Kleuterklanke Vol41no1 by Learning Years

Kleuterklanke Learning years Volume 41 no/nr 1 Februarie / February 2016

Topic: My home Baby and Toddler activities

Resource picture - Topic discussion: My home 1.4 (A town house)

Resource picture - Topic discussion: My home 1.4 (A shack) ii Kleuterklanke Feb 2016

Contents 2 Letter from management / Bestuursbrief

Baby and Toddler Development 3 Activities for milestone development 6 Stimulation program 12-18 months 8 Stimulation program 18-24 months

Topic Discussion

10 Flow diagram – topics to be discussed 12 My house – topic discussion 24, 30 Topic Words

Art, Craft and Topic activities

26 Make and bake 50 Arts and craft activities 51 Themed activities for your sand table

Movement and physical activities 28 Movement activities for 3-6 year olds 48 Physical activities and motor skills development

Song, Rhyme and Stories

31 Story – The house that has a chimney outside and a star inside 32 Rhyme – In the lounge 32 Rhyme – There was an old woman 33 Song – In my house 34 Song – Some people live in...

Mathematics

38 Mathematics Grade R

Miscellaneous

46 Communication letter 53 Parent poster 54 In liefdevolle herinnering aan Dr Elsie Calitz 55 Exhibitors

Editorial / Redaksie Nicolene Du Preez Lize Bredell Marthie Stoltz Roeleen Lemmer Wietske Boon Charmaine van der Merwe Graphic Design / Grafies ontwerp AECYC / VVOS Design & Layout / Ontwerp & Uitleg AECYC / VVOS Advertising / Reklame Lize Bredell Publishers / Uitgewers AECYC / VVOS Distribution / Verpreiding AECYC / VVOS Affiliation / Affiliasie AECYC / VVOS Contact us / Kontak ons Tel: 012 667 2028 Fax: 086 642 5855 E-mail: info@vvos.co.za www.vvos.co.za www.aecyc.co.za Opinions expressed in this magazine do not necessarily reflect those of the editorial team or the AECYC Committee. The editorial team reserves the right to amend or reject any editorial matter or photographs submitted for publication. Acceptance of advertising does not represent the AECYC’s endorsement of any product or service, nor is the AECYC responsible for representations made by advertisers. Geen aanspreeklikheid word aanvaar vir enige geding wat uit hierdie publikasie mag spruit nie.

Letter from management Here we are yet again, standing at the beginning of the end. The AECYC team would like to thank each of our members for their valued and continued support during the years. At the end of a two year term, we are looking forward to the election of another team of dynamic and inspirational leaders to take the AECYC forward for the next two years. After many discussions about the Learning Years magazine, we are excited to introduce the new thematic edition of Learning Years magazine. It is filled with simple yet relevant developmentally appropriate learning activities on the theme “My Home” with practical and ready to use ideas. This hands-on magazine illustrates how practitioners can contribute positively to the learning journey of South African preschool children. This learning years magazine aims to be a resource that provides practical, accessible and straight-forward advice on how to engage children and young people with learning. It incorporates ideas for organized learning inside and outside the classroom. This edition aims to help practitioners to make connections across the curriculum during their planning within the preschool. It is dedicated to you, the classroom teacher, therefore we want to encourage you to give us feedback and share your thoughts on the new Learning Years magazine. We want to wish you happiness, courage and strength for your task in 2016. Greetings, AECYC management.

Brief van die bestuur Hier staan ons weer aan die begin van die einde. Die VVOS wil graag vir elkeen van haar lede bedank vir getroue en volgehoue ondersteuning deur die jare. Aan die einde van 'n twee jaar termyn sien ons uit na die verkiesing van 'n dinamiese en inspirerende span leiers wat die VVOS vir die volgende twee jaar gaan stuur. Na menige gesprekke oor die Kleuterklanke tydskrif is ons opgewonde om die nuwe tematiese uitgawe van die Kleuterklanke aan julle bekend te stel. Dit is gevul met eenvoudige tog gepaste leer aktiwiteite oor die tema “My Huis” en bevat praktiese en gereed-om-tegebruik idees. Hierdie raakvat tydskrif illustreer hoe onderwysers ‘n positiewe bydrae kan lewer tot die leerervaring van Suid-Afrikaanse jong kinders. Hierdie Kleuterklanke tydskrif is 'n hulpbron wat praktiese, toeganklike en doelgerigte leiding verskaf om jong kinders in die leer proses te betrek. Dit bevat idees vir georganiseerde leer binne- sowel buite die klaskamer. Hierdie uitgawe help onderwysers om die skool se kurrikulum en beplanning effektief te integreer. Dit is opgedra aan jou, die onderwyser, daarom moedig ons jou aan om jou terugvoer en idees oor die Kleuterklanke met ons te deel. Ons wens jou geluk, moed en sterkte toe vir jou taak in 2016. Groete, VVOS bestuur. 2 Kleuterklanke Feb 2016 2 Kleuterklanke Feb 2016

Baby & Toddler Development

Feb 2016 Learning Years 3

4 Kleuterklanke Feb 2016

Feb 2016 Learning Years 5

Stimulation program 12 - 18 Months Monday

Fine motor

Skill

Books - texture, page, pictures

Vision, hearing.

Fine motor Build blocks: wooden blocks, Lego blocks, square plastic blocks. Puzzles

Skill

Gross motor

Skill

Brush and massage body

Vestibular, suppleness, balance. Hip stability, hand-eye co-ordination. Tactile & visual.

Tuesday

Hand-eye co-ordination & vision. Hand-eye co-ordination.

Gross motor

Skill

Music & movement dance with balls, hoola hoops etc.

Rhythm and timing.

Auditory and comprehension.

Spatial orientation.

Pegboard, multi-shapes

Wednesday

Fine motor

Skill

Play dough - with sticks & bucket, roll worms & balls

Hand-eye co-ordination, visual and fine motor development.

Form-rings

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Gross motor

Skill

Roll over forward

Vestibular.

Crawl through tunnel or hoola hoops

Spatial orientation.

Fine motor Visual exercises

Skill

Thursday

Gross motor

Vision & hearing.

Brush and massage body

Auditory exercises, multibox

Tactile. Sensory.

Fine motor Baking, messy play or art activity

Skill

Friday

Creative. Hand-eye co-ordination.

Gross motor

Walk on line - walk like animals, crawl, walk, catch bubbles

Skill Muscle strength, bilateral integration. Dynamic balance.

Feb 2016 Learning Years 7

Stimulation Program 18 - 24 months Fine motor

Skill

Monday

Hand-eye co-ordination.

String

Fine motor

Skill

Ten pin bowling

Hand-eye co-ordination.

Hoola hoops

Spatial orientation.

Tuesday

Tactile

Clay

Gross motor

Balls Bean bags

Skill Vestibular. Body image. Body orientation.

Fine motor

SKill

Wednesday

Page through books

Hand-eye co-ordination.

Messy play

Tactile.

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Gross motor

Skill

Animal walk & walk on line

Muscle tone and balance.

Fine motor

Skill

Thursday

Gross motor

Art activity

Creative activity.

Build blocks

Hand-eye co-ordination.

Fine motor Baking

Skill

Music and movement

Friday

Bible reading Sing songs Shape and colour

Rhythm and timing.

Gross motor

Fine motor and creativity. Fantasy play Gymnastics

Circle time:

Skill

Skill Life skills. Balance and suppleness.

Daily

Educational: Language and auditory Sound recognition Co-operation and learning

Feb 2016 Learning Years 9

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Day 3: 3.1 Pets. 3.2 Animal homes.

My home

Day 1: 1.1 Where do we live? 1.2 Who lives at home? Individuals, family, housekeeper, pets. 1.5 What do we do at home? 1.4 Definition and function.

Day 2: 2.1 Areas at home (foyer, lounge, dining room, kitchen, bedrooms, bathrooms). 2.2 Who works at home? Builder, painter, housekeeper, electrician, plumber, gardener. 2.3 Different jobs we do at home (help mom in the kitchen, dad in the garden, make my bed).

Flow diagram for Topic Discussion

Resource picture - Topic discussion: My home 1.2 (A traditional Ndebele house)

Resource picture - Topic discussion: My home 1.4 (A house)

Topic Discussion Day 1:

1.4 Definition and function: Some people stay in a double storeyd house (Resource picture - Refer to p 18), a flat complex (Resource picture - Refer to p 18), a town house (Resource picture - Refer to p ii), boat house, a caravan or a shack (Resource picture - Refer to p ii). You can make any residence your home. Your residence is there to protect you from harm and the weather. Your residence should always be a safe place to stay. All children have a right to a safe environment!

1.1 Where do we live? I am sure you have a name. Just like you have a name your house has a specific name for where it is. We call that your house address. When someone asks where you live you give them your house address. It does not matter if you stay in a township (Resource picture - Refer to p 15), an urban area or in a rural area, all houses have addresses. Your house also has a telephone with a number. It is important to know your telephone number and house address. Day 2: 1.2 Who lives at home? Individuals: In some households there may be only one person staying in the house. In the case where your parents are divorced, they each live in their own house and you may stay with one parent and visit the other parent on week-ends. Both of these houses may be your home. Family: Father, mother, brothers, sisters, grandmother, grandfather (Resource picture - Refer to p 13). Housekeeper: In some households the housekeeper also stays at our house. Pets: Pets also need homes. Pets are tame animals, not wild animals, who stay with you at your house. Pets are animals like dogs, cats, fish, hamsters and budgies. Ask the children if they can think of any other pets. In Villages: In the rural areas, people from the same ethnic group may make their homes together in a village (Resource picture - Refer to p 15). Some groups of people like to decorate their houses in a similar way, such as the Ndebele people (Resource picture - Refer to p 11). In the city we may live next to someone who speaks another home language than we do. 1.3 What do we do at home? We live in a home and we all have important responsibilities at home such as: we can help to keep our rooms clean and make our own beds, we can help to wash and dry the dishes, we can tidy up our toys after play time (Resource picture - Refer to p 14) and we can help in the garden. 12 Kleuterklanke Feb 2016

2.1 Areas at home: The house has different areas. Some homes only have one room where the family does their cooking, washing and sleeping. Other homes have separate rooms in the house such as: a) A foyer for people to leave their jackets and bags when they come to visit (Resource picture - Refer to p 16). b) A lounge to sit and have a cup of tea when you have visitors (Resource picture - Refer to p 16). c) A television room where the family can watch television together. d) A dining room where the family have breafast, lunch and dinner together (Resource picture - Refer to p 17). e) A kitchen where the food in the house is kept. In the kitchen we prepare the meals for the family. Some food are kept in the cupboards and some food are kept in the fridge (Re source picture - Refer to p 17). f) Bedrooms are where everyone sleeps. Some houses only have one bedroom for the whole family to sleep in . g) A bathroom is where you can wash your body, wash your face in the morning and brush your teeth (Resource picture - Refer to p 19). 2.2 Who works at home? There are many people that can work at your home: There are the builders who build the house (Resource picture - Refer to p 19). A painter paints the walls of the house on the inside and on the outside (Resource picture Refer to p 21). Continue on p 14

Resource Resource picture picture Topic - Topicdiscussion: discussion:My Myhome home(1.2 (1.2Family) Family)

Following from p 12

Day 3:

A housekeeper works inside the house to make sure the house is neat and clean; she washes the dishes, does the laundry, helps to make the beds and may also cook the food. An electrician helps with all the lights, plugs and other electrical things in your house (Resource picture - Refer to page 23). A plumber fixes all the taps and pipes in your house (Resource picture - Refer to page 23). A gardener keeps the garden and the grass neat and clean, waters the plants and pulls out the weeds (Resource picture - Refer to p 21).

3.1 Pets: Many people share their homes with pets. Remember that having a pet is a big responsibility. Pets can have different houses, but they need your help to keep their houses clean. Pets need clean water and food everyday, just like you do. They also like to live and sleep in a clean house, just like you. Pets need a lot of love and attention to be happy. You might have a dog, a cat, a rabbit, a hamster, a bird or a fish as a pet! (Resource picture - Refer to page 20).

3.2 Animal homes: 2.3 Different jobs we do at home: Wild animals also have their own homes. These Dad works outdoors: he cut the grass, are homes they are born, or hatched with or service the car, fix our bicycles and do other that they make without humans helping them. maintenance around the house (Resource pic- Every animal has a home, just like you and me. ture - Refer to p 25). Mom works inside the house: she does the cook- Here are some examples: ing (Resource picture - Refer to p 25), washing • A tortoise has a shell to live in. up, house cleaning and helping the children with • A snail also lives in a shell. their homework. • Bees make a hive. Children help with making the beds, assist with • Birds make different nests in the trees, the dishes and keep their rooms tidy (Resource on water or even on the ground. picture - Refer to page 14). • Bats stay in caves. They can also help dad with the garden and • Rabbits, chameleons and toads burrow maintenance (Resource picture - Refer to page under the ground. 25). (Resource picture - Refer to page 22)

Resource picture - Topic discussion: My home 1.3 (Tidy my toys) 14 Kleuterklanke Feb 2016

Resource picture - Topic discussion: My home 1.2 (Village home)

Resource picture - Topic discussion: My home 1.2 (Township)

Resource picture - Topic discussion: My home 2.1 (Areas at home - foyer) Resource picture - Topic discussion: My home 2.1 (Areas at home - lounge/ tv room)

Resource picture - Topic discussion: My home 2.1 (Areas at home - dining room) Resource picture - Topic discussion: My home 2.1 (Areas at home - kitchen)

Resource picture - Topic discussion: My home 1.2 (Flats)

Resource picture - Topic discussion: My home 1.2 (Double story house)

Resource picture - Topic discussion: My home 2.1 (Areas at home - bathroom)

Resource picture - Topic discussion: My home 2.2 (Builders building a house)

Resource picture - Topic discussion: My home 3.1 (Pets) 20 Kleuterklanke Feb 2016

Resource picture - Topic discussion: My home 2.2 (Gardener)

Resource picture - Topic discussion: My home 2.2 (Painter)

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Resource picture - Topic discussion: My home 3.2 (Animal homes)

Resource picture - Topic discussion: My home 2.2 (Plumber)

Resource picture - Topic discussion: My home 2.2 (Electrician)

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township house

Ndebele house big house

painter

family lounge foyer

Example of words: Topic My Home

Resource picture - Topic discussion: My home 2.3 (Father works outside the house eg. in the garden. Children help around the house)

Resource picture - Topic discussion: My home 2.3 (Mother, and in some houses, grandmother works inside the house eg. the kitchen to cook food).

Bread house

Cut off corners

Spread butter on the bread

Polonie Cheese Gherkin

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Make and bake

Feb 2016 Learning Years 27

Movement for 3-6 year olds Week 10: My house Apparatus: Sticks/rope Balls(big) Plastic cones Small coloured balls Introduction 1. Stretching: -As high as you can. -Make yourself into a little ball. -Stretching across the midline-reach with your left hand to your right foot etc. 2.

Jumping: bunnyhop, jump like a frog, babboonwalk.

Show and name bodyparts - body concept.

Content Balance 1. 2. 3. 4.

Stand on one leg (alternate feet). Walking with heel against toe between two lines(rope/stick). Walk on balance beam while balancing beanbag on head. Jump over rope/stick lifted from the ground.

Hand-eye-foot co-ordination 1. Kick a ball 2. Kick a moving ball 3. Dribble a ball between plastic cones - spatial awareness and bilateral integration Conclusion Calm down by using small balls: -Roll ball from feet to head and from head to feet. -Roll ball from shoulder to fingertips and back, repeat on both sides of body. -Roll ball around your middle - crossing of the midline

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kitchen bathroom dining room

Example of words: Topic My Home

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double storeyd animal homes

flat complex

electrician

Story

The house that has a chimney outside and a star inside.

Make use of the provided resource pictures when you tel l the story. 1. Sindy was a little girl who visited her grandmother on the farm during the school holidays. Resource pictures - Refer to p 44.

2. On her arrival granny gave Sindy a colourful bouquet of flowers to welcome her. Resource pictures - Refer to p 44. 3. After a day or two, Sindy became bored and her grandmother promised her a bicycle on the condition that she had to first find a house that had a star inside and a chimney outside. Granny told her that sometimes when we desire to have something, we must earn it and Sindy was prepared to do so. Resource pictures Refer to p 45. 4. She started her journey and searched for that little house which had a star inside and a chimney outside: 4.1 First she found the kennel of the dog - it had a chimney outside but no star inside. Resource pictures - Refer to p 45. 4.2 Then she played with the rabbit and she saw his house in the soil- no chimney outside not a star inside. Resource pictures - Refer to p 47. 4.3 Granny asked her to feed the budgies- she looked at the cage but could not find a chimney outside nor a star inside their house. Resource pictures - Refer to p 47. 4.4 Later in the week Granny and Sindy went for a walk in the field and they discovered a tortoise- She found the roof of the tortoise but without a chimney and no sign of a star. Resource pictures - Refer to p 49. 5. By the end of the week Sindy was tired of searching for the house with a star inside and with a chimney outside. She became hungry and asked her Granny for an apple. Granny cut the apple in halve and then she saw it! She found the house at last- the apple had a chimney outside and when she cut it the apple in half, a star appeared in the center of the apple. Resource pictures - Refer to p 49. 6. At last she earned her bicycle and she was proud to ride it and to take care of it. Resource pictures - Refer to p 52.

The end

Feb 2016 Learning Years 31

RHYME

Make use of the provided resource pictures when you teach the rhyme.

In the lounge Here's a TV to watch at night A couch for mommy by the light A table for granny to serve tea And a pile of books only for me!

Resource pictures - Refer to p RHYME

Make use of the provided resource pictures when you teach the rhyme.

There was an old woman Mother Goose

There was an old woman Who lived in a shoe. She had so many children She didn't know what to do. She gave them some broth And a big slice of bread, Kissed them al l soundly And sent them to bed.

Resource pictures - Refer to p 32 Kleuterklanke Feb 2016

SONG

Make use of the provided resource pictures when you teach the song.

In my house

Patricia Morrison Melody: "The wheels on the bus" This is the way I wash myself, wash myself Wash myself. This is the way I wash myself In my house's bathroom. This is the way I eat dinner, eat dinner Eat dinner. This is the way I eat dinner In my house's kitchen. This is the way I relax on the couch, relax on the couch Relax on the couch. This is the way I relax on the couch In my house's living room. This is the way I fal l asleep, fal l asleep Fal l asleep. This is the way I fal l asleep In my house's bedroom.

Resource pictures - Refer to p

Resource: http://www.educatal l.com/page/213/My-home.html

Feb 2016 Learning Years 33

SONG

Make use of the provided resource pictures when you teach the song.

Some people live in

The melody of The Old Grey Mare Some people live in, the township Live in the township Live in the township. Some people live in, the township That's where some people live! Some people live in, clay homes Live in clay homes Live in clay homes. Some people live in, clay homes That's where some people live! Some people live in, big houses Live in big houses Live in big houses. Some people live in, big houses That's where some people live! Some people live in, little houses Live in little houses Live in little houses. Some people live in little houses, that's where some people live!

Continue on with different types of houses & brick houses, wood houses, etc. This song is great to incorporate multicultural house names too! Use the resource pictures for the song: Township (Resource picture - Refer to page 15) Clay house (Resource picture - Refer to page 15) Big house (Resource picture - Refer to page 18) Smal l house (Resource picture - Refer to page 35)

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Resource picture - Song 2: Some people live in (Topic “My home”)

Resource picture - Song 1: This is the way (Topic “My home”)

Mathematics Grade R National Curriculum Statement Curriculum and Assessment Policy Statement (CAPS) Foundation phase Grade R - Department: Basic Education Republic of South Africa Use Week 10 to attend to conceptual weaknesses and/or identified barriers to learning. Content Area; Topic; Assessment Criteria: Space and Shape (Geometry) 3.1 Position, orientation and views • Knows in front of/behind • Knows on top of, on, under, below • Knows in, out • Knows up, down • Understands the concepts: forwards, backwards, front and back 3.2 3-D objects and 3.3 2-D shapes • Recognises, identifies and names balls • Recognises, identifies and names boxes • Recognises, identifies and names his/her own symbol, his/her peers symbol and the class name • Builds at least a 6 piece puzzle • Shows the ability to distinguish between objects in the “foreground and background” • Identifies and recognises the circle • Identifies and recognises the triangle • Identifies and recognises the square • Compares which of two given collection of objects are bigger, smaller, biggest, smallest • Sorts objects in: Size - big and small • Colour – Primary colours (red, yellow, blue) • Shape – circle ,triangle and square • Objects that roll • Objects that slide Space and Shape (Geometry) 3.4 Symmetry • Recognises line of symmetry in Self Measurement 4.1 Time • Uses words like day, night, light and dark, morning, afternoon tonight to describe time of the day • Orders recurring events in own daily life (Daily Programme) • Shows an awareness of days of the week, seasons and weather • Knows own birthday date 4.2 Length • Distinguishes between tall, taller, tallest, short, shorter, shortest (Height chart)

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Resource picture - Rhyme 1: In the lounge (Topic “My home”) Resource picture - Rhyme 1: In the lounge (Topic “My home”)

Resource picture - Rhyme 1: In the lounge (Topic “My home”)

Resource picture - Rhyme 2: There was an old woman (Topic “My home”)

Resource picture - Story: The house... (Topic “My home”) 1.

Resource picture - Story: The house... (Topic “My home”) 2.

Resource picture - Story: The house... (Topic “My home”) 3.

A how-to on communication letters Here is an example of suggested communication with parents, a topic letter, that may be photocopied and pasted into each child’s communication book. Topic: My home 11 – 15 April Dear Parent, Here are a few ideas on how you can help with the topic: My home: • Pointing out different kinds of houses when driving around • Talking about who lives at home, different rooms in the house and who does what at home • Giving your child chores to do help him / her become independent and responsible • Talking about animal homes • Vocabulary: flats, informal settlements, double story, garage, kitchen, bathroom, guest room, dining room, lounge, bedroom, etc. With English: “d” for dassie, collect pictures of words starting with “d” at home and bring them to our phonic interest table. With Math: Days of the week, months of the year, counting forwards and backwards from one to ten. Show and Tell: Bring something interesting from your home to show and tell your friends. SIGN:

Elvis is in the building!! We would love to get your feedback on this practical issue of the Kleuterklanke / Learning Years Drop us a mail at info@vvos.co.za Image reference: <a href="http://www.shutterstock.com/gallery-357706p1.html?cr=00&pl=edit-00">Chad Mahlum</a> / <a href="http://www.shutterstock.com/editorial?cr=00&pl=edit-00">Shutterstock.com</a>

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Resource picture - Story: The house... (Topic “My home”) 4.2.

Resource picture - Story: The house... (Topic “My home”) 4.3.

Physical activities and motor skills My home Let the class build a house(s) with sheets and boxes. You can provide several items such as plastic containers and empty cardboard boxes for the duration of the theme. You will be able to find boxes from your local grocer. Let children use their imagination to play with them. They will most likely spend hours building houses and creating rooms. My sheet cabin Provide several sheets, chairs, and tables children may use to build cabins. Upside down home Divide the group into two teams. One team leaves the room. During their absence, the other team moves five different objects around. For example, they may place a cushion on the floor, remove a remote control, change something on a team member, or overturn something. When the other team returns, they must find the five differences. Garage Collect 1-litre juice or milk cartons and clean them thoroughly. Let the children decorate them with whatever you have on hand. Cut an opening on the side for the garage door. Let children play with small cars and their new garages. My tent Invite children to paint on an old sheet. Hang a rope from one end of the classroom to the other and drape the sheet over it to make a tent. Variation: Add several sheets to make cabins. I am tidying my home Have fun sorting objects by shape, size, colour, type of material, etc. Deposit several boxes in your daycare and tape illustrations to them to allow children to associate objects to the correct category. Renovation Gather all the tools you have in your construction area and ask children to fix toys, shelves, walls, etc. The kitchen Leave plastic food items, dishes, and utensils in your kitchen area. Choose a child to cook the meals requested by the other children. Dishes Fill a large container with water. Add sponges and soap. Let children wash all the plastic dishes you have in your kitchen area. Laundry room Present your group with a laundry basket filled with clean items such as facecloths, socks, etc. Have children fold them. I am cleaning Children love to clean! Provide them with several sponges, feather dusters, wet towels, etc. While they are having fun, disinfect your toys. Surprise house Purchase small glow-in-the-dark stars and moons and stick them to the underside of a table. Drape a blanket over the table to make a small house and to hide the light. Invite children to find the surprise under the table. Variation: Repeat the activity using stickers or shapes which do not glow in the dark. Give children a flashlight so they may discover the surprise.

48 Kleuterklanke Feb 2016

Resource picture - Story: The house... (Topic “My home”) 4.4. Resource picture - Story: The house... (Topic “My home”) 5.

Arts & Craft Door hanger Print a printable door hanger for each child. Let them colour their door hanger. Laminate and let each child take his door hanger home. Paper bag house Give each child a brown paper lunch bag. Colour, cut out, and glue the shapes for the door and windows. Add a small surprise in the bag. Fold the top of the bag down and add a piece of construction paper, folded, for the roof. You can use jagged scissors to cut the edge of the roof. House Cover a milk carton with brown paper. Glue ice cream sticks to make a wooden roof. Log house Help children make a miniature log house using empty toilet paper and paper towel rolls. 3-D house This is a collective activity. You will need an empty appliance (refrigerator) or furniture box. Make a door and windows. Use fabric to make curtains. Paint or colour the indoor walls. Use paint or other materials to make bricks on the outdoor walls. Provide plenty of craft materials children can use to decorate their house. If possible, keep this house for future activities. Add a pretend telephone and small foam furniture. This may become a great reading corner. Stick house You may make a model to show children. Give children ice cream sticks and encourage them to build a house with a floor, walls, and a roof. Scrapbook - My home Ask children to draw the room they enjoy the most in their house. Add this page to children’s scrapbooks. Creative colouring- my home Children draw their house so astronauts may recognize it from outer space. Homemade clay creation Have you ever thought about making your own sensory clay bricks? Use the easy clay recipe to create fresh smelling clay. The children can use the clay to build their own houses. When the houses are dry, children can paint their creations. Motivate children to be risk-takers by collecting sticks and other interesting objects that can be used to push into the wet clay. Allowing children to experiment with different mediums help them to develop creativity and problem solving. Remember to encourage a lot of discussion

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between children while they are working. Sharing ideas are wonderful for self-reflection and language development. Flower Petal or Herb Clay ½ cup of flour 1 tablespoon salt 3 tablespoon water 3 cups freshly chopped flower petals or herbs Directions Mix flower, salt and water together in a small bowl until it forms a firm dough. Knead in flower petals or herbs. Wrap dough in plastic wrap and put in the fridge for 20 minutes. Now you are ready to create! Let finished pieces air dry for 2 – 3 days or until completely hard. Mud homes Exposing children to a variety of sensory experiences are beneficial for language and mathematical development. Expose children to cultural homes such as the Sotho people. They use mud and grass to build their homes. Give children the opportunity to build their own homes with mud and grass. Encourage children through the process and don’t get caught up with the product. Children develop important skills through exposure. Free painting and drawing on boxes, scrap paper and even the pavement. Free expression with different mediums on different surfaces are the early stages of emergent writing in pre-school. Allow children to paint and draw their own expression of houses on paper. Use old boxes for houses and ask the children to paint their houses in any way they would like to. This activity is a great gross motor experience combined with the joy of creative expression. Lastly give children chalk and let their imaginations go wild on the pavement. Challenge the children to draw roads and different kind of houses that they have seen. Give the children cars to play with and allow fantasy play to take place. Remember when children are using their imagination they are accessing higher cognitive skills.

Sand castles

Nature houses

Themed activities for your sand table!! 1. Wet the sand in the sand table. 2. Provide items for the children to use to make homes and buildings. Such as cans, milk cartons, shovels, sifters, etc. 1. Add bubbles 2. Baby dolls 3. Wash cloths 4. Soap and towels!

Bath time

Washing dishes 1. Add bubbles, toy dishes, cups, utensils, etc. 2. Add a strainer and dish towels to dry them.

1. Provide the clothes for your baby dolls or some donated infant clothing. 2. Add bubbles and water to your table. 3. The children will wash the clothes and then you can teach them how to wring it dry (great for developing large muscles). 4. Provide an area directly next to the table that has a wooden clothing horse to hang the clothes on. Be sure to have a mat under it for the water. 5. You could alternatively provide a washing line against a wall for the children to hang clothes on. Resource: http://www.educatall.com/page/213/My-home.html

Washing clothes

Sensory homes

Paper bag homes and streets

Clay homes

Ice-cream stick homes with pictures inside Feb 2016 Learning Years 51

Resource picture - Story: The house... (Topic “My home”) 6.

It doesnâ&#x20AC;&#x2122;t matter whether your house is built of bricks or stone,

It is love that turns a house into a home.

In liefdevolle herhinnering aan Dr Elsie Calitz 7 Augustus 1942 - 13 Januarie 2016

Voorsitter van die Vereniging vir Voorskoolse Opvoeding en Sorg Chair person of the Association for the Education and Care of Young Children 1993 - 2006

AECYC Seminar 27 February 2016 - LIST OF EXHIBITORS EXHIBITOR

GOODS / SERVICES

TEL NO

Basic Edutoys

Educational toys and consumables

0829080614

Cleensure t/a Sprinkle Spray

SABS approved product for the erradication of bacteria and viruses

0826971619

info@cleansure.co.za

D6 Technologies

Software/ School Communicator

021 686 5335

www.d6technology.com

Day By Day ECD

ECD programs

0720566646

www.daybydayecd.co.za

Dean’s Stationary

Stationery

0124806402

www.deansstationery.co.za

Diketo Inclusive Education

On-site consultation, training and therapy

0114833182

info@diketo.com

Babygym / Mindmoves

Developmental programmes and books

0118885434

www.babygym.co.za www.mindmoves.co.za

Educational Toys Pretoria

Toys and books

0123619253

www.edutoys.co.za

Evergreen Parenting

Parenting course, pre-school course for teachers and parents

0825621598

www.evergreenparenting. co.za

Geppetto’s World

Play-on products / jungle gyms / plastic equipments / games

0716095855

www.gword.co.za

Kidscloud (Pty) Ltd

Childcare management system

0124920538

www.kidscloud.co.za

Child protection training and manual

0126676018

Progress@Nataniel.co.za

Nataniel Progress Project on Child Protection

WEBSITE / E-MAIL admin@basicedutoys.com

Netcare Trauma Prevention Training and communication in 0117242225 the prevention of trauma and Programme

injury.prevention@netcare. co.za.

Ria Hyman

Handmade soft apparatus

0823424651

Grobler4@telkomsa.net

Ruan van der Merwe

Photograpy

0829603558

www.ruanphotography.com

SA Toy Trade

Educational toys & equipment

078 1721219

www.satoytrade.co.za

School of Music

Grade R Caps

0182994430

www.capsgrader.co.za

Stocor Brokers

Financial brokers

0846732661

info@stocor.co.za

Tshwane Place of Safety

Charity association for places of safety for children

0123338417

injury

www.placeofsafety.co.za

Feb 2016 Learning Years 55