Teddy Bear Game (Orchard Toys) - · PDF file8.04.2014 · Teddy Bear Game (Orchard...
Transcript of Teddy Bear Game (Orchard Toys) - · PDF file8.04.2014 · Teddy Bear Game (Orchard...
Teddy Bear Game (Orchard Toys)
This Teddy Bear game encourages children to develop colour recognition, personal and
social skills through playing in groups, number and counting skills and encourages
observational skills.
Resources: The Teddy Bear game is kept on top of the mathematical cupboard in the
over 2’s classroom.
Through the Teddy Bear game we encourage children to achieve the following Early
Years Foundation Stage learning goals:
Characteristics of effective learning
PE10 Seeking challenge
PE11 Showing a ‘can do’ attitude
AL1 Maintaining focus on their activity for a period of time
AL3 Not easily distracted
AL5 Persisting with activity when challenges occur
AL9 Being proud of how they accomplished something –not just the end result
CTC2 Finding ways to solve problems.
Personal, Social and Emotional Development
MR12 Plays alongside others.
MR14 Plays cooperatively with a familiar adult.
MR15 Interested in other’ play and starting to join in e.g. joins in an organised
play activity.
MR21 Keeps play going by responding to what others are saying or doing. e.g.
shows an understanding of rules and boundaries and turn taking.
Communication and Language
S14 Beginning to ask simple questions.
LA23 Is able to follow directions e.g. responds when given an instruction such as
‘please stop now’.
LA24 Maintains attention, concentrates and sits quietly during appropriate
activity.
U7 Understands simple sentences
U9 Understands more complex sentences
U14 Responds to simple instructions
S21 Uses simple sentences
S23 Beginning to use more complex sentences to link thoughts
Mathematics
N8 Recites some number names in sequence
N13 Uses some number names and number language spontaneously
N14 Uses some number names accurately in play
N15 Recites numbers in order to 10
N17 Beginning to represent numbers using fingers, marks on paper or pictures
N19 Shows curiosity about numbers by offering comments or asking questions
N21 Shows an interest in number problems
Early Learning Goals
Children playing co-operatively, taking turns with others. They take into account
of one another’s ideas about how to organise their activity.
Children work in groups and understand the need for behaviour rules.
Children follow instructions involving several ideas or actions.
Children can work as part of a group or class, and understand and follow the
rules.
Name Writing
Name writing is a great way for children to practise writing their letters and sounds. It
allows children to develop their fine motor skills and hand eye coordination. It helps
encourage children to develop the use of the tripod grip, a grasp pattern for holding a
writing tool such as a pencil.
Through this activity we encourage children to achieve the following Early Years
Foundation Stage learning goals:
Characteristics of Effective Learning
PE10 Seeking challenge
PE11 Showing a ‘can do’ attitude
AL1 Maintaining focus on their activity for a period of time
AL3 Not easily distracted
AL4 Paying attention to detail
AL5 Persisting with activity when challenges occur
AL7 Bouncing back after difficulties
AL9 Being proud of how they accomplished something –not just the end result
AL10 Enjoying meeting challenges for their own sake rather than external
rewards or praise
CTC2 Finding ways to solve problems
CTC8 Planning, making decisions about how to approach a task, solve a problem
and reach a goal
CTC9 Checking how well their activities are going
CTC10 Changing strategy as needed
CTC11 Reviewing how well the approach worked
Personal, Social and Emotional Development
MR14 Plays cooperatively with a familiar adult
MR16 Seeks out others to share experiences
SS9 Demonstrates sense of self as an individual
SS13 Welcomes and values praise for what they have done
SS17 Shows confidence in asking adults for help
SS19 Can describe self in positive terms and talk about abilities
Communication and Language
LA14 Rigid attention –may appear not to hear
LA18 Single channelled attention. Can shift to a different task if attention is
fully obtained –Using child’s name helps focus.
LA22 Focusing attention –still listen or do, but can shift own attention
LA23 Is able to follow directions
LA24 Maintains attention, concentrates and sits quietly during appropriate
activity
LA25 Two- channelled attention –can listen and do for a short period of time
U7 Understand simple sentences
U9 Understands more complex sentences
U14 Responds to simple instructions
S21 Uses simple sentences
Physical Development
MH30 Beginning to use three fingers (tripod grip) to hold writing tools, or in
this case using the tripod grip while threading beads.
MH33 May be beginning to show preference for a dominant hand.
MH41 Uses one- handed tools and equipment
MH42 Holds pencil between thumb and two fingers, no longer using whole- hand
grasp
MH43 Holds pencil near point between first two fingers and thumb and uses it
with good control
MH51 Handles tools, objects, construction and malleable materials safely and
with increasing control. e.g. manages own buttons and zip, interlocking bricks,
threads and beads.
MH52 Shows a preference for a dominant hand
Literacy
R26/ W9 Links sounds and letters, naming and sounding the letters of the
alphabet
W11 Writes own name and other things such as labels, captions
Early Learning Goals:
Children show good control and co-ordination in small movements.
Mobilo
Mobilo is a fun construction toy for children, developing their fine motor skills and
imagination!
Resources: kept in the drawers in the over 2’s classroom.
Through this activity we encourage children to achieve the following Early Years
Foundation Stage learning goals:
Characteristics of Effective Learning
PE3 Engaging in an open- ended activity
PE9 Initiating activities
PE10 Seeking challenge
C2C1 Thinking of ideas
CTC2 Finding ways to solve problems
CTC3 Finding ways to do things
CTC6 Testing their ideas
Personal, Social and Emotional Development
MR12 Plays alongside other children
MR14 Plays cooperatively with a familiar adult
MR15 Interested in others play and starting to join in
MR16 Seeks out others to share experiences
MR18 May form a special friendship with another child
MR19 Can play in a group, extending and elaborating play ideas
MR20 Initiates play by responding to what others are saying or doing
MR22 Demonstrates friendly behaviour, imitating conversation and forming
good relationships with peers and familiar adults
MR23 Initiates conversations, attends to and takes account of what others say
MR24 Explains own knowledge and understanding, and asks appropriate
questions of others
SS8 Gradually able to engage in pretend play with toys
MFB9 Beginning to understand ‘yes’, ‘no’ and some boundaries
MFB12 Responds to a few appropriate boundaries, with encouragement and
support
Communication and Language
U7 Understands simple sentences
U9 Understand more complex sentences
S16 Uses language as a powerful means of widening contacts, sharing feelings,
experiences and thoughts
S19 Uses gestures, sometimes with limited talk
S20 Uses a variety of questions
S21 Uses simple sentences
S23 Beginning to use more complex sentences to link thoughts
S31 Uses talk in pretending that objects stand for something else in play
Physical Development
MH51 Handles tools, objects, construction and malleable materials safely with
increasing control
Understanding of the World
TW13 Matches parts of objects that fit together
Expressive Arts and Design
EUMM20 Beginning to construct, stacking blocks vertically and horizontally,
making enclosures and creating spaces.
EUMM21 Joins construction pieces together to build and balance
B14 Beginning to make-believe by pretending
Story telling using Teddy Bears
Encouraging children to use Teddy Bears to tell Teddy Bear stories allows children to
understand the story and the characters. It also allows them to use their imagination
and ideas to add to the story and think of how the story might end.
Resources: Teddy Bears are kept in the under 2’s classroom
Through this activity we encourage children to achieve the following Early Years
Foundation Stage learning goals:
Characteristics of Effective Learning
PE3 Engaging in an open- ended activity.
PE4 Showing particular interests.
PE7 Taking on a role in their play.
AL2 Showing high levels of energy, fascination.
CTC1 Thinking of ideas.
CTC6 Testing their ideas.
Personal, Social and Emotional Development
MR12 Plays alongside others.
MR14 Play cooperatively with a familiar adult
MR15 Interested in others’ play and starting to join in e.g. joins in an organised
play activity.
MR16 Seeks out others to share experiences.
MR19 Can play in a group, extending and elaborating play ideas.
MR21 Keeps play going by responding to what others are saying or doing.
MR22 Demonstrates friendly behaviour, initiating conversations and forming
good relationships with peers and familiar adults.
MR23 Initiates conversations, attends to and takes account of what others say.
SS8 Gradually able to engage in pretend play with toys.
MFB12 Responds to a few appropriate boundaries, with encouragement and
support.
Communication and Language
LA20 Listens to stories with increasing attention and recall.
LA22 Focusing attention- still listen or do, but can shift own attention.
LA23 Is able to follow directions.
U14 Understands simple instructions.
S14 Beginning to ask simple questions.
S19 Uses gestures, sometimes with limited talk.
S20 Uses a variety of questions.
S21 Uses simple sentences.
Physical Development
MH28 Turns pages in a book, sometimes several at once.
MH29 Shows control in holding and using jugs to pour, hammers, books and mark
making.
Literacy
R5 Repeats words or phrases from familiar stories.
R10 Listens to and joins in with stories and poems, one-to- one and also in small
groups.
R12 Beginning to be aware of the way stories are structured.
R13 Suggests how a story might end.
R14 Listens to stories with increasing attention and recall.
R15 Describes main story settings, events and principle characters.
R19 Handles books carefully.
R21 Holds books the correct way up and turns pages.
Understanding of the World
T5 Knows how to operate simple equipment.
BI4 Beginning to make believe by pretending.
BI11 Engages in imaginative role- play based on own first- hand experiences.
BI13 Uses available resources to create props to support role- play.
Early Learning Goals:
Children playing co- operatively, taking turns with others. They take into account
of one another’s ideas about how to organise their activity.
Works in groups and understands the need for behaviour rules.
Children follow instructions involving several ideas or actions.
Children can work as part of a group or class, and understand and follow the
rules.
Helps children to form positive relationships with adults and other children.
Junk Modelling
Junk modelling is a great way for children to be creative and use their imagination.
Together with some paint, white glue, a pair of scissors, children can come up with some
fantastic creations!
Resources: Junk modelling is kept in the over 2’s craft room.
Through this activity we encourage children to achieve the following Early Years
Foundation Stage learning goals:
Characteristics of Effective Learning
PE3 Engaging in an open-ended activity
PE4 Showing particular interests
PE9 Initiating activities
PE10 Seeking challenge
PE11 Showing a ‘can do’ attitude
AL1 Maintaining focus on their activity for a period of time
AL2 Showing high levels of energy, fascination
AL4 Paying attention to details
AL5 Persisting with activity when challenges occur
AL6 Showing a belief that more effort or a different approach will pay off
AL7 Bouncing back after difficulties
AL8 Showing satisfaction in meeting their own goals
AL9 Being proud they accomplished something –not just the end results
AL10 Enjoying meeting challenges for their own sake rather than external
rewards or praise
CTC1 Thinking of ideas
CTC2 Finding ways to solve problems
CTC3 Finding new ways to do things
CTC6 Testing their ideas
CTC8 Planning, making decisions about how to approach a task, solve a problem
and reach a goal
CTC9 Checking how well their activities are going
CTC10 Changing strategy as needed
CTC11 Reviewing how well the approach worked
Personal, Social and Emotional Development
MR12 Plays alongside other children
MR13 Uses a familiar adult as a secure base from which to explore
independently in new environments
MR14 Plays cooperatively with a familiar adult
MR15 Interested in others play and starting to join in
MR16 Seeks out others to share experiences
MR18 May form a special friendship with another child
MR19 Can play in a group, extending and elaborating play ideas
MR20 Initiates play by responding to what others are saying or doing
MR22 Demonstrates friendly behaviour, imitating conversation and forming
good relationships with peers and familiar adults
MR23 Initiates conversations, attends to and takes account of what others say
MR24 Explains own knowledge and understanding, and asks appropriate
questions of others
SS8 Gradually able to engage in pretend play with toys
MFB9 Beginning to understand ‘yes’, ‘no’ and some boundaries
MFB12 Responds to a few appropriate boundaries, with encouragement and
support
Communication and Language
U7 Understands simple sentences
U9 Understand more complex sentences
S16 Uses language as a powerful means of widening contacts, sharing feelings,
experiences and thoughts
S19 Uses gestures, sometimes with limited talk
S20 Uses a variety of questions
S21 Uses simple sentences
S23 Beginning to use more complex sentences to link thoughts
S31 Uses talk in pretending that objects stand for something else in play
S33 Uses language to imagine and recreate roles and experiences in play
situations
Physical Development
MH23 Makes connections between their movement and the different marks
they make
MH33 May be beginning to show preference for a dominant hand.
MH41 Uses one- handed tools and equipment
MH51 Handles tools, objects, construction and malleable materials safely with
increasing control
MH52 Shows a preference for a dominant hand
Understanding of the World
PC5 Beginning to have their own friends
TW11 Explores objects by linking different approaches
Expressive Arts and Design
EUMM5 Notices and is interested in the effects of making movements which
leave marks
EUMM9 Experiments with blocks, colours and marks
EUMM16 Explores colour and how colours can be changed
EUMM18 Beginning to be interested in and describe the texture of things
EUMM19 Uses various construction materials
EUMM20 Beginning to construct, stacking blocks vertically and horizontally,
making enclosures and creating spaces
EUMM21 Joins construction pieces together to build and balance
EUMM22 Realises tools can be used for a purpose
EUMM25 Explores what happens when they mix colours
B14 Beginning to make-believe by pretending
BI1L Engages in imaginative role-play based on own first-hand experiences
BI12 Builds stories around toys
BI18 Introduces a storyline or narrative into their play
BI19 Plays alongside other children who are engaged in the same theme
COMPARE BEARS Children can be encouraged to sort compare bears by colour and/ or size and can be
encouraged to use language relating to quantities and size. Children can also count the
compare bears.
Resources: Compare bears are kept in a trey in the Mathematical cupboard in the over
2’s classroom.
Through this activity we encourage children to achieve the following Early Years
Foundation Stage learning goals:
Characteristics of Effective Learning
PE10 Seeking challenge
PE11 Showing a ‘can do’ attitude
AL1 Maintaining focus on their activity for a period of time
AL4 Paying attention to details
AL5 Persisting with the activity when challenges occur
AL9 Being proud of how they accomplished something –not just the end result
CTC2 Finding ways to solve problems
Personal Social and Emotional Development
MR12 Plays alongside others
MR14 Plays cooperatively with a familiar adult
MR16 Seeks out others to share experiences
MR21 Keeps play going by responding to what others are saying or doing
SS13 Welcomes and values praise for what they have done
SS17 Shows confidence in asking adults for help
MFB12 Responds to a few appropriate boundaries, with encouragement and
support
Communication and Language
LA23 Is able to follow directions
LA24 Maintains attention, concentrates and sits quietly during appropriate
activity
U7 Understands simple sentences
U9 Understands more complex sentences
U14 Responds to simple instructions
S21 Uses simple sentences
S23 Beginning to use more complex sentences to link thoughts
Mathematics
N8 Recites some number names in sequence
N10 Begins to make comparison between quantities e.g. ‘more’ or ‘lots’
N11 Uses some language of quantities
N12 Knows that a group changes when something is added or taken away
N13 Uses some number names and number language spontaneously
N14 Uses some number names accurately in play
N15 Recites numbers in order to 10
N16 Knows that numbers identify how many objects are in a set
N17 Beginning to represent numbers using fingers, marks on paper or pictures
N18 Sometimes matches numeral and quantity correctly
N19 Shows curiosity about numbers by offering comments or asking questions
N21 Shows an interest in number problems
N24 Shows an interest in representing numbers
N28 Counts up to three or four objects by saying one number name for each of
them
N30 Counts objects to 10, and is beginning to count beyond 10
N34 Estimates how many objects they can see and checks by counting them
N37 Says the number that is one more than a given number
SSM9 Beginning to categorise objects according to properties such as shape or
size
SSM10 Begins to use the language of size
Compare Bear Printing
Compare Bear printing is a simple art experience that encourages children to explore
and create with a different kind of media and allows them to experiment with colours
and marks.
Resources: Compare Bears are kept in the mathematical cupboard in the over 2’s
classroom. Paint is kept under the sink in the over 2’s craft room.
Through this activity we encourage children to achieve the following Early Years
Foundation Stage learning goals:
Characteristics of Effective Learning
PE2 Uses senses to explore the world around them
PE3 Engages in an open- ended activity
AL1Maintaining focus on their activity for a period of time
AL4 Paying attention to detail
CTC1 Thinking of idea
CTC3 Finding new ways to do things
Personal Social and Emotional
MR12 Plays alongside other children
MR14 Plays cooperatively with a familiar adult
MR16 Seeking out others to share experiences
SS13 Welcomes and values praise for what they have done
SS17 Shows confidence in asking for adults
MFB9 Beginning to understand ‘yes’, ‘no’ and some boundaries
MFB12 Responds to a few appropriate boundaries, with encouragement and
support
Communication and Language
LA22 Focusing attention –still listen or do, but can shift own attention
U7 Understands simple sentences
U9 Understands more complex sentences
U14 Responds to simple instructions
S12 Beginning to put two words together
S14 Beginning to ask simple sentences
S21 Uses simple sentences
Physical Development
MH23 Makes connections between their movement and the different marks
they make
Expressive Arts and Design
EUMM5 Notices and is interested in the effects of making movements which
leave marks
EUMM9 Experiments with blocks, colours and marks
EUMM16 Explores colour and how colours can be changed
EUMM18 Beginning to be interested in and describe the texture of things
EUMM25 Explores what happens when they mix colours
Animal Printing Animal printing is an art experience that encourages children to explore and create
with a different kind of media and allows them to experiment with colours and marks.
Through this activity we encourage children to achieve the following Early Years
Foundation Stage learning goals:
Characteristics of Effective Learning
PE2 Uses senses to explore the world around them
PE3 Engages in an open- ended activity
AL1Maintaining focus on their activity for a period of time
AL4 Paying attention to detail
CTC1 Thinking of idea
CTC3 Finding new ways to do things
Personal Social and Emotional
MR12 Plays alongside other children
MR14 Plays cooperatively with a familiar adult
MR16 Seeking out others to share experiences
SS13 Welcomes and values praise for what they have done
SS17 Shows confidence in asking for adults
MFB9 Beginning to understand ‘yes’, ‘no’ and some boundaries
MFB12 Responds to a few appropriate boundaries, with encouragement and
support
Communication and Language
LA22 Focusing attention –still listen or do, but can shift own attention
U7 Understands simple sentences
U9 Understands more complex sentences
U14 Responds to simple instructions
S12 Beginning to put two words together
S14 Beginning to ask simple sentences
S21 Uses simple sentences
Physical Development
MH23 Makes connections between their movement and the different marks
they make
Expressive Arts and Design
EUMM5 Notices and is interested in the effects of making movements which
leave marks
EUMM9 Experiments with blocks, colours and marks
EUMM16 Explores colour and how colours can be changed
EUMM18 Beginning to be interested in and describe the texture of things
EUMM25 Explores what happens when they mix colours
Marble Painting Marble painting is a fun way for children to experiment with colour and marks as they
roll the marbles around on the paper.
Through this activity we encourage children to achieve the following Early Years
Foundation Stage learning goals:
Characteristics of Effective Learning
PE2 Uses senses to explore the world around them
PE3 Engages in an open- ended activity
AL1Maintaining focus on their activity for a period of time
AL4 Paying attention to detail
CTC1 Thinking of idea
CTC3 Finding new ways to do things
Personal Social and Emotional
MR12 Plays alongside other children
MR14 Plays cooperatively with a familiar adult
MR16 Seeking out others to share experiences
SS13 Welcomes and values praise for what they have done
SS17 Shows confidence in asking for adults
MFB9 Beginning to understand ‘yes’, ‘no’ and some boundaries
MFB12 Responds to a few appropriate boundaries, with encouragement and
support
Communication and Language
LA22 Focusing attention –still listen or do, but can shift own attention
U7 Understands simple sentences
U9 Understands more complex sentences
U14 Responds to simple instructions
S12 Beginning to put two words together
S14 Beginning to ask simple sentences
S21 Uses simple sentences
Physical Development
MH23 Makes connections between their movement and the different marks
they make
Expressive Arts and Design
EUMM5 Notices and is interested in the effects of making movements which
leave marks
EUMM9 Experiments with blocks, colours and marks
EUMM16 Explores colour and how colours can be changed
EUMM18 Beginning to be interested in and describe the texture of things
EUMM25 Explores what happens when they mix colours
STRING PAINTING String painting is a simple art experience that encourages children to explore and
create with a different kind of media and allows them to experiment with colours and
marks.
Through this activity we encourage children to achieve the following Early Years
Foundation Stage learning goals:
Characteristics of Effective Learning
PE2 Uses senses to explore the world around them
PE3 Engages in an open- ended activity
AL1Maintaining focus on their activity for a period of time
AL4 Paying attention to detail
CTC1 Thinking of idea
CTC3 Finding new ways to do things
Personal Social and Emotional
MR12 Plays alongside other children
MR14 Plays cooperatively with a familiar adult
MR16 Seeking out others to share experiences
SS13 Welcomes and values praise for what they have done
SS17 Shows confidence in asking for adults
MFB9 Beginning to understand ‘yes’, ‘no’ and some boundaries
MFB12 Responds to a few appropriate boundaries, with encouragement and
support
Communication and Language
LA22 Focusing attention –still listen or do, but can shift own attention
U7 Understands simple sentences
U9 Understands more complex sentences
U14 Responds to simple instructions
S12 Beginning to put two words together
S14 Beginning to ask simple sentences
S21 Uses simple sentences
Physical Development
MH23 Makes connections between their movement and the different marks
they make
Expressive Arts and Design
EUMM5 Notices and is interested in the effects of making movements which
leave marks
EUMM9 Experiments with blocks, colours and marks
EUMM16 Explores colour and how colours can be changed
EUMM18 Beginning to be interested in and describe the texture of things
EUMM25 Explores what happens when they mix colours
Teddy Bear ABC Puzzle
From early childhood right through to adulthood we love to play with puzzles! We like
the way they challenge our thinking and exercise our minds.
Puzzles are an important educational learning tool for children as they provide many
skills, mental learning benefits and opportunities.
This Teddy Bear ABC puzzle allows children to see the order of the alphabet and sound
out the letters of alphabet and words.
Resources: The Teddy Bear ABC puzzle is kept on top of the mathematical cupboard in
the over 2’s classroom.
Through this activity we encourage children to achieve the following Early Years
Foundation Stage learning goals:
Characteristics of Effective Learning
PE10 Seeking challenge
PE11 Showing a ‘can do’ attitude
AL1 Maintaining focus on their activity for a period of time
AL3 Not easily distracted
AL4 Paying attention to details
AL5 Persisting with activity when challenge occur
AL9 Being proud they accomplished something –not just the end result
AL10 Enjoying meeting challenges for their own sake rather than external
rewards or praise
CTC2 Finding ways to solve problems
CTC9 Checking how well their activity is going
Personal, Social and Emotional Development
MR12 Plays alongside others
MR16 Seeks out others to share experiences
SS13 Welcomes and values praise for what they have done
Communication and Language
S14 Beginning to ask simple questions
S21 Uses simple sentences
Physical Development
MH33 May be beginning to show preference for a dominant hand
Literacy
R24 Hears and says the initial sounds in words
R25 Can segment the sounds in simple words and blend them together and knows
which letters represent some of them
R26/ W9 Links sounds to letters, naming and sounding the letters of the
alphabet
Mathematics
SSM3 Attempts sometimes successfully, to fit shapes into spaces on inset
boards or jigsaw puzzles
SORTING COLOURS WITH BOTTLE TOPS
Sorting colours with bottle tops encourages children to place and sort coloured bottle
tops onto the matching colour paper plate. This activity encourages and promotes
discussions about different shades of colour such as light green and dark green; and
also allows children to talk about the things around us that is made of that colour. It
also allows children to count how many bottle tops they have categorised on each plate
and use language between quantities.
Sorting Coloured Bottle Tops promotes:
Language skills: naming, labelling and discussions about what objects are made of
certain colours.
Reinforces and extends learning about colours.
Fine motor development and eye hand coordination.
Children can be encouraged to count how many bottle tops they have on each
plate. Which plates have more or less?
Through this activity we encourage children to achieve the following Early Years
Foundation Stage learning goals:
Characteristics of Effective Learning
PE10 Seeking challenge
PE11 Showing a ‘can do’ attitude
AL1 Maintaining focus on their activity for a period of time
AL4 Paying attention to details
AL5 Persisting with the activity when challenges occur
AL9 Being proud of how they accomplished something –not just the end result
CTC2 Finding ways to solve problems
Personal Social and Emotional Development
MR12 Plays alongside others
MR14 Plays cooperatively with a familiar adult
MR16 Seeks out others to share experiences
Communication and Language
LA23 Is able to follow directions
U14 Responds to simple instructions
S14 Beginning to ask simple questions
S21 Uses simple sentences
S23 Beginning to use more complex sentences to link thoughts
Mathematics
N8 Recites some number names in sequence
N10 Begins to make comparison between quantities e.g. ‘more’ or ‘lots’
N11 Uses some language of quantities
N18 Sometimes matches numeral and quantity correctly
N28 Counts up to three or four objects by saying one number name for each of
them
SSM9 Beginning to categorise objects according to properties such as shape or
size