DEVELOPMENTAL DOMAIN CONCEPT MAP
PHYSICAL: Fine Motor
Constant positive- play dough: children with be able to develop their fine motor skills by
using their hands in order to mould the playdough to create different sculptures.
Make rain sticks: children will be able to develop their fine motor skills by using their
hands in order to paint and decorate their rain sticks.
Make bell bracelets: children will develop their fine motor skills by having the ability to
develop their fine motor skills to be able to create their own bell bracelet.
Make rhythm sticks: children will develop their fine motor skills by having the ability to
paint and decorate their own rhythm sticks.
Make paper plate tambourines: children will have the opportunity to develop their fine
motor skills through having the ability to use their hands in order to decorate and create
their own paper plate tambourines, by painting and decorating them.
Make your own straw harmonica: children will have the opportunity to use different
coloured plastic straws and join them together in order to be able to create their own
harmonica. The students will be able to develop their fine motor skills through having the
ability to use their hands in order to create their harmonica.
Make castanets: children will have the opportunity to develop their fine motor skills when
they are holding their paint brush in order to decorate their castanets. The children will
also be able to develop their fine motor hand skills through playing the castanets when
PERSONAL / SOCIAL / EMOTIONAL
Social
Paper cup and string phone: children will learn how to interact and verbally
communicate with one another through communicating the paper cup and
string phone. The children will be able to play with the paper cup and string
phone in different areas within the classroom.
Emotional
Sensory sound trays: children are able to experience emotional
development through engaging within this activity through the ability to
experience how the tactical experience of different materials can produce
different sensations within their body, providing them with the opportunity
to experience and become aware of their senses and emotions on a deeper
level.
Personal
Paper cup and string phone: This activity provides the children with the
opportunity to experience personal development as they have the
opportunity to further understand themselves as a person through the
ability to develop the ability to interact and verbally communicate with
other children within the classroom.
CREATIVE / AESTHETIC
Discovery centre- musical instruments: The children will have the opportunity to experience creative
development through their engagement within the discovery centre, as they will have the
opportunity to explore different musical instruments and how those instruments can be used in
order to create different sounds.
Balloon popping art: the ability for the children to engage in this art activity provides them with the
opportunity to express their creative ability whilst having the opportunity to experience what it
sounds like when a balloon is popped.
Class percussion: the children will have the ability to experience creative development through their
ability to express their musical expression through an open-ended class percussion.
Concept: Sound Term: 2 Weeks: 4 to 6
COGNITIVE / LANGUAGE
Dancing rice: children will engage in the dance rice experiment. Whilst the experiment is taking place the
children will the opportunity to discuss what is taking place within the experiment, investigating what is
causing the rice to dance up and down onto of the speaker on a paper plate.
Noisy or quite game: the children will play the noisy or quite game where they will need to identify what
the item in the box is, by listening to the different noises that the box makes.
Repeat a rhythmical pattern: The children will engage in this activity where they will have to identify and
replicate different rhythmical patterns that either the educator or another child make. This provides
children with the opportunity to develop their patterning skills. The students will also develop their
listening skills, as they will have to listen to the other students to be able to copy the different patterns
being made.
Simon says: The children engage in a game of Simon says. The educator is to play the role of Simon to
begin with, to provide the children with the opportunity to gain an understanding of how to play the
game. Once the students have gained understanding of how to play the game, the students will then
have the opportunity to play the role of Simon. When the students and the educator are playing the
game of Simon Says the students are going to have the opportunity to discover, learn and identify
different sounds that they can make.
Making animal sounds: The children will have the opportunity to identify and make different animal
sounds. The educator is to produce a flip card book which has pictures of different animals within the
PHYSICAL: Gross Motor
Dance with ribbon rings: children will have the
opportunity to use different coloured ribbon rings in
order to engage order to develop their gross motor
skills. Children will be able to move their bodies in
different ways in accordance to the different types
of music that the educator plays for the children.
Musical chairs: children will be able to engage in the
activity of musical chairs. The educator sets the
chairs up in a circle formation, with one chair for
each other the children. The educator is to play
different types of music and sounds for the children
to listen to when they are completing the activity of
musical chairs.
SPIRITUAL / MORAL
Water xylophones: The educator is to set up a water xylophone
station within the classroom, where the students will have the
opportunity to discover how different levels of water can create
different types of sounds.
Make your own musical instrument: The children will be provided
with the opportunity to create and build their own musical
instrument. Using different recycled materials, the students will
have the opportunity to build their own musical instrument.
Paint what you can hear: The educator is to play soft and relaxing
music in the background. The students are to listen to the
background music and use it as a guide when they are painting.
Sometimes the music with be fast and upbeat, and sometimes the
music will be slow and relaxing. The students will have to listen to
the different sounds in order to be able to paint what they can
hear. This will provide the children with the opportunity to connect
with their emotions through having the ability be in-tune with how
their bodies are feeling and responding to the music being played.