Activities for toddlers
Display objects: Te table forms an integral part of the teaching programme of each day. It should be set up each week or whenever there is a change of theme. Te types of objects on the table obviously depend on the particular theme and stimulate discussion relevant to it. Te children must feel free to touch, see, taste, hear and smell any object leſt on the table. For this reason, the educarer must ensure that these objects are safe. If an educarer wants to include some item which is dangerous or poisonous, she should keep this with her, use it in the discussion and then remove it while explaining why she is doing so. Te table is set up for the children. It should not be set up only to create a good impression on a principal or visitor and the children forbidden to touch.
Labels:
As the child is not yet able to read, he obviously cannot read the labels on the table. However, these do provide basic pre-reading experience for the children. Te number of labels needs to be appropriate enough to stimulate interest but not so many that they obscure the exhibits. All items may be labelled, or groups of items may be labelled. Labels should be about 2 centimetres high. Te lettering should be in lower case, neatly printed, well spaced and about one centimetre high. Labels should be made in such a way that they are free-standing.
Te discovery table
Te discovery table is a planned arrangement of items which promote experimentation and exploration of various concepts, such as volume, weight, size, shape, taste and so on.
Te interest table Te interest table usually reflects human activities and events or manufactured articles. It includes items which are found in nature, aſter they have been influenced by humans.
Te nature table Te nature table gives examples of animals, plants, etc. It reflects any items which are found in nature. It provides an opportunity for the educarer to focus on particular aspects of the environment in order to cultivate a love of nature in the child, to foster powers of observation and to develop habits of nature conservation. Just as a child learns to wash his hands before eating, so he must learn not to litter aſter he has eaten, not to pollute water or to destroy plants or animals.
9.1.4 Suitable aids/apparatus
A quiet centre could be planned where discoveries and exploration of materials can be made by individual and small groups of children. A closet or ample cupboard space to store equipment is needed. Te centre should be furnished with shelves, a variety of containers, small tables, nooks, and a few comfortable chairs or cushions. Items that will be used include:
Measuring devices Scale
Linear Cubic
Termometer
– bathroom, kitchen, balance pans and spring scales – foot rule, metre stick, measuring tape (cloth and metal)
– teaspoon, tablespoon, pint, quart, litre, measuring cup and spoons – Fahrenheit and centigrade
Specimens rocks, minerals, fossils, gems, halite (salt in original form) wool (raw, carded, spun, dyed), cotton ball, thread, cloth, silkworms (preserved), cocoons, leaves (pressed in wax paper) seashells, sponges, driſtwood, feathers, animals, insects coconut shells, corn, wheat, other seeds, bird nests, eggs, butterflies, moths, flowers, growing plants
Discovery aids magnifying glasses, magnets, simple machines or tools (pulleys with rope and chains, wheels, wedges, screws, levers, springs) dry-cell battery, animal cages (with exercise wheel or chambers and tunnels to allow small animals to exercise), vases, pots, bowls electric clock, colour paddles, globe, tuning fork, mirrors, prisms, ant farm, compass, cheesecloth, rubber tubing switch box, binoculars, telescope, torch, microscope, stethoscope, telephone, terrarium, vivarium, aquarium
Storage One key to taking advantage of a spontaneous interest in science or to responding to that teachable moment is accessibility of resources. Science trays allow for stacking and compact storage. Suitable
FutureManagers 49
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154 |
Page 155 |
Page 156 |
Page 157 |
Page 158 |
Page 159 |
Page 160 |
Page 161 |
Page 162 |
Page 163 |
Page 164 |
Page 165 |
Page 166 |
Page 167 |
Page 168 |
Page 169 |
Page 170 |
Page 171 |
Page 172 |
Page 173 |
Page 174 |
Page 175 |
Page 176
