1Clay PLay.docx

8/14/2019 1Clay PLay.docx

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PRITI SHEETTY

TREE HOUSE

SNDT BRANCH

(MATUNG)


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WRITE-UP ON READINESS

All children are born to lean. Children begin to learn as soon as they born and

keep learning every day./ Readiness is not as event that happens at a certain

time like when a child enters preschool or start kindergarten. It is a process

that begin when a child is born and continues as he / she learns from

experiences with the things and people in his / her wolrd.

Readness means a level of physical and mental maturity at which the child isable to meet the reqyuirements, the task with understanding interest and

relative case. In fact appears to be two type of readiness. Readiness to

learn. Which involves a level of development at which the child has the

capacity to learn specific materials and readiness for school , which involves

a specific set of cognitive, linguistic, social and motor skills that enable a

child assimilate the school curriculum.

Play comes maturally to children and it therefore becomes a very exciting

way to develop readiness skills in children


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1 CLAY PLAY

At the beginning when a lump of clay is given to the child, he / she is

likely to just feel it. Clay provides a creative self expression and gives

children an opportunity to enjoy being messy, to experiment and mould.


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2. SAND PLAY

Sand play is a very constructive activity in which the child is givenunlimited freedom to do anything he / she wants through sand play.

The feel of sand in his / her hands and feet and letting it fall through

the fingers have a wonderful calming effect on most children.

Sand play helps in building many basic concepts through experiments

and it contributes to the development of small muscle skills, eye-hand

co-ordination and enhances imagination.


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3 WATER PLAY :

Beside solid things, children should be given an opportunity to feel

liquid substances like water, children love playing with water and they

are capable of making wonderful things happen by touching or stirringit with their finger,. Water play helps in gross and finer muscle co-

ordination.


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4. BREACK PLAY :

A constructive environment is stimulated as he / she makes

different things by arranging the blacks, the child learns to use one or

both of his / her hands digetling on the size and weight of the blocks.The muscles are developed by this activity.


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READING READINESS

Index

SR. NO. TOPIC

1. SPOT THE DIFFERENCE

2. COMPLETE THE PICTURE

3. ODD ONE OUT

4. SAY WHAT IS WRONG

5. STORY TELLING / PICTURE TALK

6. JIGSAW PUZZLE

7. MATCHING

a) Letter to objects

b) Shadow

c) Similar Objects

d) Similar groups


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1 SPOT THE DIFFERENCE

This activity is given to children to have an understanding of how two

objects that appears same, but have minute differences in the

picture. This helps the child in viewing the minutes details of picturefrom large to smallest perspective it helps in eye hand co-ordination

and visual discrimination.


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2. COMPLETE THE PICTURE

The child should be presented with a figure, which is incomplete or

partly drawn and he / she has to complete it. But the child should be

able to see or know what the complete picture looks before he/shestarts drawing.

This activity can be introduced to children by giving them a worksheet

with three stages or steps:

a) Complete pictureb) Part of the picture given and the rest in dotted linec) Only a part of the picture.

At nursery level one can give the child to join the dots.


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Name : Date :

Address :

Instruction :


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3. ODD ONE OUT :

This activity is given to children to understand the relation of one

object to other. It helps in understanding the relation between theobjects and also understands a particular object belongs to which

class or group. The activity majorly helps the children in developing

logical thinking and reasoning skills.


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4. SAY WHAT IS WRONG :

This activity is good of finding if children have understood a topic or

concept./

For this topic the child had to find out exactly what is wrong./ This

helps his . But teacher should keep in mind that the child

will be able to the mistake only after he/she is knows the topic and

understands what is right.


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4. SAY WHAT IS WRONG :

This activity is a good way of finding out if children have understood a

topic or concept.

For his topic the child had to find out exactly what is wrong. Thishelps his visual discrimination but teacher should keep in mind that the

child will be able to notice the mistake only after he/she is knows the

topic and understand what is right.

At nursery level one can show a picture to a child that has a human

body and animal face.


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5. STORY TELLING / PICTURE TALK.

Sincere are very popular with children, especially pre-scholars. The

teacher can use stores to make activity more interesting, children donot mind listening to same story again and again.

PICTURE TALK.

The pictures used for a picture talk should be large, colorful,

attractive and not too complicated to be a successful readinessactivity. The pictures should have some meaning for the child, the

teacher should have her questions prepared before starting with the

picture talk and the teacher should have her questions focused on

particular part of a picture slowly moving on to the entire picture and

then towards abstract thinking.


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6. JIGSAW PUZZLE :

Puzzle improve childrens problem solving and reasoning skills. It help

them in see whole part relationship. Increase their visual spatial

awareness and conceptual understanding. It is a fun way to improvefine motor skills and also a great tool for fostering co-operative play .

As children ask for a piece to be passed to them or discuss where a

piece should go they are staring the trask and learning to cooperate it

can also help a child l4earn how to handle frustration and be calm when

a pience does not fit.


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7. MATCHING :

Matching the objects help the children to improve their concentration.

Also they have to see the picture and understand the differencebetween the objects. This activity helps the children in eye-hand co-

ordination as they have to move their hand and eye search of correct

picture to match it. This activity also enhances their visual discrimination

skills.

a) Letter to objectsb) Shadowc) Similar Objectsd) Similar group


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WRITING READINESS

INDEX

Sr.No. Topic

1. MAZE

2. DOT TO DO JOINING

3. TRACING

4. CRAYONING

5. LEFT TO RIGHT PROGRESSION


7. WRITING PATTERNS


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1. MAZES:

These activities help increase eye hand co-ordination and fine motor

control Show the children how to move from one part the preferablyfrom left to Right or top to bottom to solve the ma .


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2. DOT TO DOT JOINING

This activity help to child in eye hand co-ordination and muscle

control. It make the child move his / her hand in a restricted

manner which is form one dot another form the design.

For this is sometimes necessary for the child to know the where

sequences of the number or alphabets. He/ she musty know where

to start and how to follow.

This activity require a lot of concentration and motor control.


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3. TRACING

Here the child has to trace over the outline of a drawing or shape or

an alphabets. The child can be given a paper with something draw on

it.

It should have a very dark and clear outline. The tracing paper is

placed over it and a child traces the picture on it.

The child can also trace his / her or feet bottle , coins, shapers etc.

The activity involves fin muscle, movement and eye hand co-ordination.


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4. CRAYONING

Crayoning requires a lot of eye-hand co-ordination. It can be done in

lot of different patterns as per the teachers creativity.

For the child objects like state and chalk, paper and crayons or easel

board are good sources of scribbling activities. Crayoning progresses

from uncontrolled to controlled movements. Hence, for young children

it should be without any boundary, they should be allowed to do it as

they like it while for older children it can be defined in a bold outlined

picture.


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Left to right progression helps and prepares the child for reading. The

movement of the eye is alwys from left to right, and this is very usefulfor reading.

The movement of the hand from left to right is helpful of writing.


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6.


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7. WRITING PATTERNS :

When the child is first introduces to writing, do not restrict them

between two lines.

First, give them a blank sheet of paper and later stripes of paper to

write on. As the children get more acquainted with this activitiy

writing can then be slowly restricted between two line. Before

introducing specific writing patterns let the children scribble as it can

be great fun and be made very coloudful by using different colour. The

scribbing and the line can be gives a meaning for example, scribbingcan be used as clouds, wavy lines can be used as water and straight /

curved lines can be used as boat.

Children also draw line, which cross over and form checks and square.

Writing patterns


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ARITHMETIC READING

INDEX

Sr. No. Topic

1. Join the dots

2. Count and write

3. Matching

4. Shapes

5. Sets

6. Size and quantity

a) Big and small

b) Long and short

c) Few and many

d) Full and empty

e) Sharp and blunt

7. Quantity

a) Rought and smooth

b) hard and soft

c) Fat and thind) Hot and cold

e) Sharp and blunt

8. Addition and subtraction

9. Directions.

a) Left and right

b) Up and down

c) Front and back

d) Far and near

e) inside and outside

10. One to one correspondence


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1. JOINT THE DOTS:

Connecting the dotsm also known as dot- to dot or joining the dots is

an activity to reveal a picture by following a sequence of numberered

dots. When line have been drawn in to connect all the dots, the ouline

of an image is revealed.

This preschool math activity can be used to encourage the

development of the following math skills/

1. Number recognition identifying number symbiols.

2. Numerical order understanding of the natural arrangement of a

seuqnce of number.

3. Counting skills reciting cardinal humbers in the correct order.

4. Skip counting - counting by a number other than one e.g.

counting by twos. Fives tens, etc.


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2. COUNT AND WRITE

Before children enter preschool, they may know how to count orally to

ten or even higher. Teachers reinforce counting skills through daily

instruction or through games. It can be beneficial for understandingthe patterns of writing number as well as number value. In this activity

yeachers focus on umber formation as the children improve fine motor

skills as well as it. Helps children to understand one to one

correspondence while counting.


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3.


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4. SHAPES

Children develop concept naturally by selection and propertieis that

are common to arrange an expereine. Circle, square, rectangle, triangleare the common shapes taught in a preschool, children are taught some

important features of each shapes to help them classify each shape,

e.g. A square has four corners and four sides which are equal in length.


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5. SETS

Sets are collection of similar objects with common properties. The

steps in forming sets are:

The child sees the set, which occur at random

They build a set

They build the set with benefits of pictures or real objects.

This is a more different eriterion e.g. wild animals, pet animals, famranimals smmer clothes, writer clothes and rainy clothes.

Examples. For nursery level one can gfive the children a picture which

has 3 different shaped baollons coloured and ask them to colour other

3 ballons to make a set.


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6. SIZE AND QUANITY

a) Sizes :

Long and short, broad and narrow, whole and part etc. through concept

project games and songs, blocks of various lengths and sizes, lessoncan be given to children so that they seriate from bigger to smaller,

longer to and so on

The child can follow up with the activity or worksheet.

Example

Colour the bigger shape

Colour big gish with red and small fish with yellow

A small tree drawn for you draw a big tree and colour.

One can even make sheets on long and short thing and fat broad and

narrow and so on.

b) Quantity

Few and many, full and empty, full and half more and less, heavy and

light are very useful words in helping child learn and science.

This child should be shown clear examples of object which are more

and less or few and many. There should be visible difference between

two

Example

Full and empty

Few Many

Heavy Light


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7. QUALITY

Rough and smooth, hard and soft, fat and thin, hot and cold, sharp and

blunt come under this title. This activity is primary realted with the

sense of touch i.e. tactile stimulation. The teacher can use variousmaterials that can be placed in a bag or a box. It can also be

introduced as a game where a child has to see them first and then

sort. The material used should be preferable one which the child sees

every day.


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8. ADDITIONAL & SUBTRACTION :

Once the child has a basic knowledge of numbers one can introduce

basic addition. This can be done through pictures and objects. Thechild can be told stories about people who take away tings or give

things. This activity can also be done by match sticks, bottle caps and

sweets.

The child can play with the teacher, the object can be added or

subtracted in front of the child


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9. Directions

Words like up and down, front and behind, in and out, near and far before

and after are the part of math. This can be too taught to the children as aconcept lesson.

One can draw picture for the above mentioned topics and explain the

children.


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10 ONE TO ONE CORRESPONDENCE

Children have to lean to match one part of them, e.g. one thing for one

person, This activity can be introduced at nursery level each child hasto go and get one things it is completely of even if they do not have

any number value awareness at Jr. K.G. level 2.1 correspondece can be

done and Sr. K.G. level 5.1

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