line with Scotland’s Care Inspectorate guidance on early years environments

In your response also suggest ways to involve children in co-designing or evaluating their learning spaces and give low-cost or natural resource alternatives for settings with limited budgets. Include prompts for reflective questions practitioners can ask themselves about their space. Your response should be an easy to read an actionable plan for creating this space.

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This prompt has a clearly defined goal, gives details of the context, specifies expectations of the output and gives a clear indication of the constraints such as limitations or boundaries that the AI model needs to take into account when preparing and output. You should edit the items in orange to suit your context.

Example:

Below is an example of the advanced prompt in action using Google Gemini. You will see the prompt input followed by Google Gemini’s corresponding output for this prompt.

Prompt (what we input to Google Gemini):

You are an expert early years practitioner working in the Scottish education system. You are refreshing a play and learning environment for children aged 3-5 (Early Level). The space you want to make is a cosy reading corner which is calming and encourages reading for pleasure, storytelling activities and independent browsing and choosing of books. We are limited by budget, we already have the space which is in the corner of a larger playroom but is not a distinct space of its own. Suggest ways to create an interesting, stimulating, and nurturing space that:

• Supports high-quality, play-based learning and child-led exploration
• Is flexible and responsive to children’s emerging interests and developmental needs
• Encourages curiosity, creativity, independence, and collaboration
• Supports experiences and outcomes across the Curriculum for Excellence (e.g. literacy, numeracy, HWB, STEM, expressive arts)
• Reflects the guidance from “Realising the Ambition,” particularly the importance of emotional security, loose parts play, cosy and quiet spaces, and spaces for movement and risk
• Promotes inclusion and accessibility for diverse learners, including children with additional support needs
• Meets safety and wellbeing expectations in line with Scotland’s Care Inspectorate guidance on early years environments

In your response also suggest ways to involve children in co-designing or evaluating their learning spaces and give low-cost or natural resource alternatives for settings with limited budgets. Include prompts for reflective questions practitioners can ask themselves about their space. Your response should be an easy to read an actionable plan for creating this space.

Gemini Output (what Google Gemini responded with):

Creating a high-quality, cosy reading corner for 3-5-year-olds on a budget is an excellent initiative that perfectly aligns with “Realising the Ambition” and the Early Level of the Curriculum for Excellence. This isn’t just about putting books in a corner; it’s about fostering a love of literacy, emotional security, and independent exploration.

Here’s an actionable plan to transform your corner into a captivating and nurturing reading haven:

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1. Defining the Space: Creating Cosiness and Calm

 

Even without walls, you can create a distinct, inviting atmosphere that signals “this is a quiet space for books.”

• Visual Boundaries & Softness:

  • Low-Cost/Natural: Drape sheer fabric (old curtains, bedsheets dyed with natural dyes like tea/onion skins, or just white sheets) from the ceiling or a tension rod to create a canopy or “den” effect. This instantly makes the space feel separate and secure. Use large, soft cushions (old pillows covered with fabric scraps, or cushions donated by families), blankets, or duvets on the floor. An old rug or a collection of matsdefines the “floor” of the corner.

  • Inclusion/Accessibility: Ensure the entrance is wide enough for wheelchairs or walking frames. Vary the height of seating – some floor cushions, maybe a small, sturdy low chair or a beanbag for children who prefer not to sit on the floor.

• Warm Lighting (if possible):

  • Low-Cost/Natural: If safe and approved, consider battery-operated fairy lights draped in the canopy (ensure they meet safety standards and are out of reach). A small, covered desk lamp can provide a warm glow. Even strategically placed natural light from a window can be highlighted with sheer curtains.

• Sensory Elements for Calm:

  • Low-Cost/Natural: A basket of sensory bottles (filled with water, glitter, beads, natural materials) for calming visual stimulation. A small sand timer to encourage quiet focus. A soft toy or a worry stone.

  • Care Inspectorate: Ensure all materials are clean, safe, and regularly checked for damage. Battery compartments must be secure.

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2. Curating the Collection: Books, Resources & Engagement

 

The content of your corner is just as important as its aesthetics.

• Diverse Book Selection:

  • Low-Cost/Natural: Regularly rotate books to maintain interest. Include a wide range: picture books, non-fiction (e.g., books about frogs, dinosaurs, trucks – aligning with current interests), poetry, concept books(colours, numbers), and wordless picture books to encourage storytelling. Source books from local libraries (borrowing regularly), second-hand shops, donations from families, or charity shops.

  • Inclusion/Accessibility: Include books that reflect diverse cultures, family structures, abilities, and languages. Place books at varying heights on low shelves or in baskets so all children can access them easily. Consider tactile books or books with different textures.

  • CfE Links: Literacy (reading for enjoyment, comprehending texts), HWB (exploring emotions through stories), STEM (non-fiction books on nature, transport etc.), Expressive Arts (beautiful illustrations, rhyming stories).

• Stimulating Props for Storytelling & Play:

  • Low-Cost/Natural: A basket of storytelling props linked to popular books (e.g., three bears, wooden spoons, bowls for Goldilocks; animal puppets; small natural items like pinecones, pebbles, sticks that can be characters). Small finger puppets or soft toys that can be “reading buddies.” A simple blanket or sheetfor children to drape over themselves for impromptu dens.

  • CfE Links: Literacy (oral storytelling, retelling narratives), Expressive Arts (role play, dramatic play), HWB (social skills, imagination).

• Mark-Making Integration:

  • Low-Cost/Natural: A small clipboard with paper and pencils/crayons (consider chunky crayons for easier grip). A mini whiteboard and dry-wipe pens. A small notepad for “writing” shopping lists or story ideas. Encourage children to draw what they hear or what they imagine.

  • CfE Links: Literacy (early writing, communicating meaning through marks), Expressive Arts (visual communication).

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3. Encouraging Independent Exploration & Choice

 

The corner should empower children to choose their learning journey.

• Accessible Organisation:

  • Low-Cost/Natural: Use low shelves, baskets, or crates (donated fruit crates, cardboard boxes covered in fabric/paint) to display books face-out rather than spine-out. This makes it easier for children to see and choose. Group books by theme or character if that interests the children (e.g., “Bear Books,” “Animal Stories”).

  • Inclusion/Accessibility: Ensure clear pathways and adequate turning space. Use clear labels or picture symbols on baskets to help children find and return books independently.

• Loose Parts for Open-Ended Play:

  • Low-Cost/Natural: Incorporate small baskets of natural loose parts (pinecones, smooth pebbles, shells, small wooden blocks, fabric scraps) that children can use to represent characters, build mini-scenes, or count.

  • CfE Links: Technologies (exploring properties of materials), Numeracy (sorting, counting, patterns), Expressive Arts (creative construction), STEM (problem-solving).

  • Care Inspectorate: Ensure all loose parts are age-appropriate (no choking hazards for 3-5s), clean, and regularly checked for damage.

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4. Involving Children in Co-Design and Evaluation

 

This is fundamental to “Realising the Ambition” – children are competent learners and have agency.

• Co-Designing the Space:

  • Discussion: Show them pictures of different cosy spaces. Ask: “What would make our reading corner feel super cosy? What do you think we need here?”

  • Drawing/Mark-Making: Invite them to draw their ideas for the reading corner.

  • Voting: Present choices (e.g., “Which blanket should we use? This blue one or this stripy one?”) and let them vote.

  • Physical Involvement: Let them help arrange cushions, sort books into baskets, or decorate simple fabric drapes.

• Evaluating the Space:

  • Observation: Pay attention to how they use the space. Are they comfortable? Do they stay for sustained periods? Do they return books?

  • Direct Questions (Age-Appropriate): “What do you like best about our reading corner?” “Is there anything that makes it tricky to find a book?” “What would make it even better?”

  • “Show Me”: “Can you show me your favourite spot to sit here? Why do you like it?”

• Responsive Adjustments: Based on their input and your observations, make small, visible changes. This shows them their voices are valued. If they build a den with a blanket, consider adding a tension rod so they can easily recreate it.

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5. Safety and Wellbeing (Care Inspectorate Standards)

 

These are non-negotiable and integrated throughout.

• Cleanliness & Maintenance (Standard 5 – Quality of Environment):

  • Regularly check all fabrics, cushions, and materials for cleanliness and wear and tear. Wash blankets and cushion covers frequently.

  • Ensure books are in good repair; remove or mend torn pages.

• Safety & Suitability (Standard 2 – Safe Environment):

  • All furniture (shelves, low chairs) must be stable and secure. No tipping hazards.

  • Lighting (if added) must be safe, low voltage, and inaccessible to children for tampering. No trailing wires.

  • All small parts (loose parts, small book props) must be age-appropriate and regularly checked for breakage.

  • Ensure clear, unobstructed pathways for easy movement in and out of the space, especially for diverse learners.

• Nurturing Environment (Standard 1 – Wellbeing):

  • The space should feel emotionally secure, calm, and predictable.

  • It should be well-ventilated and comfortable in temperature.

  • Ensure staff presence is responsive and supportive, not intrusive. Children need to feel they can access support if needed, but also have independence.

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Reflective Questions for Practitioners

 

Regularly asking yourself these questions will help you continually refine the space:

• Engagement: “Are children naturally drawn to this space? Do they stay here for sustained periods of time?”

• Independence: “Can children easily choose and return books themselves? Do they use the mark-making materials independently?”

• Flexibility: “Does this space accommodate different types of play (quiet Browse, active storytelling, small group collaboration)?”

• Inclusion: “Does every child feel comfortable and able to access all aspects of this space, regardless of their needs or abilities?”

• Stimulation: “Is there enough variety in the books and resources to spark curiosity and creativity? Is it too cluttered or too sparse?”

• Voice: “What have the children told me, directly or indirectly, about this space? How have I responded to their ideas?”

• Safety & Comfort: “Is this space consistently clean, safe, and truly comfortable for the children?”

• Learning Connections: “How does this space explicitly support different aspects of the CfE Early Level (e.g., specific literacy experiences, HWB emotional regulation)?”

By approaching your cosy reading corner as a dynamic, co-constructed space, you’ll create a truly enriching environment that fosters a lifelong love of reading and supports holistic development in your early learners.

This prompt is for generating ideas for high quality questioning. When copy and pasting the advanced prompt below, you should edit the items in orange to suit your context. Remember you should always review AI outputs for accuracy. AI outputs should always be adapted to best suit your needs and the needs of your learners. 

Basic prompt:

‘When children are engaging in [[ TOPIC ]] what kinds of questions could I ask them?’ 

.

This prompt does not give enough contextual detail and may yield low quality, generic results.

Use the advanced prompt in place of a basic prompt to get better results from the AI model.

Advanced prompt:

You are an expert early years practitioner working in the Scottish education system. You are planning an activity based around [[ TOPIC ]] which also includes [[ ADDITIONAL SPECIFIC SKILLS OR CONCEPTS YOU’D EXPECT TO SEE DURING THE ACTIVITY ]] with children aged [[ age ]] in a play-based learning environment. Please suggest a range of high-quality, developmentally appropriate questions I can use during interactions with children. These questions should:

• Encourage curiosity, creativity, and critical thinking

• Support sustained shared thinking and meaningful conversations

• Be open-ended and adaptable across different contexts (e.g. construction, role play, outdoor learning, small world)

• Reflect the guidance from “Realising the Ambition” on adult-child interactions and building on children’s thinking

• Be appropriate for a range of communication abilities and learning needs

• Include a note on how to observe and respond sensitively based on a child’s cues or level of engagement

• Include examples of how to scaffold thinking without leading or closing down a child’s idea.

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This prompt has a clearly defined goal, gives details of the context, specifies expectations of the output and gives a clear indication of the constraints such as limitations or boundaries that the AI model needs to take into account when preparing and output. You should edit the items in orange to suit your context.

Example:

Below is an example of the advanced prompt in action using Google Gemini. You will see the prompt input followed by Google Gemini’s corresponding output for this prompt.

Prompt (what we input to Google Gemini):

You are an expert early years practitioner working in the Scottish education system. You are planning an activity based around exploring sinking and floating which also includes playing with water, experimenting and hypothesising with children aged 3-4 in a play-based learning environment. Please suggest a range of high-quality, developmentally appropriate questions I can use during interactions with children. These questions should:

• Encourage curiosity, creativity, and critical thinking
• Support sustained shared thinking and meaningful conversations
• Be open-ended and adaptable across different contexts (e.g. construction, role play, outdoor learning, small world)
• Reflect the guidance from “Realising the Ambition” on adult-child interactions and building on children’s thinking
• Be appropriate for a range of communication abilities and learning needs
• Include a note on how to observe and respond sensitively based on a child’s cues or level of engagement
• Include examples of how to scaffold thinking without leading or closing down a child’s idea.

Gemini Output (what Google Gemini responded with):

You’re setting the stage for some wonderful scientific exploration with your 3-4-year-olds! Water play, sinking, and floating activities are fantastic for encouraging natural curiosity and hands-on investigation, perfectly aligning with “Realising the Ambition” and the Early Level of the Curriculum for Excellence. The key is in the power of your questions and how you respond.

Here’s a range of high-quality, open-ended questions designed to foster curiosity, critical thinking, and sustained shared thinking during your sinking and floating water play, along with guidance on observation and scaffolding.

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Questions to Spark Curiosity and Critical Thinking

 

These questions are designed to be flexible and can be adapted based on the objects children are playing with, their actions, and their verbal responses.

Before/During the Experimenting Phase (Hypothesising & Predicting):

1. “What do you think will happen when you put that in the water?”

   • Follow-up: “Why do you think that?” or “What makes you say that?” (This encourages them to articulate their reasoning).

2. “Do you think it will sink all the way down, or stay on top?”

   • Follow-up: “What’s your prediction?”

3. “Which one of these do you think will go down first/stay on top longest?”

   • Follow-up: “How could we test that?”

4. “Is there anything in our tray that you think won’t sink?”

   • Follow-up: “Why do you think that one will float?”

During the Observation & Exploration Phase:

5. “What’s happening to [object]? Can you describe what you see?”

   • Follow-up: “Where is it now? Is it moving?”

6. “Look at the water around [object]. What do you notice?”

   • Follow-up: (If they notice ripples) “What made those ripples?”

7. “Is [object A] doing the same thing as [object B]?”

   • Follow-up: “What’s different about them?” or “What’s the same?”

8. “What do you think made it sink/float?”

   • Follow-up: “Was that what you expected?”

9. “How does [floating object] stay on top of the water?”

10. “If you push [floating object] down, what happens?”

Encouraging Further Experimentation & Problem-Solving:

11. “Can you make [sinking object] float?”

    • Follow-up: “What could we add to it? What materials could help?”

12. “Can you make [floating object] sink?”

    • Follow-up: “What could we put inside it? What if we push it down differently?”

13. “What if we add more water/less water? Do you think it will change what happens?”

14. “Can you make something else float/sink that isn’t here?”

    • Follow-up: “What kind of things might float/sink?”

15. “How could we make a boat that floats all by itself?”

    • Follow-up: “What materials would you choose for your boat?”

Connecting to Prior Knowledge & Real-World Experiences:

16. “Have you seen anything float/sink before? Where did you see that?”

17. “What kind of boats float on the water? What are they made of?”

18. “If you fall into water, do you float or sink?” (Use sensitively, focusing on safe water play).

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Observing and Responding Sensitively

 

“Realising the Ambition” heavily emphasises the importance of responsive interactions.

• Observe First: Before asking any questions, spend a moment just watching. What is the child doing? What are they focused on? What are their non-verbal cues (pursing lips, furrowed brow, pointing, smiling)?

• Listen Actively: Pay attention to their murmurs, exclamations, or questions to themselves. They might be thinking aloud.

• Respond to Cues:

  • Engaged & Deeply Concentrating: Acknowledge their focus (“You’re really concentrating on that stone!”) before asking a gentle, open-ended question that respects their current train of thought. Don’t interrupt if they’re in a flow state.

  • Struggling/Frustrated: Offer empathetic support (“That’s a bit tricky, isn’t it?”). Ask questions that invite problem-solving without giving the answer (“What else could we try?”).

  • Looking for Adult Validation/Attention: Offer genuine praise for their effort or observation (“Wow, you noticed that!”). Then, extend their thinking with a question.

  • Limited Verbal Communication: Use gesture, visual aids, and model language. Point to objects as you ask. Accept non-verbal answers (nods, shakes, pointing). Use simpler vocabulary.

  • Moving On: If a child is clearly finished or moving to another activity, don’t force further questions. Respect their play choices. You can always revisit the concepts later.

• Wait Time: Crucially, provide ample wait time after asking a question. Young children need time to process the question, formulate a thought, and then articulate it. This is vital for all communication abilities.

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Scaffolding Thinking Without Leading or Closing Down Ideas

 

Scaffolding involves providing just enough support to help a child move to the next level of understanding or skill, without doing the thinking for them.

• Rephrasing/Simplifying: If a child doesn’t understand your question, try phrasing it differently or using simpler words. “What do you think will happen?” could become “Will it go down, or stay up?”

• Offering a Choice (Limited): If a completely open question is too broad, offer two options based on their current actions. “Do you want to try the big stick or the little stick next?” (Still allows choice, but narrows the field).

• Pointing to a Resource/Tool: “Hmm, that plastic isn’t floating. I wonder if there’s anything else in our basket that looks light that might float?” (Directs attention without telling them what to pick).

• Modelling Curiosity: “I wonder if…?” “I’m curious about…”. This shows them how to be a scientist without telling them what to think.

• Connecting to Their Actions: “You put a lot of water in that boat. What happened then?” (Links cause and effect from their own play).

• Paraphrasing & Extending Their Ideas:

  • Child: “It gone down!”

  • Practitioner: “Yes, it sank! You put the pebble in and it went right to the bottom. I wonder if this little leaf will do the same as your pebble?” (Acknowledges, validates, introduces scientific vocabulary, and then extends their thinking to a new comparison).

• “What if…?” Scenarios: “What if we tried filling this cup with water before we put it in? Do you think it would still float then?” This encourages hypothesising without giving the answer.

• Reflecting Their Emotions/Intentions: “You look a bit surprised that floated!” or “You’re trying really hard to make that [object] sink, aren’t you?” This builds rapport and shows you’re engaged with their inner experience.

By using these questions and responsive interaction techniques, you’ll be fostering rich, child-led learning experiences where children are encouraged to be active investigators, building deep conceptual understanding of sinking and floating through play.

Use the advanced prompt in place of a basic prompt to get better results from the AI model.

Advanced prompt:

You are an expert early years practitioner in the Scottish education system. A small group of children in your early years setting (Early Level / First Level) have recently shown a new emerging interest in [[ TOPIC ]]. Generate a variety of open-ended, developmentally appropriate, play-based activity ideas that build on this interest for children aged [[ AGE ]]. The ideas should:

• Support experiential, child-led learning through play Include both indoor and outdoor possibilities where appropriate

• Be inclusive and adaptable to suit diverse learners

• Support early learning across key CfE experiences and outcomes (e.g. literacy, numeracy, health & wellbeing, expressive arts, STEM)

• Reflect the guidance from “Realising the Ambition,” especially the importance of responsive planning and sustained shared thinking

• Include notes on any safety considerations based Scotland’s Care Inspectorate standards that I’d have to take into account during these activities.

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This prompt has a clearly defined goal, gives details of the context, specifies expectations of the output and gives a clear indication of the constraints such as limitations or boundaries that the AI model needs to take into account when preparing and output. You should edit the items in orange to suit your context.

Example:

Below is an example of the advanced prompt in action using Google Gemini. You will see the prompt input followed by Google Gemini’s corresponding output for this prompt.

Prompt (what we input to Google Gemini):

You are an expert early years practitioner in the Scottish education system. A small group of children in your early years setting (Early Level / First Level) have recently shown a new emerging interest in frogs. Please generate a variety of open-ended, developmentally appropriate, play-based activity ideas that build on this interest for children aged 3-4. The ideas should:

• Support experiential, child-led learning through play Include both indoor and outdoor possibilities where appropriate
• Be inclusive and adaptable to suit diverse learners
• Support early learning across key CfE experiences and outcomes (e.g. literacy, numeracy, health & wellbeing, expressive arts, STEM)
• Reflect the guidance from “Realising the Ambition,” especially the importance of responsive planning and sustained shared thinking
• Include notes on any safety considerations based Scotland’s Care Inspectorate standards that I’d have to take into account during these activities.

Gemini Output (what Google Gemini responded with):

That’s wonderful! Capturing children’s emergent interests, like frogs, is exactly what “Realising the Ambition”advocates for in the Scottish early years. For your 3-4-year-olds (working within Early Level of the Curriculum for Excellence), the focus will be on rich, play-based experiences that are sensory, hands-on, and open-ended.

Here’s a variety of activity ideas, designed to be inclusive and support broad CfE outcomes, along with vital safety considerations drawn from Scotland’s Care Inspectorate standards.

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Becoming “Frog Friends” and “Pond Explorers”

 

Let’s empower the children to see themselves as “Frog Friends” who explore and care for their “Pond Explorers.” This simple framing provides a purpose for their play, encourages responsibility, and fosters sustained engagement. Remember to document their journey – photos of their play, their artwork, and their spoken words about frogs can create a fantastic display.

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Indoor Play-Based Activities (Ages 3-4)

 

1. “Squishy Frog Eggs & Wobbly Tadpoles” Sensory Tray

   • Activity Description: Set up a large, shallow tray (like a Tuff Spot) or clear containers. Fill some with water and tapioca pearls (cooked until soft and translucent, resembling frogspawn) or clear jelly cubes. In others, add black pompoms or lentils with a string “tail” (for tadpoles). Include small scoops, plastic tweezers, and magnifying glasses. Children can explore the textures, transfer the “eggs” and “tadpoles,” and observe them closely.

   • Purpose: Offers rich sensory exploration, developing fine motor skills, hand-eye coordination, and early scientific observation (texture, translucency). It’s a tactile way to introduce the earliest stages of the frog life cycle.

   • CfE Es & Os:

     • Health & Wellbeing: HWB 0-10a (engaging in sensory play), HWB 0-13a (exploring materials).

     • Science (STEM): SCN 0-01a (identifying living things), SCN 0-15a (observing materials).

     • Numeracy: MNU 0-03a (comparing quantities, e.g., more eggs).

   • Inclusivity/Adaptability:

     • Support: Offer larger scoops or allow direct hand exploration. Ensure the tray is at an accessible height.

     • Challenge: Introduce simple counting (“Can you find 3 wobbly tadpoles?”). Encourage descriptive language: “How does it feel? Is it smooth or bumpy?”

     • Sustained Shared Thinking: “What does this feel like? Is it sticky? How many tiny eggs can you see? Where do you think real frog eggs live?”

   • Safety Considerations:

     • Supervision: Constant, active supervision is essential, especially with water and small parts, to prevent choking hazards.

     • Hygiene: Ensure clean hands before and after play. Clean and disinfect all containers and tools immediately after use.

     • Allergies: Be aware of any food allergies if using tapioca or jelly. If children are still mouthing, use non-toxic, taste-safe alternatives or adjust supervision.

2. Giant Frog Colour Sorting & Counting Pond

   • Activity Description: On the floor, place large green, blue, and brown fabric scraps or mats (representing lily pads, water, and mud). Provide a collection of small plastic frogs (or sturdy, colourful frog cut-outs) in different colours and sizes. Children sort the frogs onto the correct colour “lily pad” or “water.” Introduce large, soft dice with colours or numbers. They can roll the die and place that many frogs on a specific colour, or only place frogs of a certain colour.

   • Purpose: Develops gross motor skills (moving between mats), colour recognition and sorting, early counting skills (one-to-one correspondence), and basic number recognition. It’s active and hands-on.

   • CfE Es & Os:

     • Numeracy: MNU 0-02a (counting), MNU 0-03a (comparing and ordering), MNU 0-20a (mathematical language).

     • Health & Wellbeing: HWB 0-25a (enjoying active play).

     • Expressive Arts: EXA 0-02a (exploring colours).

   • Inclusivity/Adaptability:

     • Support: Start with only two colours/mats. Provide large, easily graspable frogs. Focus purely on sorting before introducing counting.

     • Challenge: Introduce size sorting (big frogs on one mat, small on another). Ask questions like “Are there more green frogs or brown frogs?”

     • Sustained Shared Thinking: “Where does this green frog live? How many frogs are on the blue mat? Can you find a frog that is ‘bigger’ than this one?”

   • Safety Considerations:

     • Space: Ensure ample clear space for children to move and jump safely without bumping into furniture or other children.

     • Tripping Hazards: Keep the play area free of other toys or obstacles. Secure mats/fabric to prevent slipping if needed.

3. Frog Puppet Show & Pond Construction

   • Activity Description: Provide simple craft materials (paper bags, googly eyes, green card, glue sticks, pipe cleaners) to create frog stick puppets or paper bag puppets. Alongside, offer a small “stage” (e.g., an upturned box, a section of the room) and loose parts for children to build a “pond” and scenery (blue fabric, pebbles, sticks, small toy logs). Encourage them to put on simple frog puppet shows, making their frogs “jump,” “croak,” and interact.

   • Purpose: Fosters imaginative play, storytelling, early dramatic play, fine motor skills (cutting, gluing), and creative expression. It allows children to embody the frog and explore its movements and sounds.

   • CfE Es & Os:

     • Literacy: LIT 0-01a (engaging with stories), LIT 0-09a (expressing ideas through play), LIT 0-10a (using imagination).

     • Expressive Arts: EXA 0-02a (creating puppets), EXA 0-05a (expressing ideas through drama).

     • Health & Wellbeing: HWB 0-19a (developing positive relationships).

   • Inclusivity/Adaptability:

     • Support: Pre-cut some frog shapes. Provide large, easy-grip scissors. Adult can help with gluing/assembly. Focus on just making the frog, then the sound.

     • Challenge: Encourage children to give their frogs names and simple dialogues. Ask them to make up a short story about their frog’s adventures.

     • Sustained Shared Thinking: “What is your frog’s name? What does your frog like to do in the pond? Can you make your frog jump really high? What sounds does your frog make?”

   • Safety Considerations:

     • Materials: Ensure all craft materials (especially googly eyes and small beads) are large enough to not pose a choking hazard for the age group. Supervise gluing.

     • Tool Use: Provide age-appropriate, blunt-nosed scissors and supervise their use.

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Outdoor Play-Based Activities (Ages 3-4)

 

1. “Muddy Frog Pond” Creation & Investigation

   • Activity Description: Utilise a large outdoor tray, sandpit, or a designated digging area. Provide plenty of water, mud, sand, pebbles, and large natural materials like big leaves, sticks, and logs. Provide scoops, buckets, and small watering cans. Children can create large-scale “frog ponds,” digging, mixing, and shaping the natural elements. Encourage them to think about where their “frogs” (could be sticks, stones, or toy frogs) would live, hide, and jump.

   • Purpose: Offers rich sensory exploration with natural elements, gross motor development (digging, carrying), collaborative play, early engineering concepts (making water stay in a pond), and imaginative habitat creation on a larger scale.

   • CfE Es & Os:

     • Science (STEM): SCN 0-15a (observing changes in materials), SCN 0-02a (recognising features of environments).

     • Technologies: TCH 0-02a (exploring structures/materials).

     • Health & Wellbeing: HWB 0-25a (active outdoor play), HWB 0-10a (sensory play).

   • Inclusivity/Adaptability:

     • Support: Ensure easy access to water and mud. Provide large scoops and sturdy containers. Focus on the sensory joy of the mud and water.

     • Challenge: Ask children to design a “bridge” for their frog or a “cave” for it to hide in. Introduce concepts of “deep” and “shallow” water.

     • Sustained Shared Thinking: “How does your pond feel? Is it wet or muddy? What happens if you add more water? What animals might like to visit your muddy pond?”

   • Safety Considerations:

     • Hygiene: Emphasise handwashing after handling mud and water. Provide access to soap and water or hand sanitiser.

     • Footwear: Ensure appropriate outdoor footwear is worn to protect feet.

     • Slips/Trips: Be mindful of slippery surfaces around mud and water. Regularly check for sharp objects in the digging area.

2. Lily Pad Hop & Jump Course

   • Activity Description: Cut out large green “lily pads” from robust outdoor material (e.g., green tarpaulin scraps, old welcome mats, painted cardboard sealed with varnish). Place them in various patterns across the grass or playground. Children pretend to be frogs and hop, jump, or step from one lily pad to the next. Introduce simple instructions: “Jump to the blue lily pad,” “Take a big hop,” “Crawl under the next lily pad.”

   • Purpose: Enhances gross motor skills, balance, coordination, spatial awareness, and ability to follow simple instructions. It’s a highly active way to engage with the frog theme.

   • CfE Es & Os:

     • Health & Wellbeing: HWB 0-25a (enjoying active play), HWB 0-13a (exploring different ways of moving).

     • Numeracy: MNU 0-03a (spatial awareness – under, over, next to).

   • Inclusivity/Adaptability:

     • Support: Place lily pads very close together. Allow children to choose their own movement (walking, stepping). Provide a hand to hold for balance if needed.

     • Challenge: Introduce numbered lily pads and ask them to jump to a specific number. Add a “croak” sound as they land on each pad.

     • Sustained Shared Thinking: “How many lily pads can your frog jump over? Can you take a giant frog jump? Which lily pad will you go to next?”

   • Safety Considerations:

     • Surface: Ensure the ground is level and free from hazards (stones, roots) where children are jumping.

     • Spacing: Space lily pads appropriately for the children’s abilities to prevent collisions.

     • Supervision: Maintain active supervision, especially during active play.

3. Nature’s Frog Camouflage Art

   • Activity Description: Provide children with large sheets of sticky back plastic (sticky side out) or cardboard with masking tape strips. Take them on a “frog colour hunt” in the outdoor area. Encourage them to find natural materials that match the colours of frogs (greens, browns, yellows) – leaves, twigs, small stones, grass blades. They stick these materials onto their “canvas” to create a natural collage. Discuss how these colours help frogs hide from other animals.

   • Purpose: Develops observation skills, fine motor skills (picking up and sticking), colour recognition, and an early understanding of camouflage and adaptation. Connects art with science in nature.

   • CfE Es & Os:

     • Expressive Arts: EXA 0-02a (creating using natural materials), EXA 0-05a (expressing ideas through visual art).

     • Science (STEM): SCN 0-01a (identifying animal characteristics), SCN 0-02a (recognising features of natural environments).

     • Health & Wellbeing: HWB 0-25a (enjoying outdoor exploration).

   • Inclusivity/Adaptability:

     • Support: Provide pre-cut shapes or outlines for children to fill. Focus on just finding and sticking. Have adults model finding colours.

     • Challenge: Ask children to find materials that would help a frog hide in a specific spot (e.g., in a tree, in the mud).

     • Sustained Shared Thinking: “What colours can you find that a frog might wear? Where do you think your frog would hide in this garden? Why do you think frogs are green?”

   • Safety Considerations:

     • Foraging Safety: Teach children to only collect materials that are on the ground and to avoid touching any unknown plants (e.g., stinging nettles, berries). Supervise closely.

     • Sharp Objects: Ensure any sticks or twigs collected are not sharp or splintered.

     • Allergies: Be aware of any plant-related allergies children might have.

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General Guidance for All Activities:

 

• Responsive Planning in Action: Constantly observe what the children are saying, doing, and showing interest in. Are they fascinated by how frogs move? Their diet? The sounds they make? Use these observations to modify current activities or introduce new ones. This agile approach is at the core of “Realising the Ambition.”

• Sustained Shared Thinking: This is your superpower as an early years practitioner!

  • Ask Open-Ended Questions: “What if…?”, “How did you…?”, “Tell me about…”, “What do you notice…?”

  • Elaborate & Extend: Build on their ideas, introduce new, relevant vocabulary (e.g., “amphibian,” “habitat,” “camouflage”) in context.

  • Model Curiosity: Show genuine interest in their discoveries and questions.

  • Connect Learning: Link their play to other areas of learning or real-world experiences.

• Inclusivity & Adaptability:

  • Sensory: Offer varied textures, sounds, and visual elements.

  • Physical: Ensure ample space for movement. Provide tools suited to different fine and gross motor abilities.

  • Communication: Encourage all forms of communication – verbal, gestures, pointing, drawing, body language. Scribe their words for them to make their voices visible.

  • Choice: Empower children by allowing them to choose which activities to engage with and how they want to participate.

• Care Inspectorate Standards:

  • Safety Environment (Standard 2): Ensure the physical environment is safe and secure for children to explore. This includes regularly checking equipment, maintaining clear pathways, and ensuring secure boundaries outdoors.

  • Competent Workforce (Standard 3): As the practitioner, you are competent and confident in managing risks associated with these activities. This includes appropriate staff-to-child ratios and staff knowledge of first aid.

  • Wellbeing (Standard 1): Activities should positively impact children’s physical and emotional wellbeing, providing opportunities for challenge without undue risk, and fostering a sense of achievement and belonging.

  • Infection Control (Standard 5): Emphasise hand hygiene before and after all activities, especially those involving natural materials or food-related items. Ensure proper cleaning and sanitising of resources.

  • Medication & Health (Standard 1.4): Be aware of any medical conditions or allergies (e.g., food allergies, plant sensitivities) and adjust activities or materials accordingly.

  • Risk Assessment: Always conduct a dynamic risk assessment for each activity, both prior to and during the play, to identify and mitigate potential hazards. This isn’t about eliminating all risk, but about ensuring risks are managed and appropriate for development.

By keeping these principles and safety considerations at the forefront, you’ll be nurturing their emerging interest in frogs into truly deep, meaningful, and safe learning experiences for your little ones.