Hello Everyone
Warm-up Song
Hello Everyone is a circle song suitable for up to ten children, and is particularly useful at group time. The main benefits of the song are connected to PSED, such as eye contact, sharing, turn-taking, confidence, choice-making and identity-building, but there are many more besides, including speech, language and physical development.
Warm-up songs are a great way to welcome children into a space in a non-threatening way, and encourage them to engage in group activities at a pace that is comfortable for each child. They also introduce effective communication between the children and leader, promoting ownership and beginning to establish the rules of the group.
AREAS OF LEARNING & DEVELOPMENT
Personal, Social and Emotional Development
– Making Relationships
– Self-confidence and Self-awareness
– Managing Feelings and Behaviour
RESOURCES
A large floor space.
SONG WORDS
Hello everyone, how are you?
Hello everyone, how are you?
Hello everyone, how are you?
How are you today?
1-1 Hello Everyone - Full Song
How to...
Step by step
1.Ensure the children are all sitting comfortably in a good-sized circle, allowing sufficient space between each child so they don’t feel claustrophobic, and can see each other clearly;
2.Start singing the song, and if the children don’t join in, invite them to do so by chanting “ready, steady, and off we go” before you repeat the song.
Extension & Development
1.Introduce a steady hand beat to help keep time. Start by simply clapping or patting along to the song. When the group have accomplished this, advance the exercise by getting the children to hold their right hand into the circle palm downwards, then place their left hand on top of their right.
Keeping their hands in this position, get the children to move both hands together from one knee to the other in time to the music. They may struggle with this at first, but given time this exercise will help develop coordination and concentration
skills;
1-2 Hello Everyone - Steady Beat
2.When the children are familiar with the song, start to insert their names and encourage them to introduce themselves when their name is sung. This exercise will develop over time; it is likely to begin with just a wave or smile of acknowledgment, but can develop into making a sound, doing an action, or impersonating their favourite animal. Because of the sequence of the tune, the names need to be grouped by three per verse, or filled with other examples as demonstrated;
1-3 Hello Everyone - Insert Names
3.This song provides great scope for explaining the communication structure of a question followed by an answer. This is also a good opportunity to look at emotional awareness in individuals, and sensitivity to each other’s feelings. Ask the children how they are feeling and put their answers into the song.
1-4 Hello Everyone - Incorporating Answer
Aspects
Early Learning Goals
Activity Contribution to Goals
Personal, Social and Emotional Development
Making Relationships
1. Children play co-operatively, taking turns with others;
2. They take account of one another’s ideas about how to organise their activity;
3. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
Children are actively encouraged to sing each other’s names;
Each child understands everyone’s turn is of equal importance;
The children are encouraged to ask each other questions and wait for the answer.
Personal, Social and Emotional Development
Self-confidence and Self-awareness
1. Children are confident to try new activities, and say why they like some activities more than others;
2. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities;
3. They say when they do or don’t need help.
Children are encouraged to speak out about their ideas;
Children learn the rules gradually through repetition and trial and error;
Each child is given time and space to decide what to do with their turn. Due to the repetition, they have many
opportunities to develop this at their own pace.
Personal, Social and Emotional Development
Managing Feelings and Behaviour
1. Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable;
2. They work as part of a group or class, and understand and follow the rules;
3. They adjust their behaviour to different situations, and take changes of routine in their stride.
Children learn to understand they must wait for a turn;
Children learn they must honour, and try out other people’s ideas;
Children are asked to share how they are feeling with others, and the group are encouraged to be supportive of this.