The hut
The children arrived in the morning to discover this hut provocation. There was enthusiastic exploration!
'Where is the door?' 'How do you get in?'
'It's too small to be a maze.' 'Watch me, I go in there and I come out here'
'I am going on top'
'I am going underneath''
'I am going this way'
'Position and orientation- describe their position relative to a person or object.' NZC Level One Mathematics and Statistics.
It was very exciting to see who would come out of the tunnel next. 'Who's coming, Arlo?'
Some children wanted to extend the tunnel. They got to work. There was lots of maths language being used about length and measurement.
Next it needed a door.
Collaboration started and a prototype was made.
The door was hinged with tape and side flaps were attached.
These side pieces had two functions: one, to wrap around the tunnel when the door was shut and two, to hold the door in the open upright position.
'Brief development - describe the outcome they are developing and identify the attributes it should have, taking account of the need or opportunity and the resources available.' NZC
What a great design!
The next day there was more hut building. Victoria wanted to make a castle. She drew her idea.
Victoria's design
'Planning for practice- Outline a general plan to support the development of an outcome, identifying appropriate steps and resources.' NZC
'It needs windows' (like the picture) 'It needs a door'
'How big should the door be?'
'If it is a castle it needs a drawbridge' 'We need string'
Is the drawbridge fit for purpose?
The hut building continues regularly in play with many opportunities for maths and technology as well as practicing the key competencies of thinking, relating to others, managing self and participating and contributing.
We cannot forget the imaginary play involved. Here comes the queen and the princesses who live in the castle!
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