out all Find out aybour child the thing, es ncourage can do ing and learn cover s i d , y t i v i creat rld, spend the wo gether! time to
This books aimseeries of picture one to sixd at children from help parenyears of age can children’s ts foster their from an ea love for books their pow rly age, develop creativiteyr of observation, and curios ity.
Enc our
Age 1
Puppy’s School Age 1-2
Kitty’s School
S CHO O L
Age 2-3 МЕДИНА 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
ity v i t a ildren’s development and cre
4-5
T HE T EDD Y’ S
your is h t i w e g tim ether Spendbiny reading togthat you ft childreonst valuable giild. This way the m e to your ch them to becan givill encourageappy people, you w secure and h is the time come se childhoodrtant things becau all the impo just repeat when lace – they later. take p themselves
Bunny’s School
ag e c h
Age
+S4TIC5KERS +
CARDBOARD PUZZLES WITH NUMBERS
Age
4-5
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T HE TEDDY’S S C HO O L SIMEON MARINKOVIĆ SLAVICA MARKOVIĆ Illustrations Evelina Daneva Rajninger
Child Development at Four to Five Years DEVELOPMENT TRACKER:
ACTIVITIES OF ADULTS
Speech Development
Speech Development
In this period children are very talkative. They love explaining (“and then this”, “and then that”). It often happens that they swear. Their vocabulary expands, and they will use up to 2.000 words (although there are big differences among children).They enjoy using new words and they experiment with new expressions.
Encourage the child to:
In this period children enjoy when adults read to them. They especially love picture books and repeating the same topics. They love “reading” picture books on their own.
• Verbally organize playing together;
They will retell short stories, recite short poems, tell stories following the sequence of pictures.
• • Pay attention to what they are being told;
They will gladly start a conversation with adults and ask questions such as: Why? When? How come? They will answer simple questions, such as: What is it? What is it made of? What is it for? They will recognize a few alphabet letters.
• • Get to know and learn the names of objects and occurrences;
Intellectual Development
Intellectual Development
At this age the children will learn best through play and discovery. They will imitate adults in a way that requires imaginative costumes and dramatization. They will learn best through music, rhythm and repetition.
Encourage the child to:
They will be able to understand that objects can be compared by units of measurement. They will place objects next to each other in order to compare their lengths, widths, heights, thickness. They will be able to make a sequence of objects starting from the shortest to the longest, from the thinnest to the thickest etc. Children will be able to put together a four-piece picture, count to ten, solve the “who has more” problems, recognize and write numbers from one to five, compare and identify the equal-more-less relations; less than one and more than one element in a group of five elements. They will have temporal orientation (day, night, morning, evening, now, before, after). They will be able to arrange pictures according to the sequence of events, repeat an eight-word sentence or a sequence of five numbers, noticing similarities of every kind (colours, shapes, sizes) and identifying objects by their common features.
• Verbally communicate their wishes and needs, their feelings and emotional states; • Give reasons for their ideas and actions; • Verbally communicate with others; • Ask for explanations and clarifications, ask questions; • • Speak in front of a large number of people;
• Get acquainted with oral and written literature.
• Look for hidden objects in a picture and count them; • Discover the same objects on the basis of one or two criteria (shape and number) and colour identical objects with the same colour; • Identify the odd one out in groups of up to five objects; • Discover paths through labyrinths; • Notice relations and compare the properties of objects: much-little, long-short, high-low etc. • Learn about spatial relations: left and right, under and above etc. • Learn about temporal relations: morning-afternoon-evening, today-tomorrow; • Recognize and compare geometrical shapes: circle, square, cube, triangle.
Graphomotor Skills
Graphomotor Skills
Children will be able to connect interrupted contour lines.
Address the child’s need for artistic expression.
They will draw straight and curved lines in order to draw patterns, labyrinths.
Ensure space for the child’s free, bold and independent artistic expression.
They will be able to draw the missing symmetrical part of a picture (simple).
Direct the child’s attention to colours, shapes and lines in the visual reality.
They will draw by connecting dots.
Create conditions and encourage the child to try out different materials and drawing and colouring techniques.
They will draw the given shapes (patterns, …) in squares. They will draw recognizable drawing of a house, a tree, a human figure (three to six details).
Desirable drawing topics are fairytales, pets, TV programs, vehicles.
They will colour drawings.
Getting to Know the Surroundings
Getting to Know the Surroundings
Encourage the child to:
The child at this age is usually friendly, talkative and sociable. They love playing with friends, but it is usually a parallel play (one next to the other). The child has practical experiences in the use of different devices in everyday life.
• Learn which is the left and the right hand; • Determine the position of an object in relation to themselves (in front of, behind, up, down, etc.);
The child participates in ecological actions.
• Tell the difference between: day-night, morning-evening, yesterday-today-tomorrow, quickly-slowly;
They have basic information about how to behave in traffic.
• Have basic ideas about seasons;
They will gradually learn about the spatial left-right relations, and will know which is their left and their right hand. They will discover, learn, expand information about topics such as: the human body, family roles, the world of animals and plants, natural occurrences, meteorological occurrences, seasons, times of day (day-night, morning-evening, yesterday-today-tomorrow), social roles, people’s professions.
• Observe and notice the basic characteristics of the way humans, plants and animals look like and function;
Sensory Sensitivity and Perception
Sensory Sensitivity and Perception
At this age the child can’t sit still for a long time. They will enjoy physical activities – running, jumping, climbing. Their attention span is short, and they will quickly move from one activity to another.
Allow the child to acquire sensory experience by using all the senses.
They will be able to group objects by colour and size (four colours or four sizes). They will correctly match eight shapes. They will notice the missing parts in a drawing. They will notice the difference between the objects of circular, square, triangular and rectangular shape. They will understand the whole-part relation. They will match the pieces of a twelve-piece puzzle. They will be able to group objects by shape, colour or function. The will understand the traffic light signals. Their vision will be fully developed.
• Notice natural occurrences; • Be able to tell what things are for; • Be entrusted with the tasks of helping around the house (setting the table, folding clothes, serving snacks).
Encourage correct perception of objects, occurrences and processes. Encourage and develop coordination of the senses and motor skills. Equip the child with the ability to start, perform and finish certain activities independently. Make sure that the child sees the result of an activity, enjoy it and talk about it. Equip the child with the ability to control their sensory perception and expression.
The teddy wants to get dressed It was warm and sunny in the morning. Then it suddenly started to rain. The teddy is impatient. He wants to go outside.
Colour only the items that the teddy should wear and bring along.
4
The teddy is making a kite When the weather is nice the teddy likes to fly a kite. He is happy when his kite flies very high. The teddy’s father helped him make a new kite.
Now you help the teddy finish what they’ve started.
5
What does teddy do during the day, and what does he do at night? When it’s day, the teddy goes to the kindergarten. His mother and father take him.
ЋИЈУ-ЋИ!
And at night, the usual. The teddy first takes a bath, and then goes to bed.
ХУ! ХУ!
6
Look at these two pictures. Say what everyone does during the day. What does the park look like? What happens in the tree? What does everyone do at night? What does the park look like then? What happens in the tree then? What do you do during the day? What do you do at night?
The little hedgehog is looking for his ball The teddy and the little hedgehog played in the park. The little hedgehog had his colourful ball with him. Everybody likes playing with the little hedgehog’s ball. Suddenly the ball rolled off and was lost.
– Where is my ball?! I must find it!
Помоћи ћу ти.
Help the little hedgehog find the path to his ball.
7
On a picnic The teddy is on a picnic with his mother and father. The little rabbit, the teddy’s friend, is with them too. The nature is fun. They passed by a forest stream. They treated themselves with some wild strawberries. Now they are resting and soon they will go home. Each of them will carry their own rucksack.
Link the father, mother, teddy and rabbit to their rucksacks. Finish colouring each of the rucksacks with the appropriate colour.
8
out all Find out aybour child the thing, es ncourage can do ing and learn cover s i d , y t i v i creat rld, spend the wo gether! time to
This books aimseeries of picture one to sixd at children from help parenyears of age can children’s ts foster their from an ea love for books their pow rly age, develop creativiteyr of observation, and curios ity.
Enc our
Age 1
Puppy’s School Age 1-2
Kitty’s School
S CHO O L
Age 2-3 МЕДИНА 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
ity v i t a ildren’s development and cre
4-5
T HE T EDD Y’ S
your is h t i w e g tim ether Spendbiny reading togthat you ft childreonst valuable giild. This way the m e to your ch them to becan givill encourageappy people, you w secure and h is the time come se childhoodrtant things becau all the impo just repeat when lace – they later. take p themselves
Bunny’s School
ag e c h
Age
+S4TIC5KERS +
CARDBOARD PUZZLES WITH NUMBERS