"I Went Walking" book experience
"I Went Walking" book experience
Share the story "I went Walking" by Sue Williams and take a walk
Materials Required
- Book "I Went Walking" by Sue Williams (or watch the YouTube clip below)
Notepad, Pen, texta or pencil
Play experience profile
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Ages:
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Min Playtime15 - 30 Minutes
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Skills
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Energy LevelActive play
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Messiness Rating
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EYLF Outcomes
Play Experience Preparation
Gather your book to readExperience Steps
- Read the book "I Went Walking" by Sue Williams or use the link below.
- Discuss each animal and the sounds they make.
- Talk about the rhyming words.
- After you have read the book ask your child if they would like to go walking to see what animals you can find?
- Take your child for a walk in your garden or neighbourhood.
- Look and listen carefully to see what animals you can find.
- Try and use the language from the book "I went walking, what did I see?" I saw a dog barking at me.
- Don't worry if you can't find any rhymes. Encouraging older children to think of a rhyme is a great pre-literacy skill.
What to talk about, or questions to ask during the experience
- Try and use the language from the book e.g. "I went walking, what did I see?" I saw a Cockatoo sitting in a tree.
- "I went walking, what did I see?" I saw a Blue Tongue Lizard staring at me.
- "I went walking, what did I see?" I saw a Magpie flying over me.
- Animal sounds: What sound does that animal make?
Build on this...
- Create your own "I went walking" book by encouraging your child to take photos or draw pictures of the animals you find on your walk.
- Research more about the animals you find on your walk.
WHO guidelines for physical activity and sedentary behaviour
Provide evidence-based public health recommendations for children, adolescents and adults on physical activity.
Learn more
Provide evidence-based public health recommendations for children, adolescents and adults on physical activity. Learn more
Walking around your backyard or neighbourhood is a way of engaging in physical activity.
EYLF Outcomes
The Early Years Learning Framework has been designed for use by early childhood educators working in partnership with families, children’s first and most influential educators.
View PDF
The Early Years Learning Framework has been designed for use by early childhood educators working in partnership with families, children’s first and most influential educators. View PDF
- Children feel safe, secure, and supported
- Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
- Children engage with a range of texts and gain meaning from these texts
EYLF Principle
Principle 1: Secure, respectful and reciprocal relationships. Through a widening network of secure relationships, children develop confidence and feel respected and valued.
EYLF Practice
Practice: Intentional teaching. Intentional teaching is deliberate, purposeful and thoughtful. They use strategies such as modelling and demonstrating, open questioning, speculating, explaining, engaging in shared thinking and problem solving to extend children’s thinking and learning.
https://www.youtube.com/watch?v=fXtxDO99vUc
https://www.earlystartdiscoveryspace.edu.au/discovery-at-home/?_sf_s=story More stories read by educators at the Discovery Space, Early Start, University of Wollongong
https://storyboxlibrary.com.au/ Access more stories read by expert storytellers
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