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Adventures in Wonderland Possible-Impossible?

The children became fascinated about the seemingly impossible events happening in the story of Alice in Wonderland . I decided to create a game based on the discussions we were having along the lines of “But how do we know that can’t ever happen?” Activity-Possible or Impossible? You will need A label that reads “Impossible” and a label that reads “Possible” A set of cards each with one statement ta
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Toy Maps- An enquiry with nursery children

   The Year Long Story Curriculum… Peter Pan To begin our enquiry we looked at 2 toys from Wendy, John and Michael’s toy box. The group of 18 nursery children were divided into two groups each working with an adult. One group were asked to pass round and talk about the teddy. The other group were encouraged to do the same with the robot. Each group had a large piece of paper and the adult supported the groups in
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Philosophy Play idea . Not Now Bernard by David McKee

Not now Bernard by David McKee Before reading the story ask the children to draw a monster. For younger children draw round a child and get them to use words & drawing to create a monster with you on large paper using descriptive language Make model monsters out of modelling materials and then hide them in their outside space. When the children go to play outside ask them to look out for the hidden monsters. If
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Year Long Story Curriculum-Enquiry from The Wizard of Oz.

I continue to observe that in children’s imaginary experiences there may be a 50- 50 possibility that the existence of something is real. Until the children decide, both outcomes are in existence. The real and not real are still often the same thing. But whose reality is real and how do we know? The Nothing Box An enquiry with 3 and 4  year olds arising from their roleplay     Context- The children had received a let
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Using Children’s Stories to facilitate a Philosophical Enquiry in the Nursery.

  The Pirate and the Baby   Introducing philosophy to the three year olds in nursery focuses on the children taking responsibility for the thinking behind their play and storytelling. The teacher, or facilitator’s role is to introduce philosophical reasoning and thinking by recording examples of children’s independent play, roleplay and storytelling. These written dialogues are then used to develop mini spo
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