Over, Under, In, and Beside
Positional vocabulary is fundamental to spatial reasoning, following directions, and mathematical concepts. Using beloved stuffed animals as manipulatives creates emotional engagement that strengthens learning. Connecting position words to a familiar story provides meaningful context for abstract concepts.
- Framework: EYFS
- Unit: EYFS At the Zoo
- Learning area: Communication and Language
- Level: EYFS 3-4, Reception
Objectives
- Listen attentively to a familiar story
- Distinguish between position words through discussion and activity
- Successfully position objects using specific position words when instructed
- Engage actively in position word activities
Materials
- "Goldilocks and the Three Bears" picture book
- One teddy bear per student (or request children bring one from home)
- Large black bag or box
- Various classroom objects for positioning practice
Instructions
Begin by reading "Goldilocks and the Three Bears." Before reading, draw attention to the cover illustration and ask children to describe where characters are positioned. During reading, pause to ask questions using positional language.
For the porridge scene, ask: "Did Goldilocks eat porridge that was under the bowl? Did she eat porridge that was beside the bowl? Where was the porridge that she ate?" For the chair scene: "Was Goldilocks sitting on the chair or under the chair?" For the bed scene: "Was she lying on top of the bed or underneath it?"
After reading, collect each child's teddy bear and place all bears into your large black bag or box. Ask children: "Where are the bears now?" Reward the child who uses a position word such as "in" or "inside."
Return the bears to their owners and explain that you will play a listening game. Give directions using position words and children must position their bears accordingly. Start with simple directions and gradually increase complexity:
"Put your bear on your head."
"Put your bear under your arm."
"Put your bear beside your face."
"Put your bear behind your back."
"Put your bear in your hands."
Repeat the game as long as it remains engaging. Conclude by placing a bear somewhere in the classroom and asking children to describe where it is using position words.
Educator tip
Create a visual chart with position words and illustrations showing each position. Display this in the classroom and refer to it throughout the unit and beyond.
Assessment
Observe and note: ability to follow two-step instructions, use of new vocabulary in context, early problem-solving strategies, and sustained shared thinking episodes. Assess against Development Matters age-band expectations. Observe each child's ability to listen to the story and participate in all discussions. Note their comprehension and correct use of position words during the game.