In the EY3 mathematics activities, we introduced the concept of maps to the children through the story "What the Ladybird Heard". In the story, the thieves use marks on a map to try to find hidden treasure, which sparked the children's interest and curiosity about maps and how they can be used.

The children in the Whale Class had a creative idea - they proposed making a map of their classroom to use for a treasure hunt activity. This hands-on project allowed them to engage directly with the mapping process. The children began by carefully observing the layout and features of their classroom environment. They identified potential landmarks and points of interest, such as the reading area, piano, construction zone, and art station, and determined how to represent these on their map using symbolic markings. This active involvement in creating a custom map of their own classroom space helped the young learners develop a deeper understanding of the purpose and construction of maps.

Through the collaborative efforts of the children, the class map was soon completed. The children took great pride in their work and were eager to display their finished map for others to see.

After the children completed their collaborative classroom map, the teachers printed out copies and set up "treasure" items in various locations around the room. Guided by the teacher, the children then used their maps to navigate the classroom and try to locate the hidden treasures. Throughout this activity, the teacher reinforced the use of positional vocabulary, such as "in", "on", "next to" and "under", as the children relied on the map and spatial awareness to find the hidden objects. The children were deeply engaged and thrilled when they successfully located all the hidden treasures using the map, they had created themselves.

To build upon the children's newfound understanding of maps, the teacher proposed incorporating the classroom map into a regular class activity. The children were instructed to place their photo or name tag on the corresponding location on the map whenever they moved to a different area of the classroom, such as the reading nook, building zone, or art table. This interactive use of the map allowed other children and teachers to quickly and easily locate where their peers were situated within the classroom space. This practical application of the map reinforced the children's understanding of spatial relationships and the utility of maps in helping people navigate and stay oriented within a physical environment.

In the Whale Class, the teachers have incorporated gamified and interactive learning experiences, such as designing a classroom map and using it for a treasure hunt. These hands-on activities enhanced the children's spatial awareness, directional sense, and practical understanding of maps, all while making the learning process fun and engaging for the young students.