In/Inside

Found In

Printer Friendly

In/Inside

WORDS TO PRACTICE

  • in
  • inside
  • into
  • location
  • where

GETTING STARTED

  • Place a large box in the middle of the circle area and invite the children to get into the box, one at a time. "Can everyone fit inside the box?" Ask a few children to get out of thebox and then discuss who is still in the box.
  • Tell the children that today they will learn how the words in and inside describe where someone or something is located.
  • Read your favorite book about spatial relationships to the children or select a book from the Story Circle Suggestions below to check out of the library and read.

STORY CIRCLE SUGGESTIONS

  • Cat in the Hat by Dr. Seuss
  • Inside Outside Upside Down by Stan & Jan Berenstain
  • The Mitten by Jan Brett

PREPARATION FOR "IN/INSIDE" ACTIVITIES AND EXPERIENCES

  • Locate a large cardboard box.
  • Make the "What's In the Box?" flannel board story (Appendix p. 579-583).
  • Make a Drop Slot Can (see p. 192), Tactile Box (see p. 191), and Dog and Bone Game (Appendix p. 445-446).

Language Enrichment Choices*

Sing "Good Morning to You." Discuss the place that each child is in.

Good Morning to You
Good morning to you!
Good morning to you!
We're all in our places
With bright shining faces.
Oh, this is the way to start a great day!

  • Use the words in and inside in sentences. For example, "Look how many children can fit inside the box," and "How many children are in yourfamily?"
  • Tell the children the flannel board story, "What's In the Box?" (Appendix p. 579- 583). Discuss the location of the object mentioned in the story.
  • Teach the children the American Sign Language signs for in and inside (Appendix p. 434).

    *Toddlers and twos present a wide range of developmental needs, abilities, and interests. For each learning area, select among the following activity and experience choices that are appropriatefor the children in your care.

    Physical Development Choices

    • Play a simplified version of "Birdie, Birdie, Where Is Your Nest?" Make a big "nest" by placing a large sheet (brown or gray would be good) on the floor. Ask the children toflap their arms like wings as they circle the nest. When you get to the line of the song, "In the tree that I love best," the children run to get into the nest.
      Birdie, Birdie, Where Is Your Nest?
      Birdie, birdie, where is your nest?
      Birdie, birdie, where is your nest?
      Birdie, birdie, where is your nest?
      In the tree that I love best.

    • Encourage children to toss beanbags into a box or basket. Discuss the location of the beanbags.
    • Do "The Hokey Pokey" (on the next page) with the children. Discuss the position of their body parts when they are "in."
      The Hokey Pokey
      You put your right hand in, (form a circle and act out the words)
      You take your right hand out.
      You put your right hand in,
      And you shake it all about.
      You do the Hokey Pokey,
      (hold hands in the air and shake them)
      And you turn yourself around.
      That's what it's all about.>/i>
      Repeat, using other body parts. Invite the children to toss or drop large pompoms into a bucket. Do all the pompoms land in the bucket?

      Social and Emotional Development Choices

      • Play "'Round the House" with the children. Discuss the mousie going "in" the little housie.
        'Round the House
        'Round the house, (use index finger to trace a circle on the child's open palm)
        'Round the house,
        Goes the little mousie.
        Up the stairs,
        (walk index finger and middle finger up the child's arm)
        Up the stairs
        , In his little housie.
        (tickle the child under his or her chin)
      • Show the children a Jack-in-the-Box. Say the following "Jack-in-the-Box" poem to coax Jack out of his box.
        Jack-in-the-Box by Pam Schiller
        Hey, Jack, what are you doing in that box?
        Are you awake? Do you hear my knocks?
        Are you singing? What do you say?
        Will you come out and play today?
        Hey, Jack, what are you doing in that box?
        Are you dressing? What color are your socks?
        Is it dark inside? Can you see?
        Will you come out and play with me?

        During lunch or snack time, call attention to the food that is going into the children's mouths. You might also discuss not talking while food is in the mouth.
        Sing "I Have Something in My Pocket." Discuss things that could be in your pocket."What is in your pocket?"
        I Have Something in My Pocket
        I have something in my pocket,
        It belongs across my face.
        I keep it very close at hand
        In a most convenient place.
        I bet you could not guess it,
        If you guessed a long, long while.
        So I'll take it out and put it on.
        It's a great big happy SMILE!

        Cognitive Development Choices

        Provide mittens and shoes. Discuss putting hands inside of mittens and feet in shoes. Encourage the children to look at the insides of their shoes. Turn a mitten inside out so the children can seethe inside of a mitten.

        Encourage the children to put baby dolls into buggies and push them around.

        Make a Tactile Box. Cut a hole in the top or side of a shoebox. Fill the box with hard and soft items such as small blocks, feathers, cotton balls, fabric scraps, and so on. Put the lid on the boxand encourage children to reach inside and try to identify the objects. Discuss the feel of each item.

        During outdoor play, give the children a ride in the wagon. Ask them if they prefer to ride in the wagon or pull the wagon.

        Provide tempera paints and a small box, such as a shoebox. Invite the children to paint the inside of the box.

        Give the children a Drop Slot Can and encourage them to drop chips into the can. Cut a 1 1/2" slot in the lid of an empty coffee can. Replace the lid. Provide poker chips or very largebuttons for children to push through the Drop Slot Can. This is great practice for buttoning. Point out the location of the chips. "Can you see the chips when they are inside the can?"

        Make a tent by draping a large sheet over tables and chairs and invite the children to play inside the tent. "How many children can fit inside the tent?"

        Give the children an old purse and some fun items to put into their purse, such as a handkerchief, an empty compact, an empty lipstick tube, and a change purse. "What does Mommy carry in herpurse?" Give the children the Dog and Bone Game (Appendix p. 445-446) and ask them to place a bone in each dog's mouth. Color code the dog's collar and the bones and encourage thechildren to give each dog the bone that matches his collar. "What do dogs have inside their mouth?" (For example, teeth, tongue, and so on.)

        Problem-solving suggestions: 1. Make a circle about 4' in diameter with masking tape. Give the children a handful of pompoms. Ask them to stand inside the circle and toss the pompoms into theair. Encourage the children to pick up the pompoms that land outside the circle and toss them again. Continue until all the pompoms are inside the circle. Do the children figure out that the moregently they toss the pompoms, the more likely they are to land inside the circle?
        2. Give the children a small cup of water, a large eyedropper, and a soda bottle. Challenge the children to remove the water from the cup and put it into the bottle without pouring it or spilling it.Guide them to the conclusion that the water will not spill if they place the eyedropper inside the bottle before releasing the water.

        REFLECTION ON THE DAY

        Show the children a box and ask them to show you the inside of the box. Then give them directions to get into the box.
Copyright © 2014 Gryphon House, Inc. All rights reserved.