Embedded Files
Week 2
Day 1:
Pattern Time - AB, AABB, ABCABC Patterns)
(Math)
Learning Goals
Developing fine and gross motor skills
Communicate their understandings verbally and non-verbally
Able to follow simple instructions
Develop skills to predict
Source: zerotothree.org
Objectives
Able to identify what a pattern is
Able to predict what will come next
Able to create simple AB pattern
What do you need?
Any items you have around the house e.g. legos, assorted size and/or colour cars (or any other toys) etc.
Cutleries e.g. fork and spoons
How can you work with your child?
Explain to your child that a pattern is a design that repeats, and inform your child that he/she will be learning to make patterns.
You can say: Patterns happen all the time. It's pattern, pattern, pattern time. (Clap three times).
Say it again and invite your child to clap with you at the end.
Show examples of everyday items you can use to create patterns e.g. using fork and spoon to create simple ABAB patterns (fork, spoon, fork, spoon).
Encourage your child to say what comes next in the pattern. Provide support and guidance and use a variety of examples until you feel he/she is beginning to understand what a pattern is.
Complicate the pattern if your feel your child is ready – begin with simple ABAB and proceed to AABB, and ABCABC etc.
Explain that an:
AB pattern has two parts, the A and the B.
AABB pattern has 2 repeated patterns i.e. AA and BB etc.
Model how to create an AB (or AABB, ABCABC etc.) pattern with your child’s input. Begin with simple patterns before proceeding to the more challenging patterns. This may take a day or a couple of days depending on your child’s understanding.
Encourage your child to create his/her own patterns and show it to you. (Continue to model if your child needs support).
What's next?
Allow your child to demonstrate what comes next in the pattern (using various repeated objects).
Encourage him/her to use their body to make a pattern e.g. putting his/her hands up or down to create a pattern.
Get your child to create a clapping/stomping pattern along with you to practice identifying an AB pattern.
Day 2:
Show and Tell
(Language)
Learning Goals
Child will demonstrate confidence.
Child will demonstrate verbal language skills.
Child will demonstrate problem solving skills.
Objectives
Child will show his/her confidence in standing up to present his/her show and tell.
Child will put words together to form simple sentences.
Child will problem solve through modelling and trial and error.
What do you need?
Any item the child chooses
(If your child has difficulty making a choice – guide him/her by saying: bring your favourite toy, teddy bear, book etc.)
Note: Choose 1 item for yourself too to model what a show & tell experience looks like
How can you work with your child?
Inform your child that he/she is going to be doing a show and tell session.
Explain: Show and Tell is when you stand up and talk about the ‘item’ he/she has brought.
Prompt your child with simple questions:
What did you bring?
Why did you bring it?
Why is this your favourite?
Who bought it for you?
Begin by modelling so your child knows what you are talking about:
Stand up and introduce yourself: Hello my name is ____ and today I have brought ____ for show and tell.
Talk about your item by asking and answering the questions mentioned above.
At the end, ask your child if he/she has any other questions to ask about the item you brought.
End by saying – Thank you – and sit down.
Inform your child that it is his/her turn next.
Guide the child throughout the process and prompt with questions. (Follow the steps you modelled earlier).
Clap when it comes to the end of his/her show and tell.
What's next?
Invite the whole family to do a show and tell.
Day 3:
Pulled String Art
(Art)
Learning Goals
Child will demonstrate creativity.
Child will demonstrate good eye-hand coordination skills.
Child will demonstrate language skills.
Source: babbledabbledo.com
Objectives
Child will be able to listen to and understand instructions.
Child will be able to clarify understanding by asking questions.
Child will be able to identify the colours used.
Child will be able to accept support as and when necessary.
Child will be able to problem solve through trial and error and asking for help when necessary.
What do you need?
String/crochet thread
Paint: Use either liquid watercolour* or watered down tempera paint**
*If you are using liquid watercolor, mix them with a small amount of water. You want the paint to be pretty concentrated.
**If using tempera paint, squeeze it into a small cup and water it down until it is runny.
Thick paper
How can you work with your child?
Inform your child that he/she will be making Pulled String Art. Watch the video above.
Set up the necessary materials as shown in the video.
You may refer to the video for detailed instructions.
Step 1: Add 1 cut string into each cup, you can use ice-cream stick to press the string into the paint.
Step 2: Fold the heavy paper in half.
Step 3: Open the folded paper and lay one end of the string on one side of the paper. You can get your child to place the string randomly as he/she pleases. (Remember to leave a portion of the string out of the paper at the bottom area!)
Step 4: Close paper over the string and place a heavy book on top.
Step 5: Hold down the book with one hand (do this for your child) and invite your child to pull the string out.
Step 6: Open it up!
Step 7: You can get your child to repeat the process another 2-3 times with different colours.
Day 4:
Move like an animal
(Physical Development - Gross Motor Skills)
Learning Goals
Child will develop gross motor skills with various body movements.
Child will develop a sense of creativity.
Objectives
Child will be able to demonstrate the movements of various animals.
What do you need?
Open Space
How can you work with your child?
Invite your child to move his/her body through this fun experience.
Tell him/her that you will call out an animal and he/she will have to walk like the animal.
Some animals you can call out are:
Note: Observe what the child does first before sharing how it can be done, as seen below in brackets.
Move like a bird (run with arms outstretched)
Move like a snake (wiggle on tummies on the floor)
Move like a bear (walk on all fours)
Move like a frog (get down on haunches and hop)
Move like a kangaroo (take big leaps with arms in front of chest)
Move like an elephant (with heavy stomping)
Move like a penguin (waddle with ankles close together and arms pinned to side
Switch sides and have your child call out the animals while you do the actions instead.
What's next?
Make this into a fun family activity to get everyone in the family moving!
Day 5:
Ants on a log
(Cooking Experience)
Learning Goals
Child will demonstrate counting skills.
Child will demonstrate use of ordinal numbers.
Child will demonstrate eye-hand coordination skills.
Objectives
Child will be able to count in order from 1 – 10 with support as and when necessary
Child will be able to follow simple steps using ordinal number language i.e. first, second, last etc.
What do you need?
Strips of bread or cucumber or banana (or anything else that your child prefers to eat)
Raisins
Peanut Butter (Note: Please change this to butter or jam if your child is allergic to peanuts)
Butter knife (to spread)
Plate
How can you work with your child?
Inform your child that he/she will be making a snack for themselves called – Ants on a log –
Go through the items you have prepared for this experience.
Help your child to cut it the bread/cucumber/banana into strips.
Provide your child with a butter knife and show him/her how to spread the peanut butter (or whatever you are using) onto the strips.
Use mathematical language (ordinal numbers – first step, second step, and then and lastly) throughout the process.
Invite him/her to place the raisins onto the strip – encourage your child to count each raisons he/she placed on the ‘log’
Enjoy the snack with your child!
What's next?
Invite your child to make this snack for the rest of the family.
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