Outings


 Be prepared for an energetic response. Have appropriate fantasy play props and dressing up ready for use.


 Collect poems, games and songs that might be used when appropriate interest is shown.  Planning art activities related to the trip.  Allow chances for verbalisation of children’s experiences in group time and small groups.


 Treasures and· souvenirs may be shared in “Show and Tell”.  Give children time to react and respond to the experience. Have group and individual discussions with the children.


 Evaluate – would you do it again? What would you do differently?


 Play will reflect what was learned during the trip.  In creative activities they can express what they saw and experienced.


 If children need help in getting started, you can ask questions like, “Do you remember what we saw at the farm?”


 Put pictures together to make a book and write down what the children said about the pictures.


 Make a book of photographs we have taken on the trip.  Put materials in the fantasy area and block area that will help the children pretend about the trip.


 Some trips have to be repeated several times until things they have seen can be absorbed and understood.


 Allow children to recall the side issues of the trip.  Te discussion from before the outing, during the outing and aſterwards should stimulate language development and increase vocabulary.


 Use questions to encourage thought, observation and awareness before, during and aſter the outing.


3.2.2 Planning for visitors


Select the visitor  Choose someone who likes and is interested in young children.


 Request educational officers from community resources or people who have very young children of their own. When invited on their day off, working parents can be more flexible about time.


 Select members of both sexes and of different cultural groups.


 Choose someone most knowledgeable or skilled in the resource you need. Remember grandparents, students and retired citizens can be interesting visitors too.


Interview the visitor  Interview the visitor by telephone or in person. Set a specific date and time that best suits both of your schedules and plans.


 Visit the person at their place of work. Tey may then suggest other items or subjects you might want to include.


Brief the visitor  List questions the children might ask or need to know.  Suggest items to wear or share (within children’s experience).  Give cautions about safety in regard to tools (or other items) to be shared.  Describe the setting the visitor will be in with children.


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