Introducing Myself

Overview

This is the first lesson in a 7-lesson unit called "All About Me!" aimed at Reception children (aged 4-5). The lesson focuses on developing personal, social, and communication skills by encouraging children to say their name and share something interesting about themselves. Alongside oral communication, students will begin to engage with early writing skills by practising their names on personalised name cards.

This lesson directly supports the Early Years Foundation Stage (EYFS) framework, which remains the statutory curriculum for Reception in England, aligned with the National Curriculum’s Early Learning Goals.

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Learning Objectives

By the end of this 30-minute session, children will:

• Personal, Social and Emotional Development:
  • Be confident to talk about themselves and listen to others (EYFS: Personal, Social and Emotional Development - Self-confidence and Self-awareness)
• Communication and Language:
  • Use full sentences to introduce themselves ("My name is...") (EYFS: Communication and Language - Speaking)
• Literacy:
  • Recognise and write their own name using name cards and guided support (EYFS: Literacy - Writing)

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Curriculum Links

• EYFS Statutory Framework 2021:
  • Personal, Social and Emotional Development: Self-confidence and self-awareness: Children are confident to try new activities and say why they like some activities more than others. 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.
  • Communication and Language: Speaking: Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future.
  • Literacy: Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others.

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Resources Needed

• Personalised laminated name cards with each child’s name printed clearly in large font (both upper and lower case letters)
• Markers/crayons for name writing practice
• Mirror for children to look at themselves
• Soft talking or ‘listening’ object (e.g., a teddy or ‘talking stick’) to support turn-taking
• Large colourful name poster to model correct letter formation

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Lesson Breakdown

1. Welcome and Warm-Up (5 minutes)

• Greet each child and invite them to look in the mirror provided. Say, “We’re going to learn all about ourselves today!”
• Begin a simple circle time where each child says their name aloud as their turn comes. Use the soft talking object to manage turn-taking.

2. Introducing Myself Activity (10 minutes)

• Model introducing yourself: “My name is Miss Smith and I like butterflies.” Give a simple interesting fact about yourself.
• Invite children, one at a time, to say: “My name is …” and share one thing they like or an interesting fact (e.g., “I like dinosaurs.”). Keep contributions brief but encourage eye contact and clear speech.
• Provide support to children who may need help with speech or confidence through gentle prompts or peer support.

3. Name Writing Practice (10 minutes)

• Show the large name poster and demonstrate how to write a name slowly, saying the letter names and sounds.
• Hand out personalised laminated name cards along with markers/crayons.
• Ask each child to trace their name on the name card while verbalising each letter. Support children who struggle by guiding their hands or sounding out letters together. Encourage celebrating attempts, not perfection.
• Circulate and offer praise and encouragement.

4. Reflection and Sharing (5 minutes)

• Invite some children to share their name card and repeat their introduction in front of the class if they want.
• Reinforce that everyone’s name and what makes them special is important.
• End with a brief, joyful song about names or identity (e.g., “Hello, my name is…” tune) to consolidate learning and leave children feeling confident.

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Differentiation

• Lower ability/less confident speakers: Provide picture prompts or sentence starters. Support name tracing with guided hand-over-hand assistance. Allow them to share just their name if they find ‘interesting fact’ challenging.
• Higher ability/keen learners: Encourage them to say more than one interesting fact. Practice writing their name independently without tracing.

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Assessment Opportunities

• Observe each child’s ability to say their name clearly and share a fact. Note confidence and language use.
• Monitor fine motor skills and letter recognition during name writing. Check if children can recognise their name and form some letters correctly.
• Use verbal feedback and praise to document progress and identify children needing additional support.

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Extension Ideas

• Create a “All About Me” display with photos, name cards, and children’s interesting facts for the classroom.
• Send name cards home for parents to encourage ongoing writing practice.
• Use puppets or toys in subsequent lessons to role-play introductions and social conversations.

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This lesson plan embraces the statutory EYFS Early Learning Goals, supporting children’s personal identity and burgeoning literacy skills in a fun, engaging way that builds confidence and a strong classroom community from day one.