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Money In The Bank

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Count, sort and organise coins using this simple activity. 

Materials Needed:

  • Spare change
  • A piggy bank (or a large jar with a lid)

What to do:

  • Give your child any spare change and encourage them to put it in their own piggy bank.
  • Once the piggy bank is full, dump all the coins out and teach your child how to sort the coins.
  • Help your child to stack the coins or roll the coins around (be careful not to lose any).
  • Once you have sorted the coins your child can drop them into coin bags.
  • Decide whether you want your child to save the money or buy a small item of their choice.

Hints and Tips:

  • A great way to begin to teach your child how to save money and learn about money.


Additional Info

  • Appropriate Age: 3 year+
  • Number of Children: Individual (1), Couple (2), Few (3), Small Group (4)
  • Developmental Milestones:

    - Able to hold objects with their thumb and fingers.
    - Established hand preference.
    - Begins to understand easy concepts.
    - Places objects in certain logical order.
    - Tries to obtain more information through “why” and “what” questions.
    - Pays attention to an activity between 5-15 minutes at one time.

  • Play Based Learning: Exploratory Play, Manipulative Play
  • Interest Areas: Toy Table
  • Games Categories: Cognitive Development, Family Games, Fine Motor Skills, Learning Games, Literacy and Numeracy, Manipulation Games
  • EYLF Outcomes: Learning Outcome 1, Learning Outcome 2, Learning Outcome 4
  • Sub Outcomes:

    LO1 - Children Have A Strong Sense Of Identity

    1.2 Children develop their emerging autonomy inter-dependence resilience and sense of agency

    LO2 - Children Are Connected With And Contribute To Their World

    2.4 Children become socially responsible and show respect for the environment

    LO4 - Children Are Confident And Involved Learners

    4.2 Children develop a range of skills and processes such as problem solving inquiry experimentation hypothesising researching and investigating

Last modified on Friday, February 6, 2015
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