Jul 06 , 2021
The young child in daycare begins to explore his life, this is the stage that comes after he is absorbed by the presence of life and the knowledge of the people around him, and now at this point begins the next phase of exploration for him.
This is the stage that begins before entering school, where he begins to learn different skills and habits.
- Daycare features:
At this age, the child is very active and ready to absorb everything that can be received from those around him, in addition to having a lot of passion that makes him relate to those around him quickly.
In addition, the child at this stage has the ability to control his body muscles and can perform several skills such as jogging and jumping.
At this point, the child is influenced by his around him, imitates any movement he likes and has the ability to absorb certain instructions and advice.
At that time, the child is fascinated by the dazzling shapes around him, attached to cartoon movies, simple fairy tales, some games he sees in front of him, and also to know some friends his age and play with them.
He is also able to hold the pen and write simple, keeping some names, the first of which is his personal name, as well as the name of his parents, sisters and perhaps some parents.
- Characteristics that should be found in daycare children:
The child must begin to learn different educational skills in preparation for the start of schooling levels after schooling, language and letter learning skills, as well as arithmetic and learning numbers.
Your child should learn more about his creations, enjoy his life and his activity, teach him games that help develop his intelligence and learn to speak and listen.
It is important for the child at this stage to learn more about several different good habits, to know some of the harms of bad habits, in addition to learning the experience in his life and his imagination is broad, and to begin to keep prayers and some worship without applying them.
That is, at this point, the child must begin to prepare his mind for use, to prepare for the beginning of autonomy and to understand that he is a human being who will have a life and a future.
At that time, the child should turn to a little social and avoid being isolated, and parents should have the opportunity to go out and meet some of his or her neighbours’ young friends.
- Educational activities for children in daycare:
As mentioned earlier, the child is beginning to develop educational skills and activities, and there are many activities that are appropriate for that age.
The most important activities are:
3.1. Letters and tree words:
These are those who aim to make the child have the ability to distinguish between letters and their forms, as well as the ability to take certain words and know their meaning, even if it is simplified.
There is also a cube game on which the letters are located, its ability to configure words by assembling letters, and the beginning is by compiling the child's name or the name of his or her father or mother.
The characters also stand out in colour, which is to give each character a colour, where the recognition of the characters begins through the colours, in the form of a useful cultural and educational game.
3.2. Count and sort:
It aims to teach the child certain numbers such as certain distinctive things are diluted in front of him and begins to count them, and begins to know the numbers gradually, from 1 to 5 and from 5 to 10 and so on.
3.3. Measuring the length of shapes:
It helps the child determine certain sizes, lengths and widths and can use measurements using a regular rule.
3.4. Read stories for children:
And encourage them to write every day. Even if they cannot write, they begin to paint and progress until the drawing represents letters and words.
3.5. Running songs and songs:
They are written in large clear font and displayed on the wall in a clear pun and suspended at the children's view and they can return to the paint to copy the words they need or want to write as read in a number of activities.
3.6. Maps faces and feelings:
The cards of feelings are (joy, fear, anger, sadness, shyness, astonishment, The optimist describes the feelings on his face card. His features and movements then put faces on the floor and ask each child to choose the face he is looking for right now, taking into account the freedom to participate.
3.7. Daycare visit:
The teacher accompanies the children in her group and takes them on an introductory tour inside the daycare, leave the outdoor playground until the end of the activity, and learn more about the facilities: the teacher divides the children into groups, teaches them how to use the facilities (bathroom), examines the teacher, asks the children how to ask permission (request) as : go to the bathroom, how to use it, close the door, wash your hands, keep the bathroom clean, keep the water and dry your hands.
3.8. Treasure Hunt:
After a period at the beginning of the year, the teacher hides some of the items used daily in the classroom or changes places, then asks the children if they notice a change. Children start looking for what is missing or missing from the classroom or outdoor arena depending on the area and the weather. Children name the material they find and put it in a personalized basket with a teacher or child. The children return the equipment one by one to the right place. For example, the disappearance and creation of the classroom doll used by the teacher during the morning meeting may be the first thing children notice. This activity helps children remember the daily curriculum and the content of daycare.
3.9. Silent animals:
The daycare child is forced to move from one room to another. This activity helps children move and control their bodies. The teacher asks the children to queue as if they were going to move from one place to another, and asks each of them to choose a species of animal and walk as quietly as the animal of their choice. Children are trained on how to walk slowly first, before leaving class.
The teacher repeats the activity so that the children learn the animal and walk in silence without disturbing or hitting anyone. The teacher can add instructions to help The kids to walk quietly.
3.10. Name recognition:
Children stand in a circle for this activity, using ball reception, or any soft circular figure that each child repeats his full name (triple name or name only) and throws it to another child.
3.11. Getting to know the children:
Each child shows photos, or talks about things and events they like: like their favourite game, their favourite colour, their favourite food and other information about the child himself. 3-4 children can take part in this activity as part of the morning and daily routine at the beginning of the year. Parents are asked to send photos or favourites Like a game or other to class with the child for this activity.
3.12. The chronology of important events in a child's life (the most important events and events in a child's life):
The teacher provides a time frame on a sheet of paper and gives each child a copy to take home. The teacher writes on paper the starting point, the month and the year of his birth.
The child is left free to the child and parents to add other points such as the birth of a brother or sister, travel on a family trip, until the arrival of the month and the current year. It is possible that
The teacher first presents the chronology of life events to family members, such as birthdays, excursions and family celebrations.
3.13. Getting to know family members:
Each child is required to bring a photo or drawing of their family to participate with other members of the class. Without miniature groups, the teacher works with the children, and each child displays a photo of their family members and names them, etc. In Han, other groups have activities related to family concepts: such as a house or drawing extended family members with colouring.
Teacher Ben got together to talk to the children about family members and what the children choose to participate in about family events and reunions. It is important to give children the opportunity to speak freely and not be too directed to talk about the topics the teacher wants.
3.14. My order in the family:
Each child receives a large piece of paper on which he and his mini-family members draw in order. Write down the appropriate number for each sibling to find out which number is in the family's order. The children compare with the teacher how many children in class (number one) and how many children are number two in order... Etc. And how many brothers and sisters are there for each child And bring all the brothers and sisters together for the kids in class? This is an opportunity to practice writing numbers and to count and present the concept of statistics without collecting the number of family members and the family arrangement for all children.
3.15. Me and a residential place:
The teacher here begins by presenting the concepts of the city, the village and the camp. The type and location of the child's home for daycare. The teacher gives a document containing drawings or photographs of different forms of houses: photographs of apartments in a high-rise building, a house in a family neighbourhood or a house alone in a village or camp. Each child can cut the table that reflects where they live.His type and collage to a large painting prepared by the teacher in advance with a picture of the daycare in the middle. It is possible to have a conversation here about the dimensions: those who live closer to daycare and those who live further away (near/distant concept, closer/distant), then the teacher estimates the dimensions of the daycare houses in stages or meters depending on the site of the daycare.
The children measure their distance from daycare to the family and write the right size on paper to participate in daycare the next day.
3.16. Draw a painting on the wall:
The teacher and children stick wallpaper on the wall of the square. The space is divided for painting and illustrates the idea of painting for children. The teacher distributes a brush and watercolours to the children. Guidelines are provided to attract children what they want and guide children during painting and as needed. Parents can participate in the activity.
3.17. Creating tourist attractions:
The teacher investigates a large cardboard box or a large box to build several tourist sites in Palestine. Children add colours and drawings to the cartoon to represent the location and place them in the right town or village. Children write the names of the sites with the teacher.