Simon Says (Farm Actions)
Supports agricultural awareness, STEM integration, literacy, and social-emotional development at the Toddler stage.
- Framework: EYFS
- Unit: EYFS At the Farm
- Learning area: Gross Motor
- Level: EYFS 2-3
Objectives
- Developmentally appropriate objectives aligned to Toddler for Simon Says (Farm Actions).
Materials
- Level-appropriate farm-themed materials and manipulatives.
Instructions
Materials
- Farm animal picture cards or puppets (cow, pig, chicken, horse)
- A clear, open floor space free of obstacles
- Soft floor mats for safety
- A small bell or shaker to signal transitions
- Laminated photos of farm actions (e.g., a horse running, a chicken pecking)
Learning Objectives
- Demonstrate gross motor imitation by copying teacher movements.
- Identify at least two farm animals through visual and auditory cues.
- Respond to simple verbal directions within a group setting.
- Develop spatial awareness by moving safely around peers.
Step-by-Step Instructions
1. Gather the toddlers in a circle on the floor mats to ensure a safe, defined play area.
2. Introduce the farm theme by showing the animal puppets one at a time and making the corresponding animal sound.
3. Explain the game by saying, "Simon says, let us move like a cow," while modelling the action of crawling on all fours.
4. Encourage the children to imitate your movement, providing verbal praise for their efforts.
5. Transition to a new action, such as flapping arms like a chicken or galloping like a horse.
6. Keep the pace brisk to match the short attention spans of toddlers, switching animals every thirty seconds.
7. Use the bell to signal a pause between movements to help the children settle and refocus.
8. Allow children to move freely within the mat area if they choose not to imitate the specific action, ensuring they remain engaged with the theme.
9. Conclude the activity by having everyone sit down and take a deep breath to transition to the next part of the day.
Educator Tip
Toddlers often struggle with the concept of "Simon says," so focus on the movement rather than the rule. If a child is hesitant, move alongside them to provide physical proximity and encouragement. You can extend this by adding simple sound effects to each movement to build auditory recognition.
Assessment
- Observe if the child attempts to mimic the physical movements modelled by the teacher.
- Note which animal sounds or names the child recognizes during the introduction.
- Record the child's ability to remain within the designated play area during active movement.
Educator tip
Guided questioning to encourage language, reasoning, and participation. Differentiate for ability levels; incorporate sensory supports; ensure safety.
Assessment
Observe and note: emerging independence, two-word combinations, imitation of actions, and early pretend play. Use Development Matters non-statutory guidance checkpoints. Observation checklist or rubric aligned to developmental stage.