• Continuing from yesterday’s water exploration, we placed further provocations outside to encourage extension of these discoveries. This included a watering can, measuring cups, funnels, spoons and a huge water container.  The tamariki had wholeheartedly involved themselves in exploring different ways to manipulate the water, and even got out further prompts to aid them in their play, including a wheelbarrow, spoons and milk bottles!  The tamariki independently scaffolded their own learning by deciding to create a recipe concocted in the wheelbarrow based on the water they were originally experimenting with.
  • When we had asked the tamariki this week what we could make for baking day that starts with the letter ‘s’ they suggested sushi. This afternoon we made sushi. They cut up the ingredients like avocado, cucumber, and capsicum and some took the chance to have a little taste. Emi showed us a few ways to roll sushi. Each tamariki had a try at making their own roll. Adding the ingredients, they wanted in their sushi.


  • Playing with water supports learning across all strands of Te Whāriki, particularly via the strand of Exploration, where children gain confidence in creating strategies for exploration, thinking and reasoning. The learning taking place, revolved around measuring, discussing amounts for ingredients, and deciding how much water was needed to fill objects up were all great foundations for growing further mathematical understanding. 
  • The tamariki learnt the Japanese names for the tools and types of sushi that they could make today. They were very keen to make sushi and some really loved eating it or knew someone who really likes sushi. As they made connections to their home life, they also discovered a little bit about the Japanese culture too. Belonging/Mana Whenua: Children become increasingly capable of making connections between people, places and things in their world/te waihanga hononga.


  • From here, further sensory additions to water play can further enhance learning. Additions such as sponges, dishwashing liquid, or even objects such as sand which changes in weight from wet to dry can help deepen children’s working theories.
  • We will document these experiences in the tamariki kete ako. I wonder what we will be making next Wednesday on our baking day.

Haere mai Emma. She had a wonderful first day.