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Encourage children’s development and creativity Bunny’s School Age 1

Puppy’s School Age 1-2

Kitty’s School Age 2-3 ЈЕЖИЋЕВА ШКОЛИЦА • прво издање • аутори Симеон Маринковић и Славица Марковић • илустратор Евелина Данева Рајнингер • графички дизајн Душан Павлић • уредник Славица Марковић • лектор Виолета Бабић • припрема за штампу Небојша Митић • издаје Креативни центар, Београд, Градиштанска 8 • тел./факс: 38 20 464, 38 20 483, 24 40 659 www.kreativnicentar.rs • штампа Графостил • тираж 3000 • година штампе 2017 • copyright©Креативни центар 2017

Hedgehog’s School Age 3-4

Bear’s School Age 4-5

Elephant’s School Age 5-6

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T HE LITTLE HED GEHO G’S S C HO O L SIMEON MARINKOVIĆ SLAVICA MARKOVIĆ Illustrations Evelina Daneva Rajninger

Child Development at Three to Four Years DEVELOPMENT TRACKER

ACTIVITIES OF ADULTS

Speech Development

Children at three to four years will usually retell the stories that they are familiar with. If they don’t like the story or if the story scares them, they will usually depart from it and tell it in a way that suits them.

Encourage the child to retell familiar stories (What happened then?) Talk to the child about events from the family life, and answer the numerous questions that the child will ask. Talk about the events and experiences that the child takes interest in. Have conversations with the child during walks, picnics, visits etc. and ask questions: What is it that we see? What is it that we hear? etc. Make arrangements with the child related to the rules of living together. Tell the child fairytales, tongue twisters, fables, riddles etc. Encourage the child to learn to recite short poems. Help develop the child’s ability to listen attentively to what people who talk to them are saying.

Children will describe the story from the given picture and talk about imaginary or playful situations. They will often have long monologues in which they describe desired, imaginary events or the events that had an emotional impact on them. In this period of the child’s life the sentence will be complete, and the speech understandable. The child will often ask questions such as: What is this? Why? They will understand the meaning of the prepositions: in, on, next to, behind, in front of. The child will count to five mechanically. The child will use up to 1.500 words, although there are great individual differences among children.

Intellectual Development

In this development period the child will be able to classify by two properties, tell the difference between and classify big and small, group identical shapes and colours into the appropriate set (three shapes and colours) and notice quantity relations: little-much, one-many, none-many. In this period the child will start grouping objects according to their function and linking things and concepts that stand in opposition to each other.

Encourage the child to:

The child will count four out of five objects in a row, repeat four numbers or a sentence made of six words. The child will be able to solve simple problems (What do you do when you are hungry? What do you do when you are cold?) They will be able to continue the series made of two shapes, two colours or two sizes. The child will be able to match the two halves of the same picture (to find the other half of the picture of an object). They will be able to find matching pairs (cow-calf, hen-chick), and to identify what is “wrong” in the picture. They will be able to point to the objects of different shapes: circles, squares and triangles. They will be able to tell the difference and make correct matches of four shapes: circles, squares, triangles and rectangles.

-- Count from three to five objects; -- Draw as many circles as there are objects; -- Divide in two to three groups of two objects each; -- Identify the object missing; -- Identify the group with more or less objects or the group of the same objects; -- Identify relations (in, behind, on, in front of, next to, left, right); -- Identify and join (the matching objects); -- Identify and compare the size, the weight, the colour, the shape (two to three shapes) through play; -- Observe and identify the objects that stand out due to their distinctive properties (e..g. all red, triangular etc.)

Graphomotor Skills

Graphomotoric Skills

In this development period the child will be able to connect interrupted contour lines, follow the path in the labyrinth and try to draw straight and curved trajectories. Additionally, the child will draw a man according to the previously set goal, copy the diagonal line, copy the square and several capital letters.

Encourage the child to:

This is the period when they start using stickers.

-- Notice the abundance of colours, shapes and lines; -- Try out different materials and drawing and painting techniques; -- Talk about what they have drawn or what they are going to draw; -- Participate in different games of visual perception, visual memory and visual thinking.

Getting to Know the Surroundings

In the course of this development period, the child will understand the spatial relations: in, on, under, above, and make progress in temporal orientation based on everyday activities (day-night, morning-afternoon-evening).

Encourage the child to discover and find out more about:

The child will be able to name different parts of their body. They will notice the appearance and properties of certain animals and plants, and will be able to notice the changes of weather during different seasons. They will name, describe and group traffic objects from everyday life and notice their properties.

-- Their own body (parts and functions); -- Name and group animals and identify their distinctive features; -- Name and recognize the distinctive features of plants and group them according to their common features; -- Fruits, vegetables and other food that their eat; -- Natural occurrences and seasons – notices their properties (rain, snow, wind); -- Functional properties of the objects used in everyday life; -- Traffic objects from everyday life.

In this development period the children will have their first crush, participate in team play with their peers and begin accepting simple game rules. The child will say hello first to adults, become emotionally attached, and experience the emotions of embarrassment, envy, hope, pride, as well as aesthetic judgement.

Sensory Sensitivity and Perception In this period the child will have surprisingly strong emotions (crying with fear or happiness regardless of whether they are at home or on a bus). The emotions are short-lived, strong but passing. The child at this age can recognize fine details in a picture, differentiate and identify sounds and voices, as well as notice the missing parts in a drawing. The child can identify things by touching them, without looking (objects in the bag), understand the relation between the parts and the whole, making them capable of matching the pieces of a twelve-piece puzzle.

Sensory Sensitivity and Perception Ask from children to show through play how they behave when they are happy, sad, angry, scared, confused etc. Then ask them to compare it to the behaviour of others. Encourage playing discovery games through which they are introduced to the properties of certain objects, occurrences and processes and how they change. Let the child participate in some of the activities adults do. Give the child a chance to handle some of the home appliances. Help the child notice things on the basis of their experience, to observe and see, listen and hear, touch, discover and learn. Encourage the child to observe and notice the appearance and properties of plants and participate in growing them. Allow the child to discover the properties of things with their senses: watching, touching, smelling, listening.

These topics can learn more from our next issue: Arlene Eisenberg, Heidi Murkof, Sandy Hathaway: What to expect in the second and third years of 2004 Ivan Ivic, Jadranka Novak, Nikola Atanacković, Mirjana Ašković: Developmental folders, 2007 Mirjana Markovic, Mara Sain, Ileana Kovačević, Dragan Koruga, I Ivanović, Ljubica Beljanski-Ristić, Milena Krsmanovic, Zlatko Gajic, Dobrinka Pekovic: Step by Step 2, 2006 Mara Sain, Slavica Čarapić: Step by Step 3, 2012 Mara Sain, Slavica Čarapić: Step by Step 5, 2016 Chip Wood: In step with the development, 2008

What made the little hedgehog wake up?

A glass fell off a chair: BAM! BAM! A duckling jumped into a puddle: SPLASH! SPLASH! A woodpecker is drilling and drumming on a tree: THUD! THUMP! A puppy is jumping on a barrel: JUMP! JUMP! The little hedgehog is asleep. Now he is waking up: - But what is all this noise?!

Oh, oh. Who is waking me up?

4

What do we hear when a glass falls on the floor? What do we hear when a duckling jumps into a puddle? Who else woke up the little hedgehog? What’s the sound of the car siren called? Is it day or night when the little hedgehog wakes up? There is a ladybug in the little hedgehog’s room. Find it and show it.

How do the little hedgehog and the squirrel play? The squirrel is the little hedgehog’s good friend. The little hedgehog and the squirrel have different balloons.

The balloons aren’t fully decorated. Finish the patterns on the balloons. Finish the patterns on the little hedgehog’s and the squirrel’s clothes. Find the ladybug.

5

The little hedgehog is playing with the ball

OFF IT GOES! The ball rolled under the chair. The little hedgehog stopped. A kitty was sleeping on the chair. The little hedgehog didn’t want to wake up the kitty. – How do I get the ball? he wondered.

ЗЗЗЗЗЗЗЗ!

Who is sleeping on the chair? What is under the chair? Help the little hedgehog get the ball. Tell him how to do it. Where is the ladybug?

6

How does the little hedgehog learn to count? The little hedgehog is sitting in a park. A bird has flown to the bench. – I have a nose, and you have a beak! the little hedgehog said. There is a nose in the middle of my face, there is a beak in the middle of the bird’s head. ЋИЈУ–ЋИ!

How many noses are there on the little hedgehog’s face? And how many beaks are there on the bird’s head? Say which parts of your body are one (one nose, one mouth, …) Finish colouring the number 1. Next to the number 1 there is an empty candy jar. Stick one candy onto the little hedgehog and one onto the candy jar. Find the ladybug.

7

Who lost their bag? The little hedgehog played hide-and-seek with the squirrel and the teddy. Before the game they all left their bags, but where? Help them find them.

8

Colour the path from the squirrel to her bag. What is the colour of the squirrel’s bag? Colour the path from the teddy to his bag. What is the colour of the teddy’s bag? Colour the path from the little hedgehog to his bag. What is the colour of the little hedgehog’s bag? And where did the ladybug hide?

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