Ruby is playing the sandpit making puddings, but she wants to have other ingredients to finish her tasks. She wants apples, bananas, chocolate, and ice cream, but she cannot have it all in the centre so she needs to "go shopping." Her teacher assist her in finding the toy fruits and other things, which she enjoys doing. After getting all the things she needed, Ruby talks to her teacher about the experience and she says that she loves buying things. The next day, another teacher joins her to go to a real supermarket to buy things they need. To add more to their shopping list, Ruby asks other teachers what they want her to buy. It gives her more responsibilities than her typical needs. When they reach the supermarket, the teacher, Ruby, and another child, Miller, start to buy everything. They return to the centre after completing their errands and talk about what they learn. The teacher asks Ruby about what she learns and feels while shopping. Ruby says that she loves shopping. During the first and second activity, the teacher identifies the skills and abilities of Ruby when it comes to money and shopping sequencing. She also knows what to consider and she is firm with her shopping list. Though she tends to forget some things in her list, she shows determination in completing everything. She is also patient in exploring her social environment. Furthermore, she is open to assistance and help when needed. She accepts suggestion and works with it to complete her tasks successfully. The teachers working with her perceive these opportunities and skills in nurturing the mind and wellbeing of the child.