Rough and smooth

Encourage sensory exploration as children make sense of the world around them through hands-on, practical, creative activities.

Adult-led activities

On the wall

Create a texture wall.

Key learning intentions

To work creatively on a large scale

To explore texture in two and three dimensions

To investigate materials and look closely at similarities and differences

Adult:child ratio 1:up to 8

Resources

Fabric with assorted textures, including: hessian, felt, fake fur, netting, rug canvas ,assorted beads, buttons, straws, feathers ,sand, cocoa husks, gravel, shells, wood shavings ,aluminium foil, sandpaper, glitter, sequins ,paper and card with assorted textures, including: tissue, metallic, crepe, corrugated ,boxes in assorted sizes ,assorted fixing materials ,A1 or larger sized pieces of heavy card

Preparation

* Gather together the resources and present them in an interesting way in natural baskets, boxes and trays.

* Ensure the creative workshop can accommodate a large group of children working together co-operatively.

Activity content

* Look at the resources and talk about them.

* Introduce and reinforce vocabulary by naming the objects and materials, and the way that they feel.

* Talk about the task in hand: creating several large-scale collages together and mounting them on the wall at child height.

* As children select textures, write down their comments in 'speech bubbles'.

* Support children in selecting materials and fixing them to the card.

Create a 3D layered effect by attaching some boxes first, then adding additional textures.

* When setting up the texture wall, consider having a central feature of something very smooth, such as a mirror tile, to offer the children some contrast.

Extending learning

Key vocabulary

Hessian, netting, canvas, foil, sandpaper; descriptive vocabulary such as metallic, smooth, bumpy, rough, soft, hard and scratchy.

Questions to ask

* What does it feel like?

* What do you think it is used for?

* Can you think of a way to fix the box to the card?

* What will happen to the gravel when we pick the box up?

* How do you think we can move the huge collage to the wall?

Extension activities

* Offer opportunities for the children to create individual collages on a smaller scale, using A4 card and many of the same materials.

* Ensure the 'texture wall' display includes speech bubbles with the children's own words about the materials and what they were doing.

* Take photographs of the experience and create an 'Our texture wall' book with the children, using photos, their drawings and writing, and their comments.

* Encourage children to look at and feel the wall, supporting their developing vocabulary.

* Using a blindfold, encourage the children to describe what they are feeling on the wall and to guess what it is.

* Go for a 'texture walk', looking at walls in the local environment.

* Use 'touch and feel' books with the children and encourage them to create their own textured book.

In and out

Have fun weaving different textures.

Key learning intentions

To work as part of a group

To manipulate materials to achieve a planned effect

To explore texture in two and three dimensions

Adult:child ratio 1:up to 4

Resources

Rug canvas or garden netting - about a metre wide ,a weaving ring or frame (not essential, but makes weaving easier) ,assorted fabrics, cut into strips which can be threaded easily through the rug canvas - include chiffon, silk, hessian, cotton, coir ,assorted wool and ribbons ,lolly sticks, pegs, twigs and plastic bodkins

Preparation

* Stretch out the rug canvas or garden netting on the frame or a table.

* Tie a few strips of fabric to pegs, twigs or lolly sticks to make threading easier.

Activity content

* Gather the children together and discuss the textures of the materials.

* Encourage the children to choose a fabric strip or length of wool and an area of the canvas or netting to work on.

* Introduce and reinforce vocabulary, naming the materials and the way that they feel.

* Support the children in using a 'sewing' movement - in and out through the canvas/netting.

* Continue to work with different groups of children until the canvas is covered with layers of different fabrics and materials.

Extending learning

Key vocabulary

In, out, through, under, over, underneath, next to, canvas, netting, fabric, material, strip, texture, sew, thread.

Questions to ask

* What does it feel like?

* What do you think it is used for?

* What is the same about the strips of fabric? What is different?

* Which do you like best? Why?

Extension activities

* Create another weaving, using a different base and adding other textures such as large beads, feathers, twigs and leaves to the threads and strips of fabric.

* Give children access to the materials so they can create their own weavings.

* Create opportunities for threading by providing, for example, assorted beads, collage necklaces and threading toys.

* Look at other woven fabrics and woven baskets, placemats and coasters.

* Thread paper strips in and out of cuts in a piece of A4 paper.

* Plan sewing activities for children. Make sewing shapes from card, with holes punched around the edges. Move on to using fabrics such as binca.

* Create large-scale weavings outdoors, through any net fencing. If you use strips of assorted coloured bin bags and carrier bags, the colours will not fade.

Child-initiated learning

Creative workshop

Additional resources

Assorted painted boxes ,assorted fixing materials ,interesting decorative collage materials including shells, leaves, metallic gravel, beads, 'jewels', sequins, glitter and glass pebbles ,a display of decorative jewellery boxes, shell boxes and trinket holders, and books about pattern and design

Possible learning experiences

* Sorting resources by size, shape, colour or other criteria.

* Developing fine motor skills, for example by using a pincer grip to sprinkle glitter and sequins.

* Designing and creating collaged boxes.

* Creating fantasy stories about the boxes and their possible contents.

The practitioner role

* Introduce and reinforce vocabulary by using descriptive language to talk about uses for the manufactured boxes.

* Ensure the area is well resourced and stimulates children's interest and creativity.

* Ask questions about the boxes: What are they to be used for? Who are they for?

* Support children's conversations by encouraging them to express preferences and make choices about textures and colours.

* Promote children's autonomy through the independent use of materials and tools.

Role play

Additional resources

All usual home corner resources and add a 'treasure chest' filled with lengths of fabric in assorted textures ,dressing-up clothes with unusual textures, such as waterproof clothing, tutus, animal costumes in fake fur, astronauts' metallic clothing, evening dresses with sequins and beads ,a variety of capes in assorted fabrics and patterns ,drapes in a variety of soft fabrics, used to create a false ceiling in the home corner

Possible learning experiences

* Using language to recreate roles and experiences, and to describe and compare.

* Developing imaginative role play and fantasy play.

* Using senses to explore materials.

* Developing motor skills when draping and tying fabric to form costumes.

* Moving in a variety of ways.

The practitioner role

* Create a role-play area enhanced by new, stimulating materials.

* Support the children in the development of their creative role play.

* Introduce and use descriptive and comparative language by identifying similarities and differences.

* Consider extensions to the activity, for example, by developing a 'market stall' that sells assorted fabrics, and art and craft accessories, or a 'costume hire/fancy dress' shop.

Outdoor area

Additional resources

Fat crayons ,assorted paper ,small pieces of paper, with a double-sided adhesive strip stuck across the centre ,wicker baskets

Possible learning experiences

* Making collections of natural materials in baskets.

* Developing fine motor skills when fixing small textured items to sticky strips.

* Recognising similarities and differences.

* Making rubbings of different surfaces.

The practitioner role

* Model the use of the sticky strips by showing how small leaves, twigs, gravel and sand can be attached to them.

* Model the use of the crayons to make rubbings of different textured surfaces, such as walls, tarmac and fencing.

* Support the children in making collections of natural objects in the outdoor area.

* Discuss what has been found.

* Act as a scribe, recording the children's own words.

Small-world play

Additional resources

A large black builder's tray ,cocoa husks, shells, cones, pebbles, plants, gravel, silky fabric, potting compost ,assorted wild small-world animals Possible learning experiences

* Making connections between the small-world provision and events in their own lives and those of familiar others.

* Exploring and investigating materials.

* Creating and retelling stories.

* Retelling events with the props.

The practitioner role

* Create an exciting, stimulating play environment within the black tray, including a lake, forest area, rocky area and beach.

* Ask questions: What is happening? What does it look/feel like?

* Encourage the children to use descriptive language to talk about the environment.

Malleable and tactile area

Additional resources

Sensory playdough - small amounts of cooked dough with added textures such as glitter or sequins, or made with whole-grain flour ,rolling pins, boards, cutters, bun tins with cake cases ,'cake' decorations and birthday candles

Possible learning experiences

* Exploring materials.

* Noticing differences and similarities.

* Acting in role.

* Making links with events in their own lives and those of familiar others.

* Creating patterns for a purpose.

* Counting 'one more' and 'one less'.

* Developing skills of rolling, pressing and cutting.

* Singing.

The practitioner role

* Encourage the children to create 'cakes' for a birthday party.

* Discuss the texture of the dough: What is different? Why?

* Introduce and reinforce the use of number names.

* Consider extending the activity by making more textured dough.

Judith Stevens is an early years adviser, Lewisham Education, London

Resources

* Bags of Discovery - eggs, snakes, spheres, rocks and minerals 50 per set

* Weaving ring 5

* Rug canvas 16 (4m)

* Florist ribbon 3 a roll Available from Mindstretchers, tel: 01764 664409, www.mindstretchers.co.uk

* Animal fur print squares 14.95 for 20

* Collage resource pack 35.95

Available from Step by Step, tel: 08451 252550, www.sbs-educational.co.uk

* Texture blocks 42.95

* Tactile dominoes 30.95

* Tactile dice game 24.95

* Tactile surfaces spinner 29.95

* Touch 'n' tell 14.95

* Plastic bodkins 1.45 for a pack of ten

Available from NES Arnold, tel: 0845 1204525, www.nesarnold.co.uk

Books

* DK Touch and Feel - Kitten, Puppy, Ponies, Birthday, Fire Engine, Wild Animals, Farm, Toys, Bathtime, Tractor, Shapes (Dorling Kindersley, 5.99 each)