Initiating Play Activity

1. Francke, J., & Geist, E. A. (2004). The Effects of Teaching Play Strategies on Social

I will encourage the children to share all materials located in the literacy area. I will also engage in reading the homemade alphabet book if asked by the children. I will promote the children to explore the homemade book by touching the different items and textures on each letter. I will also hint and help the children understand how the items on the letter correspond to the letter itself. Lastly, I will engage in play, and use supportive and encouraging words when seeing a child display a developmental objective that was listed above. I will also help the children enhance or move towards the developmental objectives by using verbal and non-verbal

Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.”

According to Lev Vygotsky, in the article Play: The Work of Lev Vygotsky (2017), when children partake in play they are building their language and cognitive development

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

To play, fill a box with some favourite and unfamiliar objects. Talk to the children about what they like/dislike about each one and why they might be feeling like that. You could also share stories with children on emotions and get some feedback from the

Through play, children are also able to form relationships with their peers, therefore developing socially. They are able to “learn how to work in groups, to share, to negotiate, to resolve conflicts, and to learn self-advocacy skills” all of which are important skills in a child’s world as well as the adult world (Ginsberg 183). This is especially prevalent in young school age children, who have had relatively few social encounters without the presence of their parents before entering school. These young children will often make life time friends by sharing a popular treat at snack time or borrowing a color crayon to another child who has broken theirs.

In my setting we make sure that all resources are available for all the children to reach. Also all display boards are regularly made/created with the children’s own work and are at a level where the children can read them and look at them. Its important for children to be able to access their own resources so then they can explore with their minds and draw/write whatever they like. We also have a story corner for the children to sit quietly with their friends and read books, and freely communicate with each other. We have a story rack placed on the wall, which is where all the different books from fiction to non-fiction are kept at the children’s height.

Needed to record the pages read and how the child progressed, any problems etc . I also needed to ask the child how they found our group reading session and colour code individual difficulty, Red, Amber, Green, Green been easy!

Learners were then given the opportunity to either write a diary, perform a short role-play

Get Set for School Handwriting without Tears Authors: Jan Z. Olsen, OTR and Emily F. Knapton M. Ed., OTR/L. Illustrators: Jan Z. Olsen OTR and Julie Koborg. Curriculum designers: Carolyn Satah, Kate McGill, Cheryl Lundy Warfield, Suzanne Belahmira, Alexandra Bradley-Burns, Monica Palacio, Adina Rosenthal, and Robert Walnock. Graphic designers: Judi Dudek, Nichole Monaghan. Copyright 2011 Get Set For School First Edition. Get Set For School Readiness & Writing Pre-K Teacher’s Guide classroom Kit includes: My First School Book Pre-K activity book (20),Wood Pieces Set for Capital Letters (6), Mat for Wood Pieces (5), Slate Chalkboard (5), Laminated Capital Letter Cards for Wood Pieces, Roll-A-Dough Letters(5), Stamp and See Screen (5), Sing Along CD - Get Set for School, Flip Crayons, Pre-K Name Plates, Color Pre-K Wall Cards, Language & Literacy Pre-K Teacher 's Guide, My Book (20), Word Time, Sound Around Box, Line It Up, A-B-C Touch & Flip Cards, Mat Man Book Set, Sing, Sound & Count With Me CD, Numbers & Math Pre-K Teacher 's Guide, I Know My Numbers (20), 4

Objectives of Activity: The child will be able to recognize most of the print and named items throughout the classroom in

During the preschool years, they start to interact with each other by creating complex story lines together. As they do this, they learn to negotiate, cooperate, and share (though some kids don't master the art of sharing until they're 4 to 6 years old). When children disagree about who gets to be the daddy or who will wear the purple dress, they're actually developing important social skills, says Sara Wilford, director of the Early Childhood Program at Sarah Lawrence College in Bronxville, New York. How you can boost social play: Once your child

Interactions between young children foster preschoolers’ language development and communication skills. Peer play and sociodramatic play also prevent and reduces behavioral and social problems.

There are threading activities for needle craft, folding activities which can lead to the creation of concertina cards, fans or origami. Scissor and pasting activities help the child acquire the skills for collage and decoupage. Stamping and printing materials help the child to build concepts around the art of printmaking and understanding in area of Art appreciation for the works of famous printmakers, wallpapers and décor