Environmental Print Hunt
To develop awareness that print carries meaning through exploring environmental print.
- Framework: EYFS
- Unit: EYFS Literacy
- Learning area: Literacy
- Level: EYFS 2-3
Objectives
- Recognises familiar logos
- Shows awareness of print
- Attempts to 'read' signs
- Understands print has meaning
Materials
- Familiar packaging and logos
- Signs around the setting
- Environmental print matching games
- Role play resources with print
Instructions
Fill your setting with meaningful print—children's names on coat pegs, labelled resource boxes with pictures AND words, signs like 'Book Corner' and 'Welcome'. Make sure print is functional rather than purely decorative, so children see it serving real purposes.
Collect clean packaging from familiar brands—cereal boxes, biscuit wrappers, supermarket bags. Create a display: 'Logos we know!' Ask children to bring packaging from home to add, building a shared collection that reflects their lives.
Point to familiar logos during everyday moments: 'Look! What does that say?' Children will 'read' McDonald's, Peppa Pig, CBeebies—celebrate this: 'You read it! You're a reader!' This builds their confidence that they CAN read, even at this early stage.
Take print walks around the setting or neighbourhood, hunting for print. 'What does that sign say? Let's see... S-T-O-P... STOP! It tells cars to stop.' Take photos of print you find together to discuss later.
Create matching games where children pair logos to objects or photos. Put out a Weetabix box and the word 'Weetabix' on a card—can they match them? Start with logos and pictures together, then gradually move towards just the words.
Stock the home corner with real packaging—empty boxes, clean containers, catalogues. Add a notepad and pencils. In the shop role play area, include signs, price tags and shopping lists so children see print as part of everyday life.
Begin drawing attention to letters naturally: 'Look! Sainsbury's starts with S. Sienna starts with S too! Same letter!' Don't drill letter names or test children—just notice and wonder aloud together.
Celebrate all 'reading' enthusiastically. When children 'read' logos, environmental print, or pretend to read stories, respond genuinely: 'You're reading! You looked at those marks and knew what they said. That's exactly what readers do!'