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Environmental
Plan
Supermark
et
Sources of InspirationShelving
Clear contains
Sources of Inspiration
Sources of InspirationClock
Supermarket
Catelouge
Sources of Inspiration
Labels with
prices
Scale
Sources of InspirationOpen and
close signs
and store
hours
Display
produce by
colour
Relationships
⦁ This learning space develops children’s peer relationships by
fostering:
o Turn taking
o Sharing
o Listening to others
o Inclusive play – positions children to engage with others
o Generosity – community or charity donation box
Belonging
A sense of belonging is created by:
 Creating bank cards with the children’s picture and name
on it
 Create a visual roles and responsibilities chart or pretend
roster - children can negotiate their roles by matching their
picture and name with a responsibility such as cashier
Equity
Equity is promoted by:
 ensuring there is enough resources for several children
at one moment in time
 creating several roles to encourage participation and
inclusive play
The image of the child
Children are viewed as:
 Competent and capable learners
 Having prior knowledge and experiences
 Unique
 Creative
Children’s Interests
Interests
Money
Cooking and
food produce
Time
Letters and
writing
What will children be doing in
this space?
This space will position children to:
Use money to pay for their groceries
Buy the groceries required for their cupcakes, cakes etc.
Participate in open and close routines of the supermarket
Weigh their produce
Scan and calculate the estimated price of the grocery bill
Ask the customer for a set amount of money
Writing lists
Possible Learning
Opportunities
The following learning can be supported within this space:
 Exposure to the dollar sign
 Identifying coins
 Reading and creating a grocery list and everyday words
 Bigger / smaller concept
 One-on-one number correspondence
 Introduction to time
 Heavier / lighter concept
 Decision making
 Language development
 Recycling
 Being green
This space ‘sounds like’
Turn taking in conversations
Naming familiar grocery items
Identifying or counting numbers
Negotiating
Children sharing grocery experiences
Children expressing their likes and dislikes in regards to food
This space ‘looks like’
The space is colourful and vibrant
The space is dynamic and lively
Children are taking turns and sharing
Plenty of resources to cater for multiple children at one time
Neatly and aesthetically arranged
Children can bring in and add grocery items to their grocery
store
Aesthetics
The following strategies will be used to make the space visually
pleasing:
Use straw baskets to display the fruit and vegetables
Arrange the fruit and vegetables by colour
Incorporate real flowers near the counter
Removing unnecessary clutter
Introducing seating to add a different player to the experience

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Environmental plan

  • 5. Sources of Inspiration Labels with prices Scale
  • 6. Sources of InspirationOpen and close signs and store hours Display produce by colour
  • 7. Relationships ⦁ This learning space develops children’s peer relationships by fostering: o Turn taking o Sharing o Listening to others o Inclusive play – positions children to engage with others o Generosity – community or charity donation box
  • 8. Belonging A sense of belonging is created by:  Creating bank cards with the children’s picture and name on it  Create a visual roles and responsibilities chart or pretend roster - children can negotiate their roles by matching their picture and name with a responsibility such as cashier
  • 9. Equity Equity is promoted by:  ensuring there is enough resources for several children at one moment in time  creating several roles to encourage participation and inclusive play
  • 10. The image of the child Children are viewed as:  Competent and capable learners  Having prior knowledge and experiences  Unique  Creative
  • 12. What will children be doing in this space? This space will position children to: Use money to pay for their groceries Buy the groceries required for their cupcakes, cakes etc. Participate in open and close routines of the supermarket Weigh their produce Scan and calculate the estimated price of the grocery bill Ask the customer for a set amount of money Writing lists
  • 13. Possible Learning Opportunities The following learning can be supported within this space:  Exposure to the dollar sign  Identifying coins  Reading and creating a grocery list and everyday words  Bigger / smaller concept  One-on-one number correspondence  Introduction to time  Heavier / lighter concept  Decision making  Language development  Recycling  Being green
  • 14. This space ‘sounds like’ Turn taking in conversations Naming familiar grocery items Identifying or counting numbers Negotiating Children sharing grocery experiences Children expressing their likes and dislikes in regards to food
  • 15. This space ‘looks like’ The space is colourful and vibrant The space is dynamic and lively Children are taking turns and sharing Plenty of resources to cater for multiple children at one time Neatly and aesthetically arranged Children can bring in and add grocery items to their grocery store
  • 16. Aesthetics The following strategies will be used to make the space visually pleasing: Use straw baskets to display the fruit and vegetables Arrange the fruit and vegetables by colour Incorporate real flowers near the counter Removing unnecessary clutter Introducing seating to add a different player to the experience