Module 2
2. Trough discovery activities, the toddler learns about the properties of objects and how they work together.
3. Te toddler learns about similarities and differences, shapes, sizes and colour. 4. Tey learn to use the same objects in different ways. 5. As the learning process develops, the discovery activities become more exciting.
9.1.1 Criteria for choosing suitable activities
a) Keep in mind the stage of development of the child. b) Te interest and curiosity of the child will lead the educarer to put out stimulating discovery activities.
c) Do not choose dangerous activities or poisonous materials for activities. Some discovery activities should only be done in supervised play sessions because some objects could be dangerous and hurt toddlers who are not carefully watched.
d) Te nature, interest and discovery table must be exiting and thought provoking. 9.1.2 Place and time for discovery activities
Whenever a toddler finds something interesting, he is discovering. Tis happens anywhere, anytime. Allow the child time to explore.
9.1.3 Place, time and method of presentation
Te nature, interest and discovery table Discovery development can be encouraged by means of nature, interest, or discovery tables. Tese may be set up in the classroom. Te table is a display of interesting objects chosen for their relevance to a particular theme. A well-planned table will encourage questions, discussions and problem solving.
A nature, interest or discovery table promotes learning in several ways: 1. It brings both familiar and unfamiliar items to the attention of children so that they may examine them using their five senses.
2. It serves to introduce new facts and insights. 3. It provides a focus for the theme and it unites the week’s activities. 4. Language is promoted and new vocabulary is introduced through discussion. 5. Social interaction is encouraged in the sharing of knowledge and experiences. 6. It stimulates curiosity about the world, its peoples and their activities. 7. It lays the foundation for environmental studies. It should be the focal point of the play- or classroom.
Te components of a nature, interest or discovery table Te table is made up of three components: the backdrop, the table itself and items on the table.
Backdrop:
Te backdrop is usually a poster or a chart. It has the theme for the table neatly printed on it in big, clear, lower case letters. Lettering should always be written in pencil before being drawn with felt-tipped pens. Tis is to ensure proper spacing and correct shaping. Te backdrop may have pictures drawn on it or it may be a collage picture reflecting the theme. Te picture is oſten of some item or items which, because of size or unavailability, cannot be placed on the table. It is worth putting special effort into making the backdrop. A well-planned backdrop, carefully executed and protected with adhesive plastic, can be used time and again. It is not only a waste of time and materials to make an untidy backdrop: it is also a bad example to the children.
Table: Table covering:
Te table itself should be low enough for children to look down on it. It should be large enough to include all the items needed as well as items which children bring to add to the table. Tese should be included and integrated with the items provided by the adult.
Te table should be covered with material of one colour, which enhances items. A tablecloth with a bright, busy design will detract from the table. Te material can extend up behind the backdrop thus creating visual unity between the backdrop and the table. Objects such as bricks or boxes may be placed underneath the material on the table. Tis facilitates the grouping of objects by providing different levels which help the children to see all the objects.
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