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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
6. 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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5. LEFT TO RIGHT PROGRESSION
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