الطفل وذاته

نتحاور

• Save
• share
  • 
  • 
  • 
  • 

نتحاوَر حول:

المَشاعر: نتحدّث عن مَشاعر الفيل في مشكلته، وفي المَواقف المختلفة، ونلاحظها بعد مساعدة القرد له. نتحدّث عن مشاعر الحيوانات التي أربكَها سلوك الفيل. نتحدّث عن مشاعرنا المتوتّرة أو الغاضبة وسبُل التعامل معها دون تخريب.

ردود الأفعال: نلاحظ سلوك الفيل، وردود أفعال الشخصيّات. ننتبه لاستجابة الفيل لمساعدة القرد، وكيف ساهمت في حلّ المشكلة. نربطها بمواقف من حياتنا وخبراتنا الشخصيّة. كيف نعبّر عن مشاعرنا المؤلمة في الأزمات؟ كيف نساعد شخصًا في أزمةٍ أو ضائقة؟

الأزمات: ضائقة/ مشكلة/ أزمة- ماذا نعني بها؟ هل مررنا بمواقف مشابهة؟ نصفها ونستذكر مشاعرنا فيها. مَن ساعدَنا وكيف؟ هل ساعدنا شخصًا في أزمة أو مشكلة؟

خطوات مساندة: “أهدأ/ قف أرجوك أنا هنا لأساعدك”. هكذا منَح القرد الفيلَ أمانًا ليساعده في الحلّ. نتحدّث عن الخطوات التي تساعدنا في مواقف مربكة. قد نتنفّس ببطء/ نطلب المساعدة/ نجلس في ركنٍ هادئ/ نعبّر عن شعورنا ونسمّيه. ماذا أيضًا؟

البيئة: شكّل الكيس خطرًا على الفيل. نتحدّث عن مساهمتنا في المحافظة على البيئة والأحياء.

نُثري لغتنا

• Save
• share
  • 
  • 
  • 
  • 

المفردات: نقرأ النصّ ونوضح معاني المفردات. نتعرّف على تسمية المشاعر المختلفة وكيفيّة التعبير عنها.

الأفعال:  

نميّز الأفعال الحركيّة: ركض/ اندفع/ هزّ/ طارت/ تقدّم/ داس/ قفز.. نؤدّيها حركيًّا ونلاحظ أثرها. نقترح أفعالًا حركيّةً أخرى ونلاحظ الفرق بينها.

نميّز الأفعال الكلاميّة: صرخ/ تجادل/ تناقش/ تساءل.. نلاحظ الفرق بينها ونقترح ما يلائمنا للتعبير.

نميّز الأفعال الشعوريّة: شعر بالاختناق/ خاف/ ضايق/ غضب. نتحدّث عن المشاعر وإشاراتها في الجسد وتعابيرها في ملامحنا، وطرق التعبير عنها.

 الصّفات: نلاحظ صفات فيلون في النصّ، مَن يشبه ممّن نعرف؟ نقارن بين لطفه مع أصدقائه وسلوكه مع المشكلة. نلاحظ صفات القرد وبقية الحيوانات. ماذا نستنتج عن كلّ منها؟

أسماء التحبّب: فيلون صيغة تصغير للفيل. ما هي الصّيَغ التي يحبّها أطفالنا لمناداتهم؟ نلاحظ الصيغ الصرفية الممكنة. قد نضيف للاسم مقطعًا أو نغيّر وزنه.

نلعب

• Save
• share
  • 
  • 
  • 
  • 

ماذا في الصّورة: نجمع مجموعة صوَرٍ لمواقف حياتيّة، نتمعّن ونتعرّف على المشكلة فيها، ونقترح حلولًا ملائمة. (مثلًا: طفلٌ يبكي/ طفلان يتشاجران على لعبة/ طفلٌ سقط عن الزلاجة).

مَن أنا؟: تتّفق المربّية مع أحد الأطفال على أداء شخصيّة حيوانٍ ما. يقلّد الطفل الحيوان، ويكون على بقيّة الأطفال أن يعرفوه. نوجّه الأطفال إلى التعبير عن الحيوان بالجسد، ثمّ بالحركة، ثمّ بالصّوت.

نستكشف

• Save
• share
  • 
  • 
  • 
  • 

نستكشف:

الغابة والحيوانات: في النصّ كثيرٌ من محتويات الغابة، ومختلف مواقعها وسكّانها. نبحث عن صوَرٍ ومعلوماتٍ عنها في الموسوعات والمَواقع. نستمتع بالتعرّف عليها وعلى بيئاتها وظروف معيشتها. قد نعدّ موسوعةً خاصّةً نضيفها إلى مكتبتنا، وقد نستعين بها لإنتاج غابتنا في ركن البناء.

نبدع

• Save
• share
  • 
  • 
  • 
  • 

في بستاننا مسرح: نؤدّي مَشاهد من القصّة.  كيف تتحرّك الشخصيّة؟ نلاحظ نبرة صوتها وطريقة تعبيرها. كيف يتحرّك الفيل والكيس في خرطومه؟ كيف تتساءل الزرافة عن حلّ؟ إلخ.

بستاننا أخضر: تسبّب الكيس بمشكلةٍ لفيلون. ماذا يقترح أطفالنا لاستحداث موادّ ومهملات بدلًا من رَميها؟ هل نقيم ورشةً للاستحداث ونُعيد إنتاج الموادّ بطرقٍ إبداعيّة؟ قد ننتج أيضًا مجسّماتٍ للحيوانات من الموادّ المستحدثة.

صندوق الأدوات للأزمات: نخصّص ركنًا صغيرًا في البستان، ونعدّ فيه صندوقًا لمساعدتنا في المواقف المزعجة. نفكّر معًا في أمورٍ من شأنها مساعدتنا في الأزمات، قد تكون جملةً نكرّرها عند الضيق :”أنا منزعج / غاضب/ مرتبك، لكن سأحاول أن أهدأ”. أو مقولةً داعمةً منّا نساند بها بعضنا، مثل: “أنا أحبّك/ أنا معك/ لا تقلق سأساعدك/ تعال نفكّر معًا”. نصغي إلى اقتراحات الأطفال ونضيفها في صندوق أدواتنا، ليلجأ إليها الأطفال عند الحاجة. (مثل: قراءة قصّة/ سماع موسيقى هادئة/ تأمّل صورة لمنظر طبيعيّ).

نتواصل

• Save
• share
  • 
  • 
  • 
  • 

نتواصل:

نحافظ على البيئة: نفكّر معًا في طرق حماية البيئة والمحافظة عليها. قد نقترح مبادرةً لتنظيف مدخل البستان، أو تزيين البيئة بالنباتات. قد ندعو الأهل والأجداد لمشاركتنا في ورشةٍ خاصّة.

نساند بعضنا: نستضيف أخصّائيًّا في لقاءٍ مع الأهل، ونكتسب طرقًا وآليّاتٍ جديدةً للتعبير عن مشاعرنا، ولمدّ يد العون لمَن هم في ضائقة. قد نبادر أيضًا لمشروعٍ خيريٍّ لدعم المحتاجين في بلدتنا.

نتحاور

• Save
• share
  • 
  • 
  • 
  • 

نتحاوَر حول…

المَشاعر: نتحدّث عن مَشاعر الفيل في المَواقف المختلفة. نستكشف مشاعر الحيوانات التي أربكَها سلوك الفيل، ونتحادث عن مشاعرنا المتوتّرة أو الغاضبة وسبُل التعامل معها دون تخريب.

ردود الأفعال: نلاحظ سلوك الفيل، وردود أفعال الشخصيّات. ننتبه لاستجابة الفيل لمساعدة القرد، وكيف ساهمت في حلّ المشكلة، ونربطها بمواقف من حياتنا العائليّة.

ضائقة/ مشكلة/ أزمة- ماذا نعني به، وهل مررنا بها؟ نصفها ونستذكر مشاعرنا فيها: مَن ساعدَنا وكيف؟ هل ساعدْنا شخصًا في مشكلة؟

خطوات مساندة: “اهدأ أرجوك، أنا هنا لأساعدك”، طمأن القرد الفيل. نتحدّث عن الخطوات التي تساعدنا في مواقف ضاغطة.

البيئة: شكّل الكيس خطرًا على الفيل. نتحدّث عن مساهمتنا في المحافظة على البيئة والأحياء.

نثري لغتنا

• Save
• share
  • 
  • 
  • 
  • 

نُثري لغتنا

نقرأ النصّ ونوضح معاني المفردات. نتعرّف على تسمية المشاعر المختلفة وكيفيّة التعبير عنها. نتعرّف على الأفعال في النصّ، معانيها، أصواتها وحروفها. نلاحظها مع المذكّر والمؤنّث.

نتعرّف على الصّفات: نلاحظ صفات فيلون في النصّ، مَن يشبه ممّن نعرف؟ ما هي صفات كلّ فردٍ في عائلتنا؟

نستكشف

• Save
• share
  • 
  • 
  • 
  • 

نستكشف

في النصّ كثيرٌ من محتويات الغابة، ومختلف مواقعها وسكّانها. نبحث عن صوَرٍ ومعلوماتٍ عنها في الموسوعات والمَواقع. نتعرّف على البلاد التي فيها غابات، وقد نزور حديقة حيوان.

نبدع

• Save
• share
  • 
  • 
  • 
  • 

نبدع

الصّندوق السحريّ: نفكّر معًا في أمورٍ من شأنها مساعدة الطفل في الأزمات، قد تكون مقولةً منّا مثل :”أنا معك وتعال نفكّر معًا”، أو غرضًا يحبّه، أو صورةً لعناقٍ يجمع عائلتنا. قد نضيف جملًا مطمئنة، مثل: “أنا أحبّك” أو جملًا يكرّرها الطفل لنفسه: “أنا منزعج /غاضب، لكن سأحاول أن أهدأ”، أو صورةً لمكانٍ طبيعيّ/ لشخصٍ يتنفّس بهدوء.

نجمع الأدوات في صندوقٍ، نزيّنه ونجهّزه للمَواقف المربكة. قد نتّفق أيضًا على ركن صغيرٍ في بيتنا يلجأ إليه الطفل عند الحاجة، نضع فيه الصّندوق، ليكون مخصَّصًا لتخفيف التوتّر وإعلان طلب المساعدة.

نتواصل

• Save
• share
  • 
  • 
  • 
  • 

نتواصل

نفكّر معًا في طرق حماية البيئة والمحافظة عليها. كيف يمكن أن نجعل من بيتنا وحارتنا مكانًا آمنًا؟ قد نقترح مبادرةً لطيفةً لتنظيف السّاحة أو الحديقة، أو لتزيين مدخل الحيّ مع الجيران.

Let's Talk

• Save
• share
  • 
  • 
  • 
  • 

• About Pet care at home: Why is it important for the child? Who takes care of it, and how?
• About The feelings of the child in different situations before and after Zaatar’s disappearance. What do her drawings tell us about her feelings?
• About Asking for help: When and whom do we turn to for help? Let’s remember situations where we supported our child.
• About Friendship: Zaatar is Dan’s friend. Who are our friends and what do we like to do with them?

Let’s Enrich our language

• Save
• share
  • 
  • 
  • 
  • 

• We can suggest suitable names for a pet we want to raise. Why did we choose these names?
• We can imitate the sounds of animals we know and learn their names like the meow of the cat and the bark of the dog, among others.

Let's play and have fun

• Save
• share
  • 
  • 
  • 
  • 

• We can enjoy playing group games with our child, such as Blind Man’s Bluff, and the “Hot and Cold” game.
• Treasure hunt: We can hide an object in one of the places in the house and give our child clues about the location, for example: there are plates and spoons there. We develop the child’s ability to describe by suggesting the use of different words, such as: above, inside, and describing objects and places. We then switch roles.
• Let’s have fun together with role-playing games, such as: I’m the customer and you’re the seller, or the father and the child, and others.

Let's Create

• Save
• share
  • 
  • 
  • 
  • 

• We can prepare a comfortable and warm place for the household pet or neighborhood cats with our child.
• We can allocate a place with our child to feed the neighbourhood cats. What food do we provide? Who do we share with from the neighbourhood?

Let's explore

• Save
• share
  • 
  • 
  • 
  • 

We can search for information about animals we want to learn about, and we can also spend an enjoyable day visiting the zoo.

Let's Talk

• Save
• share
  • 
  • 
  • 
  • 

• About Characters in the story: We can compare the traits of the merchant, the tiger, the bull, and the rabbit. We can deduce what distinguishes them through their behaviour.
• About the Concept of justice and fairness: Does doing good always bring good in return? We might initially think that the good deed the merchant did for the tiger would lead to a disaster, but the cleverness of the rabbit shows us a different outcome. What can we conclude?
• About the Trust: A simple word that can be expressed through feelings, thoughts, and actions. We can recall people we trust deeply. How did that trust develop?
• About experiences from our lives: Have we done a good deed and offered help to someone? We can recall experiences from our lives where we received help or provided it.

Let’s Enrich our Language

• Save
• share
  • 
  • 
  • 
  • 

• New words and vocabulary: We can familiarize ourselves with unfamiliar words and understand their meanings.
• Punctuation marks: We can observe question/exclamation/quotation marks. What do they mean?
• Proverbs and sayings: We can search for proverbs, sayings, and admonitions that talk about doing good, justice, caution, and other meanings that captivate us.

Let's Create

• Save
• share
  • 
  • 
  • 
  • 

• Role-playing: Each of us plays the role of one of the story’s characters. We can think about their situation, feelings, and expressions.
• Courtroom game: We can choose situations from our daily lives, and each of us can play a role in defending a different position. Who among us is the judge/accused/lawyer? Who supports another character?

Let's Explore

• Save
• share
  • 
  • 
  • 
  • 

• Nature: We can go on a hike to the nearby nature. Which trees do we notice? What animals might we encounter? We capture natural scenes and compile them as a memory of our enjoyable outing together.
• Animals around us: Are there any pets in our neighborhood looking for shelter or food? How can we help them safely? (We might prepare a box for cat food or a bird feeder).

Let’s Talk

• Save
• share
  • 
  • 
  • 
  • 

• About Our child’s desires and dreams: We can talk about them, reflect on whether they are achievable, and explore how to turn desires into goals and what helps us achieve them.
• About Problem-solving: What challenges have we faced, and how have we successfully invented solutions? We can recall our child’s successful experiences.
• About Natural phenomena: We can observe a natural phenomenon, listen to our child’s explanation, and explore its scientific reality together, such as falling leaves, sunset, and sunrise, cloud formation, and rain.
• About Gifts: What gifts does our child wish to receive? What surprise gifts have delighted them?
• About Our shared experiences: What activities does our child want to participate in together? We can brainstorm ideas for an enjoyable and meaningful time together.

Let’s Enrich our Language

• Save
• share
  • 
  • 
  • 
  • 

• The moon: We can learn the basic phases of the moon (crescent, full, new). We familiarize ourselves with the concept of lunar months.
• Nisan: It is one of the months in the Gregorian calendar (solar). We can recall the months and observe the characteristics of each of them.
• Meanings of Words: We can clarify new words and explain their meanings (gap, dim, stillness). We can think with our child about words that sound or mean something similar.

Let’s Explore

• Save
• share
  • 
  • 
  • 
  • 

• Light and shadow: We can choose a room for a nighttime game, turn off the lights, and use lamps to explore the images we can create by reflecting our shadows on the wall. We can invent shapes and movements and enjoy their shadows.
• Moon phases: We can observe the moon for several days. We may photograph or draw it and compare its different phases. We may seek information from scientific sources.

Let’s Create

• Save
• share
  • 
  • 
  • 
  • 

• Enjoy songs and poems about the moon. We can perform expressive movements, dancing together to their tunes.
• Prepare a moon-themed board: We can add shiny crescent-shaped strips to a black cardboard every day until it completes the full moon shape.

Let’s Talk

• Save
• share
  • 
  • 
  • 
  • 

• About Plot: We can observe the details of the illustrations, and encourage our child to describe them, follow the events, and make connections. We notice changes in the sea scene, the girl, and the birds, describing the girl’s feelings each time.
• About Personal experiences: Have we experienced similar feelings? How and when? We can recall our journeys, adventures, moments, and various experiences.
• About Seas and nature: What does the sea remind us of? Which seas have we visited? What other natural places do we know? We can compare them: how are they similar or different?

Let’s Enrich our Language

• Save
• share
  • 
  • 
  • 
  • 

• Description and comparison: We can describe the girl’s features and the feelings she expresses. We can compare them in each scene.
• Birds: We can pay attention to the birds in the drawings, think about their relationship with the girl, and learn about their characteristics and advantages.
• Names: We can suggest a name for the girl, think about our own names, who gave them to us? We try to remember the stories and meanings behind our names.
• Actions: We can observe the girl’s movements and name them. We can also perform similar actions.

Let’s Play

• Save
• share
  • 
  • 
  • 
  • 

The book stands out as the illustrations tell the story without words. Let’s play “Pictionary.” We can agree on signals that indicate things and guess them through movements.

Let’s Explore

• Save
• share
  • 
  • 
  • 
  • 

• Seas: we can visit a nearby sea, look at the sunset or sunrise, observe the waves, and enjoy the beach sand. We can look for scientific information: How are waves formed? What marine life lives in the sea and what distinguishes them?
• Nature: We can choose a natural place for a shared We can visit it, appreciate its details, listen to the sounds, get to know the creatures, describe and play together. We may search the internet and encyclopaedias for information about the place before or after the visit.

Let’s Create

• Save
• share
  • 
  • 
  • 
  • 

• Paintings of Nature: we can collect materials from nature during our outing and create paintings to decorate our home. (Paintings from seashells, mountain stones, or garden leaves).
• Our book: we can document our moments with pictures and compile them into a book for the story of our enjoyable journey. What do we want to add to it?

Let's Talk

• Save
• share
  • 
  • 
  • 
  • 

• About Birthdays: What makes our birthday a special day? What celebrations do we desire? What activities and events do we want? What gifts have we received or wish to receive?
• About Love and Care: How do we feel when everyone collaborates to make us happy? How do we feel when we care for others and prepare surprises for them? We can recall enjoyable moments when our loved ones surprised us and we can discuss different ways to express love. We may agree on a daily or weekly activity to add a special touch to our lives, such as preparing a meal together, reading stories, playing together, and visiting grandparents. What else can we do?
• About Collaboration: The family members collaborate and share tasks, making their child’s day joyful. We can think about the roles each of us can take to help and make others happy.

Let’s Enrich our language

• Save
• share
  • 
  • 
  • 
  • 

• We read the story and explain the meanings of new vocabulary. We can pause at scenes and describe the drawings.
• Creating a card for our family: We can add our names and a picture that brings us together, or some words of thanks and love. We can color and decorate it, then hang it in a special place in our home.

Let’s Sing

• Save
• share
  • 
  • 
  • 
  • 

We can learn poems and songs about birthdays, love, and family. We can repeat them and perform suitable movements alongside it.

Let’s Create:

• Save
• share
  • 
  • 
  • 
  • 

We can prepare a surprise for one of the family members. What can we choose? We can think about what they like or need, tailoring the surprise to them. We may agree to make every weekend a special day for one family member.

Let’s Play

• Save
• share
  • 
  • 
  • 
  • 

What if we exchanged roles for a day in our home? Who would be the father/mother/child? We can have fun thinking about others, describing their feelings, and expressing them.

Let’s Talk

• Save
• share
  • 
  • 
  • 
  • 

• About the feeling of boredom: We can ask our children when they feel bored and how. We can talk together about ways they can occupy their time.
• About Family relationships: The child helped their sibling after waking up from a nap. We can talk to our child and ask if they have ever helped their brother/sister and when and how it happened. How do they spend time together?
• About Preferred games: The knight, Sama, preferred a fantasy game. We can ask our child about their favorite games.

Let’s Create

• Save
• share
  • 
  • 
  • 
  • 

“Entertaining Ideas Box:” We can write suggestions for activities to do at home and in the garden on cards, collect them in a box, and when we feel bored, we can draw a card and engage in the activity.

Let’s Enrich our Language

• Save
• share
  • 
  • 
  • 
  • 

We can explain new vocabulary to our children, such as knight, hole, and similes like “as fast as the wind.” We can add other words from the story to our child’s linguistic dictionary.

Let’s Learn and Play

• Save
• share
  • 
  • 
  • 
  • 

We can recall childhood games with our children, building houses from pillows and blankets. We can role-play and exchange roles.

Let’s Communicate and Create

• Save
• share
  • 
  • 
  • 
  • 

We can go out with our children to explore our neighborhood, drawing a map inspired by the map in the book.

Let's Talk

• Save
• share
  • 
  • 
  • 
  • 

• About the child’s feelings: We can read the story with our children several times. We then follow the illustrations and discuss them as an expressive panel and talk about the feelings of both the child and the grandfather during their joint activities.
• About the relationship with the grandfather: We can talk to our child about the things he loves about his grandfather and grandmother, and the things that sometimes bother him.
• About Family relationships: The book presents the child’s experience of spending enjoyable time with her grandfather. We can talk to our children about the shared activities that our children love to do with their grandparents, aunts, uncles, and extended family.

Let's Create

• Save
• share
  • 
  • 
  • 
  • 

• Let’s prepare an album of the most beautiful moments with family members and relatives.
• Let’s plan and create a house for our favourite pet with the help of grandparents.

Let's Communicate

• Save
• share
  • 
  • 
  • 
  • 

Let’s visit our grandparents and initiate a fun activity together, such as gardening, going for a nature walk, playing chess, and more.

Let’s Talk

• Save
• share
  • 
  • 
  • 
  • 

• About New Beginnings: we can talk to our children about the feelings they had when they encountered new experiences such as their first day at school, a new class, or a friend’s birthday. We can explore ways that helped them adapt together.
• About Diverse experiences: The box captured for us rituals and family experiences, such as arranging winter clothes, playing in the courtyard, enjoying ice cream, preparing thyme pies (Manaquesh), and playing with the box. We can ask our child: Which rituals resemble those in our home, and which ones are different? We can describe them together.

Let’s Play

• Save
• share
  • 
  • 
  • 
  • 

• Let’s use our imagination and guess! We can sit in a group, and each person takes turns silently acting out an object (such as a cup, cat, lion, hammer), and others have to guess what this object is, and so on (time can be specified).
• The magic of imagination: We can gather various objects (like hat, a pot, a scarf…) and explore diverse uses for the object, or imagine it as something else.

Let’s Create

• Save
• share
  • 
  • 
  • 
  • 

Recycling: The book sheds light on the topic of recycling. We can also create a bag from old pants for example, or plant pots from pickle jars, etc.

Let’s Enrich our Language

• Save
• share
  • 
  • 
  • 
  • 

We can choose another object as the “hero” of the story, such as a bag or clothes, and we can creatively write a story about it from its perspective.

Let’s Talk

• Save
• share
  • 
  • 
  • 
  • 

• Fun Experiences: We can follow the drawings and accompany the girl and her dog on their journey in nature. We can list the things the girl did, asking our child about the activities they would like to do and the places they would like to visit in their nearby surroundings.
• Gratitude and Giving Thanks: We can talk to our child about gratitude. Together, we list the blessings, starting with ourselves and our social relationships, then moving on to nature and our surroundings.

Let’s Create

• Save
• share
  • 
  • 
  • 
  • 

Drawing the World Around Us: We can gather coloured paper and pens, go outside to the garden or street, and “hunt” for colours. We can suggest to our child to draw lines in the shape they choose and select colours that resemble what they see in the world around them. After finishing the drawing, we can hang it in our child’s room.

Let’s Initiate

• Save
• share
  • 
  • 
  • 
  • 

We Communicate and Preserve Nature: We can think of small actions that can make the world around us a little more beautiful. We can plant some flowers in the neighbourhood, keep nature clean during our walks, plant trees, or take care of a tree in the nearby nature throughout the year.

Let’s Enrich Our Language

• Save
• share
  • 
  • 
  • 
  • 

We enrich our vocabulary and introduce our children to the world of animals and their categories—insects, mammals, amphibians, reptiles, birds, and more.

Let’s Explore and Communicate

• Save
• share
  • 
  • 
  • 
  • 

Camping Trip in Nature: We can explore our country, admire its landscapes, learn about its plants, and listen to its sounds.

Let’s Talk

• Save
• share
  • 
  • 
  • 
  • 

• About Trying and experimenting: The bear planted seeds that blossomed into similar flowers, except for one plant that didn’t bloom. Nevertheless, he didn’t give up, he took care of it, and provided all the necessary conditions. We can ask our child: Have you ever tried something and didn’t get what you wanted? How did you feel? What did you learn? Did you change something during your attempt, as the bear did?
• About Differences: Children enjoy planting seeds and observing their growth. This is an opportunity to talk to our child about the conditions for the growth of each type of plant (the amount of water and light it needs) and about what is common and different in the growth of each type.
• About Different perspectives: We can follow the drawings in the story and compare the rabbits and the bear. We can ask our child what the bear might be thinking about the plant, and what the rabbits might be thinking. Why do they have different ways of thinking?

Let’s Enjoy Leaning

• Save
• share
  • 
  • 
  • 
  • 

Caring for plants requires the ability to wait and to be patient, a skill which our child may still lack. We can support them in developing this skill by agreeing to perform specific daily tasks that suit their abilities, such as watering the plant or measuring its height with a small ruler and marking it. Imagine how happy your child will be when they share in making a healthy dish from vegetables they planted in a pot on the balcony or in a garden bed!

Let’s Enrich our Language

• Save
• share
  • 
  • 
  • 
  • 

In the book, there are two stories happening at the same time. We can enhance our child’s narrative ability by thinking up stories. We can look at the drawings and creatively add alternative endings of our own.

Let’s Talk

• Save
• share
  • 
  • 
  • 
  • 

• About Experiences: We can follow the journey of the dinosaur and his friend Jojo, engaging with children about the places he visited, his behavior, his feelings, and the risks he This is an opportunity for us to accompany them on their journey and learn from their experiences.
• About Desires: We can talk about the places the dinosaur might want to visit and the activities he might want to do. We should encourage our child to suggest other places from their own experiences and ask them about the places they want to visit and the things they want to do.
• Empowering the child and fostering a sense of capability and independence: We can discuss tasks our child can do on their own and those where they may need our assistance, along with their accompanying feelings. We can identify tasks or skills our child wants to learn, such as putting on shoes or making the bed, and support them in achieving those goals.

Let’s Have Fun and Play

• Save
• share
  • 
  • 
  • 
  • 

“Where did the items hide?”: Let’s play the game “Hot or Cold.” We can hide the items and let the child search for them. We can guide them with the word “hot” when they are close and “cold” when they move away.

Let’s Enrich our language

• Save
• share
  • 
  • 
  • 
  • 

We can enrich our child’s language and encourage them to describe what the dinosaur did during his visits to different places. We can use precise verbs and nouns, adding new qualities. For example, we might say, “a huge dinosaur, tall buildings…”

Let’s Create

• Save
• share
  • 
  • 
  • 
  • 

A growth chart: we can choose a wall in the house and mark the child’s height on it. We can select pictures of our child at different ages and stick them in a long album, creating a growth chart from sturdy cardboard and decorating it. We can discuss our child’s abilities at each stage from birth to today and talk about things they would like to develop.

Let’s Talk

• Save
• share
  • 
  • 
  • 
  • 

• About the title: We can ask the children what is meant by “nothing” in the gift box?
• About the meaning and value of the gift: We can talk about the meaning of the gift, asking our children: Why do you think the cat wanted to give the dog a gift? Is it important for us to give each other gifts? How do we feel when we receive a gift?
• About ways of expressing love: The gift is often a way of expressing love. We can ask our children: How can we express our feelings, such as love, appreciation, and concern for friends and family in ways other than giving material gifts?
• About Drawings: The drawings in this book have a “comic” style. We can explore with our children where this style is used to convey information or tell a story (such as advertisements, children’s magazines, etc.).

Let's Create

• Save
• share
  • 
  • 
  • 
  • 

We can think about a special person in the child’s life whose birthday is coming up, and we can prepare a special gift for them, such as a photo album of beautiful moments spent together, a photo frame, a card expressing our love, creatively wrapped.

Let’s Enrich our Language

• Save
• share
  • 
  • 
  • 
  • 

“Nothing” is a commonly used term in our colloquial language, as in the story, and is often used metaphorically. We can follow different situations in the story, replacing the term “nothing” with a detailed sentence expressing the situation, and encourage our children to express themselves.

نتحاور

• Save
• share
  • 
  • 
  • 
  • 

نتحاوَر حول:

الهدايا: لماذا نتبادل الهدايا؟ وما المعاني والقيَم التي تعبّر عنها؟ أيّة هدايا نحبّ أن نتلقّى؟ أن نقدّم؟ لمَن؟ ما الفرق بين الهدايا المادّيّة والمعنويّة؟ قد تكون الهديّة كلمةً طيّبةً/ تشجيعيّة/ نظرةً دافئةً/ مساعدةً نقدّمها، ماذا أيضًا؟

ذكرى الميلاد: كيف نشعر في ذكرى ميلادنا؟ ما المفاجآت التي تجعل من هذا اليوم مميَّزًا. نستمع إلى خبرات الأطفال.

الصّداقة: مَن هم أصدقاؤنا؟ ماذا نحبّ أن نفعل معهم؟ نشارك بخبراتنا الذاتيّة. نستذكر هدايا معنويّة تبادلنا مع أصدقائنا (هل لعبنا معًا؟/ ساعدَ أحدنا الآخر/ كيف نشعر بمشاركة الأصدقاء ووجودهم؟).

شخصيّات القصّة: من هما وديع ونبيل؟ نتحاور حول احتياجات الكلب والقطّ والإنسان، بماذا تختلف؟

Let’s Talk

• Save
• share
  • 
  • 
  • 
  • 

– About desires: The little owl understands what he likes, such as sledding, eating ice cream, and adding numbers. We can talk to our child about the things they like and want to do.

– About expressing feelings: The little owl tried various ways to get rid of the scarf. We can ask our child why he did that and suggest alternative ways to express dissatisfaction or displeasure to parents.

– About participating in decision-making and choices: The owl mother decided to involve her child in choosing the scarf he wants. We can talk to our children about situations where they participate in decision-making, such as choosing clothes, toys, household chores, and situations where they don’t participate in making choices. Ask them: How do you feel? How would you like us to act?

Let’s Communicate

• Save
• share
  • 
  • 
  • 
  • 

• – We can spend some quality time with our child on a nature walk or a trip to a nature reserve, like Al Hula Reserve, where we can learn about different bird species, especially during their migration season.- The owl mother knitted the scarf for her child. We can enjoy preparing a product with our child, like making an owl doll from old clothes.

Let’s Enrich our Language

• Save
• share
  • 
  • 
  • 
  • 

– The little owl accurately expressed his dislike for the scarf using appropriate adjectives. We can play a guessing game with our children, saying, for example, “I see something tall, green in color…” and let the child guess. We ensure the use of precise qualities for the item or thing that our child will understand.

Let’s Act Out and Create

Let’s talk to our child about situations where they feel frustration or anger. The scenario helps us think together about ways to alleviate their feelings and use appropriate social expressions.

Let’s Talk

• Save
• share
  • 
  • 
  • 
  • 

• About the sense of capability as children mimic the movements of various animals. We can talk to our child about tasks they can now accomplish that they couldn’t before. We can also boost their sense of capability by saying, “Yes, you can!”
• About Play: The book is interactive and encourages movement and play. We can talk with our child about the games they enjoy and introduce them to games we used to enjoy in our childhood.

Let’s Enrich our Language

• Save
• share
  • 
  • 
  • 
  • 

The book is rich with action verbs and body part names like arms, legs, feet, neck, etc. We can facilitate their use in our daily lives to describe body parts and movements, encouraging the child to describe their actions.

Let’s Explore

• Save
• share
  • 
  • 
  • 
  • 

We can explore different sources for information about the animals mentioned in the book: their types, food, and living habits. Also, we can enjoy watching a documentary with our child.

Let’s Create

• Save
• share
  • 
  • 
  • 
  • 

The book employs the well-known collage technique of the illustrator Eric Carle, creating a beautiful composition of cutouts, fabrics, newspapers, and household materials.

Let’s Play

• Save
• share
  • 
  • 
  • 
  • 

We can play the “Animal Yoga” game together, mimicking the movements of the various animals mentioned in the book, and adding other animals!

Let’s Talk

• Save
• share
  • 
  • 
  • 
  • 

• About the title: we can ask our child what is meant by “Book of Questions.”
• About Nature: The children explore nature in their immediate surroundings, engaging in a conversation about their favorite places in nature and the similarities and differences between the nature they see and the one presented in the book. We can ask them: How do you feel when we go on a hike in nature?

Let’s Create

• Save
• share
  • 
  • 
  • 
  • 

• “My Little Treasures” – each time our family goes on a hike in nature, we can gather things that pique our children’s curiosity and amazement, and we can talk about them together.
• The book’s illustrations capture scenes up close and from a distance, using collage techniques. With our child, we can color and cut colored paper in various shapes, forming a collage of the surrounding nature by pasting the paper cutouts onto a cardboard sheet.

Let’s Play and Have Fun

• Save
• share
  • 
  • 
  • 
  • 

We can listen to the sounds of nature, discovering them, and engaging in a relaxation and meditation activity afterward.

Let’s Explore

• Save
• share
  • 
  • 
  • 
  • 

We can ask questions about natural phenomena, searching for answers with our child: Why doesn’t the moon fall? How are stars formed? Why do tree leaves fall?

Let’s Enrich our Language

• Save
• share
  • 
  • 
  • 
  • 

• The book is rich in thought-provoking questions, full of imagination, similes, and metaphors. For example: “Is the soil the skin of the world?” We can talk with our child about the similarities and differences between soil and skin, and why the children used this metaphor. We can ask our children to count the similarities and differences in each question.
• We can also create questions in the style of the children’s questions: Are leaves the hair of trees…? Are stones…?

Let’s Talk

• Save
• share
  • 
  • 
  • 
  • 

• About the Title: What distinguishes a hotel from a house? Are there other words with the same meaning? How should we behave in a hotel?
• About Differences: People and animals have different needs, and the girl and her mother tried to accommodate the rooms accordingly. Let’s follow the drawings, discuss the needs of each visitor, and explore how the girl responded to them.
• About Personal Traits: we can ask our child about the girl’s qualities and how they manifested in her actions. We can also discuss our child’s unique qualities compared to siblings or peers and how they are presented in their behavior.
• About fostering responsibility and a sense of belonging: we can talk to our child about the roles they enjoy taking on at home and the roles each family member plays. We can emphasize how these roles express real responsibility and a sense of belonging.
• About Solving Problems Creatively: we can recall situations at home that required unconventional solutions, and how we successfully overcame them together. We can explore further by researching information about the animals mentioned in the story and their characteristics and habitats.

Let’s Explore

• Save
• share
  • 
  • 
  • 
  • 

We can search the encyclopedia or the internet for information about the animals mentioned in the story, about their characteristics and how they live.

Let’s Create

• Save
• share
  • 
  • 
  • 
  • 

The book’s illustrations beautifully capture the harmony between the setting and the different character traits. We can delve into the charming details of the drawings, create or design rooms for other animals based on their features.

Let’s Communicate

• Save
• share
  • 
  • 
  • 
  • 

We can take a stroll around town and look for signs indicating accessibility for people with special challenges. We can take their picture with our phones and discuss their importance for inclusivity in general.

We share with you some thoughts for activities with your children regarding the book.

• Save
• share
  • 
  • 
  • 
  • 

• You can go over the book with your children and enjoy looking at its illustrations.

• Can you spot the apple on every page? Some of the objects and animals remain constant, while others change position. Which are constant? Which are in motion?

• It is hard for some children to wait until parents finish their tasks, or to wait until play time comes. We can help the children to wait, by using an analog clock with hands. If the children know in advance when their “waiting time” will end, it will help them increase their ability to wait.

• Have you noticed that the mouse is smiling almost throughout the book? How do you think it feels while waiting patiently?

• We all lose our patience at times, waiting on line at the cashier, or getting stuck in traffic. You may like to share an experience with your child in which you finally made it after having waited for something for a long time. What ‘gift’ did you get at the end of the long wait?

• You can choose a toy you have, that is from the story, and illustrate what happened to it in the story in front of family and friends.

Let ‘s make an apple pie.

• Save
• share
  • 
  • 
  • 
  • 

Recipe:

3 cups of flour

1 cup of yogurt

2 eggs

200 gr of margarine without salt

1.5 cups of sugar

5 grated apples

• Teaspoon of cinnamon powder

The procedure:

Make a whole in the middle of the flour and place one beaten egg.  Add sugar, yogurt, and melted margarine. Mix them all together until it becomes doughy and leave it in the fridge for half an hour.

Divide the dough in half. Flatten one-half into a disk, add the grated apple with cinnamon. Then flatten the other half on the top. Brush the surface of the dough with a beaten egg and bake it. Enjoy!

Let’s Talk

• Save
• share
  • 
  • 
  • 
  • 

• About problem-solving: We can ask our children about the problems the animals faced, how they behaved, how the problem escalated, and how they found a solution.
• About feelings and thoughts: We can trace the drawings, describing the characters’ emotions and actions in different situations. We can give “qualities” to each character.
• About Cooperation and confidence: With our children, we can recall some family and school challenges that everyone successfully overcame as a group, emphasizing the importance of each person’s role. We discuss with our children their roles in overcoming these challenges.

Let’s Explore and Initiate

• Save
• share
  • 
  • 
  • 
  • 

We contemplate; we can search for and present problems in our neighbourhoods and towns, such as garbage issues, and brainstorm ways to address them.

Let’s Act

• Save
• share
  • 
  • 
  • 
  • 

We can act out situations where our child may face individual or group problems and discuss ways to cope with them, such as a disagreement with a friend, losing a game, a student getting injured on a school trip, or facing bullying from an individual or a group.

Let’s Create

• Save
• share
  • 
  • 
  • 
  • 

With our child, we can prepare an “I Can Jar:” Together, we can write phrases on paper scraps describing things we can do together that benefit us and others. We can identify a positive change we want to make, for example: “I can say no to bullying,” “I can help a friend in need,”

كتاكيت: الفانوس في الحضانات

• Save
• share
  • 
  • 
  • 
  • 

عن الكتاب:

يعترض دبدوب على طلب أبيه أن ينفصل عن ألعابه ويذهب إلى النوم؛ لكنّ الأب يحوّل الموضوع إلى طقس ظريف يسهّل استعداد صغيره للنوم من خلال تقليد قبلات الحيوانات المختلفة.

على فكرة:

• في عمر السنتين، يريد الطفل اتّخاذ القرارات والتصرّف لوحده، وكثيرًا ما يعترض على طلبات أهله. يعطينا الأب نموذجًا لاعتبار قرار الطفل بعدم تقبيله واحترام حدود جسده، وإعطائه مساحة للتعبير عن ذاته، واحتواء انفعالاته العاطفيّة بشكلٍ مرن وهادئ.
• انفصال الطفل عن ألعابه ونشاطه خلال النهار يثير توتّر أغلب الأطفال. إنّ القيام بطقوس ثابتة تخفّف من قلقهم، وتمنحهم شعورًا بالسيطرة والطمأنينة.
• في القصّة علاقة دافئة بين االدبدوب وأبيه، وفي الواقع يفتقد العديد من الأطفال حضور الأب في البيت. نتيح المساحة للأطفال للتعبير عن مشاعرهم، ونُبرز مكانة المربّية الحاضرة في حياة الطفل، أُمًّا كانت أم جدّة أو غيرهما.

بعد القراءة

في الحضانة: 

• نتحادث: في مجموعة صغيرة، نتحادث مع الأطفال حول طقوس النوم الخاصّة بهم.
• نثري لغتنا: نقرأ الكتاب ونركّز على مفردات مثل: كبير وصغير، غضبان، يقبِّل وينشِّف، ونشجِّعه على استعمالها في حديثه.
• نبدع: نُحَضِّر مع الطفل دمية “دبدوب” من جورب صوفٍ، ونتعرّف على ملمس الموادّ.
• لوحة القُبلات: نعلّق في مدخل الحضانة لوحة عليها صور لقُبل الحيوانات. نشجّع الأهل على سؤال الطفل قبل دخوله الحضانة: أيّ قُبلة تختار اليوم؟

 مع العائلة:

• نتحادث: حول خطوات الاستعداد للنوم. يمكن تصوير الطفل في كلّ خطوة، وتعليق الصّور ليستدلّ بها الطفل كلّ ليلة.
• نلعب: نتعرّف على الحيوانات المذكورة، ونقلّد حركاتها. اللّعب المرح مع طفلنا يوطّد علاقتنا معه ويعزّز مهاراته العاطفية..
• نثري لغتنا: نستعين بالدّمية لنمثّل نشاط الحمّام والاستعداد للنوّم مستخدِمين الأفعال والتعابير ذات الصلّة كي يذوّتها الطفل ويستخدمها في سياقاتٍ حياتيّة مختلفة.

نشاط مع الأهل

• Save
• share
  • 
  • 
  • 
  • 

• في كلّ صفحةٍ يقبّل فيها الأب ابنه كما يقبّل حيوانٌ صغيره، يختبئ رمزٌ يدلّ على هذا الحيوان. قد يكون في لوحة معلّقة على الحائط، أو في ثياب الأب. يمكننا أن نتتبّع مع طفلنا هذه الرّموز، ونشجّعه على اكتشافها.
• لا شكّ في أنّ طفلنا سيضحك كثيرًا إذا رافقنا قراءة القصّة بتقبيله كما يفعل الأب في القصّة!
• كيف يقبّل القطّ الصّغير أباه وأمّه؟ وما رأيكم في قبلة النّحلة مثلًا؟ قد يتمتّع الطّفل باقتراح حيواناتٍ مختلفة، واختبار قبلاتها!
• قبلة الفأرة لها شوارب، وقبلة القرد نطّاطة وملتويّة! يعجّ النّص بأوصافٍ حسّيّة مرحة للقبلات، ممّا يُغني خيال الطّفل، ولغته الوصفيّة، وخبرته الحسّيّة. من الممتع أن نفكّر معًا بأوصافٍ لقبلات حيواناتٍ جديدة.
• يرفض دبدوب أن يبدأ الاستعداد للنّوم، كما يفعل العديد من الأطفال الّذي يستصعبون أن ينفصلوا عن ألعابهم، ويحتاجون إلى مرافقتنا في هذا المعبر اليوميّ. يمكن أن نتحادث مع طفلنا حول أهميّة النّوم لعددٍ كافٍ من السّاعات، وفي ظروفٍ مريحة لجسمنا.
• يمكننا أيضًا أن نستذكر مع طفلنا طقوس استعداده للنّوم. ماذا يحبّ؟ وماذا لا يحبّ؟ قد نرغب بأن نشاركه ما يساعدنا نحن على التّهيّؤ للنّوم، مثل احتساء شرابٍ ساخن، أو قراءة كتاب، وغيرها.
• قد نرغب في أن نبني معًا “علبة القبلات في عائلتنا”. يمكن أن نزيّن علبةً كرتونيّة أو خشبيّة بقبلاتٍ يطبعها أفراد العائلة، مستعينين بقلم شفاهٍ صارخ اللّون. هذه علبة جميلة لخزن أغراضٍ عزيزة على قلب طفلكم!

أفكار لدمج الكتاب في الصّفّ

• Save
• share
  • 
  • 
  • 
  • 

الفانوس اللّغويّ

• Save
• share
  • 
  • 
  • 
  • 

المربّية العزيزة،

توفّر الكتب فرصًا لإثراء كافّة المجالات لدى الطفل: المعرفيّ والشعوريّ والحركيّ والإبداعيّ. بالإضافة إلى الأنشطة المقترَحة للأهل مع الكتاب وفي موقع مكتبة الفانوس، وإبداعات المربّيات الفنيّة، نخصّص هذا الرّكنَ لإضاءاتٍ  في التربية اللغوية يمكن أن تتيحها القصص المقترَحة ومن شأنها أن تساهم في تنميَة مهاراتٍ لغويّة عبر سياقٍ حيويّ يعني الطفل.

ماذا في الكتاب؟

في نظرة:

• الرّسومات تعبّر عن مشاهد حركيّة، توفّر فرصةً للحوارات الوصفيّة وللحديث عن ظروف المكان والعلاقات المكانيّة والاتّجاهات (الدبدوب أعلى الأب، في حضنه من الأسفل، كفّ الدبدوب على فم والده، ذراعا الأب مفتوحتان إلى اليمين واليسار… إضافةً إلى أشكال القبلات المختلفة للدبدوب)..
• ثمّة علاقةٌ بين كلّ صورة وطبيعة الحيوان الذي يصف النصّ قُبلته: فرصة لنبحث عن العلاقة وصفًا ونقلّدها حركيًّا.
• أحجام الدبدوب الطفل والأب، وألوان صوَرهما مفتاحٌ لتنمية القدرة على المقارنة.

في قراءة:

• النصّ غنيٌّ بمفرداتٍ جذّابة خاصّةً أسماء الحيوانات وأوصاف القبلات.
• النصّ غنيّ بالأفعال الماضية والمضارعة، وبالأفعال الحركيّة والصّوتية.
• المفردات سهلة وسلسة. وبعضها يمكن التعبير عنها في حركاتٍ جسديّة.
• ثمّة كلماتٌ مسجوعة، تحديدًا في بدايات النصّ.

نقترح:

• استثمار الفرصة لتطوير حواراتٍ وتنمية الكفايات اللغوية: إغناء القاموس اللغويّ والشعوريّ ومهارات التدواليّة: الوصف والمقارنة بشكلٍ خاصّ.
• التعرّف إلى صيَغ الماضي والمضارع مع الضمائر المختلفة (صيغة الفعل فقط دون داعٍ لتسمية الزمن. يمكن القول مثلًا : أمس ناولتُ والآن أناول، أمس ضحكنا والآن نضحك…).
• تطوير ألعابٍ لتنمية مهارات الوعي الصّوتيّ: تمييز السّجع والاستمتاع به، ومعرفة الحروف.
• تطوير ألعابٍ تجمع بين المفردات والحركات المعبّرة عنها.

قبل الانطلاق:

• ضمن باب الإقبال على الكتاب في المنهج اللغويّ نبتغي أن يتعرّف أطفال الرّوضة على النصّ والرّسوم التوضيحيّة ويفسّروا العلاقة بينهما.
• في مجال الكفايات اللغويّة نسعى أن يُثريَ أطفال الرّوضة قاموسَهم اللغويّ، أن يميّزوا انفعالاتٍ مختلفةً من خلال النصوص المسموعة، وأن يتحدّثوا مع البالغين حول موضوعاتٍ مختلفة. والنصّ يتيح حواراتٍ عاطفيّةً، عن تجارب خاصّة.
• في مجال معرفة الحروف ينبغي أن يميّز أطفال الروضة قسمًا من الحروف ويلائموها لصورتها. لذا نحرص مع كلّ كتابٍ أن نتعرّف إلى بعض الحروف الواردة فيه.

 تعالَوا نتحدّث:

• نتحاور حول الصّور والنصّ. نصِف ما تعبّر عنه الصّورة ونقلّده بحركاتٍ ملائمة.
• نتحدّث عن شعور دبدوب، عن الغضب من تعليمات الأهل، متى نحسّه؟ ونتحدّث عن انفعالاتٍ ومشاعر مختلفة. ماذا نحسّ لو حدث موقفٌ ما؟
• ماذا كان يمكن أن يفعل دبدوب أو يقول ليقنع والده بعدم النّوم؟ (مثل هذا السؤال يهدف إلى تنمية مستويات التفكير المتعددة).
• نصِف الشخصيات المذكورة وقبلاتها، نفكّر في حيواناتٍ أخرى وأشكالٍ أخرى ممكنة من القبلات.

• لنتذكّر: نحرصُ على طرح أسئلةٍ مفتوحةٍ كمشكلةٍ نسعى ليشاركنا الأطفال بحلّها، كي نتيح إمكانياتٍ أوسع للتعبير. ونحرص على تقبّل واحترام كلّ الإجابات.

حفل الكلمات:

غضبان، قبلة، قبلات، يعانق، دَبِقة، يُطبق فكَّيه، وطواط، زمجرَ…

• نختار مع الأطفال المفردات/ العبارات/ المقولات التي جذبت الأطفال، ننتقي مفرداتٍ شعوريّةً أو عباراتٍ وصفيّة، ونخصّص ركنًا للاحتفاء بها، ونطوّر حولها أنشطة لإغناء القاموس اللغويّ للطفل، نرسمها، نقلّدها، نتحدّث عن أمورٍ تتعلق بها، قصص وردَت فيها…
• نلعب مع كلمات من نفس الجذر في أوزانٍ مختلفة لتنمية الوعي الصّرفيّ (مثلا: دب- دبدوب).

 الوَعي الصوتيّ ومعرفة الحروف:

• نقطّع الكلمات، نتحرّك مع المقاطع وفق وصف القبلات.
• نميّز النغمات ونبحث عن نغماتٍ متشابهة بين الكلمات في النصّ.
• نتوقف عند الكلمات المسجوعة ونخمّنها، وننتج سجعًا إضافيًّا.
• نختار حروف “دبّ ودبدوب”، نلعب مع الدّال والباء، نغنّي للحرف، نكتب كلماتٍ يتواجد فيها، نقفز إلى حلقاتٍ فيها تلك الكلمات.

 الوعي الصّرفيّ:

• نلعب على نمط “برّ- بحر” ألعابًا في تصريف الأفعال بين الماضي والمضارع. في قسمٍ منها أمس والقسم الثاني اليوم، ليتحرّك الأطفال إلى الضّفّة الملائمة للفعل المذكور.
• نلعب مع الأوزان، وننتج كلماتٍ من ذات الوزن )دبّ- دبدوب، حبّ- حَبحوب، جبّ- جَبجوب). مثل هذه اللعبة تضفي أجواءً من المرح والمتعة وتنمّي مهارات الوعي الصّرفيّ وإدراك العلاقة الصرفية.

الكفايات اللغويّة:

• نقارن بين الصّورة والنصّ، ونعبّر عن حركات الدّبدوب بالكلمات.
• نتوزّع في فريقَين: فريق يقوم بحركاتٍ بجسده، وفريق يصِف الحركات بالكلمات ثم نتبادل الأدوار. (لتطوير التداوليّة والوصف).
• نتخيّل حيواناتٍ أخرى ونتخيل قبلاتها، نصفها ونقلّدها.

ماذا أيضًا:

• نحضّر صوَرًا تعبّر عن حركات، نكتب مع الأطفال الكلمات التي تعبّر عنها ونضيفها إلى مركز الرّياضة.
• نرسم قبلاتٍ لحيواناتٍ نختارها ونكتب اسم الحيوان.
• نصوّر حيواناتٍ أو نطبع صورها من الإنترنت، ونضيف أسماءها لنُعدّ موسوعةَ الحيوانات المحبوبة.
• نعدّ كتابَ القبلات من رسومات وأوصاف الأطفال، ونتركه بين متناول أيدي الأطفال.

لنتذكّر: هذه الإضاءة مختصّةٌ بالمجال اللغويّ وحسبُ، لذا نقترح على المربّيات متابعة المقترحات الموسعة عبر موقع مكتبة الفانوس.

عملًا ممتعًا..

إعداد: أنوار الأنوار- مرشدة قطريّة ومركّزة التربية اللغويّة في رياض الأطفال العربيّة

Look through the...

• Save
• share
  • 
  • 
  • 
  • 

Look through the book together and examine the unusual illustrations that accompany the text. Notice the various perspectives the illustrator used in creating these pictures. Which pictures show the action from above—and which from the side? Talk with your children and ask them why they think the illustrator chose to portray the events on the bridge as she did.

Sometimes, before we...

• Save
• share
  • 
  • 
  • 
  • 

Sometimes, before we arrive at a good idea, we first have to try (and discard) some not-so-good ideas. Together with your children, go back over the various solutions which the bear and the giant proposed in the story. What are the upsides and downsides of each idea?

Do you remember...

• Save
• share
  • 
  • 
  • 
  • 

Do you remember the game of “Golden bridge”? Stand opposite your child and hold both his hand high to form a bridge. Invite other family members and friends to pass under the bridge, while singing: “Oh Golden bridge, Oh golden bridge/ we all pass under you and someone will be caught”. Whoever is passing the minute you say “caught” is out.

Let’s talk...

• Save
• share
  • 
  • 
  • 
  • 

About feelings: We can follow the children in the book and talk about the different feelings they expressed. We can talk about feelings of pride, empathy, a sense of achievement and empowerment. We can enrich our child’s vocabulary so that they can be aware of their feelings and express them better, while connecting how they behaved with how they felt.

Let’s talk...

• Save
• share
  • 
  • 
  • 
  • 

About the child’s abilities and roles: With our child, we can recall an experience they went through in the family or at school, in which they expressed an opinion or position, by using words or by actions. How did they feel, and what did they learn from this experience?

Let’s talk...

• Save
• share
  • 
  • 
  • 
  • 

About ways of expression: The book highlights several ways of expressing oneself through speech, actions, and creativity. We can track these methods, describe them, and discuss the ways our children express themselves, while giving examples from their daily life. We can also discuss the importance of making our voice heard and expressing ourselves by speaking up.

Let’s search and be initiative...

• Save
• share
  • 
  • 
  • 
  • 

With our child, we can search on the Internet for children who made their voice and opinion heard on an issue that concerns them, such as the Swedish girl Greta Thunberg, who led a protest around the world in defence of the environment.

We can look...

• Save
• share
  • 
  • 
  • 
  • 

We can look for organizations and institutions that provide different services, then we can contact them, get to know their work, and volunteer for them.

We can search...We can read together the phrases on pages 2 and 3 and invite our child to write phrases in the empty bubbles at the end of the text to express methods that they think are important to make the world a better place.

• Save
• share
  • 
  • 
  • 
  • 

We can search and talk about things that need improvement in the country or neighbourhood in which we live. We can choose one cause, and we can volunteer with our children or family to improve it.

We can read...

• Save
• share
  • 
  • 
  • 
  • 

We can read together the phrases on pages 2 and 3 and invite our child to write phrases in the empty bubbles at the end of the text to express methods that they think are important to make the world a better place.

Let’s talk...

• Save
• share
  • 
  • 
  • 
  • 

Drawing the monster: Before reading, we can ask the children to draw a monster, and describe its shape and colour, and ask: What scares us about it? How does it live? Which languages does it speak? When do we see it? Then we can read the story and compare between the monster we imagined and the monster in the story.

Let’s talk...

• Save
• share
  • 
  • 
  • 
  • 

About our desires and tendencies: Both the child and the monster were sensitive to each other, and each got to know the other’s desires and needs while preparing for the meeting. We can follow the child and the monster in the story and learn about what each of them wanted and required and how they prepared for the meeting. We can ask our children: How do we prepare to receive a guest?

Let’s talk...

• Save
• share
  • 
  • 
  • 
  • 

About Preconceptions: We can follow the thoughts that the child and the monster had about each other and talk about what they found in reality. We can ask our child about our perceptions of others. How are they made? Is our perception of others always correct? We can compare preconceived notions with reality.

Let’s talk...

• Save
• share
  • 
  • 
  • 
  • 

Let’s act...

• Save
• share
  • 
  • 
  • 
  • 

We impersonate the characters of the story: “the child and the monster” and act them out. We can invite our child to think, feel, speak, and express themselves in the same way.

Let’s create...

• Save
• share
  • 
  • 
  • 
  • 

We make masks: As a family activity, we make funny monster masks.

Let’s communicate...

• Save
• share
  • 
  • 
  • 
  • 

We can write a letter: The power of the letter stands out in the text. We can help our child to write a letter in which we express our opinion about the book, and we send it via e-mail to the Al Fanous Library project.

Dear Parents

• Save
• share
  • 
  • 
  • 
  • 

,Dear Parents

Mamba cannot howl like the rest of the wolves in the herd, so she decides to travel by train to her expert grandmother to learn how to howl. On the way, Mamba observes the behaviors of different animals, using their voices to alert the driver. When preparing to get off the train, she decides to imitate them and discovers that she can howl.

…Some suggestions for family activities on the book

learning a new skill

• Save
• share
  • 
  • 
  • 
  • 

We can recall the experience of learning a new skill with our child, such as riding a bike, or crossing the street. What prompted him to learn this skill? Who helped him? How did he learn it? It is also nice to share with our child our experiences in learning skills such as using a computer or a mobile phone, etc.

We can talk with our child about the things that he can do (such as assembling a certain number of puzzle pieces, preparing simple food, etc.), and about the things that he wants to do and is not yet able to. We point out that many skills develop during the course of our growth, as well as with practice.

Mamba passes through countries of different colors, and we get to see the changing seasons of the year. What would an orange or lilac country look like? Our child may want to draw it.

The wolf howls, what do the cat, bird, dog, and other animals do? This is an occasion for our child to learn the sounds of familiar animals by playing a picture card game for example, or using animal dolls available at home.

Mamba goes to her grandmother, who will teach her to howl. What did our child learn from his grandmother or grandfather? What does he like to learn?

Do wolves really howl only when the moon is a full moon, as we see in the last illustration? Let’s search with our child for more facts about these exciting animals.

!Enjoy your reading

guess the soun

• Save
• share
  • 
  • 
  • 
  • 

The first time we read the book, we can stop on the last page (16) and encourage our child to guess the source of the sound.

We can take a tour...

• Save
• share
  • 
  • 
  • 
  • 

We can take a tour around the house, and listen to the sounds emanating from each room, and try to define it: is it a rattle, a tick, or a buzz? We can also listen to the voices outside: How do the sounds coming from outside differ from the ones inside?

We may search...

• Save
• share
  • 
  • 
  • 
  • 

We may search with our child for other items in our near environment that complement the song of Zena, such as: brrring, brrring/…it rings. We may add new sounds that match the objects we find, and form a choir like Zena’s!

We can chat..

• Save
• share
  • 
  • 
  • 
  • 

People differ in...

• Save
• share
  • 
  • 
  • 
  • 

What can help...

• Save
• share
  • 
  • 
  • 
  • 

What can help us relieve our fear in each situation? Together, we can think of practical ways that suit our child’s abilities, such as asking for help, breathing deeply, or turning to someone they trust.

Often, when we...

• Save
• share
  • 
  • 
  • 
  • 

Often, when we materialize the source of our fear, we feel that we are in control of it, and this reduces the severity of its impact on us. We can encourage our child to draw what they are afraid of, or to shape it with playdough.

Read together with...

• Save
• share
  • 
  • 
  • 
  • 

Read the dialogue...

• Save
• share
  • 
  • 
  • 
  • 

"let's reenact what...

• Save
• share
  • 
  • 
  • 
  • 

“let’s reenact what the hands do!” Change roles by reenacting one of the organs. Acting helps the child in understanding and internalizing the meaning of a verb. This way, the child will reuse the verb to express his/her own experience.

"The body organs...

• Save
• share
  • 
  • 
  • 
  • 

“The body organs tell their own story!” Ask the child to lay down on a big cardboard. Mark the lineout of the entire child’s body. Help the child draw the body details while he/she talks on behalf of the organ about what it has accomplished today. For example, “I am the nose, I smell and breathe.”

Our body organs...

• Save
• share
  • 
  • 
  • 
  • 

Our body organs work hard for us. So, how do we take care of our organs? Discuss with the child daily care routines of body organs.

Musical party! Sing...

• Save
• share
  • 
  • 
  • 
  • 

Musical party! Sing with the child songs about body parts.

At the end of the story, the smile returns to Augustus’ face. Let us imagine that the story continues, and that his smile widens and turns into a loud laugh. What could make him laugh?...

• Save
• share
  • 
  • 
  • 
  • 

• At the end of the story, the smile returns to Augustus’ face. Let us imagine that the story continues, and that his smile widens and turns into a loud laugh. What could make him laugh?

of the story, the smile returns to Augustus’ face. Let us imagine that the story continues, and that his smile widens and turns into a loud laugh. What could make him laugh?

What makes us...

• Save
• share
  • 
  • 
  • 
  • 

What makes us happy? What makes our child happy? With our child, we can prepare small cards with a little smile on them and others with a big smile on them. We can then draw what makes us a little happy and what makes us laugh on each card. We can group the cards together, and add others with drawings of sad, angry and surprised faces to them. We might want to collect them in a beautiful book that might be titled “This is How I Feel.”

We can go...

• Save
• share
  • 
  • 
  • 
  • 

We can go out together to play, explore, and have fun in nature. We may climb a small hill or make a stick out of fallen branches that helps us to walk or jump on the dry leaves and listen to its rattling.

“Then Augustus understood...

• Save
• share
  • 
  • 
  • 
  • 

“Then Augustus understood that his smile appears on his face when he is happy.” How else do we express our joy? We can play a game called “Mirror of Joy,” where we stand facing our child and make a movement in our face or body that expresses joy that the child must imitate, and vice versa.

Augustus’ smile slowly...

• Save
• share
  • 
  • 
  • 
  • 

Augustus’ smile slowly returns to his mouth, and his tail also rises to express his joy. We can observe how other animals in our home and environment express their happiness.

Let’s make our...

• Save
• share
  • 
  • 
  • 
  • 

Let’s make our family members laugh! We can all sit in a circle, and the first participant has to say “ha ha” seriously, followed by the second participant who says “ha ha,” and so on. The participant who laughs first must devise a way for the other participants to laugh.

Books by the...

• Save
• share
  • 
  • 
  • 
  • 

Books by the author and illustrator, Catherine Rayner, “are full of drawings of animals that she loves so much. It is exciting to see what Augustus looks like when we draw him after he loses his smile, and then again when he finds it.”

We can talk with...

• Save
• share
  • 
  • 
  • 
  • 

Together, we can...

• Save
• share
  • 
  • 
  • 
  • 

We can talk...

• Save
• share
  • 
  • 
  • 
  • 

We can talk about books that our child would like us to read with them before bed. We may allocate a place for these books beside our child’s bed so that they are easily accessible.

Alfie’s father in...

• Save
• share
  • 
  • 
  • 
  • 

Alfie’s father in this story is the one who cares for him and takes care of him. This is an occasion to have a dialogue with our child about the things they would like to do during the day with their father in particular.

The illustrator uses...

• Save
• share
  • 
  • 
  • 
  • 

The illustrator uses the “collage” method, in which she inlays her drawings with pieces of cloth, with wool threads, and with various pictures from newspapers, magazines and postcards. Together, we can design a painting in which we mix these elements, and add others that are available in quantity at home.

"What are you...

• Save
• share
  • 
  • 
  • 
  • 

“What are you wearing today? Open your closet and choose…” Sisi Clips invites us on the first page of the book. This activity may be fun to do with the child before reading the story and repeating it after finishing it. Will we choose our outfit our way or according to Sisi’s way?

What Sisi takes...

• Save
• share
  • 
  • 
  • 
  • 

What Sisi takes to the cinema that came out of the cornfield and the orange grove? Imagine other places Sisi goes, like the beach or the North Pole. Which fabulous clothes does she bring with her?

Sisi Clips wears...

• Save
• share
  • 
  • 
  • 
  • 

Sisi Clips wears large wondrous spectacles that enable her to see the origin of things. We can design together spectacles from colored cardboard and observe our personal belongings and other objects around the house. How do we see our feather pillow now? And the paper pad? This is an opportunity to talk with the child about the origin of materials, their natural environments, and their manufacturing methods.

Sometimes disagreements arise....

• Save
• share
  • 
  • 
  • 
  • 

Sometimes disagreements arise between our children and us about clothes. The child insists on choosing his/her own clothes, while we try to convince him/her otherwise because we think the clothes are not suitable. This is an opportunity to listen to the child’s point of view and to discuss the considerations that we take when we choose our clothes (such as the weather, the event, personal taste, etc.)

Sisi Clips? Whic...

• Save
• share
  • 
  • 
  • 
  • 

Sisi Clips? Which clips? Can we identify them in every drawing?

The drawings of...

• Save
• share
  • 
  • 
  • 
  • 

The drawings of the book are surprising, creative, and full of references to the text. Observe the drawings and notice how they indicate the weather or the places that Sisi’s animals/clothes visit.

Nature is a...

• Save
• share
  • 
  • 
  • 
  • 

Nature is a rich source of many of the simple products that we can test with our children at home. For example, we can make watercolors from vegetables and plants. Boil on low heat different plants for different colors with water twice its quantity until the water is reduced (shredded beetroot for dark red, or onion peels for yellow/orange, or parsley veins for green). This way you will get beautiful watercolors.

A working group...

• Save
• share
  • 
  • 
  • 
  • 

A working group developed these suggestions for Maktabat Al-Fanoos project from Bidayat Center for the Development of Early Childhood in the Arab Society, and from Grinspoon Foundation Israel, and from the Ministry of Education.