The wheels on the train go clickerty clack,

clickerty clack, clickerty clack,

The wheels on the train go clickerty clack,

All along the track.

Sing this song to the well-known tune The Wheels on the Bus. Here are some ideas for more verses. I’m sure you will think of some on your own. The accompanying mp3 file has the melody for you to sing along with.

  • The bell on the train goes ding, ding, ding
  • The guard on the train says all aboard
  • The whistle on the train goes whoo, whoo, whoo
  • The doors on the train go open and shut






Here is the engine on the track,

Here is the coal car just in back.

Here is the box car to carry freight,

Here is the mail car, don’t be late!

Way back here at the end of the train

Rides the caboose through the sun and rain.


You can do this rhyme as a finger play, pointing to different fingers with each part of the train.

You can also listen to the rhyme on the mp3 clip.







I gave my horse an apple,                         (pretend to give something)
And she gave me a neigh.                         (neigh)

I gave my horse a carrot,                         (pretend to give something)
And she moved her head this way.        (move head up and down)

I gave my horse a sugar lump,                 (pretend to give something)
She gave me a smile.                                  (give a big smile)

And then she took me for a ride,            (pretend to ride)
For more than half a mile


Listen to this rhyme on the MP3 audio file. You can use these action ideas, or make up your own.




Here is a rhyme that you can listen to on the mp3 audio file. I have given you some suggestions for actions you can do as you say the rhyme, but you can make up your own if you like.

I built a little snowman. (make circle with arms)
He had a carrot nose. (point to nose)
Along came a bunny, (hold up two bent fingers as bunny ears)
And what do you suppose? (hold hands palms up and shrug)
That hungry little bunny, ( make bunny again )
Looking for his lunch, ( hop bunny around )
Ate the snowman’s nose. ( pretend bunny is eating nose )
Nibble! Nibble! Crunch! ( pretend to be eating a carrot )





Sometimes cleaning up toys and materials is not easy to do whether at home or in a school setting. I was much better as a preschool teacher organizing clean up than I was as a parent. Here are some helpful (I hope!) ideas.
• Everything needs its place! Clean up is much easier when everything has a home and everyone knows where that is.

• Certain toys and materials can be cleaned as children finish using them. If you get into this routine it will help enormously. However, it doesn’t work for everything. For example, in our preschool, groups in the block area and dramatic play area was an ever-changing population, with children dropping in and out of the activity. This kind of clean up needs to happen at the end of the session. And sometimes this means a lot to clean up.

• Give a warning. Whether at home or school, it is only fair to give a five minute warning before clean up begins. But you also need to make sure children understand what this means. At our preschool it meant:
 Don’t start anything new
 Be aware you may not have time to finish the work/puzzle/building etc
 When clean up time is announced, everyone stops and listens

• At home or school, children who are not very experienced at clean up need to be given very specific jobs. Instead of saying Sally, Henry and Allan clean up the block area: say Sally, put all the blocks in the bin; Henry, pick up all the little people and put them in the blue box; Allan, all the dinosaurs go in this container, then put it on the shelf etc
Many preschools use a cleanup song, but they usually just tell everyone to clean up. Here is a cleanup song where you can insert the name of the child and a specific job to do.

It is very easy to make up a little melody – but I have uploaded a short MP3 file to give you an idea.

New Look!

Our website is changing! I hope you like the new look.  Instead of accessing 4 new podcasts each month, subscribers now have access to the whole podcast library and can stream any podcast, any time! Currently there are 47 podcasts in the library with 2 in the editing stage (BUTTERFLIES and ROLY POLY). There are several new ones in the development stage including one about a red-tailed hawk, one about shoes and a further episode in the HERDWICK LAMBS  series.

The podcast library is available to subscribers for six years for a one time charge of only $35 – what a deal!

Non-subscribers have access to 3 complete podcasts which I hope will tempt new friends to subscribe.

Everyone also has access to various short activities such as games and songs, right here in the blog. I will keep you updated on Facebook and Twitter if you would like to follow us.



Puppy lying on sand with ballThe last podcast this month is called DOGS and is available for subscribers to download for the next four weeks. It features two songs, one a very old nursery rhyme where you get to put your own name in the song, and a new song I composed called “Domino.” You may already know the first song:

“Bow wow wow, who’s dog art thou?
Little Tommy Tinker’s dog, bow wow wow.”

As with many old rhymes there is archaic language to explain and talk about. Jodi puts other names in the song – Henry’s name, hers and mine – and of course you can put your own name in the song if you like.

The story is called “Henry Wants a Puppy” and works very hard to show he is a responsible boy. I don’t want to give away the ending, so you will have to listen to the podcast.

The second song is called “Domino” and includes lots of things that Domino can do, or will learn to do – like run, walk, heel or stay. But each verse ends with:

“He learned to fetch, oh boy can he fetch,
A yukky slobbery ball, that’s my boy.”
Children love this part, making their faces and voices match the words.



We live in a colorful world and our podcast this time is called COLORS. After the action-packed “hello” song, Joshua sings about animals and their colors – but these colors are very unlikely. He sings about a red porcupine, a green chimpanzee and a blue kangaroo! The words for the song are taken from an old nursery rhyme I found, which is why the language is somewhat archaic. We don’t use the phrase “full well” in modern English, but it is something interesting to discuss. For each verse, all that needs to change is the animal and its color:

I’ve never seen a red porcupine,

I really don’t want to see one,

But this I know and know full well,

I’d rather see than be one.”

You can see how easy it is to make up your own verses.

The pink crayon in our story causes all kinds of problems for twins Tom and Zoe. They argue, and both end up doing something they know they shouldn’t – all because of a pink crayon. This story was inspired by a real situation when I ran my own school. One little boy would slip a pink crayon into his pocket and take it home. This went on every day for several days. For my story, I deliberately kept the crayon pink, to help children understand there are no boy colors or girl colors. This story is also a little unusual in that it doesn’t have a satisfactory ending. But it gives the listeners an opportunity to discuss what they would do in the same situation, and voice what they think about Zoe and Tom’s actions. Food for thought!!

Teri sings another song about colors – but this time colors we might be wearing:

I see somebody wearing green,

I see somebody wearing green,

Show me where you are wearing green.

Again you can see how easy it is to create new verses in the song. I sing this song frequently with young children and use it as an opportunity for them to show me with actions where they are wearing the color, rather than telling me with words. This is quite hard for young children at first, but they soon catch on. Children have to use self-control to refrain from blurting out their reaction.