We’ve begun to look at shapes in our little group. We introduced this using the large colourful felt shapes. These were each held up and in turn and the sides counted, note was taken on whether the sides were the same, how many corners there were,whether the sides were round or straight.

shapesShapes Demonstration

This was good for the group as it got us talking about recognising features of shapes and how we can tell which shape is which. It also builds on early math concepts.

Square ShapeOnce we had talked about the features of the shapes I asked the group What do we use in the morning that is shaped like this (a circle)?

and after some prompting these are a couple of the things we came up with….

Ruby – Steering Wheel

Sophie – Our cereal bowl

What kind of edge does this have? (holding up a circle)

Shane – It’s round

Sophie – It only has one edge

Raeya – My bed looks round like that.

I then held up a red rectangle and asked

What shape is this?

Alex – It’s a rectabgle

Educator – How do you know?

Alex – Because it’s a door rectangle

Educator – Why is this the same shape?

Alex – Because it’s still a door shape and it’s the same colour as our doors, it’s red.

The educator then held up a yellow rectangle and asked…

Is this the same shape?

Group – NO!!

Educator – How come?

Group – One is yellow and one is red

Educator – Are they the same shape?

Group – Yes

Educator – How?

Olivia – They have two long sides and two short sides.

Once we had identified some of the shapes that we may recognise from home we began to look around the playground and recognise these shapes in our local environment.

The children went off two by two and walked around the playground and with the educator were helped to find some of the shapes. They then came back to the circle and talked about the shapes that they had found.

The group was asked…

What shapes can we see in our playground?

Shane – That hole, it’s like this. (points to a circle).

Ruby – A rectangle. It’s got in and out. (points to the little doorway in the climbing


Peter – A house shape. A triangle from on top of the bin.

Sophie – A circle. A steering wheel and a tunnel. A roof was the triangle.

Raeya – A circle. It was blue, in there. (points to equipment on soft fall)

Janahri – A square, on the grass. (Points to tub that shoes go in)

Zach – A rectangle. Points to planks of wood in the sandpit.

Sam – I saw a lid circle. I saw a triangle, the table. A rectangle, I counted them and

it had four sides.

Maxx – Lots of circles. Over there (points to softfall equipment)

Alex – A rectangle on the door and a square on the play gym. Some more circles

under the tepee

Olivia – I found triangles on the bird houses. A rectangle on the floor of the deck and

the fishpond was round and the mats that covered it were square with little circles.

Cody – A square. A tile.

This helped there development as it builds on early maths concepts. The children were being shown a shape and were discussing it and recognising features and then they had to go and apply this knowledge to another setting.



As we moved into the next week, we continued to look at the different shapes in our playground. We moved around the classrooms this time and tried to find different shapes.

We took the knowledge we had learnt when looking at and discussing the shapesand applied to actually beginning to draw the shapes. We sat down next to the sandbox and practiced drawing each shape at a time.


 CircleThis was good and benefitted the children as they are using their prior knowledge ofshapes and their features. This develops their pre maths concepts of shape.

 We sat down on the softfall with a small group and talked a little bit more about the features and how we can tell each shape apart i.e. a rectangle has two long sides and two short sides and a circle only has one side and is completely round.

We used the big felt shapes and the children were asked to pick up a shape, say which shape it was and the colour of the shape and then place it on the softfall.

The next child then chose a shape from one of the piles and said the name and the colour and then added it to the first child’s shape on the softfall.

 Foam Mats

Shapes LearningOnce we had put the shapes down on the soft fall we all sat down and had a photo with the shape that we had created. While we were placing the shapes on the soft fall we talked about the position that we could place them in. I attempted to get the group to place the shape they had above, below, beside or on top of the shapes already there. This was a great way to get the group thinking about concepts and spatial awareness. It also helps their development with early maths concepts as they begin to think about position.

We have learnt a lot about the shapes and their features and how we recognise the shapes so following on from this we began to look at the outlines of the shapes.

As we had already practiced our drawing of the shapes we thought it would be a good idea to place objects around the outline of the shapes.

We went for a walk in our bamboo tunnel and picked up anything we could use to outline the edge. We collected small sticks, bark, leaves, straw, feathers and anything else we could find on the ground. The teachers then gave us some pebbles we could also use. We had large shapes printed on coloured paper and we sat first and had a quick discussion about the features to remind us what we had been talking about.

We then sat down with a shape each, stating first the shape that we had and the colour of the paper. We placed pebbles and the materials we had collected and placed them around the outside of the shapes.

 Triangle shapeCircle Shape 

  Square ShapeAll Sort Of Shapes

 And this was the end result…  

 All Shapes

  This extended on our prior knowledge of the shapes and refreshed our memories of the features. We also practiced our colours at the same time.

While some of us were placing the materials around the outside of the shapes a small group went and practiced our drawing of the shapes in our books.

 Because we had done some drawing in the sandbox this was a similar concept except that we had to apply the knowledge and use a pencil to draw them which was a little bit trickier.

We used rulers and the teachers showed us how to start at a point and finish at a certain point. We were also shown how to turn the ruler to draw the different sides of the shape.

We practiced drawing triangles, squares, rectangles and circles. We then told our teachers what each of the shapes looked like and how we recognise them. 

Shapes on PaperShapes with ruler


 We are going to continue talking about our shapes and their features. We are going to begin to look at shapes in different landscapes and in artworks.

How all this relates to our outcomes…

Outcome 1

Children show interest in other children and being part of a group.Children express a wide range of emotions, thoughts and views constructively.Display awareness of and respect for others’ perspectives

Outcome 2

Children engage with and co-construct learning Make connections between experiences, concepts and processes

Apply a wide variety of thinking strategies to engage with situations and solve problems, and adapt these strategies to new situations Create and use representation to organise, record and communicate mathematical ideas and concepts

Educator Outcomes

Collaborate with children to document their achievements and share their

successes with their families.

Educators build upon and extend children’s ideas.