Nursery – The Gingerbread Man
This half term the children’s excitement was ignited when finding a gingerbread man shaped in flour on the carpet. This inspired the children’s learning and created a purpose for lots of skill development. Throughout January the children loved listening to the story of the Gingerbread Man. The children then used props, pictures and actions to retell the story. This led to the children creating a story map of the story which they then used to individually retell the story. Alongside this the children showed an interest in the job of the Baker. This led to the set up of a Bakery in the classroom. The children tasted gingerbread men and had a visit to Asda to buy ingredients to become bakers themselves and make cheese straws. The children also completed several science experiments to explore what would happen to the gingerbread in different kinds of water.
What The Student Says
“The Gingerbread Man says, Run, Run as fast as you can you can’t catch me I am the gingerbread man.”
“At the end of the story the fox eats the gingerbread man”.
“A baker makes gingerbread men and buns and bread. I am going to make a gingerbread man. You need a rolling pin and a gingerbread cutter and flour.”
What skills were developed?
The children have:
- begun to learn about the structure of a story.
- learnt to sequence a story using pictures from the book and by also drawing pictures from the story.
- discussed vocabulary about how a gingerbread man looks, tastes and feels like.
- made predictions during science experiments
- continued to embedded their understanding of quantities especially the word ‘less’.
- have used mark making to recorded their understand of size
- have retold the familiar story of the gingerbread man in their own words
- practised skills such as, scrunching paper, using dough cutters and threading.
What The Teacher Says
“I have loved observing the children’s love for the story ‘The Gingerbread Man’. The children’s smiles and participation when listening to the story demonstrates their enjoyment and interest. This interest has led to the children developing their understanding of story structure and language. There have been many proud moments whilst focusing on the gingerbread man over the last month but hearing the children retell the story in their own words using the story map, they sequenced was an absolute delight. ”