Prerequisites for the primary school: album of activities
I never had any intention to be ahead of the times with my children, I realized – thankfully – almost immediately I was interested in, enjoy every present moment, enhancing it. In this sense, the activities of pre-graphism, pre-processing and prefetching I have always perceived as a “pre -”, in fact, as little as possible, even though my firstborn has regularly attended the proposals of the school of the child and that's the last year of the plan. I never encouraged my son to read BEFORE arriving at school, I was not concerned that it mattered smoothly or you know write before meeting the teacher at the primary.
With our second son, we had to take into account her hearing loss and delays in language and, instead, we had to worry about.
In the interface with many specialists (neuropsychiatrists, speech therapists, motors, etc.), one struck my attention: a speech-language pathologist that unlike his other colleagues refused to work exclusively on the tongue. A paradox, you say. Yes.
Claudia – this is his name – has in fact sought to explain how the development of language (phonetics and syntax), goes hand in hand with the harmonious development of the person: the thoughts, the story, the use of the hands and of the feet, mobility of the head and of the fingers... slide in parallel with the design of the sounds, the smoothness of the lexicon, the agility of the syntax. From here, after a thorough assessment (which is necessary and that one should not overlook or trivialize), Claudia has set up with Hutai, our son, a series of games on the sounds, but has also given a whole range of activities from play free wheel: kneading the bread and the pastry, embroider, paint, draw, assemble, cut, tear, mend, make the shirt, jump, read books, tell, do puzzles, rearrange, coloring... The rules for each task are accurate, but they are also a lot of space because the individuality of Hutai emerge in all its uniqueness.
So, therefore, almost without realizing it, now that we are in the final year of nursery school and that we are at home with a lot of free time in the house, we are doing many exercises which could seem to be training to primary school.
Similar activities, but with a horizon that Claudia showed us how much more that is interesting: the chance to support Hutai in his language development, discovering and getting to know him in do with him.
In support of this work, some of the books have proved to be really valuable and well made and I would like to suggerirveli (in this I was able to return part of the favour with Claudia, segnalandoglieli!), mainly because can be a useful pastime for these days in the house, provided that you put in the perspective of a business and not a training.
The horizon in which I move in the search for suitable books to us is that of education, montessori, and part of steiner that represent the approaches that I've found related to my feelings.
Sandrine Andrews and Mizuho Fujisawa signed two beautiful albums of activities published by the Hippocampus. The first Touch, I observe, I paint with my hands was the first where we started. The album is organized in different sections that are equal to their own (touch, imitate, observe, and invent) for different topics (hand, circle, square, triangle, rhombus, oval, heart). At the beginning we find a form of ground that you can follow with your finger, inviting the child to imagine the shape, then a series of proposals for the painting with the fingers (follow the outline, color in, color out...), and finally a free activity linked to the reflection on a work of art.
The attention of both graphical and text-based of these proposals show a methodological approach interesting and not improvised. Each activity is preceded by pages where the exercise has already been carried out: this allows the child to imagine the request, without necessarily have to wait for the adult to intervene. The appearance of the examples carried out you show is, then, precisely that of the painting, carried out with the imperfections and the sbavamenti inevitable distemper: this comforting the baby on the result that you will not (and should not be) perfect, as a print uniform!
The notebook, however, is not thought because the child is only one: the circle must be marked in a certain direction, if I have to change color I have to rinse the finger for not contaminating the next color... In this the adult is necessary to explain and to show the orderly unfolding of the work.
Beautiful snapping artistic final show as any sign can become art: from handprints on the walls of a cave in Patagonia (10,000 years ago) to the geometries that play with the diamond shapes on a vessel of 6,000 years ago, from Joan Miro and his fantasies of ovals, the paintings in the circles of Wassily Kandinsky. The child is given the freedom to create his work of art.
The second volume in the Tear cut paste is very similar to the first as care and attention (not marginal is the fact that the material to be cut and tear will be provided at the end of the book, agile, resistant and eye-catching sheets rip!). In this volume are less obvious sections precise but the proposed work stimulates the dexterity of the end in many ways: from the training of the muscles in the act of tearing, the eye-hand coordination in handling the scissors on straight lines and then curves. Do not imagine a random collection of exercises (snatches a bit and cut there): it is evident that there is a progression designed by the author to measure and control the movement of the hand, to have an increased precision. Extraordinary works of art proposed by Kurt Schwitters to Ljubov’ Popova.
In this volume will be still more necessary a care for the order of materials, a very useful exercise for the organization “clean”, even of thought and word.
Another volume of very useful and most varied in the proposals is that of Isabelle Huiban (which I talked about extensively here), and that provides ideas for many activities that fall under those classically considered pregrafiche, but it does ancorandole to an experience of the child: not the usual zig-zag pattern, but a horizon of snow-capped mountains! And then mesh, mandala (valuable to the program, even language!), the stained-glass windows, a tapestry...
If then, like me, in these days of imprisonment, you have rediscovered the baking and the pleasure of kneading tarts all day... you are spot on (here's a book with ideas for cooking)!
Do not put yourself to work with the prospect to train your kids, but watch them flourish, discover their preferences and unexpected, watch them grow and learn how to make: you can do well before the age of 5!
P.S. a big commitment selection was also made in the readings to do together, as a support to speech therapy, but will endeavour to do this a specific article.
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