48 activities — all with full instructions, safety notes, and ways to adapt.
Indoor Colour Hunt
Ages 2–610 minEasyIndoorIndoor
Children search the home for objects that match each colour square, practising colour recognition and observation while moving around a familiar space. The activity works naturally in any room and can be repeated with different colours each time.
Adult Preparation
Cut or collect several squares in different colours. Lay them on a table so the child can pick one at a time.
Steps
1Show the child one colour square and name the colour together.
2Send them to find one object in the room that closely matches the colour.
3Bring the object back and compare it to the square.
4Talk about whether the colours match, almost match, or are quite different.
5Choose the next colour and repeat.
6When finished, sort the collected objects into groups by colour.
Children can practise: Colour recognition, observation, simple classification, and short-distance movement.
You will need
Coloured paper squares or paint swatches
A small basket or bag
Crayons (optional)
Make it easier
Use only two or three colours. Keep the search to one room. Point to objects together rather than searching independently.
Try next
Try matching shades — light blue versus dark blue. Add a simple tally chart where the child draws a mark each time they find a colour. Work through the whole room before moving to the next.
Safety note
Adult supervision is recommended, particularly for younger children near stairs or small objects on lower shelves. Remove any choking hazards from the search area before starting.
Cleanup
Return all collected objects to their original places together. This can become a second sorting activity.
Three unrelated objects become the starting point for a spoken story. Children choose what role each object plays, decide what happens, and tell the tale in their own words. The mismatch between the objects is part of what makes the activity engaging — there is no right answer.
Adult Preparation
Collect three objects that have no obvious connection. Place them in a small bag or box so the child can reach in and draw them out.
Steps
1The child reaches into the bag and pulls out the first object. Ask: "Who or what is this in the story?"
2Pull out the second object. Ask: "What does this have to do with the first one?"
3Pull out the third. Ask: "How does this help end the story?"
4The child tells their story using all three objects. Adults can listen, ask questions, or add one sentence to keep it moving.
5Optionally, the adult takes a turn making their own story with the same objects.
Children can practise: Language and storytelling, imaginative thinking, sequencing, and listening.
You will need
Three small household objects (e.g. a spoon, a sock, a small toy)
Optional: paper and crayons
Make it easier
Use two objects instead of three. Adults can start the story and invite the child to continue.
Try next
Write or draw the story on paper afterwards. Try using four or five objects. Swap who picks the objects so each player has a turn choosing.
Safety note
Choose objects without sharp edges or small parts that could be a choking risk for younger children.
Cleanup
Return objects to their original locations. If the child drew their story, store the drawing somewhere it can be found later.
A line of cushions spread across the floor becomes a simple balance path. Children step from cushion to cushion, adjusting to the different heights and textures underfoot. The path can be made more or less challenging by the spacing and number of cushions used.
Adult Preparation
Lay cushions in a line with small gaps. Check that each cushion sits on a non-slip surface and will not slide when a child steps on it.
Steps
1Show the child the cushion path from one end to the other.
2Invite them to step across, one cushion at a time.
3Vary the challenge: try stepping with eyes closed for one step, arms out to the sides, or stepping on each cushion twice.
4Rearrange the cushions and try again.
Children can practise: Balance, body awareness, coordination, and spatial judgement.
You will need
Sofa cushions or firm floor cushions
Optional: a soft toy or small goal at the end
Make it easier
Place cushions closer together or directly touching. Hold the child's hand for the first crossing.
Try next
Add a simple rule, such as "only step on the left side of each cushion" or "step and count backwards from ten". Include cushions of different thicknesses for extra balance challenge.
Safety note
Adult supervision is required. Ensure the floor underneath is not slippery. Keep the path away from furniture corners and hard surfaces. Do not use this activity near stairs.
Cleanup
Return cushions to their seats or storage. Check that the floor area is clear for walking.
Sorting cut paper shapes by colour, size, or shape gives young children an early experience of grouping and comparing. The activity can be as open or as structured as suits the child — some children prefer to sort by one rule, others invent their own grouping ideas.
Adult Preparation
Cut a collection of simple shapes — circles, squares, triangles, rectangles — from coloured paper. Keep sizes varied. For younger children, have shapes pre-cut before the activity begins.
Steps
1Tip all the shapes onto a flat surface.
2Ask the child to find all the circles. Put them in one pile.
3Ask them to find all the squares. Put them in another pile.
4Continue until the shapes are sorted.
5Mix them up and try sorting by colour or by size instead.
Children can practise: Shape recognition, early classification, vocabulary for size and colour.
You will need
Coloured paper
Child-safe scissors (adult cuts for younger children)
Optional: simple drawn shapes on each piece
Make it easier
Use only two types of shapes. Sort by colour alone, which may be simpler than sorting by shape.
Try next
Sort into two rules at once — "big red shapes" in one group. Count how many are in each group. Arrange shapes into a simple picture or pattern.
Safety note
Adult should handle cutting. Keep scissors out of reach when not in use. For children under 3, check that paper pieces are large enough not to be swallowed.
Cleanup
Collect the shapes into an envelope or small box for use another time.
Pairs of sealed containers filled with matching materials become a listening and matching puzzle. Children shake each container, listen carefully, and try to find the two that sound the same. No two fillings sound quite alike, which keeps the activity genuinely challenging at any level.
Adult Preparation
Make pairs of containers with identical fillings. Seal lids firmly with tape. Check that no container can be opened by a young child. Do not allow young children to handle unsealed containers.
Steps
1Shake one container and listen together to its sound.
2Shake a second container. Do these match?
3Keep trying containers until a match is found. Set the pair aside.
4Continue until all pairs are found.
5Mix the pairs up and play again from the start.
Children can practise: Auditory discrimination, listening, early matching and comparison.
You will need
Small containers with lids (e.g. empty film canisters, small plastic pots, or cardboard tubes with covered ends)
Fillings: rice, dried lentils, small pebbles, pasta, sand, dried beans
Optional: tape to seal lids securely
Make it easier
Use only two or three pairs. Choose fillings with very different sounds — rice versus pebbles.
Try next
Blindfold the player while shaking (with their agreement). Describe the sound in words before looking for the match. Make a new set with different fillings.
Safety note
Adult must check that all containers are sealed before the activity begins. This activity is not suitable for children who still explore objects by mouthing. Keep fillings inside sealed containers at all times. Discard any container that leaks or opens.
Cleanup
Store sealed containers in a bag for reuse. Do not leave unsealed fillings accessible to young children.
Children reach into a covered bag, feel an object without seeing it, describe the texture, and try to name what they are touching. The activity encourages precise description, focus, and a different kind of attention from everyday visual play.
Adult Preparation
Select five to eight objects with noticeably different textures. Place them in the bag. Check that no object has sharp edges or is small enough to be a hazard.
Steps
1The child reaches into the bag and holds one object without looking at it.
2They describe how it feels — hard, soft, bumpy, smooth, cold, warm, rough.
3They guess what the object might be.
4They pull the object out to check.
5Pass the bag to the next player if playing with others.
Children can practise: Tactile awareness, descriptive vocabulary, concentration, and patience.
You will need
A cloth bag, pillowcase, or opaque bag
Small household objects with varied textures (e.g. a smooth stone, a soft toy, a sponge, a wooden block, a small plastic container, a piece of fabric)
Make it easier
Start with objects that are very different from one another — a stone versus a soft toy.
Try next
Ask the child to sort objects by texture once all have been identified. Replace familiar objects with items from outside (a leaf, a twig, a pine cone — check for allergens and sharp bits first).
Safety note
Check all objects for sharp edges before placing them in the bag. This activity is not suitable for children who still explore objects by mouthing. Do not include small batteries, magnets, or items with small detachable parts.
Cleanup
Return all objects to their usual locations. Shake out the bag and check no small items remain inside.
During an outdoor walk, children look for natural colours that match their chart. This turns an ordinary walk into a focused observation exercise. Colours found in nature vary with the season, making this activity different each time it is tried.
Adult Preparation
Make a simple colour chart with coloured dots or paint swatches. Include colours likely to be found outdoors — green, brown, grey, yellow, white, orange, red. Adults should assess the outdoor area for safety before the walk.
Steps
1Give the child their colour chart at the start of the walk.
2Point to one colour and ask them to watch for it as you walk.
3When a match is spotted, point to it on the chart.
4Collect fallen leaves or stones only — do not pick living plants.
5At the end of the walk, lay out any collected items and compare them to the chart.
Children can practise: Colour recognition in natural settings, observation, and early awareness of seasonal change.
You will need
A simple homemade colour chart (coloured dots on card or paper)
Optional: a small bag for collecting fallen leaves, petals, or pebbles
Make it easier
Focus on two or three colours only. Walk slowly and point out colours together.
Try next
Try to find every colour on the chart. Draw the most interesting colour match found. Compare the chart results from two different walks.
Safety note
Adult supervision is required outdoors. Stay away from roads, water, and areas with unknown plants. Do not pick or eat any berries, seeds, or plants — even if they look familiar. Wash hands after collecting any natural items. Check the area for uneven ground, insects, and other local hazards.
Cleanup
Return any collected items to the outdoor space where possible, or compost safely. Wash hands after handling natural materials.
An obstacle path lets children design and move through a short physical challenge using whatever is available in the outdoor space. The route can be changed each time, making repeated attempts feel different. Children often enjoy setting up the course as much as completing it.
Adult Preparation
Check the outdoor area for hazards before setting up. Ensure all equipment is stable. Keep the course low and simple — avoid anything requiring jumping from height or climbing above waist level without support.
Steps
1Together, lay out five to eight obstacles across the outdoor space.
2Walk the course together first, deciding what to do at each point — hop, crawl under, balance across, go around.
3The child completes the course from start to finish.
4Change one or two obstacles and try again.
5Invite the child to design their own course for the adult to try.
Children can practise: Gross motor coordination, spatial awareness, planning, and persistence.
You will need
Flat outdoor space
Items from around the home: hula hoops, chalk, old tyres, low step, rope, small cones or stones as markers
Make it easier
Use fewer obstacles. Walk the course side by side rather than racing. Focus on one movement type per session.
Try next
Time the course with a simple countdown. Try completing it backwards. Invent new rules for each obstacle.
Safety note
Adult supervision is required. Avoid wet, slippery, or uneven surfaces. Do not include obstacles that require climbing above knee height without proper support. Ensure no sharp edges or unstable items are included. Children should wear appropriate footwear. Stop if the course becomes too slippery after rain.
Cleanup
Return all equipment to storage. Check the outdoor area for any items left behind.
On a sunny day, children trace their own shadow or the shadow of an object onto the ground with chalk. This is a simple way to observe how shadows are formed and how they shift through the day. Two tracings made an hour apart can show visible movement.
Adult Preparation
Choose a paved area where chalk marks are acceptable. Check the surface is dry and safe for standing on.
Steps
1Ask the child to stand still in a sunny spot.
2Trace around their shadow with chalk.
3Write the time beside the outline.
4Return to the same spot an hour or so later and trace the shadow again.
5Compare the two outlines.
Children can practise: Observation, early understanding of light direction, and a first encounter with how time changes natural conditions.
You will need
Chalk (for pavement or concrete)
Sunny outdoor space
Optional: watch or clock for observing shadow movement
Make it easier
Simply trace the shadow of a short object — a toy, a cup — rather than a person. This is easier to keep still.
Try next
Make three or four tracings across the day. Predict where the shadow will be before looking. Try shadows at different times of year.
Safety note
Adult supervision is recommended outdoors. Avoid looking directly at the sun. Ensure children are protected from sun exposure — appropriate clothing, shade breaks, and sun cream where needed. Keep sessions short in very hot or bright conditions.
Cleanup
Chalk washes away in rain. On dry days, rinse chalk marks with water if preferred.
A simple pile of unmatched socks becomes a useful sorting task that feels like play. Children look for pairs by matching colour, pattern, or size. Because the activity uses familiar household items, it feels natural rather than structured — and completing it has a practical result.
Adult Preparation
Mix up a basket of clean socks. Include several pairs but choose a range of patterns and plain colours.
Steps
1Tip the socks out onto the floor or a low surface.
2Pick up one sock and describe what it looks like — colour, any pattern, size.
3Search through the pile for its match.
4When found, place the pair together.
5Continue until all socks are paired.
Children can practise: Visual matching, sorting, and vocabulary for patterns and colours.
You will need
A basket of clean mixed-up socks
Make it easier
Use only a few pairs with very different colours or clear patterns.
Try next
Sort paired socks into adult, child, and baby sizes. Count how many pairs were found. Add a timer and try to beat a personal best.
Safety note
Ensure socks are clean and dry. No specific hazards for most age groups.
Cleanup
Put paired socks away in their usual place. The activity itself is part of a useful household task.
A collection of recycled boxes becomes the foundation for a model town, farm, or imaginary world. Children decide what each box becomes, decorate it to match, and arrange the buildings. The town can be added to over multiple sessions.
Adult Preparation
Collect a variety of box sizes. Flatten any that are not needed immediately. Cut any openings, such as doors or windows, that require a craft knife or strong scissors — this task should always be handled by an adult.
Steps
1Lay out the boxes and decide together what types of buildings the town needs.
2Choose a box for each building and draw on doors, windows, or signs.
3Decorate the outside of each box using crayons or paint.
4Allow any painted surfaces to dry fully before handling.
5Arrange the buildings on a flat surface. Use paper strips as roads between them.
6Add trees made from scrunched paper, or paper cones for hills.
Children can practise: Creative planning, fine-motor practice through drawing and cutting, and sustained play across a larger project.
You will need
Various cardboard boxes (cereal boxes, tissue boxes, small delivery boxes)
Crayons, felt-tip pens, or poster paint (non-toxic)
Tape
Scissors (adult-handled for thicker card)
Optional: paper scraps for roads, trees, signs
Make it easier
Focus on decorating one or two boxes rather than building a whole town. Use pre-drawn windows or doors if the child finds drawing small shapes difficult.
Try next
Add small vehicles, paper figures, or toy animals to populate the town. Create a "town map" on paper. Build the town on a large piece of card so it can be moved and stored intact.
Safety note
Adults should handle cutting, whether with scissors or a craft knife. Check recycled boxes for staples, sharp edges inside, or residue from previous contents. Non-toxic colouring materials should be used. Ensure good ventilation if paint is used indoors.
Cleanup
Allow painted pieces to dry fully before storing. Flatten and store the town carefully, or display it on a shelf. Unused scraps can be kept in a craft box for future projects.
Setting up a pretend café allows children to practise conversational language, number concepts (through imaginary prices and orders), and role-play in a familiar context. The play theme is flexible — the café can serve any kind of imaginary food the child chooses.
Adult Preparation
Set aside a small table or low surface as the café. Collect some safe, unbreakable crockery or the child's play dishes.
Steps
1The child draws a simple menu on paper, listing or drawing the food on offer.
2One person plays the customer and sits at the café.
3The child takes the order, "prepares" the food, and serves it.
4Swap roles so the child also has a chance to be the customer.
Children can practise: Language and conversation, number awareness through pretend pricing, and cooperative role-play.
You will need
Small plates, cups, bowls
Toy food or paper food shapes
A simple homemade menu (paper and crayons)
Optional: an apron
Make it easier
Skip the menu. The child simply serves food choices as they come to mind.
Try next
Add a "bill" that the child writes out. Use imaginary coins for payment. Invite a sibling or toy animal as a second customer. Write the specials on a small blackboard or piece of card.
Safety note
Use unbreakable dishes only. Do not use real food or drinks as play items with very young children unless supervised. Ensure small items are not accessible to children who may mouth them.
Cleanup
Return dishes to storage. Keep the menu for a future session if the child wishes to continue the play.
Toy animals are hidden or placed in tricky positions around a room, and children set off to find and rescue them. The activity blends a simple treasure hunt with imaginative storytelling — what happened to each animal, and how does it get safely home?
Adult Preparation
Hide toy animals around the room at accessible heights. Keep the hiding spots safe and appropriate for the child's age.
Steps
1Set the scene: the toy animals have wandered off and need finding.
2The child searches the room to find each animal.
3When found, the animal is "carried to safety" — a designated base or blanket.
4Count how many animals have been rescued.
5If the child wishes, invent a short story about what adventure each animal was on.
Children can practise: Observation, spatial awareness, imaginative narrative, and counting.
You will need
Small toy animals or figurines
Cushions, boxes, blankets, or furniture as the landscape
Optional: small piece of string as a rope
Make it easier
Use fewer animals. Hide them in plain sight rather than tucked away.
Try next
Draw a map of where each animal was found. Add a score for rescuing animals in a certain order. Make "animal rescue certificates" for each figurine rescued.
Safety note
Ensure hiding places are safe for the child to reach without climbing on furniture. Check that small figurines are appropriate for the child's age.
A simple sequence of clues leads a child from one location in the home to the next, following written or drawn directions to find the final prize. The difficulty of the clues can be matched to the child's reading or listening level.
Adult Preparation
Write four to six clues. Each clue gives a hint about where the next clue is hidden. For non-readers, use drawings or simple pictures as clues. Hide the clues in order.
Steps
1Give the child the first clue.
2They read or listen to the clue, decide where it points, and go there.
3They find the next clue at that location.
4Continue until all clues have been found.
5At the final location, they find the treasure.
Children can practise: Reading or listening comprehension, memory, reasoning, and a sense of independent achievement.
You will need
Small pieces of paper
Pen (adult writes clues)
A small "treasure" at the end — a sticker, a wrapped snack, or a chosen activity
Make it easier
Use only three clues. Make clues very direct: "Look where we keep the cushions."
Try next
The child writes the clues for an adult to follow. Use map-style drawings instead of written clues. Add a riddle to each stage.
Safety note
Ensure clues do not lead children to areas that are unsafe — kitchens with hot surfaces, bathrooms with water left running, or outdoor areas without adult presence.
Cleanup
Collect all clue papers afterwards. Treasure can be reused on another occasion if it is an activity rather than a consumable.
Each player adds to a shared drawing, one contribution at a time. There is no plan — the picture grows with each turn, often becoming surprising or funny. The activity works with any number of players and does not require drawing skill.
Adult Preparation
Lay the paper on a flat surface. Decide who draws first.
Steps
1The first player draws one element — a building, a creature, a shape — anywhere on the paper.
2Pass the paper to the next player. They add one element that connects to or responds to what is already there.
3Continue around the group until the paper feels complete.
4Look at the finished picture together and talk about what appeared.
Children can practise: Creative expression, turn-taking, and observing how contributions affect the whole.
You will need
A large sheet of paper or several A4 sheets joined with tape
Pencils, crayons, or felt-tip pens
Make it easier
Give each player a prompt: "add something that flies", "add something underground".
Try next
Each player must add something that connects to both neighbouring drawings. Try a longer chain where each player covers their contribution except a small edge before passing the paper on.
Safety note
Use non-toxic markers and pens. Keep lids on when not in use to prevent drying out or spills.
Cleanup
Leave the finished drawing to display, or fold it and keep in a family drawing file.
Players move around the space in a chosen way — walking like a bear, gliding like a cloud — and freeze completely still when a signal is given. The challenge is staying frozen until the signal releases them. The variation in movements keeps the activity from becoming repetitive.
Adult Preparation
Clear the floor area of obstacles. Decide on a signal — clapping, a word, or stopping a beat.
Steps
1Call out a movement type — "move like a slow elephant."
2Players move around the space in that way.
3Call "freeze!" Players stop completely still.
4Hold the freeze for a few seconds.
5Call "go!" and announce a new movement type.
6Continue for as many rounds as hold interest.
Children can practise: Body awareness, listening, impulse control, and physical coordination.
You will need
Open floor space
Optional: music or a drum
Make it easier
Use simple movements — walking, tiptoeing. Shorten the freeze time.
Try next
Freeze in a specific pose — "freeze like a statue of something tall." Players guess what each frozen statue is meant to be.
Safety note
Clear the room of furniture with sharp corners before starting. Ensure children have enough space to move without colliding. This activity is not suitable near stairs. Supervise young children throughout.
Cleanup
Return any moved furniture to its original position after the activity.
A familiar movement game becomes more interesting when the leader changes frequently and introduces unexpected movements — not just walking, but waddling, stretching, spinning, or stopping to look closely at something on the ground. Each new leader brings a different approach, which keeps all players genuinely focused.
Adult Preparation
Clear the floor space. Agree on how often the leader changes — perhaps every time you clap twice.
Steps
1Choose the first leader.
2All players follow and copy the leader's movements.
3After a short time, call out "leader change" — the next person in line becomes the leader.
4Continue until everyone has had at least one turn.
Children can practise: Observation, imitation, physical coordination, and confidence in leading.
You will need
Open space, indoors or outdoors
Make it easier
Play in a small space with one or two players. The adult can lead first to demonstrate.
Try next
The leader must include one movement that surprises the group. Try the game in slow motion. Play without speaking — leaders communicate movements only through their bodies.
Safety note
Ensure the play space is clear and safe for movement. Supervise younger children throughout. Avoid activities near open doors or stairs.
A lightweight paper ball replaces balloons in this gentle indoor movement game. Players keep the ball off the floor for as long as possible using only their hands. The weight of a paper ball is forgiving and safe for indoor play without the choking risk associated with balloons.
Adult Preparation
Scrunch several sheets of newspaper or old paper into a ball. Secure lightly with tape if needed. Check the play area for breakables.
Steps
1Toss the paper ball into the air.
2Players take turns patting it upward to keep it in the air.
3Count how many touches can be made before the ball hits the floor.
4Try to beat the previous count on the next round.
Children can practise: Hand-eye coordination, reaction speed, and cooperative counting.
You will need
A scrunched-up ball of paper or a soft fabric ball
Open floor space
Make it easier
Use a slightly heavier paper ball which moves more slowly. Play with just one adult and one child.
Try next
Only one hand may be used. Players must call out a number each time they touch the ball. Introduce a rule: no player may touch the ball twice in a row.
Safety note
Remove breakables from the play area. Ensure the floor is not slippery. Latex balloons are not recommended for children under 8 years due to choking and suffocation risks. This activity uses only paper — no balloons.
A single strip of tape on the floor becomes a balance beam. Children walk along the line heel to toe, arms out, eyes forward. Changing the line's shape — a curve, a zigzag, a spiral — makes each attempt feel different.
Adult Preparation
Apply a line of tape to the floor. Use masking tape or low-tack painter's tape that can be removed without damaging the surface. Check the tape is smooth and not a trip hazard at the ends.
Steps
1Show the child the tape line from end to end.
2Walk it yourself first, placing each foot carefully on the tape.
3Invite the child to try, walking heel to toe along the line.
4Change the challenge: walk with arms at sides, carry a small item, walk backwards.
5Create a new shape with the tape and repeat.
Children can practise: Balance, body control, and spatial awareness.
You will need
Masking tape or painter's tape
A clear floor area
Make it easier
Walk alongside the tape rather than on it. Hold the child's hand for the first few attempts.
Try next
Add markers along the tape where the child must pause and balance on one foot. Create a figure-of-eight shape.
Safety note
Adult supervision is recommended, particularly for young children. Ensure the floor surface is not slippery and that children are wearing non-slip footwear or bare feet on a safe surface. Check tape ends are flat and not a trip risk.
Cleanup
Lift the tape carefully at the end of the session. Check that no adhesive residue remains on the floor.
Children move across the room imitating different animals. A crab walk, bear crawl, frog jump, or penguin waddle each uses the body differently. The activity is particularly good for younger children who enjoy becoming something else, and for releasing physical energy in a structured way.
Adult Preparation
Clear the floor area. Have a list of animals in mind — bear, snake, kangaroo, crab, elephant, caterpillar, penguin.
Steps
1Call out an animal name.
2All players move across the room in the style of that animal.
3When everyone reaches the other side, call the next animal.
4Take turns choosing the animal.
Children can practise: Gross motor development, body imitation, listening, and creative physical expression.
You will need
Open floor space
Make it easier
Choose animals with simple movements — a duck waddle, a bunny hop.
Try next
Add two animals in sequence: "move like a bear, then change to a snake." Ask the child to choose an animal without naming it and see if others can guess from the movement.
Safety note
Ensure the play area is clear of furniture and sharp corners. Supervise young children during floor-level movements such as crawling. Avoid activities near stairs.
Cleanup
No cleanup required. Return moved furniture to its usual position.
A tray holds a small collection of objects. Players look carefully, then the tray is covered and one object is removed. Players try to remember which item is missing. The game can be played in rounds with increasing numbers of items.
Adult Preparation
Collect eight to twelve small objects from around the home. Arrange them on the tray. Choose objects that are distinct from one another — a pen, a stone, a small toy, a button, a leaf.
Steps
1Show the players the tray for thirty seconds.
2Cover the tray.
3Secretly remove one object and hide it.
4Uncover the tray.
5Players look and try to identify the missing object.
6Reveal the answer. Play another round.
Children can practise: Visual memory, observation, and concentration.
You will need
A tray or flat surface
Eight to twelve small household objects
A cloth or tea towel to cover the tray
Make it easier
Use only five objects. Keep the viewing time longer.
Try next
Remove two or three items at once. Players write their guesses rather than calling out.
Safety note
Check that all tray objects are appropriate for the players' ages. Avoid small items that could be a choking hazard for younger children at the table.
An adult makes a short colour or shape pattern with blocks or counters — red, blue, red, blue — and a child copies it exactly, then continues it. Pattern recognition and reproduction is a foundational part of early mathematical thinking and works well with children who enjoy hands-on materials.
Adult Preparation
Prepare pattern cards if using, or simply make a pattern with the objects at the start of each round.
Steps
1Lay out a short pattern of three to four items.
2Name the pattern together: "red, blue, red, blue."
3Ask the child to copy it exactly in the space beside yours.
4Once copied, ask them to add three more items to continue the pattern.
5Introduce a new, slightly more complex pattern.
Children can practise: Pattern recognition, early mathematical thinking, and attention to sequence.
You will need
Coloured blocks, counters, buttons, or paper squares
Optional: simple pattern cards drawn in advance
Make it easier
Use only two alternating colours or shapes. Make the pattern two or three items long.
Try next
Move to three-item repeating patterns. Ask the child to create a pattern for the adult to copy. Try patterns using size rather than colour — big, small, big, small.
Safety note
Check that small objects are not accessible to children who may mouth them. Keep play items on a flat surface where they will not roll and become a hazard.
Cleanup
Return materials to their container. If pattern cards were made, keep them for future sessions.
A simple four-picture story is drawn or printed onto cards, then shuffled. Children put the pictures back into a logical order and narrate what happens at each stage. The story is chosen by the child, keeping the content personally meaningful.
Adult Preparation
Cut card into four equal pieces. Draw or help the child draw a simple four-stage story — a seed becoming a plant, a person waking up and going to school, a rainy day clearing into sunshine. Shuffle the cards.
Steps
1Show the shuffled cards to the child.
2Ask them to work out what order the story goes in.
3Lay the cards out in their chosen order.
4Ask the child to tell the story in their own words, pointing to each card.
5Try it with a different story on another occasion.
Children can practise: Narrative sequencing, causal reasoning, and oral language.
You will need
Card or thick paper
Crayons or pens
Optional: scissors
Make it easier
Use only two or three cards. Choose a very familiar sequence — morning routine.
Try next
Add a fifth card in an unexpected position. Ask "What happens next?" beyond the last card. Compare two different orderings and discuss which makes more sense.
Safety note
Adult should handle any cutting. Keep card edges smooth.
Cleanup
Store the cards together. They can be used again or remixed into longer stories.
Sorting everyday objects by size, colour, material, or function is one of the most accessible forms of early categorisation. It uses no special materials and naturally involves conversation about why each object belongs in its group.
Adult Preparation
Collect eight to twelve objects that vary in size, colour, or material. Lay them on a table.
Steps
1Look at all the objects together.
2Decide on a sorting rule — colour, size, material (plastic, wood, fabric), or where it is usually kept in the home.
3Sort the objects into groups.
4Count how many are in each group.
5Try again with a different sorting rule.
Children can practise: Classification, early numeracy through counting groups, and vocabulary for properties.
You will need
A small collection of familiar household objects
Optional: paper labels for sorting groups
Make it easier
Sort into only two groups. Use objects with an obvious single difference.
Try next
Sort using two rules at once — big AND soft. Invent a new sorting rule that an adult hasn't thought of.
Safety note
Ensure no small objects are included that could be a choking hazard for younger children.
Children search the home for objects whose names begin with a chosen letter sound. This practises phonetic awareness in a naturally playful way, connecting the abstract concept of letter sounds to real, touchable things in the environment.
Adult Preparation
Choose a letter and write it large on a piece of paper. Think of three to five objects in the home that begin with that sound to confirm the activity will work.
Steps
1Show the child the letter and say its sound together.
2Ask the child to think of a word that starts with that sound.
3Challenge them to find three objects in the home whose names begin with that sound.
4Bring the objects together and say each name, emphasising the starting sound.
Children can practise: Phonological awareness and connecting sounds to the environment.
You will need
A piece of paper with one large letter written on it
Optional: a small bag for collecting objects
Make it easier
Choose letters with many common household words — s, b, c, m. Adult suggests the first object.
Try next
Try two letters on the same day. Make a simple picture chart of objects found. Race against a timer to find three objects.
Safety note
Ensure the child does not search in unsafe areas or move heavy objects.
An adult calls out a number and children perform that many repetitions of a physical action — three jumps, five claps, two spins. The activity combines early number recognition with movement, making counting feel purposeful rather than abstract.
Adult Preparation
Decide on two or three movement types in advance. Clear the floor area.
Steps
1Call out a movement and a number: "Jump four times."
2Children perform the action, counting together.
3Vary the movement and number each round.
4Children can take turns calling out the instruction.
Children can practise: Counting, number recognition, and physical coordination.
You will need
Open floor space
Make it easier
Use small numbers only — one, two, three. Count together aloud each time.
Try next
Add a simple sum: "Jump two plus one times." Use larger numbers. Ask the child to keep a tally of movements.
Safety note
Ensure the floor area is clear and that movements are appropriate for the space. Supervise young children near furniture.
A sealed, shaker-style jar filled with water, glitter glue, and a little soap becomes a simple settling tool and observation object. Children shake it, watch the contents swirl and slowly settle, and find it naturally calming. This is not a craft requiring decoration — the activity is the watching itself.
Adult Preparation
Fill a clean plastic bottle or jar about three-quarters with warm water. Add a generous squeeze of glitter glue and a small drop of dish soap. Seal the lid securely with strong tape or waterproof glue. Test that it does not leak. Adults handle all preparation. The child does not open the jar.
Steps
1Give the sealed jar to the child.
2Ask them to shake it and watch what happens.
3Invite them to find a comfortable place to sit and watch the contents settle.
4Sit quietly together for as long as holds interest.
5Talk gently about what they notice — the colours, the movement, the settling.
Children can practise: Observation, moments of quiet focus, and an early encounter with cause and effect in a visual way.
You will need
A clear plastic bottle or jar with a secure lid
Water
A small amount of glitter glue or fine glitter
A few drops of dish soap
Optional: small plastic figurines or beads (ensure lid is sealed firmly)
Make it easier
Use plain water and a small amount of dish soap only. Shake it slowly.
Try next
Time how long it takes to settle. Compare settling times between a jar shaken hard and one shaken gently. Draw what the inside looks like at different stages.
Safety note
The jar must be sealed by an adult before the activity begins and must not be opened by a child. Use a plastic container only — never glass. Check the seal before each use. Keep away from very young children who may try to open it.
Cleanup
Wipe the outside of the jar and store in a safe location for reuse.
A reading corner challenge invites children to create a comfortable reading space and choose from a small selection of books. A simple bingo-style reading card — find a book with an animal, read something with a number in the title — adds an optional light structure to open reading time.
Adult Preparation
Set up a comfortable, well-lit corner. Gather books at a range of levels. If using a reading bingo card, draw a simple grid with one challenge per square.
Steps
1Set up the reading corner together.
2The child chooses what to read.
3If using a bingo card, they look for books that match each square.
4Adults may read alongside the child or be available for questions.
5After reading, share one thing from the book that was interesting.
Children can practise: Reading for pleasure, independent choice, and sustained quiet attention.
You will need
A selection of books, comics, or picture books
Cushions or a blanket
Optional: a simple reading bingo card
Make it easier
Use picture books. Adults read aloud together. There is no requirement to finish any book.
Try next
After reading, ask the child to retell the story in three sentences. Invite them to choose the next book for the adult to read.
Safety note
Ensure the reading space has adequate lighting. Books should be age-appropriate.
Children draw a simple picture — or a sequence of pictures — showing what they did during the day or during a memorable event. There is no requirement for recognisable drawing. The value is in pausing to reflect and choosing what felt important enough to include.
Adult Preparation
Set out paper and drawing materials. Consider folding the paper into four or six sections if the child wants to draw a sequence.
Steps
1Ask the child: "What happened today that you want to remember?"
2Give them time to think before starting.
3They draw one or more scenes from their day.
4When finished, they can tell an adult about the drawing.
5The adult may write a caption if the child wishes, using the child's own words.
Children can practise: Personal reflection, sequencing memory, and drawing as a form of expression.
You will need
Paper
Crayons, coloured pencils, or pens
Make it easier
Draw just one moment rather than a whole day.
Try next
Keep a running "day book" with drawings from each day of a holiday or a particular week. Compare entries from different days.
Safety note
Use non-toxic, age-appropriate drawing materials.
Cleanup
Keep the drawing in a folder or scrapbook. Store drawing materials safely.
A collection of recycled cardboard boxes becomes a free-form construction material. Children stack, line up, and arrange boxes into towers, walls, paths, and structures. Unlike building blocks, boxes of different sizes offer irregular stacking challenges that make the activity genuinely problem-solving in nature.
Adult Preparation
Flatten and check recycled boxes for staples or sharp inner edges. Collect a variety of sizes.
Steps
1Tip out all available boxes onto the floor.
2Invite the child to build whatever they wish, with no fixed plan.
3Watch and be available without directing the structure.
4When done, take a moment to look at what was made.
5Knock it down together (if the child agrees) and try again.
Children can practise: Spatial reasoning, problem-solving through trial and error, and sustained independent play.
You will need
Cardboard boxes of different sizes
Optional: tape, paper scraps
Make it easier
Use boxes of similar size to make stacking simpler.
Try next
Introduce a challenge: build as tall as possible. Build a structure that can hold a toy animal on top.
Safety note
Check boxes for staples, sharp edges, and food residue before use. Do not allow climbing on box structures. Supervise young children.
Fallen leaves offer a collection of natural shapes, textures, and sizes for comparison. Children gather leaves, arrange them by size or shape, and look closely at the details of each one. Leaf rubbings are an optional extension that creates a lasting record of the collection.
Adult Preparation
Check the outdoor area is safe. Ensure children will only collect fallen leaves and not pick from plants.
Steps
1Collect a variety of fallen leaves from the ground.
2Lay them out on a flat surface.
3Look at the differences — size, colour, edge shape, number of points, surface texture.
4Sort them into groups of your own choosing.
5Optional: place a leaf under paper and rub a crayon over the top to make a leaf rubbing.
Children can practise: Observation, sorting, early botanical vocabulary, and fine motor practice through rubbing.
You will need
A collection of fallen leaves
Paper
Crayons or pencils for rubbings (optional)
Make it easier
Focus only on size — big leaves and small leaves.
Try next
Make a leaf collection book by pressing leaves between paper and storing in a folder. Try to identify tree types from leaf shapes using a simple field guide.
Safety note
Wash hands after handling leaves and outdoor materials. Wear gloves or supervise closely if a child has sensitive skin or plant allergies. Do not collect from unknown plants or plants with berries. Adult should check all collected leaves before the child handles them.
Cleanup
Return leaves to the outdoor space or compost. Wash hands thoroughly.
Over a week or more, children observe and record the weather each day using their own simple chart. This creates a visual record that can be reviewed, compared, and discussed. The chart belongs entirely to the child — there is no right or wrong symbol, and the system develops with repeated use.
Adult Preparation
Fold a sheet of paper to create a grid with seven columns. Write the days of the week along the top. Ensure there is a safe place for the child to observe the sky.
Steps
1Look at the sky each morning.
2Decide what the weather is: sunny, cloudy, rainy, windy, foggy, or a combination.
3Draw a symbol in that day's column.
4After a week, count how many days had each type of weather.
5Predict tomorrow's weather based on the pattern.
Children can practise: Observation, recording data over time, and early pattern recognition.
You will need
Paper or a simple notebook
Crayons, coloured pencils, or pens
A safe view of the sky from a window or outdoor space
Make it easier
Use only three weather categories. The adult helps draw the symbol.
Try next
Add temperature using a simple indoor thermometer — note whether it felt warm or cold. Compare two weeks side by side.
Safety note
Observe from a safe, supervised location. Do not allow children to lean out of windows. If observing outdoors, apply appropriate sun or cold weather protection.
Cleanup
Keep the chart in a folder or notebook for later comparison.
A walk outdoors focuses on touching and noticing textures — tree bark, brick walls, grass, a smooth paving stone, a rough wall. Children record what they find by drawing or ticking, building a personal record of textures in the nearby environment.
Adult Preparation
Make the recording sheet in advance. Check the outdoor route for safety. Identify a few textures along the route to point out if needed.
Steps
1Set off on the walk with the recording sheet.
2When a surface is noticed, stop and touch it carefully.
3Decide which column it belongs in.
4Draw or tick the matching column.
5Continue along the route.
Children can practise: Tactile awareness, observation, and simple data recording.
You will need
A simple recording sheet with "smooth," "rough," "bumpy," and "soft" columns
Crayons
Optional: magnifying glass
Make it easier
Use only two categories — smooth and rough.
Try next
Compare textures from two different locations. Collect rubbings from different surfaces on the walk.
Safety note
Adult must check all surfaces before the child touches them. Avoid surfaces with sharp edges, animal droppings, mould, broken glass, or unknown substances. Wash hands after the walk. Check for insect hazards on outdoor surfaces.
Cleanup
Wash hands after the walk. Store the recording sheet for comparison on another occasion.
Children lie on a blanket or sit outside and watch moving clouds, describing what shapes they see and what the clouds remind them of. There is no correct answer — the activity is entirely based on personal observation and imagination.
Adult Preparation
Choose a safe outdoor space with an open view of the sky. Place a blanket or mat if lying down. Apply appropriate sun protection if needed.
Steps
1Settle comfortably in the outdoor space.
2Look up at the clouds.
3Take turns pointing out a cloud and describing what it looks like.
4Follow a cloud as it changes shape.
5Optional: draw a cloud shape afterwards.
Children can practise: Observation, imaginative description, and relaxed outdoor engagement.
You will need
A comfortable outdoor space
Optional: paper and crayons for drawing clouds afterwards
Make it easier
Simply point and say "I see a cloud that looks like a ..." without pressure for detail.
Try next
Try to predict in which direction a cloud will move. Photograph or sketch a cloud and return to look at it ten minutes later.
Safety note
Do not look directly at the sun. Lie in shade if needed. Apply sun cream and wear a hat in bright conditions. Ensure the outdoor surface is dry and safe for sitting or lying on. Supervise children near outdoor areas with hazards.
Each family member writes one or two questions on strips of paper and adds them to the bowl. The group takes turns drawing and answering. Questions can be curious, silly, thoughtful, or imaginative. The activity encourages conversation without requiring it to flow naturally from shared experience.
Adult Preparation
Cut paper into strips. Write a few starter questions to demonstrate the range: "If you could only eat one meal for a week, what would it be?" "What is one thing you would like to learn how to do?" "What animal do you think I am most like?"
Steps
1Each player writes one or two questions and folds the paper.
2Mix all questions in the bowl.
3Take turns drawing and answering a question.
4The person who wrote the question can share why they chose it if they wish.
5No one is required to answer a question they find too personal.
Children can practise: Conversation, listening, and learning more about other family members.
You will need
Strips of paper
A pen
A bowl or bag to mix the questions
Make it easier
Adults write most of the questions. Young children can dictate questions.
Try next
Write themed sets — questions only about food, only about imaginary situations, only about the past.
Safety note
Ensure questions are appropriate and kind. Any participant may pass on a question without explanation.
Cleanup
Keep the questions in the bowl for another session, or start fresh each time.
Players work together to build the tallest tower they can using only the available items. There is no individual winner — the goal is shared. The challenge encourages negotiation about which items to add next and how to keep the structure stable.
Adult Preparation
Gather a selection of stackable items. Clear a stable flat surface.
Steps
1Lay out all available building items.
2Players take turns adding one item to the tower.
3When the tower falls, start again and try a different approach.
4Each round, discuss what made the tower fall and what might help it go higher.
Children can practise: Negotiation, spatial reasoning, problem-solving, and cooperative play.
You will need
Blocks, boxes, books, or any stable stackable items
Make it easier
Use only identical blocks or boxes. Keep the tower short.
Try next
Challenge: the tower must support a small toy on top. Try building cooperatively with each player using only one hand.
Safety note
Ensure items are not too heavy to handle safely. Supervise young children near tall towers that could fall on them.
A one-minute timer creates a brief, focused burst of tidying that works better for most children than an open-ended "tidy your room" instruction. Each round focuses on one type of item — all the books, all the shoes, everything on the floor. Short rounds maintain engagement.
Adult Preparation
Decide which area or category to focus on. Set the timer.
Steps
1Call out what to tidy: "Find all the books and put them on the shelf."
2Start the timer.
3Everyone tidies that one type of item for one minute.
4When the timer sounds, stop.
5Start a new round with a different item.
Children can practise: Focus, following instructions, and a sense of contributing to shared spaces.
You will need
A timer or phone with alarm
A slightly messy room
Make it easier
Make the task very specific and small — "put five things back where they belong."
Try next
Challenge players to see how much more they can tidy in each round. Let the child call out what category comes next.
Safety note
Ensure tasks are age-appropriate and that children are not handling heavy or breakable items. Supervise younger children around cleaning products — these should not be part of the activity.
Players move freely while music plays and stop completely still when the music pauses. Unlike competitive musical chairs, this version has no eliminations — everyone keeps playing. The activity can be varied by introducing specific movement styles for each burst of music.
Adult Preparation
Choose a playlist or a few songs. Clear the floor space.
Children can practise: Listening, impulse control, body awareness, and enjoyment of music.
You will need
A device to play music
Open floor space
Make it easier
Use slower music. Keep the freezes very brief.
Try next
Add a rule: when the music stops, freeze in the shape of a letter, number, or animal. Take turns being the person who controls the music.
Safety note
Clear the floor of trip hazards. Ensure there is enough space for all players to move without colliding. Keep the volume at a comfortable level. Supervise young children throughout.
A collection of cleaned food packages becomes a pretend shop. Children arrange the stock, price items, and take on the roles of shopkeeper and customer. The activity naturally introduces early number concepts through counting and exchanging.
Adult Preparation
Collect clean, empty food packaging. Check all packaging has no sharp edges and has been thoroughly cleaned. Write simple prices on sticky labels.
Steps
1Set up the shop by arranging the items on a surface.
2Assign prices with labels.
3One person is the shopkeeper, one the customer.
4The customer chooses items, the shopkeeper adds up the price and receives payment.
5Swap roles after a few transactions.
Children can practise: Early numeracy through imaginary transactions, language and conversation, and cooperative role-play.
You will need
Empty food packaging (cleaned and safe)
A small box or basket as the till
Optional: paper "money" or buttons as coins
Sticky labels for prices
Make it easier
Skip the pricing. Simply practise the conversation of buying and selling.
Try next
Create a weekly special offer. Draw a shop sign. Write a receipt for each customer.
Safety note
Ensure all packaging is thoroughly cleaned before use. Check for sharp edges on tins or foil. Do not use packaging that contained allergens if a child has food allergies.
Cleanup
Pack the packaging into a box for future use. Return real household items to their places.
A family story map is a drawing of a shared journey — a holiday, a regular walk, a trip to visit someone. Each person contributes their memory of different points along the route. The finished map is not geographically accurate — it reflects what each person noticed and remembered, which makes it personal and interesting.
Adult Preparation
Choose a journey or walk that everyone involved shared. Lay out the large sheet of paper.
Steps
1Draw a simple start and end point at opposite sides of the paper.
2Each person marks one memory from the journey — a place, a sight, a moment.
3Connect the memories with lines and add labels.
4Compare what different people remembered or noticed.
5Display the completed map.
Children can practise: Shared memory and storytelling, drawing, and noticing different perspectives.
You will need
A large sheet of paper
Crayons, pencils, or pens
Make it easier
Use a very familiar route, such as the walk to school or a regular outing.
Try next
Add a legend key for the symbols used. Create a story map for a journey from a book or story.
Safety note
Use non-toxic materials. No specific hazards.
Cleanup
Display the map or fold it into a family memory folder.
Children fold paper aeroplanes using different designs and observe how far each one travels. Rather than competing, the focus is on noticing what affects the distance and whether different folds or launching angles change the result. This turns a simple craft into a genuine observation exercise.
Adult Preparation
Show two or three simple folding methods, or let children try their own designs. Ensure the throwing space is clear of people.
Steps
1Fold two different paper aeroplanes using different designs.
2Launch each from the same starting spot.
3Mark or note where each lands.
4Discuss what might have affected the distance.
5Try adjusting the fold or the throwing angle and observe again.
Children can practise: Observation, early cause-and-effect thinking, and fine-motor practice through folding.
You will need
Several sheets of paper
A flat outdoor or indoor space
Optional: a ruler or string for measuring
Make it easier
Use a simple one-fold design. Focus on the throwing rather than comparing distances.
Try next
Measure the distances and record them on a simple chart. Add a small paper clip to the nose and notice whether this changes the flight.
Safety note
Paper aeroplanes should not be thrown at people. Launch toward an open space only. Supervise younger children in outdoor spaces. Do not use outdoors near roads or open water.
Cleanup
Collect and recycle all paper aeroplanes. Pick up any that land in planted areas.
Plastic or paper cups can be stacked into pyramids, towers, arches, or patterns. The activity challenges children to think spatially about which arrangements are stable and which will fall. Knocking down a tall structure and rebuilding is often as enjoyable as building it in the first place.
Adult Preparation
Gather at least twelve cups for a satisfying range of structure options. Clear a flat, stable surface.
Steps
1Start with a simple pyramid: four cups on the base, then three, then two, then one.
2Observe the pyramid together.
3Carefully dismantle and try a different arrangement.
4Introduce a challenge: can the structure hold a book on top?
Children can practise: Spatial reasoning, fine-motor coordination, and persistence.
You will need
A collection of plastic or paper cups
Optional: a surface mat to stabilise cups
Make it easier
Use a small number of cups. Stack one on top of another only.
Try next
Try building a bridge using cups and a strip of paper across the top. Rearrange cups to create a specific pattern or letter shape.
Safety note
Use plastic or paper cups only — not glass. Falling structures are not a hazard with soft cups. Keep babies and toddlers supervised near small cup stacks.
Blankets draped over chairs and a table become a tent. Cushions go on the floor inside. A torch lights the space. The setup creates a contained, cosy play environment that can be used for quiet reading, storytelling, or a pretend camping adventure.
Adult Preparation
Clear the chosen area. Set up the blanket tent structure using chairs and the table — check that it is stable and will not collapse. Ensure the torch is safe for children to use.
Steps
1Build the tent together, draping blankets over chairs or the table.
2Arrange cushions inside.
3Add a torch.
4Decide together what happens at camp — reading, storytelling, a pretend walk, cooking imaginary food.
5Spend time inside the camp before eventually packing it away.
Children can practise: Imaginative play, cooperation, and a sense of a personally created space.
You will need
Blankets
Chairs or a table
Cushions
A torch (adult supervises)
Optional: a picture book about nature or animals
Make it easier
An adult sets up the tent in advance as a surprise. Focus on one activity inside rather than several.
Try next
Make a "camp rules" list together. Use the camp as the setting for a longer story. Add outdoor nature sounds from a recording if the child is interested.
Safety note
Ensure the blanket tent is stable and cannot collapse. Use a battery-powered torch only — no candles or open flames under any circumstances. Do not use plastic bags as tent covers. Supervise children using the torch.
Cleanup
Fold blankets and return chairs and cushions to their usual places after the session.
Children design a board game path on paper, deciding what spaces do — miss a turn, move forward two, answer a question — and then play the game they created. The design process is as much the activity as the playing itself.
Adult Preparation
Lay out the large paper. Help younger children lay out the path squares in advance if needed.
Steps
1Draw a winding path of around twenty to thirty squares on the paper.
2Write simple instructions in some squares: "Go back one", "Skip a turn", "Free choice".
3Add illustrations if desired.
4Place tokens at the start.
5Each player rolls the dice and moves. Follow the instruction on the square reached.
6First to reach the end wins.
Children can practise: Creative design, planning, reading instructions, and cooperative play.
You will need
Large paper or card
Crayons or pens
A dice
Small tokens (a button, a pebble, a small toy for each player)
Make it easier
Adult draws the path in advance. Focus on colouring and playing rather than designing.
Try next
Add challenge squares with simple questions or physical tasks. Make a new version with a theme — space, jungle, ocean.
Safety note
Use non-toxic materials. Check that tokens are not small enough to be a choking hazard.
Cleanup
Fold and store the board for another session, or create a new one each time.
A collection of clean recycled containers provides a free-form construction material without any fixed outcome. Children use them to build, stack, and arrange whatever they imagine. The irregular shapes make the experience genuinely problem-solving — they do not fit together in a predictable way.
Adult Preparation
Collect and clean a range of containers. Check for sharp edges on tins or lids. Remove any lids with sharp edges before offering to children.
Steps
1Spread the containers on the floor.
2Invite the child to build, arrange, or construct — with no set goal.
3Observe and offer interest without directing.
4If the child wishes, help tape pieces together.
Children can practise: Open-ended problem solving, spatial thinking, and independent creativity.
You will need
Clean recycled containers: pots, lids, cardboard tubes, small boxes
Optional: tape to join pieces
Make it easier
Use containers of similar height so stacking is more predictable.
Try next
Challenge: build something specific — a car, a zoo, a rocket. Tape or glue pieces together and decorate.
Safety note
Check that all containers have clean edges and are free from food residue. Keep sharp-edged tins and lids away from children. Ensure containers are clean and free from allergen residue if relevant.
Cleanup
Flatten and recycle containers after use, or store the set for future building sessions.
Children spend time in an outdoor space with a simple notebook, recording what they observe — insects on the ground, a bird passing overhead, the colour of bark, the sound of wind. A nature journal has no correct entries. Its value is in the attention it encourages.
Adult Preparation
Create a simple journal by folding and stapling paper, or use a small notebook. Go outside together and give the child time to settle before starting.
Steps
1Find a comfortable outdoor spot.
2Spend a moment sitting quietly and observing.
3Choose one thing to draw or write about.
4Add a note about what time of day it is, what the weather is like.
5Return to the same spot on another day and notice what has changed.
Children can practise: Sustained observation, descriptive writing or drawing, and a connection to the nearby natural environment.
You will need
A small notebook or folded paper pages stapled together
Pencil and crayons
Make it easier
Draw one thing only. The adult writes a label if the child wishes.
Try next
Visit the same spot across different seasons. Try drawing from memory after moving away from the object.
Safety note
Adult supervision is required outdoors. Do not collect or touch unknown plants, insects, or animal remains. Wash hands after the session.
A drawing the child has made — or a favourite picture — is glued to card and cut by an adult into simple puzzle pieces. The child reassembles it. Because the picture belongs to them, the activity has a personal quality that a shop-bought puzzle does not.
Adult Preparation
Glue the picture firmly to card. Allow to dry completely. Cut into pieces — the number and shape of pieces should match the child's age and experience. Cutting is done by the adult.
Steps
1Mix up the pieces and spread them face up.
2The child assembles the puzzle.
3Once complete, look at the finished picture together.
4Mix up and try again with eyes closed for the first placement.
Children can practise: Spatial reasoning, problem-solving, and fine-motor practice.
You will need
A child's drawing or a simple picture from a magazine
Thick paper or card backing
Glue
An adult with scissors
Make it easier
Cut into only four or five large pieces.
Try next
Turn pieces face down and try to assemble the puzzle from memory of the picture.
Safety note
Adult handles all cutting. Check no sharp card edges remain on pieces.
Hands in front of a light source cast shadows on a wall. Children discover shapes their hands can make and turn them into characters for a short story. A rabbit, a dog, a flying bird — each requires a different hand position. The activity works equally well with simple cardboard figures.
Adult Preparation
Set up the torch at one end of the room pointing at a blank wall or white sheet. The room should be dark enough for shadows to be visible. Test the distance to get clear shadow shapes.
Steps
1Darken the room as much as practical.
2Place hands between the torch and the wall.
3Try different hand positions to make different shapes.
4Decide on two or three shadow characters.
5Improvise a short story using the characters.
Children can practise: Creative storytelling, physical awareness of light and shadow, and hand coordination.
You will need
A torch or lamp (battery-powered torch preferred)
A plain light-coloured wall or a white sheet
Hands — no other materials required; optional: cardboard cutouts on sticks
Make it easier
Focus on one hand shape. Adult tells the story while the child holds shapes.
Try next
Make simple cardboard figures on sticks for clearer shapes. Record the show using a phone if the child wishes.
Safety note
Use a battery-powered torch or a safe lamp only. Do not use open flames or candles. Ensure the darkened room has no hazards — move furniture to the edges beforehand. Supervise young children in a darkened space.
Cleanup
Return the room to its normal state. Pack away the torch.