Preschool activity me in the kindergarten

1 with rs e k c i t s

5 MEE IIN TTH M 4 HEE D DEERR N N N N I I E E GA G KK GRAP RTT AR

DEVELHOOMOTOR PMENT SPEECH CE N E I C S T N E DEVELOPM

age

DRAWING

Guide

B

efore you is Me in Kindergarten, a book intended for children aged 4-5.

Its content deals with children’s natural and social surroundings and things they are familiar with: objects and phenomena, family and people children encounter in kindergarten, plants and animals. The topics are directed towards basic areas of children’s development, such as getting to know their own personality, gaining insight into other individuals, building relationships and expanding knowledge about their environment.

While working with this book, it is important for parents to keep in mind the limitations of fine motor skills in children this age, but at the same time the vast scope of alternative ways of symbolic, iconic or practical expression. The tasks need to be preceded or followed up by practical experience and exploration, manipulation with objects and various materials and obtaining information and knowledge in many varied ways. This is a necessary step for translating children’s experience into thoughts and symbolic expression.

but also to understand the “mistakes” in problem solving. This is a sign that a child is making independent efforts in their thought process.

The teachers should use the worksheets in one-on-one work or in small groups, as this will facilitate checking whether the children have understood the tasks at hand. Teachers can help the children by explaining new objects or unfamiliar words or by guiding them to help each other within the group. The children should be encouraged to explain their way of problem solving and name examples from personal experience.

Teachers and parents will find these worksheets to be a valuable source of information on child’s development.

They can also serve as written material the child can return to and trace its own changes in understanding of the world.

This book was intended for shared use between children and teachers or parents.

The adults should provide support and help children by creating an environment in which they are able to find solutions and reach discoveries independently. That is why it is necessary to understand each child’s individual pace, their spontaneous thought process and original solutions,

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Conversation questions

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Activity aims

1. LET ME INTRODUCE MYSELF Draw yourself. Decorate the frame.

With a grown-up’s help, write your name.

What colour is your hair? What colour are your eyes? What kind of hairstyle do you have? When is your birthday? How old will you be then? What’s your favourite game?

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rawing human figure.

D Colouring in bordered surfaces..

2. MY HAND Press your hand on the paper. Trace a line around your hand with a pencil. Colour in your drawing.

Which hand did you press on the paper – left or right? What did you find difficult in this task? What did you find easy in this task?

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rawing curved lines based on a model.

D Colouring in the drawing.

3. THE CHICK Does a calendar come with the chick Or at least a clock to tick So it knows exactly when The time is right to leave the egg?

Or will the mother hen be whispering: “Come on son, time to get going!”

Decorate the egg like it’s shown in the box.

Gvido Tartalja

What is the hen whispering to the chick? Where is the chick? What will the hen say to the chick when it leaves the egg? How will the chick act when it sees its mother? Imitate chick’s and hen’s voices.

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rawing curved and straight lines.

D Answering questions related to the text.

4. ON THE LAKE Finish the decorations on the boat as shown.

Colour in the drawing.

Where are the rabbit and the cat going? Who did they encounter on their trip? Think of a story about it.

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rawing curved and straight lines.

D Colouring in drawings.

5. THEY ARE HUNGRY Draw the path to each animal’s desired destination..

What is the mouse looking for? What is the rabbit looking for? What is the hedgehog looking for? What is the bee looking for? Which of these animals fly? Which one is the biggest? Which one is the smallest?

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rawing curved and straight lines.

D Expanding knowledge on animals.

Determining difference in size (biggest/smallest) when they are not explicitly shown.

6. LET’S TELL FAIRY TALES Draw the path made of circles as shown in the picture.

Which fairy tales are these characters from?

Which of these fairy tales is your favourite? Why? Retell that fairy tale.

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rawing the circles according to the pattern.

D Recognizing the content from well known fairy tales.

7. FRONT YARD What is missing in this picture? Draw the house, leaves on the branches and a fence.

Colour in the drawing as you like.

Which colour did you use for the roof? Which one did you use for the windows? Which one did you use for the trunk of the tree?

What is next to the house? Who is in the tree?

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nderstanding spatial relations: next to, on.

U Basic drawing of objects: house, tree.

9. SNAILS AND LEAVES Complete the drawing of the leaves and snails’ shells. Colour them in as shown in the box.

How many leaves are in the picture? How many snails? Will each snail get a leaf? Are there more snails or more leaves?

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rawing straight and curved lines.

D Colouring in the drawing.

Counting to three.

Comparing and understanding relations: equal/more/less.

10. TEDDY BEAR Complete the drawing of the teddy bear. Colour it in.

Which colours did you use for the teddy bear? Is this teddy bear angry or is he in a good mood? How do you know?

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Completing the other half of the drawing.

23. THE ROOSTER Every letter has its colour. Colour in the rooster with these colours.

Which colours did you use for rooster’s tail? Which letters are on rooster’s tail? Which colour did you use for rooster’s crest? Which letter is on rooster’s crest? What does the rooster use his beak for?

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Recognizing certain letters of the alphabet.

Colouring in the drawing by given numbers.

24. LETTERS AND WORDS Colour in each letter with the appropriate colour.

Which colour did you use for the letter A? How many of the letters A did you colour in? How many of the letters M did you colour in? Which letters did you colour in only once?

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ecognizing certain letters of the R alphabet.

Counting to four.

25. HOW DO WE TRAVEL? Find the right spot for each sticker.

How do we travel by air? What do we use to travel on water? Where do we use bicycles and cars?

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Expanding knowledge on means of transport.

26. MY BODY Stick the missing body parts.

HEAD

Which body parts are shown on the stickers? Point the parts of the head in this picture. Point out other body parts.

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Expanding knowledge on human body.

27. WHAT’S THE WEATHER LIKE? Which objects do you use when it’s snowing? Paint the frames around those objects in green. Which objects do you use when it’s raining? What do you use when it’s sunny? Colour in all the frames with the corresponding colours.

Which colour did you use for the frame with the picture of boots? Why? Which colour did you use for the frame with the picture of swimming costume? Why? How do you protect yourself from the rain? How do you protect yourself from the sun in the summer?

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btaining knowledge on O weather conditions.

Contents

1. Let me introduce myself 2. My hand 3. The chick 4. On the lake 5. They are hungry 6. Let’s tell fairy tales 7. Front yard 8. The Cat and the Rooster 9. Snails and leaves 10. Teddy bear 11. Day and night 12. The last hazelnut 13. Wise Little Old Man 14. Puzzle 15. In the zoo 16. Dark 17. Spring 18. On the scooter 19. Spring, Summer, Autumn, Winter 20. At the countryside 21. Letters and pictures 22. Letters and pictures 23. The rooster 24. Letters and words 25. How do we travel?

26. My body 27. What’s the weather like?

28. My dog and the traffic light