Activities for toddlers
Provide activities in a graded way, i.e. she should start with simple, easy activities so that the young ones can succeed and have a feeling of success before she introduces more difficult, or complex activities.
Encourage “I can” feeling in the children. Work using concrete materials as the toddler cannot yet think abstractly. Use real objects where possible.
Praise the toddler/baby for any and all efforts that are successful, or any attempts. Be encouraging. Be patient and calm. Work within the child’s life world, i.e. use experiences or things that he knows about – everyday things.
Provide meaningful experiences – bring a dog to show him, take him for a walk, talk about the things you do and see, etc..
Provide meaningful language for all his experiences. Use proper English – not baby talk! Speak normally using loud/soſt, fast/slow, happy/sad, excited tones.
Be open to new ideas and ways of doing things. Try anything once to see if it works for you and your centre. You may be pleasantly surprised.
Share your knowledge and expertise with fellow colleagues and parents. Te children will benefit. Encourage parents to be actively involved with their children – for their own and their child’s sake. Teach parents about the importance of the various activities. Be enthusiastic! Have fun with the child while the child is learning, and enjoy what she is doing. Be prepared to attend courses and workshops to increase your knowledge and prevent boredom.
3.5
The importance of guiding the parents with regard to their contribution to their child’s activities
Te parents play a very important role in their child’s life. Tey influence the child for his whole life, and this influence is the strongest and most long-lasting in the child’s life. Te child is influenced by his parents from conception, every day until he leaves home. Tings which he learnt from his parents influence him in his later life. 1. Te parents are the child’s primary educators. Tey are the first and most important educators of their children.
2. Te child spends the most time with his parents – from conception until he leaves the home. 3. Te parents are the child’s most consistent educators. Te child has a variety of educators, e.g. teachers, educarers, sports coaches, and religious teachers, but usually only one set of parents.
4. Te parents and educarers should work together so that the child experiences the same expectations from the centre and the home. Te child will then not become confused.
5. Te child spends more time at home than at the centre. If the parents give the child practice in doing things for himself, e.g. self-help, cognitive, language, gross and small muscle co- ordination skills, the child will learn more quickly and progress faster. Practice makes perfect!
6. Te parents can spend more individual time with their child and can give them more individual attention. Te educarer cares for many children – not a few members.
7. Oſten the parents need to be reminded that what they do with their children is important and that they need to spend time with their child. Tey should spend time together doing things that they both enjoy, which will benefit the child. 8. Te parents should spend time with their child so that a feeling of bonding is built up.
FutureManagers
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