Handbook for Pre- School Educators : English

Hand Book for Pre-School Educators

Pre-school Program

Pre-school Program

Hand Book for Pre-School Educators

CONTENT

INTRODUCTION ‐ 1 ‐ 16 TIME TABLE ‐ 17 ‐ 44 INNOVATIVE ACTIVITIES ‐ 45 ‐ 98 DRAMA ‐ 99 – 102 RHYMES ‐ 103 ENGLISH WORDS ‐ 104 ‐ 105

1

INTRODUCTION It is widely acknowledged that roots are the foundations for a plant. Similarly, the importance of

early childhood has been recognized by all as the time when the foundations are laid for later life, in terms of emotions, personality, social development and cognitive developments. It is a fact that the first seven years of a child’s life are the most important in his/her entire life span, as development at this stage determines the future trends that the individual’s life takes.

I. Child Characteristics: At this stage the child is making a slow but immensely important shift from dependent baby to independent child. The preschooler ,

• Can move around easily, • Can communicate more and more clearly, • Has a sense of himself as a separate person with specific qualities, • Has the early intellectual and social skills that allow him to interact more fully and

successfully with playmates. • Is shifting from using herself as the only frame of reference. • Has become less tied to the outside appearance of things.

The Preschool years also stand out as period in which the seeds are sown for

• The child’s strong social skills and personality • Higher order thinking processes • Independence in almost all areas of daily living • Problem solving skills • Academic skills, such as reading, wring and arithmetic • Creative and innovative thinking • Management of emotions • Mastery over almost all gross and fine motor skills • Effective spoken, written and printed communication

For these reasons it is extremely important that a stimulating and healthy environment be provided to the child.

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II. How do children grow and learn

Children grow and learn by being active and involved. They learn by ‐

• Play

• Interaction with caring adults and other children.

• Learning by doing

• Positive communication.

III. Objectives of Pre‐School Program

One of the major shifts that a child makes in these early years is the entry into a formal schooling system (first standard) and the preschool has to act as the transition between home and primary school. The child would have been relatively more sheltered at home and requires some training before he/she can learn to adjust in the strict and formal school atmosphere here the preschool become very important.

The main objectives of Preschool would include

• Providing a healthier environment to the child • Continuous medical supervision • Intellectual stimulation and exposure • Development of social skills and competencies • Preparing the child for entrance into formal schooling i.e. 1st standard.

Benefits of Play • Developing social

relationship • Language • Physical and motor

development • Enhance eye‐hand

coordination • Developing creativity

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IV. National ECCE Policy (2013)

As against the earlier curriculum, the new ECCE has made the below as mandatory • 4 hours of ECCE • Age segregation, • Range of activities based on developmental and learning needs of the children • Play as the basis of learning • Art as the basis of education • Mix of formal and informal interaction • Blend of the textual (basic literacy and numeracy) and the cultural • Use of local materials, arts, and knowledge • Developmentally appropriate practice, flexibility, and plurality • Health, well-being, and healthy habits.

V. General Tips For Preschool Management A. Activity Corners.

Organize the room into smaller sections for different activities. Small carpets, mats can be used to divide the area. Shelves, boxes, tins, cartons and chair/table can be used for dividing the areas .

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B. Positive Discipline Strategies

• Plan and practice • Set clear rules and limits • Model good listening, speaking, reading and writing in circle time • Create a safe environment • Be creative • Involve all children • Do not take sides • Be sensitive to children • Listen to all • Welcome each child into circle time • Encourage children to ask questions • Encourage waiting for turn to speak

C. Rules of Classroom Behaviors

• Harming self, others or the materials in the preschool are not allowed • Children put back materials in their proper place after every use • Children wait for turn and accept sharing • Children basic courtesy and politeness. (Ex. Please – Thank you ‐ Namaste‐ bye‐bye.)

VI. Making your own TLM

Natural Materials:

Like–pebbles, seeds,

leaves, sand, water, flower

petals, clay, quill, egg

shell, Pea nut shells

Others:

Like used boxes, empty cartons, old books, magazines, empty

match boxes, pieces of cloth, hard board covers of books and

notebooks, plastic covers, chocolate rappers, old invitation

cards, rubber bands, old newspapers, paper bags, old

spectacles, old duppatas, white and kaki shirts etc.

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VII. Story Telling Tips: • Modulate your voice correctly and appropriately • Use simple language • Dramatize appropriately • Use lots of actions and gestures • Use colorful, big and appropriate picture cards/flash cards • Make eye‐contact with all children • Always plan follow –up activities‐like coloring, craft, question‐answer, quiz etc. • Talk about the story and discuss it a lot • Ask them to share any similar stories they know • Do not insist that they memories the stories or morals of the story • Seat them close to you.

Sample Uses:

• Plastic lids – art and craft, counting, frames

• Buttons, plastic bangle pieces‐art and craft, counting, sorting matching activities.

• Old socks (clean ones) – Hand puppets

• Seeds‐art craft, decoration, counting, sorting, matching and playing games

• Pencil and crayon shavings‐collages

• Old magazine pictures‐conversation cards, collages, cut and paste activities

• Empty match boxes‐building blocks, construction materials, counting matching, sorting

• Card board covers of old notebooks‐ to make flash cards, construction sets, tan gram sets

• One side printed paper‐for drawing and painting

• Both side printed paper‐cutting activities, collage

• Old newspaper – painting, art and craft, paper Mache

Water play toys

• Containers of various size, shape and colours

• Sponge pieces • Hand towels • Plastic balls • Plastic bottles with caps • Funnels • Tea strainers • Soap • Objects that float • Objects that sink – colored pebbles etc.

Sand play – toys

• Large plastic spoons and ladles, child – size spades, any number of plastic cups, bowls of different sizes, small buckets, moulds, funnels, watering can, mugs, rubber tubes, plastic balls, big plastic dolls.

• Avoid all sharp objects.

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VIII. Skill Areas

A. 2‐4 Years Children

Gross motor skills‐

• Balance • Coordination • Aiming • Walking and climbing

Language Development‐ (covers Pre‐reading skills)

• Listening • Speaking • Oral comprehension • Vocabulary expansion • Sentence construction • Pronunciation

Social emotional development‐

• I, Me, Myself • Make‐believe play • Emotional expression • Social manners • Following simple rules of classroom

Logic/thinking/ intellectual‐ (covers Pre‐math skills)

• Recognition of colors & shapes • Classification (color, shape, size, functions) • Matching • Pattern recognition • Sequential • Awareness of quantities • General awareness • Creativity • Problem solving

Fine motor skills‐ (covers Pre‐writing skills)

• Feeding • Dressing • Eye‐hand coordination • Developing pencil grasp (tripod) • Coloring • Scribbling • Tracing

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B. 4 to 6 years

Language development

• Speaking clearly • Listening comprehension • Questioning • Vocabulary expansion • Sentence formation

Social Emotional development

• Empathy • Socio‐dramatic play • Role play • Sharing • Cooperation • Cleanliness and hygiene

Logical/ thinking /intellectual

• Classification by 2/3 qualities

• Problem solving • General Awareness • Creativity • Pattern recognition • Sequencing

Fine motor development

• Eye‐hand coordination • Finger dexterity • Handling writing implements • Dressing • Coloring • Drawing • writing

Pre‐academic Advanced skills

Pre reading‐

• Phonemic Awareness • Sound –Symbol correspondence • Letter recognition • Reading 2‐3 letter words

Pre‐writing‐

• Lines, curves, and combinations • Letter formation, digit formation

Pre‐math’s‐

• Comparison, classification and seriation • Number‐quantity correspondence • Rote counting • Counting Objects • Simple addition (1‐10) • Simple subtraction

Gross motor skills

• Balance • Coordination • Aim • Catching skills • Running • Hopping • Jumping

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IX. Themes

Sl.NO

Themes Sub topics Months Concepts

1 My Self Parts of the body, Personal hygiene

June 4 weeks

Identity, Height, weight,

2 My family Family members & their names and occupations, house hold equipments and uses, family celebrations, recreations

July 1st and 2nd week

Family size, relationship, sharing and giving, helping, love and care

3 Neighborhood

Shops, variety of products, Temples, Market, Friends & their houses.

3rd and 4th week July ‐

Values of currency, number, volume, size, Texture

4 Community Ponds & wells, Park, Fields, market day. Currency, garden

1st and 2nd week Aug

Colour, shape, alphabet identification texture, smell, aesthetic sense, values of currency, number, volume, size, Texture

5 National Days Republic day, Independence day, children’s day, Gandhi Jayanthi‐celebrations, National Flag, National leaders. National days’ importance

3rd and 4th

week Aug Colours, shape, alphabet identification taste, sharing, taking responsibility patriotism

6 Food Types of food. Types of cooking &fuel. Healthy food. Cleanliness –containers & area

1st and 2nd week Sept

Colour, shape, alphabet identification Smell, Hot‐cold, texture, liquid –solid; seriation , classification

7 Health Good habits, Personal & Environmental Hygiene

3rd and 4th

week Sept Colour, shape, alphabet identification Quantity, seriation , classification Grooming

8 Hospital Hospital staff & facilities, Equipments.

!st and 2n week Oct

Colour, shape, alphabet identification, quantity, number recognition; seriation , classification Caring.

9 Fruits& vegetables

Cultivation. Nutritive value.

3rd and 4th week Oct

Colour, shape, alphabet identification, quantity, number recognition ; seriation , classification Taste. Colour. Smell. Mass Size.

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10 11

Plants. ,Trees & Creepers Children Day

Types of plants, Uses of plants and flowers & their parts , Cultivation ,where they are grown Children Day importance

!st Week 2nd week Nov

Color, shape, alphabet identification, quantity, number recognition ; seriation , classification smell, colour ,texture, big –small, few many, long –short

12 Mountain forest and rivers

Names of famous mountains, rivers and forests. How they are formed, where they are formed and their uses, conservation, inter dependence on all these

3rd and 4th week Nov

Colour, shape, alphabet identification, quantity, number recognition seriation , classification Size, texture, number, solids and liquids

13 14

Animals‐ wild and domestic Birds, Insects

Names of Domestic and wild, uses, food habits, their house, young ones, mode of reproductions

Dec 1&2nd week Dec 3&4th week

Colour, shape, alphabet identification, quantity, number recognition ; seriation , classification Sounds,texture,colour,size,number

15 Air and water Sources of water, uses of water and air, pollination and conservation

1st and 2nd week Jan

Colour, shape, alphabet identification, quantity, number recognition ; seriation , classification Taste, colour, solid, liquid and gases, volume

16 Universe Earth, directions, sun, moon stars, 3rd and 4th week Jan

Colour, shape, alphabet identification, quantity, number recognition ; seriation , classification Up‐down, right‐left, front –back Directions, in‐out, light‐dark, shadow

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Seasons Names of Days, weeks, months, Tme‐seconds, minutes, Hours weather categorization, linkages to food and clothing, seasonal fruits and vegetables ( with local examples)

1st and 2 week Feb

Colour, shape, alphabet identification, quantity, number recognition seriation , classification Hot‐cold, texture, taste, concept of time and duration

18 Local Festivals and celebrations

Names of festivals, Importance of festivals, when, where and how they are celebrating, festival foods, popular games played during specific festivals, fairs

3rd and 4th week Feb

Colour, shape, alphabet identification, quantity, number recognition ; seriation , classification Taste, colour, sharing,

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19 Village Name, how big my village, what do we have in my village, occupations and related equipments, language spoken, crops grown, animals/birds, insects, flowers, type of houses, famous places‐temples, church mosque, railway station, Bus stand, post office, school, hospital, Preschool etc.

1st and 2 week March

Colour, shape, alphabet identification, quantity, number recognition ; seriation , classification texture,smell, ecstatic sense Values of currency, number, volume, size, Texture

20 My country Names of state, Distract, taluk, village/area, National language, costumes, diversity in religion, food, culture, flower, animal, bird, President, P.M, C.M

3rd and 4th week March

Colour, shape, alphabet identification, quantity, number recognition ; seriation , classification concept of area and directions

21 22

Means of transport Communication

Vehicles‐ Air,water,land, Pollution, fuel , uses, Audio,Visual Aids‐Telephone, mobile,radio,TV,computer, types of entertainment‐ Cinema, drama, circus,dance,skit,music

April 1&2 weeks April 3rd&4th weeks

Colour, shape, alphabet identification, quantity, number recognition ; seriation , classification Types of sounds,

23 Public institutions

Anganawadi, School, collage, Government office, post office, Hospital, Bank, Community hall, Tents, Cinema hall, Hotels

May 2 weeks

Colour, shape, alphabet identification, quantity, number recognition ; seriation , classification

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X

Early Identification of Children with Special Needs

Each child is unique. Educational practices need to be directed towards meeting each child’s unique needs. During the early childhood years some children are unable to perform certain activities organized in the school. There are some children who require special attention consistently. These activities may relate to scholastic or co- scholastic aspects. Some children may cause disturbances in ECE centre. Such behavior must seek teachers/worker’s attention. In other words, the inability of the child to perform certain activities should not be ignored. Careful observations need to be done in different areas of activities/development of the child so that appropriate interventions are made at the right time.

Type of Impairment Signs of Impairment Strategies

Visual Impairment • Observable deformity in the eye(s)

• Rubs eyes frequently • Frequently reddening of eyes • Covers one eye and tilts the

head forward • Holds objects including the book

close to her/his eyes • Asks other children for help when

taking notes from the blackboard • Blinks frequently • Squints eyelids together • Eyes water Complains about

headache following close eye work

• Bumps into people or objects.

‐ Make the child sit in the front row ‐ Use more auditory and tactile aids ‐ Use more language and verbal

clues whole teaching ‐ Use three-dimensional aids ‐ Give clear and specific instruction

while teaching or doing tasks. ‐ Reading aloud while writing on the

blackboard ‐ Ask a peer to help the child ‐ Minimise sounds while teaching

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Hearing Impairment ‐ Has observable deformity of the ears(s).

‐ Frequent discharge from the ear(s).

‐ Complains of pain in the ears frequently.

‐ Scratches ear(s) frequently. ‐ Turns head on one side to hear

better. ‐ Frequently requests the teacher to

repeat directions and question. ‐ Makes many errors in taking

dictation. ‐ While listening to the teacher

watches his face carefully. ‐ Display speech difficulty.

‐ Let the child sit in the front row of the class to improve her/his listening.

‐ Talk loudly, clearly and slowly with the child.

‐ Ask the child to observe the teacher’s lip movements while she teaches.

‐ Face the child as much as possible while teaching.

‐ Minimise outside sounds and noises that cause disturbances.

‐ See to it that there is sufficient light on the teacher when she talks.

‐ Use charts, objects and demonstrations extensively.

‐ Ask a peer to help the child. ‐ Use action –oriented situations

while teaching. ‐ Use drill and practice especially

for children with speech defects.

LOCO-MOTOR DISABILITIES - Observable deformity in any part of the body.

- Has difficulty in sitting, standing or walking.

- Has difficulty in picking up, holding and putting objects on the ground.

- Complains frequently of pain in

- Encourage active participation of the child in all activities.

- Avoid sarcasm or criticism by other children.

- Encourage peer group interaction.

- Place the child keeping in mind the aid or appliance being used,

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the joints. - Had difficulty in holding a pen to

write. - Walks jerkily. - Involuntary movements of limbs. - Has amputated limbs.

for example a wheel- chair will need more space and crutches will need less space for being kept.

- Arrange the classroom to facilitate maximum movement of the child.

- Provide adequate opportunities for the child to participate in game, recreation and physical activity.

- Ask peer group to help, if required. With proper aids and appliances, and encouragement these children can be dealt with very easily.

MENTAL RETARDATION - Display poor academic achievement.

- Forget learning after a short time. - Are inattentive and destructive. - Show too much reliance on

presentation of concrete objects. - Seek immediate rewards. - Display fear of failure. - Have poor self- confidence. - Have restricted communication. - Have poor muscular

coordination. - Seek repetition and practice.

- Adopt a strict development sequence while teaching.

- Break up the task into small steps.

- Present more concrete, real life experiences.

- Repeat the task in a drill procedure till mastery is acquired.

- Be flexible in transacting the curriculum.

- Give rewards from time to time. - Encourage group activities and

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- Have difficulty in doing things for herself/himself like eating, dressing, bathing and grooming.

- When the child is told to do something, she/he has a problem in understanding what she/he has been told.

- Compared with other children of her /his age, the child appears dull or slow manner.

- Compared with other children the child had difficulty in learning to do things.

- Have difficulty in understanding abstract things.

- Take more time in learning a particular skill as compared to other children.

- Avoid participating in class room activities as other children of her /his age do.

participation. - Give clear, specific and simple

instructions. - Use a variety of activities of

activities to keep interest alive.

Speech Impairment - Have observable deformity in the mouth.

- Have frequent unnatural breaks in speech.

- Omit sounds in words or phrases when speaking.

- Stammer frequently. - Frequently mispronounce despite

corrective effort of the teacher making it difficult to understand

- Listen to the child patiently. - Give time to the child to finish. - Restate a child’s comments

rather than correcting them. - Attend to what the child is saying

rather than how it is said. - Use visual clues more often. - Ask questions as you show

pictures. - Make it a point to engage the

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speech. - Difficult to understand speech

when speaking to the child. -

child in conversation (a daily routine).

- Maintain a stress free environment in the centre.

-

Learning Disability

- Do not read well although her/ his oral answers are intelligent.

- Cannot perform many activities well, for example, buckling the shoe, organising the school bag, opening and closing of school bag etc.

- Are distracted and cannot remember the sequence of activities to be performed, for example, wearing shoes before socks etc.

- Are always untidy and late in submitting the given assignment and coming to class.

- Do not do well in evaluation due to tensions/ pressure although they are clever and have no physical disability.

- Are so excited that they are unable to complete any task.

- Omit syllables or lines in speaking.

- Cannot narrate events in proper sequence.

-

- Break the learning activity into small steps.

- Present the same task in a number of different ways.

- Do not teach letters, words or numbers that resemble one another, together.

- Be flexible in transacting the curriculum.

- Use a lot of activities to reinforce learning.

- Encourage active participation of the child.

- Give credit/reward for correct response.

- Keep the child busy in activities. - Use the multi- sensory approach. - Provide different concrete

experience with learning aids. -

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Strategies

Once a child with any of the above mentioned Handicap Disability /Impairment has been identified, the Teacher/ Workers need to

- Refer the child to a medical practitioner if she /he have a physical or intellectual impairment. - Talk to the parents and see if any aids or appliances are needed. - Assess what the child can do. This will reveal the potentialities and capabilities. - Plan as to how the programme will be made accessible with particular reference to the specific problem. - Curriculum transaction can be done through efficient classroom management, programme adaptation and use of appropriate

aids and materials, encouraging the activity based and cooperative learning approach. - Cooperation with parents, other teachers and children is crucial to the success of meeting individual needs in the ECCE

centre.

There is no separate programme for children with special needs but they should be included in the centre.

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XI. Sample Time Table

9.30‐10.00 10.00‐10.30 10.30‐11.00

11.00‐11.30

11.30 – 12.00 12.00–12.30 12.30 –1.00 1.00– 1.30 1.30 ‐ 2.00 2.00 ‐ 3.00

Cleaning of Anganwadi. welcoming children with greetings , children entering the center and personal hygiene etc

prayer Attendance game. warm up exercise, jumping clapping etc Action songs/ story telling

Morning food (Hand wash and having food)

Outdoor game (Helper cleans up surface for pre‐ school activity)

Free conversation Introduction of the theme Drama Dance Music

Language and early literacy activity 2‐4 year with helper 4‐6 year with worker

Cognitive & Pre Math (Keep Necessary materials according to the themes) learning concepts

In‐door Activity

Lunch Cleaning and make the surface for sleeping

Sleeping time for all children Worker – Home visit / record keeping / mothers meetings / BVS meetings/nutrition camp etc

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June 1st and 2nd weeks My Self

Days 9.30‐10.00 10.00‐10.30 10.30‐11.00 11.00‐11.30

11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00– 1.30 1.30 to 2.00

2.00 to 3.00

Cleaning of Anganwadi

prayer Attendance game, Action songs / Story‐ telling

Morning food

Outdoor game

Free conversation Drama/dance/ music

Language and early literacy activity

Cognition and number work

In door Game

Lunch

Sleeping

Tim

e

Mon Nanage ondu rundavu kannada action song , Tala kodu tala kodu kannada songs with children name

Topi beka topi group game

Introduction about myself, name ,worker starts from her name and encourages the children to tell their name

Introducing neighboring child with his/her name

2 to 4 identification of parts of their body 4 to 6 Uses of the body parts

2 to 4 Putting pebbles on Hand drawing 4 to 6 palm printing

Tue Kolaka thima story using the boy puppet Doni doni doni group game

Ratho ratho rayana magale group game

Each child can recognize 2 of his friends name. Discuss‐ how to keep our body clean.

Identifying the first letter of their name

2 to 4 uses of body parts 4 to 6 measure the length of the arms and legs etc

2 to 4 Colouring the body part 4to 6 collage work on plam

Wed Action song/story Taleya manege hogona taleya bagge thiliyona

Running race

Discuss‐ Good habit of wearing slippers, cutting hair, nails , washing hand etc

Head count of the day

2 to 4 Measure the height of your friend 4 to 6 ‐clay modeling of boy ‐ draw your body (KG sheet and crayons)

2to 4 peg board (boy peg board) 4 to 6 vegetable print on boy or girl drawing

Thu Visit to your doll corner and dress up the dolls Fri Tala kodu tala kodu

kannada songs with children name each child recall all the names of the group


‐Good habit of greeting child, greeting each other. ‐Identify the best friend of each child ‐question time

‐Matching his name to other objects EX; babu‐ bag

2 to 4 Drawing 4 to 6 ‐puzzles activity

2 to 4 ‐Decorate the doll with costumes 4 to 6 ‐show the picture of body parts and encourage the child to identify the body parts and talk about their functions.

Sat Revision

Note: Same activity planned for two weeks, it helps to the children for concrete learning and also teacher will get better ideas to conduct the same activity in 2 days

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June 3rd and 4th weeks My Self

Days 9.30‐10.00 10.00‐10.30 10.30‐11.00

11.00‐11.30 11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00– 1.30 1.30 to 2.00

2.00 to 3.00



Morning food

Outdoor game




In door Game

Lunch

Sleeping

tim

e

Mon Chanda chanda yavudu story Nanage ondu rundavu kannada action

Topi beka topi group game

Introduction about myself, name ,worker starts from her name and encourage the child to tell their name

Recognizing other children by their name

2 to 4 ‐ identification of the object related to personal hygiene 4 to 6 ‐uses of the objects.

Pebbles on objects used for personal hygiene

Tue Story about good habit and bad habit and action song


Worker talks about the personal hygiene and uses of things.

Recognizing the first letter of their names

2 to 4 Counting the fingers 4 to 6 List the objects (related to theme) and count them

Segregation of the object based on usage.

Wed Action song story

Running race Good habit of wearing slippers, cutting hair, nails , washing hand etc

Head counts of the day List of the things needed for personal hygiene

2 to 6 What is this and What do we use it for?

2‐4 Vegetable printing on parts of body 4‐6 Draw and colour

Thu Visit to your doll corner and dress up the dolls ,

Fri Story about personal hygiene

Frog race Good habit of greeting child, greeting each other. Identify the best friend of each child question time

Matching his dress color to other objects EX; red dress ‐ red apple

Role play with personal hygiene things (how to bath, how to washing the face etc)

Tala kodu tala kodu kannada songs with children name each child recall all the names of the group

Lunch

Sat Pre Assessment

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July 1st and 2nd week MY FAMILY

Days 9.30‐10.00 10.00‐10.30 10.30‐11.00

11.00‐11.30 11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00– 1.30 1.30 to 2.00

2.00 to 3.00



Morning food

Outdoor game




In door Game

Lunch

Sleeping

tim

e

Mon Chanmalaka chanamalka ellige hogide action song social story : about my family

Walking balance

Theme introduction

Introduction of their family and family members, Discuss‐Love and care in the family

2‐4 Introduce Red colour Buttoning and unbuttoning 4‐6 Introduce, differentiate and name Red colour

2‐4 Placing the pebbles on the pictures 4‐6 Draw a house and color it

Tue Namma mane bagilu agal ide nodalu social story : about my family

Kusumari beke kusumari outdoor game

Introduction to the house hold equipment

How to use the house hold equipment

2‐4 Differentiate Red from other colours Name the colour ‐Red 4‐6 Introduce, differentiate and name Red, Blue, Yellow colour

2‐4 Build the tower with 3 blocks/ match boxes 4‐6 Build a house with the blocks

Wed Story telling about our home and family action songs

Come lets clean to our house/preschool

Introduction family members and their occupation

Talk about different type of occupation, helping

2‐4 Identify the circle, 4‐6 Segregation of the colors

2‐4 Place the pebbles on the equipments 4‐6 Puzzle activity

Thu Visit to around the village and observe the different types of house : take a big round in your village/ area to show the things in our village. Take support of adolescent girls, SHG members or mothe. If possible serve the food in the visit and bring them back for sleep.

Fri Story telling (Kedu)

Walking balance

Talk about family members and relationship question time

Name of the family members and name of the occupation, sharing and giving.

2‐4 Differeciate the circle from other shapes Name the circle 4‐6 Revice circle and shape Segregate circle and shape

2‐4 Tracing the picture 4‐6 Copy the picture and color it

Sat Pre Assessment

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JULY 3RD AND 4TH WEEK NEIGHBOURHOOD

Days 9.30‐10.00 10.00‐10.30 10.30‐11.00

11.00‐11.30 11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00– 1.30 1.30 ‐2.00

2.00 ‐ 3.00



Morning food

Outdoor game




In door Game

Lunch

Sleeping

tim

e

Mon Shalini malini seridaru action song story telling :social story

Jutata Free conversation about the theme

Talk about around the preschool

2‐4 Introduce Red colour , Buttoning and unbuttoning 4‐6 Revise , differentiate and name Red colour

2‐4 Place the pebbles the on picture 4‐6 Draw the picture and color it.

Tue Story telling : social story

Role play about Market

Talk about the around the village

Talk about around the school

2‐4 Differentiate Red from other colours Name the colour ‐Red 4‐6 Introduce, differentiate and name Blue, Yellow colour

2‐4 Scribbling 4‐6 Coloring

Wed Action song with dance social story dramatization

Running race Introduction the different type of the shops/temples

Uses 2‐4 Identify the circle, 4‐6 Segregation of the colors

2‐4 Place the pebbles on the picture 4‐6 Match the object with flash card

Thu Visit to around the village, school and preschool : take a big round in your village/ area to show the things in our village. Take support of adolescent girls, SHG members or mother. If possible serve the food in the visit and bring them back for sleep.

Fri Story telling Govindana durase

Frog race What u have seen coming on the way to preschool ask to children

Question time What is this? What purpose we use it

2‐4 Differeciate the circle from other shapes, Name the circle 4‐6 Revice circle and shape Segregate circle and shape

All children Role play about shop

Sat

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Revision

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AUGUST 1ST AND 2ND WEEK COMMUNITY

Days 9.30‐10.00 10.00‐10.30 10.30‐11.00

11.00‐11.30

11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00– 1.30 1.30 ‐ 2.00

2.00 ‐ 3.00



Morning food

Outdoor game




In door Game

Lunch

Sleeping

tim

e

Mon Nammura teru balu joru action song Story about hatamari raghu

Running race

Introduction the theme what is the market day and fairs *List of the items in the Market day.

2‐4 Scribbling with chalk, Identify the picture with the flash card 4‐6 Kannada Say the letter(gÀ,UÀ, À̧,zÀ,C) Say words starting with letter English Say the letter (a,b) Say the sound Say words starting with letter

2‐4 introduce Blue 4‐6 Introduce Black and White Revise , differentiate all colours

2‐4 Threading the beads 4‐6 Folding the papers

Tue Story about hatamari raghu Nammura teru balu joru action song

Vegetable koko game

Talk about the uses of the Market day and fairs

2‐4 Paper tearing 4‐6 Joining the dots

2‐4 Differentiate Blue,Red 4‐6 Puzzle activity. Match the colours

2‐4 Lump in the paper 4‐6 Paper spiral

Wed Bare kamala Bare kamala action song

Pulling the ‘Ratha’

Telling importance of the sandy day and currency, Talk about how to buy the things with currency

2‐4 Sand play 4‐6 Tracing and copying (water, sand, slate, paint)

2‐4 Identify Square 4‐6 Recognize the number with currency.

2‐4 Place the pebbles on the picture 4‐6 Draw the picture and color it

Thu Visit to around the sandy day/park/field/garden: take a big round in your village/ area to show the things in our village. Take support of adolescent girls, SHG members or mother . If possible serve the food in the visit and bring them back for sleep.

Fri Jana jana jana jebu tumba hana dramatization of sandy day

Joint Running race

Talk about Different type of currency question time

2‐4 Scribbling with crayon 4‐6 *say words starting with letter *Alphabet recognition

2‐4 Segregation according to colour and shape 4‐6 Match the coins /money , sorting of coins.

2‐4 Place the coins in a row 4‐6 Coin‐painting/scribbling on the coin

24

AUGUST 3RD AND 4TH WEEK NATIONAL DAYS

Days 9.30‐10.00

10.00‐10.30 10.30‐11.00

11.00‐11.30

11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00– 1.30 1.30 ‐2.00

2.00 ‐3.00



Morning food

Outdoor game




In door Game

Lunch

Sleeping

tim

e

Mon Edagaili rate, balagaiyali geete National anthem

March past and exercise

Introduction of the our Nation and National festivals And patritisium

2‐4 Scribbling with chalk, Identify the picture with the flash card 4‐6 Kannada Say the letter(gÀ,UÀ, À̧,zÀ,C) Say words starting with letter English Revise the old letter (a,b) Say the letter (c,d) Say the sound Say words starting with letter

2‐4 Identify the flag color 4‐6 *Identify the color and Match it *Rote counting 1 to 10

2‐4 Trace the dotted lines of the flag 4‐6 Draw the flag and color it

Tue Story about the National leaders

Celebration of the independence day

Introduction of the Father of the Nation and celebration of independence day

2‐4 Scribbling with crayons 4‐6 Joining the dots of kannada and English alphabet

2‐4 Count the flag colors 4‐6 List of the colors & tell names and segregation of the color, Match the object according to colour & shape

2‐4 Place the pebbles on the Indian map 4‐6 Coloring the map

Wed Erutihudu harutihudu nodu namma bavuta

Relay Race Introduction of the National flag and colors Talking about the National leaders and dresses

2‐4 Water play 4‐6 Trace and copy (water, sand, slate, paint)

2‐4 Coloring 4‐6 Clay mode of shapes

Pass the ball and tell the national festivals name

Thu March past in front of preschool /field/park: Take support of adolescent girls, SHG members or mother of children. If possible serve the food in the visit and bring them back for sleep. Fri Story about our

Nation and Flag and festivals

March past & exercise/ celebration of the national festivals

Introduction of the republic day, independence day and

2‐4 sand play 4‐6 *Say words starting with letter *alphabet recognition

2‐4 More less 4‐6‐ More less Trace and copy the numbers Separate the objects

2‐4‐ Threading the beads / threading the paper lump 4‐6 ‐ Create the flag with clay / paste the

Sat Revision

25

children day * Revise the all old letters

according to category (classification)

picture

Sat Revision

SEPTEMBER 1ST AND 2ND WEEK FOOD

26

Days 9.30‐10.00 10.00‐10.30 10.30‐11.00

11.00‐11.30 11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00– 1.30 1.30 ‐2.00

2.00 ‐ 3.00



Morning food

Outdoor game




In door Game

Lunch

Sleeping

tim

e

Mon Anna roti thindu nanau gatti yaguve( kannada action song) story on good habit

Catch the tree

What is food, why,when we eat food etc. Talk about Food ,list the food items question time

2‐4 Picking small pebbles 4‐6 Kannada Revise the old letter (gÀ,UÀ, À̧,zÀ,C) Say the letter (d,ªÀ,ªÀÄ,§,£À) Say words starting with letter English Revise the old letter(a.d) Say the letter (e.f) Say the sound Say words starting with letter

2‐4 Introduce Yellow 4‐6 * one to one correspondence *1 to 5

2‐4 Thumb print 4‐6 Draw and Colour vegetable and fruits

Tue Story on good food habit

Frog race Types of food. Taste. Smell, Write the first letter of listed food items

2‐4 Scribbling 4‐6 Joining the dots of letters Say sounds

2‐4 Differentiate colour (Red, Blue, yellow) 4‐6 *sorting colours Sorting shapes

2‐4 Vegetable print 4‐6 Clay models of vegetable and fruits

Wed Rhymes Running and bring the vegetable which teaches says

Types of cooking &fuel, Hot‐cold, texture,

2‐4 – Name the common vegetables from chart 4‐6 Tracing and copying (water, sand, slate, paint)

2‐4 Introduce Triangle 4‐6 Count body parts up to 5

2‐4 Finger paint 4‐6 Painting the clay models

Thu Visit to preschool kitchen to see the arrangements of fuel, cooking vessels, food grains etcFri Story Catch the

tree Healthy food. Cleanliness containers & area Liquid solid,

2‐4‐ Separate the fruits and vegetables flash cards 4‐6 *Say words starting with letter *alphabet recognition *revise the old letter

2‐4 Revise Shapes 4‐6 *counting objects 1to5

2‐4 Scribbling 4‐6 Making juice

Sat Revision

27

SEPTEMBER 3rd AND 4th WEEK HEALTH

Days 9.30‐10.00

10.00‐10.30 10.3011.00

11.00‐11.30

11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00– 1.30 1.30‐ 2.00

2.00 ‐3.00



Morning food

Outdoor game




In door Game

Lunch

Sleeping

tim

e

Mon Nanu bega eluve hallugLanu ujjuve

Snake and ladder

Introduction of the theme Talk about good habit and bad habit

2‐4 Scribbling with chalk 4‐6 Kannada Say the letter (d,ªÀ,ªÀÄ,§,£À) Say words starting with letter English Revise the old letter (a.f) Say the letter (g, h) Say the sound Say words starting with letter

2‐4 Identify the colors 4‐6 *1 to 5 count the objects Recognize the numbers 1 to 5

All children How will you keep your village clean discussion 4‐6 Draw clean village

Tue Ondu eredu heluta nanu hasigeyinda eluvenu story about the hygiene

In the pond on the shore

Introduction of the personal hygiene Talking about pure water, pure air, and personal hygiene

2‐4 picking leaves 4‐6 Joining the doted letters which letter I have

2‐4 Identify the object according to soft/hard 4‐6 Match the number to the quantity 1 to 5

2‐4 Segregation of the different size of beads or pebbles 4‐6 Draw the picture and color it

Wed Story about the personal hygiene and environmental hygiene Tu tu bedappa kolaku bate ninge bedapa

come let us clean the preschool

Introduction of the Environmental hygiene question time‐ list the items you see in the environment

2‐4 scribbling with crayons 4‐6 Tracing and copying (Water, sand, slate, paint)

2‐4 Sorting shapes 4‐6 * Trace and copy 1 to 5

2‐4 Threading the beads 4‐6 Create the environment picture

Thu Take a big round in your village/area and show dirty areas and clean areas. Take support of adolescent girls, SHG members or mother . If possible serve the food in the visit and bring them back for sleep.

Fri Tu tu bedappa kolaku bate ninge bedapa Story environmental hygiene


Talk about good habit ,good health

2‐4 water/sand/clay play 4‐6 *Say words starting with letter *alphabet recognition * Revise the all old letters

2‐4 Rote counting 1‐1 4‐6 Identification of colours and size inside the preschool

Pass the flash card and tell the picture and uses

28

Sat Revision

OCTOBER 1ST AND 2ND WEEK HOSPITAL

Days 9.30‐10.00

10.00‐10.30 10.30 11.00

11.00‐11.30 11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00– 1.30 1.30 to 2.00

2.00 to 3.00



Morning food

Outdoor game




In door Game

Lunch

Sleeping

time

Mon ‘Nanu Dr. aguve’ story reading : “simha rajana hallu novu”

Running in the square

Talk about the hospital What are the things that are in the hospital Identify the hospital object through flash card

2‐4 join the dots shapes 4‐6 Kannada Revise the old letter (d,ªÀ,ªÀÄ,§,£À) Say the letter (¥À,AiÀÄ,G, qÀ, l, ZÀ,) Say words starting with letter English Revise the old letter (a, h) Say the letter (i ,j) Say the sound Say words starting with letter

2‐4 identify Black and White 4‐6 one to one correspondence *6 to 10 Numbers

2‐4 Coloring 4‐6 Draw the hospital and color it

Tue Papu Papu alabed story on simha rajana hallu novu

Running in the circle

Tells you about the use of the hospital Who are in the hospital and who is caring in the hospital

2‐4 colouring the shapes 4‐6 Which letter I have Joining the doted letters

2‐4 Differentiate all colours 4‐6 sorting colours Sorting shapes *Match the numbers1 ‐5

2‐4 Scribbling 4‐6 Draw Hospital equipments and color it

Wed Dramtization on simha rajana hallu novu story

Topi beka Topi

Tells the hygiene, What does doctor and nurse in the hospital

2‐4 sand/water/clay 4‐6 Tracing and copying(water, sand, slate, paint)

2‐4 Sorting objects 4‐6 Counting fingers 1 to 10

2‐6 Free drawing (draw the doctor)

Thu Week ‐1 Visit to the Hospital. Take support of adolescent girls, SHG members or mother of children. If possible serve the food in the visit and bring them back for sleep. Week‐2: Call Asha worker. Ask her speak about good food habit and hygiene

Fri Action song and dance


Children will talk about the hospital visit Pick and talk

2‐4 practice standing line on slate(teacher should draw dotted line) 4‐6 *Say words starting with letter *alphabet recognition

2‐4 revise the shapes 4‐6 *counting Objects *Self correcting number *Near and far

2‐6 Role play about hospital

29

* Revise the all old letters Sat Revision

30

OCTOBER 3rd and 4th WEEK FRUITS AND VEGETABLES

Days 9.30‐10.00

10.00‐10.30 10.3011.00

11.00‐11.30 11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00‐1.30 1.30 ‐2.00

2.00 ‐ 3.00



Morning food

Outdoor game




In door Game

Lunch

Sleeping

tim

e

Mon song/rhymes, “beke beke tarakari” Vegetable friend’s story.

Outdoor game regarding theme see chilipili bandhara

Introducing different types of leafy vegetable, vegetables and fruits.

2‐4 oral discussion discussing about different taste of different vegetables 4‐6 ‐ Kannada Say the letter (¥À,AiÀÄ,G, qÀ, l, ZÀ,) Say words starting with letter English ‐ Revise the old letter (a, j) Say the letter (k, l) Say the sound Say words starting with letter

2‐4 Rote count 1‐10 4‐6 Categorize of objects based on color Count the object 1‐10

2 to 4 place pebbles on fruit drawing 4 to 6 draw the picture and color it

Tue Story ‐ Vegetable friend’s story. song/rhymes, “bake bake tarakari”

Running race with keeping fruits and vegetable names

Use vegetables collected in your “Akshaya patra” for taste and locally available fruits for smell, color

2‐4 Scribbling 4‐6 Pick and talk Join the dots

2‐4 Categorize of objects 4‐6 • Tracing and

copying numbers 1‐10

2 to 4 vegetable printing 4to 6 Making doll out of vegetables (Ex: potato)

Wed song/rhymes, story‐ tarakaregala raja dramatization on vegetable (using masks)

Outdoor game regarding theme see chilipili bandhara

Naming the vegetables

2‐4 Paper tearing 4‐6 Tracing and copying

2‐4 making clay models of vegetables. 4‐6 *count and write 1‐10

2to 4 Collage work veg and fruits 4 to6 cutting and pasting of veg and fruits picture

Thu Visit to a market place to show the vegetable and fruits venders/ visit to the field to show how to grow vegetables and fruits Fri song/rhymes,

story‐ tarakaregala raja dramatization on vegetable (using masks)

Select the vegetable which ang worker says

vegetables, how do they grow’ Name the vegetables you seen fruit

2‐4 Oral teaching 4‐6 *Say words starting with letter *alphabet recognition * Revise the all old letters

2 to 4 comparing Big and small, veg/fruits *Heavy and light 4to 6 *. Join the dots

2 to 4 join the dots of vegetable picture *Trace and copy 4 to 6 fill the sand on the vegetable picture & colour it Treasure hunt

Sat Revision

31

NOVEMBER 1ST WEEK PLANTS, TREES AND CREEPERS

Days 9.30‐10.00 10.00‐10.30 10.30‐11.00

11.00‐11.30

11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00‐1.30 1.30 ‐2.00

2.00 ‐ 3.00



Morning food

Outdoor game


Language and early literacy activity Cognition and number work

In door Game

Lunch

Sleeping

tim

e

Mon Tengina kai marada mele ede story on alada mara mathu putta gubbi

Hopping race

Introduction of the plants Talk about the tree bearing fruit

2‐4 Naming the common flowers 4‐6 ‐ Kannada Revise the old letter(¥À,AiÀÄ,G, qÀ,l, ZÀ,) Say the letter (®,μ À, F, H, PÀ) Say words starting with letter English Revise the old letter(a,l) Say the letter (m,n) Say the sound Say words starting with letter

2‐4 Puzzle activity And introduction of the seeds 4‐6 *Count the object 1–10 Numbers

2‐4 place the pebbles on tree picture 4‐6 Coloring on the tree

Tue Gidave gidave story on alada mara mathu putta gubbi

Running race

Introduction of flowers and fruits Talk about the plants bearing the flowers /fruits

2‐4 Ask common flowers Naming the common fruits 4‐6 Join the dots

2‐4 Odd one out 4‐6 Match the numbers

Pieces of paper as to be pasted to a Tree image. Picture

Wed Story about Plants, trees and creepers

Run and touch the plant

Conversation about the creepers

2‐4 Ask flower and fruits Name the colors of fruits and flowers 4‐6 ‐ Tracing and copying (water, sand, slate, paint)

2‐4 Identify the colors 4‐6 *Count & write(1‐10)

leaves tracing

Thu Visit to around farm house/ Plantation: take a big round in your village/ area to show the plants/trees in our village. Take support of adolescent girls, SHG members or mother of children . If possible serve the food in the visit and bring them back for sleep.

Fri Dramatization about ‘Save the forest ‘/uses of trees

Frog race

Difference between plants & trees

2‐4 Difference between plants &trees 4‐6 *Say words starting with letter *alphabet recognition * Revise the all old letters

2‐4 Scribbling 4‐6 *Self correcting numbers *Big –small

2‐4 Place the pebbles 4‐6 Leaf print

Sat Revision

32

NOVEMBER 2nd WEEK Children Day Days 9.30‐10.00 10.00‐10.30 10.30‐

11.00 11.00‐11.30 11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00– 1.30 1.30 to

2.00 2.00 to 3.00



Morning food

Outdoor game




In door Game

Lunch

Sleeping

tim

e

Mon Action song. Chinnari chinnari nanaya mudina chinari Story: Neharu

Running Race

Introduction of Javahar Lal Neharu

2‐4 Talk about the dress 4‐6 ‐ Kannada Say the letter (®,μ À, F, H,PÀ) Say words starting with letter English Revise the old letter(a,l) Say the letter (m, n) Say the sound Say words starting with letter

2‐4 Puzzle activity 4‐6 Count the objects

2—6 Paste the cotton on the paper

Tue Action song. Chinnari chinnari nanaya mudina chinari Acting about the Neharu

Frog race Discuss with the children about the children day

2‐4 How to celebrate the children day and importance. 4‐6 Join the dotes

2‐4 Puzzle activity 4‐6 Match the numbering of objects (1‐10)

2‐6 Thumb printing

Wed Action song. Banni banni makkale atada bayalige hogona Story: acting about gandhiji

Ring play Talk about Celebration of the children day

2‐4 Introduce the play/sports 4‐6 Tracing and copying (water, sand, wooden tracing board, paint)

2‐4 Rote count 1‐10 4‐6 Counting numbers

2‐6 Free Drawing

Thu Children day celebration In the Anganawadi Fri Action song.

Banni banni makkale atada bayalige hogona Cultural program

Running race

Introduce of the sports/play

2‐4 Introduce the roses 4‐6 *Say words starting with letter *alphabet recognition * Revise the all old letters

2‐4 Listening the sound of the water (Bottle) 4‐6 ‐ *Self correction numbers *More less

2‐6 Free Drawing

Sat Revision

33

NOVEMBER 3RD AND 4TH WEEK MOUNTAIN, FOREST AND RIVERS

Days 9.30‐10.00 10.00‐10.30 10.30‐11.00

11.00‐11.30

11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00– 1.30 1.30 ‐2.00

2.00‐ 3.00



Morning food

Outdoor game




In door Game

Lunch

Sleeping

Mon Modalane vara somavara namma shiva story on golden axe

Sand play (Create mount)

Conversation about the Nature

Introduction of Mountain and Forest 4‐6 ‐ Kannada Say the letter (®,μÀ, F, H,PÀ) Say words starting with letter English Revise the old letter (a, n) Say the letter (o, p) Say the sound Say words starting with letter

2‐4 Identify the big and small mountain 4‐6 Count the object 1‐10 Numbers Rote count 1‐20

Create the clay hills and place the plants

Tue Devarante devaru Story about Uses of water and uses of Firewood/ timber

Sand play

Introduction of the Mountain and forest Names of famous mountain and forest

2‐4 Information about the rivers 4‐6 Join the dotes

2‐4 Revise all colors 4‐6 Match the objects 1‐10

Put the seeds in the soil

Wed Story about Golden Axe

Play the A.B.C

Information about the rivers Names of famous rivers in our District

2‐4 Conversation about the Nature 4‐6 Tracing and copying (water, sand, wooden tracing board, paint)

2‐4 Identify /Assessing the difference in plants and trees 4‐6 Counting numbers Join the dotted line

Put the color in the water

Thu Visit to around water tank/Pond/dunes/river/mountain/forest: take a big round in your village/ area to show the things in our village. Encourage to collect different sizes, color and size of leaves, Take support of adolescent girls, SHG members or mother of children . If possible serve the food in the visit and bring them back for sleep.

Fri Munde munde saguve Story about kadinalli shale

The flower is rose

Discussion about tourism places visited by children

2‐4 uses of water 4‐6 *Say words starting with letter *alphabet recognition * Revise the all old letters

2‐4 Touch and know the object Texture (soil, stone, sand, clay, water) 4‐6 ‐ Listening the sound of the water (Bottle) *Self correction numbers *More less *Trace and copy

2‐6 Trace the hill picture and coloring the flowers

Sat Revision

34

DECEMBER 1st and 2nd WEEKS ANIMALS (Domestic and Wild) Days 9.3010.0 10.0‐10.30 10.30‐

11.00 11.00‐11.30 11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.0– 1.30 1.30 to

2.00 2.00 ‐ 3.00



Morning food

Outdoor game




In door Game

Lunch

Sleeping

tim

es

Mon Ane banu ane action song and other rhymes

Frog race Introduction of pet animals

Talk about Which animals not there in our village 4‐6 ‐ Kannada Revise the old letter (®,μÀ,F,H,PÀ) Say the letter (J,K,E, D,vÀ,¼À) Say words starting with letter English Revise the old letter (a. p) Say the letter (q, r) Say the sound Say words starting with letter

2‐4 Match the pictures 4‐6 *Puzzle activity *More and Less *. Rote count 1‐20

2‐6 Coloring the animal picture with sponge

Tue Cunning Fox & Clever Elephant action songs bekkegu bekkegu maduve bulokavella kugata

The game of Cow and Calf

Introduction of the Animals and forest

2‐4 Talking about the sounds of animals and birds 4‐6 Pick and talk Join the dotes

2‐4 Identify the domestic animals 4‐6 *Match the numbers

2‐6 Finger paint 4‐6 Copy the animal picture Clay models

Wed Nodiri Nodiri nanaya kudure story on cunning fox & clever elephant

The game of monkey and cock

Speaking about the animals are found in our village. Where do the animal stay and food

2‐4 Uses of domestic animals 4‐6 Tracing and copying (water, slate, sand, paint)

2‐4 Identify animal sounds 4‐6 *Texture *Counting numbers *Odd one out

2‐4 Threading the birds picture 4‐6 Joining the doted on animals picture

Thu Visit to around Nature walk: take a big round in your village/ area to show the domestic animals in our village. Take support of adolescent girls, SHG members or mother of children . If possible serve the food in the visit and bring them back for sleep.

Fri Ameyondu kereya dadadi Dramatization on cunning fox and clever elephant

Play running and catching run like an animal

Picture talking about the wild and domestic animals

2‐4 Uses of wild animals Name all the animals that youknow 4‐6 *Say words starting with letter *alphabet recognition * Revise the all old letters

2‐4 ‐ List the wild and domestic animals 4‐6 Segregation of the wild and domestic animals *Self correction numbers *More less

2‐4 Paper tear 4‐6 “leaf zoo” activity

Sat Revision

35

DECEMBER 3rd and 4th WEEKS BIRDS AND INSECTS

Days 9.30‐10.00

10.0‐10.30 10.30‐11.00

11.00‐11.30 11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00– 1.30 1.30 ‐

2.00

2.00 ‐3.00



Morning food

Outdoor game




In door Game

Lunch

Sleeping

tim

es

Mon Ba Ba chitte bannada chitte story reading the ant and green locust

Butterfly race

The game of sun, moon and stars

2‐4 Talk about different type of birds and colors 4‐6 Kannada Say the letter (J, K, E, D, vÀ, ¼À) Say words starting with letter English Revise the old letter(a, r) Say the letter (s, t) Say the sound Say words starting

2‐4 Match the objects 4‐6 *Puzzle activity *Count the objects 1‐10 *Random recognition of the numbers

2‐4 Places the pebbles on birds picture 4‐6 Coloring the birds and insects picture with sponge

Tue Iruve iruve kariya iruve story about the ant and green locust

Do as the parrot says (one child tells action others have to fallow)

Ask the children to run around the circle. When the teacher says sun they should stop, when she says they should sit, when she says star they should dance.

2‐4 Talking about the sounds of birds 4‐6 Join the dots

2‐4 Identify the birds and insects 4‐6 Segregation of birds and insects Count & write

2‐4 Finger paint 4‐6 Copy the birds picture Clay model

Wed Story about the Ant and green Locust action song

Lagori Make children sun, moon and star, the sun stands in the middle. The moon and stars run around the sun,

2‐4 Talk about How birds live, Fly and eat 4‐6 Trace and copy (water, sand, slate, paint)

2‐4 Identify the birds and name 4‐6 *Texture *Counting numbers

2‐4 Threading the birds picture 4‐6 Joining the dots on birds picture

Thu Week 1: Nature walk: take a big round in your village/ area to show the birds in our village. Take support of adolescent girls, SHG members or mother of children. If possible serve the food in the visit and bring them back for sleep. Week 2: show the children insects in the center or outside.

Fri Story about the elephant and ant

Walking and catching (children should walk like birds)

Talking about birds & insects

2‐4 Speaking about the insects in the house 4‐6 *Say words starting with letter *alphabet recognition * Revise the all old letters

2‐4 ‐ pattern continuation 4‐6 ‐ Segregation of the insects and birds. Self correction numbers More less & Trace and copy

2‐4 Paper tear 4‐6 Paste the pieces of papers on the insects picture “leaf zoo” activity

sat Revision

36

JANUARY 1ST AND 2ND WEEK AIR AND WATER

Days 9.30‐10.00

10.0‐10.30 10.30 11.00

11.00‐11.30 11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.0– 1.30 1.3‐2.00 2.00 ‐ 3.00

Cleaning

of A

ngan

wad

i


Morning food

Outdoor game




In door Game

Lunch

Sleeping

tim

es

Mon My red balloon flays high (3) story reading on air and sun


Introduction of the theme,

2‐4 How to breathing/flying 4‐6 ‐ Kannada Revise the old letter (J, K, E, D, vÀ, ¼À) Say the letter (N, O, ºÀ, ±À) Say words starting with letter English Revise the old letter(a,t) Say the letter (u, v) Say the sound Say words starting

2‐4 More & Less 4‐6 Writing 1‐10 Rote count 1‐20

Color blowing

Tue Story about air and sun action song

Blow the balloon

Need of air and water

2‐4 Uses of the air 4‐6 Joining the dots

2‐4 Near and Far 4‐6 Match the numbers Number before and after

2‐4 Finger painting 4‐6 Coloring

Wed Koli kuguva munna story about air and water

Air and water game (Like in the pond on the shore)

Sources of air and water and

2‐4 Uses of the water 4‐6 Coping the letter and tracing

2‐6 Demonstration‐ Air is needed for the candle to burn (candle and Glass tumbler)

2‐4 Prepare the whistle form the leaf 4‐6 Prepare the a fan from paper

Thu Visit to around Nature walk: take a big round in your village/ area to show the things in our village. Take support of adolescent girls, SHG members or mother of children. If possible serve the food in the visit and bring them back for sleep.

Fri Story about air and water

In the pond on the shore , light and heavy objects blow game

Talk about Sun set and sun rise

2‐4 Listed the object 4‐6 *Say words starting with letter *alphabet recognition * Revise the all old letters

2‐6 Demonstration melting, floating and sinking of objects in water

2‐4 Prepare the Girigitle form the leaf ,paper 4‐6 Prepare the girigitle from the Coconut leaves

Sat Revision

37

JANUARY 3RD AND 4TH WEEK UNIVERSE

Days 9.30‐10.00

10.0010.30 10.30 ‐11.00

11.00‐11.30 11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00‐1.30 1.30‐ 2.00

2.00‐ 3.00



Morning food

Outdoor game

Free conversation Drama /dance / music



In door Game

Lunch

Sleeping

tim

es

Mon Elu muddu kanda story reading – the moon has fallen well

The game of sun, moon and stars

Introduction about day and night

2‐4 Make a list of things to look at in the day 4‐6 ‐ Kannada Revise the old letter ( N, O, ºÀ, ±À) Say the letter (L,IÄ, t, bÀ, M) Say words starting with letter English Revise the old letter(a, v) Say the letter (w, x) Say the sounds Say words starting

2‐4 Segregation of the sun, moon and stars picture 4‐6 *Copy the sun *Count the object

2‐4 Place the pebbles on the sun moon and stars picture 4‐6 Draw the sun moon star and color it

Tue Story about The moon has fallen well action songs

Ask the children to run around the circle. When the teacher says sun they should stop, when she says moon they should sit, when she says star they should dance.

Importance of the sun

2‐4 Make a list of things to look at in the night 4‐6 Join the dots

2‐4 Place the picture card on the flannel board 4‐6 *Simple addition using their fingers.(Beads, stones, etc)

2‐4 Place the crumpled papers on the picture 4‐6 Copy the sun, moon and star

Wed story telling The moon has fallen well action songs

Make children sun, moon and star, the sun stands in the middle. The moon and stars run around the sun,

Importance of the stars and moon question time

2‐4 Picture talking 4‐6 Tracing and copying (water, sand, slate, paint)

2‐4 Count the sun, moon and stars 4‐6 *Copy the ‘star’

2‐4 Threading the sun moon stars cards 4‐6 Identify the sun moon & stars

Thu Nature walk: Go outside show the direction position of the sun. Different types of earth formation and soil. Talk about the weather of that day

Fri Story The moon has fallen well

The game of sun moon and stars

(Instruct the children observe the sky in the night and come to anganawadi) Discuss about full moon day and dark day Introduce all the 4 directions

2‐4 What do we do in the day and night time 4‐6 *Say words starting with letter *alphabet recognition * Revise the all old letters

2‐4 ‐Tell the difference between day and night And paste the pictures 4‐6 *Counting numbers 1 to 20 *Self correction numbers *odd one out / copy the numbers

Puzzle activity

Sat Revision

38

FEBRUARY 1ST AND 2ND WEEK SEASONS

Days 9.30‐10.00

10.0010.30 10.30‐11.00

11.00‐11.30 11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00– 1.30 1.30 to 2.00

2.00 to 3.00



Morning food

Outdoor game




In door Game

Lunch

Sleeping

tim

e

Mon Action song ‘gadiyara’ story about dog and loyalty

Children run around with seasons names Teacher start the a music when the music stop the children have to stand together

Free conversation about seasons – weather, clothing Seasonal fruits and vegetables

2‐4 Talk about the rainy day 4‐6 ‐ Kannada Revise the old letter (L,IÄ, t, bÀ, M) Say the letter (zsÀ, xÀ, qsÀ, ¨sÀ) Say words starting with letter English Revise the old letter ( a, x) Say the letter (y, z) Say the sounds Say words starting

2‐4 Stick the match sticks on the numbers on the clock picture 4‐6 Clock puzzle Count the object

2‐4 Place the pebbles on the picture 4‐6 Draw the clock picture

Tue Story about Dog and loyalty action songs

The game of day and night like in the pond on the shore

Introduction of the day, week and year

2‐4 Talk about summer 4‐6 Match the big and small letters in English

2‐4 Revise Day‐Night Revise 1‐10 4‐6 Match the number (1‐10) Simple addition

2‐4 Paste the sand on the hat, sweater picture 4‐6 ‐ Match the object

Wed Song about seasons story about dog and loyalty

run in a circle when worker says one season name children will do the action like summer children will do the fan action,

Talk about morning, afternoon, evening and night, question time

2‐4 Talk about winter 4‐6 3 Letters words (ANT, BAT, CAT, DOG, HAT) In kannada ‐ Arasa, udaya, oushadha

2‐4 Rote count 1‐10 Revise all colors & shapes 4‐6 Simple addition

Acting about winter, summer and raining

Thu Visit to around Nature walk/ Paddy, farm, garden: take a big round in your village/ area to show the things in our village. Take support of adolescent girls, SHG members or mother of children . If possible serve the food in the visit and bring them back for sleep.

Fri Story about dog and loyalty Song about seasons

Free play Introduction of the clock

2‐4 : Talk about spring 4‐ 6: Question time 1. What is your name? 2. How old are you. 3. Where do you live?

2‐4 arrange “My Day” flashcard 4‐6 *Identify the numbers on the clock and aware of the big and small stick on the clock. *Children should show the time told by the teachers in the clock

2‐4 Place the lump paper on the clock picture 4‐6 Prepare the coconut feather clock

Sat Revision

39

FEBRUARY 3RD AND 4TH WEEK LOCAL FESTIVALS AND CELEBRATIONS

Days 9.30‐10.00 10.00‐10.30 10.30 11.00

11.00‐11.30 11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00– 1.30 1.30 to 2.00

2.00 to 3.00



Morning food

Outdoor game




In door Game

Lunch

Sleeping

tim

e

Mon Action song Habba bantu habba story on chowthi chindra

Treasure Hunt

Talk about the Local festivals

2‐4 Introduce name of the festivals And sharing 4‐6 Kannada Revise the old letter (zsÀ, xÀ, qsÀ, s̈À) Say the letter (oÀ, WÀ, ¥sÀ, gÀhÄ, R) Say words starting with letter English Revise the old letter (a – z) Say the letter Say words starting

2‐4 Recite 1‐10 Revise shapes and colors More and less 4‐6 *subtraction using fingers (1‐10)

2‐4 Place the pebbles on the temple 4‐6 Draw the picture and color it

Tue Story on chowthi chindra action song –habba bantu habba

Topi beka topi

Importance of the festivals question time

2‐4 How to celebrate the festivals And festival dishes and taste and smell 4‐6 Match the big and small letters

2‐4 Head count 4‐6 *How many are today and list of the festival sweets *Simple subtraction using their fingers.

2‐6 come let us decorate

Wed Action song –baru baru ganapa Story on chowthi chindra

Keeping flower name and Race

Talk about types of the religions

2‐4 Question time 4‐6 Trace the 3 letter words

2‐4 more‐Less Far‐Near Sequential (related to theme) 4‐6 Puzzle activity Rote Counting numbers 1 to 50 Subtraction

2‐6 Leaf printing

Thu Visit to places of worship take a big round in your village/ area to show the things in our village. Take support of adolescent girls, SHG members or mother of children for support. If possible serve the food in the visit and bring them back for sleep.

Fri Story telling about god/temple

Free play Picture talk on festival

2‐6 Days of the week (Sunday to Saturday)

2‐4 Day‐Night, Near‐Far, recite colors & shapes 4‐6 Subtraction

2‐4 Coloring 4‐6 Clay activity

Sat REVISION

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March 1st and 2nd week “My village”

Days 9.30‐10.00 10.00‐10.30 10.30 11.00

11.00‐11.30

11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00– 1.30 1.30 ‐2.00

2.00 ‐3.00


prayer Attendance game, Action songs /Story‐ telling

Morning food

Outdoor game


Language and early literacy activity Cognition and number work

In door Game

Lunch

Sleeping

tim

e

Mon “Namma Halli sundara”


Name, how big my village, what do we have in my village, occupations and related equipments,

2‐4 ‐ Talking about our village list of the items you see in your village 4‐6 ‐ Kannada Revise the old letter (oÀ, WÀ, ¥sÀ, gÀhÄ, R)

Say the letter (CA, DB, Y, k) Say the letter Say words starting with letter Randomly recognition of kannada Letters & English letters

2‐4 Identify the picture 4‐6 *Colour, texture, smell, *Oral counting

2‐6 Draw the picture and color it

Tue Namma mane Ninna mane seri keri ayitu

Running and Catching

Talking about hygiene language spoken, crops grown, animals/birds, insects

2‐4 People who help us (Police, postman, teacher, doctor, nurse) 4‐6 Copy the 3 letter words

2‐4 ‐ Identify the picture and tell the name 4‐6 *Values of currency, *simple addition/ subtraction using their fingers.

2‐4 Paper tearing 4‐6 Palm print.

Wed Story/action song


Flowers, type of houses, famous places‐ list the items you see in your village

2‐4 ‐ Pick and talk See the picture & talking about it 4‐6 ‐ Colors (RED, BLUE, GREEN, YELLOW)

2‐4 Match the object 4‐6 Puzzle activity Writing numbers 1‐10

‐2‐4 Scribbling on the paper 4‐6 Collage work

Thu Visit to around the village: take a big round in your village/ area to show the things in our village. Take support of adolescent girls, SHG members or mother of children for support. If possible serve the food in the visit and bring them back for sleep.

Fri Action song Running and catching

Draw route map of the village based on nature walk

2‐4 Talking about preschool Environment or village environment 4‐6 Months of the year (Jan to Dec)

2‐4 – list the items you see in your village 4‐6 Memory game

2‐6 Create the village with stick. Grass, matchbox, waste materials

Sat Revision

41

MARCH 3RD AND 4TH WEEK MY COUNTRY

Days 9.30‐10.00

10.00‐10.30 10.30‐11.00

11.00‐11.30 11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00– 1.30 1.30 to 2.00

2.00 to 3.00



Morning food

Outdoor game




In door Game

Lunch

Sleeping

tim

e

Mon Patriotic song and story

Running race Name of village , area, taluk , state, Distract,

2‐4 Talk about our village, name, people 4‐6 Say the letter Say words starting with letter Randomly recognition of kannada Letters English letters

2 to 4 Identification of color 4 to 6 Shapes (triangle, circle, rectangle, square) Addition/subtraction with fingers

2to 4 Coloring 4 to 6 years concept of area and directions

Tue Story/action songs


National language, costumes, diversity in religion

2‐4 Talk about Talluk and District and name 4‐6 3 Letters words with flash cards

2 to 6 Revise all shapes and colors

2 to 4 puzzle 4 to 6 Collage work

Wed Patricyatic songs Musical numbers

Food, culture, flower, animal, bird,

2‐4 Talk about national bird, flower and animal 4‐6 Name of animals in English

2‐6 Trace all 4 shapes & color them

2 to 4 thumb print 4 to 6 Puzzle activity

Thu Visit to around the village: take a big round in your village/ area to show the things in our village. Take support of adolescent girls, SHG members or mother of children for support. If possible serve the food in the visit and bring them back for sleep.

Fri Patricyatic songs Balancing object on the head and run

PM, CM question timeime

2‐4 Talk about our Nation and state and tell the name 4‐6 Match the colors (in English)

2 – 6 Copy all 4 shapes & color them

Draw the national birds and flower and color it

Sat Revision

42

APRIL 1st and 2nd WEEKS MEANS OF TRANSPORT

Days 9.30‐10.00 10.00‐10.30 10.30‐11.00

11.00‐11.30

11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00– 1.30 1.30‐ 2.00

2.00 ‐ 3.00



Morning food

Outdoor game




In door Game

Lunch

Sleeping

tim

e

Mon Chukubuku chukubu railu bandi

Train and Bus game Red Light, Green Light

Question time Talk about the vehicles (Air, water, land)

2‐4 Name of the vehicles (air, water, land) 4‐6 3 letter words (Arasa, udaya, Oushadha, etc)

2‐4 Identify the vehicle 4‐6 Odd one out

2‐4 Place the pebbles on the vehicles pictures 4‐6 Draw the picture and color it

Tue Nelada mele odutide motor Story telling

Introduce the vehicle route and play with flash card

Uses of the vehicles question time

2‐4 talk about the benefit of vehicles /sounds color Question time 4‐6 Trace the letters

2‐4 Count the vehicle in our preschool 4‐6 *Puzzle activity and *Odd one and out *Sorting

2‐4 Tracing and scribbling 4‐6 Match the object Peg board activity

Wed Action song Nelada mele odutide motor Dramatization of Train and bus travelling

Train Chain Question time Animal vehicles

2‐4 Name the vehicles ask children to tell the type of transportation (Air, water, land) 4‐6 Copy the letters

2‐4 Identify the pictures 4‐6 *Identify the picture and names *Number Hopscotch * Simple sums using their fingers.

2‐4 Paper folding 4‐6 (Boat, Plane )

Thu Visit to around the Bus stop: take a big round in your village/ area to show the things in our village. Take support of adolescent girls, SHG members or mother of children for support. If possible serve the food in the visit and bring them back for sleep.

Fri Action song – riddle song –nelada mele odade

Introduce the vehicle route and play with flash card

Talk about drivers for difference vehicles

2‐4 Pick and talk Question time Voice modulation 4‐6 Question time *what is your Name? *How old are you

2‐4 Naming object 4‐6 *Show some objects, the child should count and show the correct flash card (1‐10)

2‐4 Identify the object with flash card 4‐6 Cut the vehicle picture and paste

Sat Revision

43

APRIL 3rd and 4th WEEKS MEANS OF COMMUNICATION

Days 9.30‐10.00 10.00‐10.30 10.3011.00

11.00‐11.30 11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00– 1.30 1.30 to 2.00

2.00 to 3.00



Morning food

Outdoor game




In door Game

Lunch

Sleeping

tim

e

Mon Action song Style style style kailidre mobile story‐ jany and sony

Running race with flash card

Telephone conversation Question time

2‐4 Telephone conversation 4‐6 Name of colors in English

2‐6 What is this? What is the use from this?

2‐4 Place the pebbles on the TV, Radio pictures 4‐6 Draw the TV and color it

Tue Story telling Style style style kailidre mobile

Group game Talk on entertainment equipments

2‐4 Usage and need of TV and Radio 4‐6 Parts of the body in English

2‐4 Big and small revision 4‐6 Puzzle activity and Odd one out

2‐4 Tracing and scribbling 4‐6 Telephone conversation

Wed Style style style kailidre mobile

Telephone / TV statue/ Radio Says

Talk about the mode of communications (post, telephone, mobile, e‐mail)

2‐4 Uses of the telephone, post office, mobile, e‐mail 4‐6 Name of wild animals in English

2‐4 Puzzle activity 4‐6 Identify the picture and names Number Hopscotch

2‐4 Placing the pebbles on the picture 4‐6 Match the picture

Thu Visit to post office/Telephone office: take a big round in your village/ area to show the things in our village. Take support of adolescent girls, SHG members or mother of children for support. If possible serve the food in the visit and bring them back for sleep. Or give opportunity to interact with post man who visit your village

Fri Story telling about TV and Radio

What does my Body tell you

How to communication with post, telephone and e‐mail Talk about the TV, radio,

2‐4 Pick and talk Question time Voice modulation 4‐6 Name of domestic animals in English

2‐4 Counting the object (1‐5) 4‐6 *Talk about difference between tv and radio * Simple sums using their fingers.

2‐4 Identify the object with flash card 4‐6 Stamp paste

Sat Revision

44

MAY 2 WEEKS PUBLIC INSTITUTIONS

Days 9.30‐10.00 10.00‐10.30 10.30‐11.00

11.00‐11.30 11.30 ‐12.00 12.00–12.30 12.30 –1.00 1.00– 1.30 1.30 to 2.00

2.00 to 3.00



Morning food

Outdoor game




In door Game

Lunch

Sleeping

tim

e

Mon Ondu eredu shalege horadu Story telling –preschool first experience

Through and catch the ball

My Anganwadi 2‐4 Talk about my preschool 4‐6 Action song in English,

2‐4 Far / Near 4‐6 Revise 1‐10

2‐4 Place the pebbles on the school picture 4‐6 Draw the school and color it

Tue Story telling –preschool first experience action songs

The teacher and the chalk

Talk about school hygiene

2‐4 Talk about cinema hall, Hotels park 4‐6 Match the big and small letters Eng Match the kannada words

2‐6 Identify the shapes in the preschool For ex: door, window, black board, table, chalk, Duster etc

2‐6 Role play (Teacher and student) Or Preschool role play

Wed Action song Story telling –preschool first experience

Letter ,letter and stamp

Talk about the school object and how to maintain the object

2‐4 How to use the school TLM, 4‐6 which letter I have Work book activity.

2‐6 Identify the color in the preschool 4‐6 *Show the numbers child should get same number of object

2‐4 Coloring 4‐6 Clay model

Thu Visit to the hotel / ltailor shop, panchayat office : take a big round in your village/ area to show the things in our village. Take support of adolescent girls, SHG members or mother of children for support. If possible serve the food in the visit and bring them back for sleep.

Fri Action song Treasure hunt

Frog race Talk about the school environment, cinema, community hall

2‐4 Environment and hygiene 4‐6 Work book activity

2‐4 Revise 1‐10 4‐6 * Show some objects child should count and show the correct flash card

2‐4’ Scribbling 4‐6 Clay model

Sat Post Assessment

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Innovative activities

Skill Area: Gross Motor All Children

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Skill Area – Gross motor skills 2 to 4 years children

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Skill Area – Gross motor All Children

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Alphabet Hopscotch

• Learning objectives:. jumping.

• Prerequisites: Recognition of alphabets

• Group size: large

• What you need: draw the below with chalk/ rangoli powder. Write any 10 letters instead of 1‐10.

Basic activity:. Ask the children to toss a stone and hop on one foot till the box it lands on. The child must say all the letters that he lands on. Then the child turns back and hops back to start. This time to the child says all the letters he jumps on.

Skill Area – Gross motor All Children

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Three legged race with letters.

• Learning objectives. Coordinated movement.

• Prerequisites: Alphabet recognition

• Group size: Large

• What you need: Cloth/ dupattas to tie on the legs. 2 sets of kannada letters flash card.

• Basic activity:. Ask children to pair up. Explain that they must run in pairs with one leg tied to each other. Gently tie the right leg of one child and the left leg of the other. Help them line up at the starting line. Give each pair an alphabet. On the finish side put another set of letters mixed up. Each pair has to reach finish line, search for the same letter as they have and bring it back to the teacher. The first pair to do this is the winner.

Skill Area – Gross motor All children

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Letter, Letter, STAMP!

• Learning objectives: Run and stop with control

• Prerequisites: Nil

• Group size: Large

• What you need: Nil

• Basic activity:. Explain to the children that a letter cannot be delivered without a stamp! Once it is stamped, it can GO!

Make the children sit in a circle

A child goes around the circle saying Letter, Letter, Letter, etc. When they tap a child head and say STAMP that child chases the other child around the circle once.

Skill Area – Gross motor All children

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Skill Area – Fine motor skills All children

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Skill Area – Fine motor skills All children

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Skill Area – Fine motor skills 2 – 4 years children

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Skill Area – Fine motor skills 2‐4 years children

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Skill Area – Fine motor skills 2‐4 years children

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Skill Area – Fine motor skills 2 to 4 years children

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Skill Area: Language All Children

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Skill Area – Language skills All children

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Skill Area: Language 2‐4 years children

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Simpu say

• Learning objectives Oral comprehension

• Prerequisites Speech and hearing

• Group size Large

• What you need Puppets; dolls

• Basic activity Introduce the puppet/doll to your class as Simpu. Start the game by saying to make friends with Simpu, why don’t we follow him. Start by giving simple instructions like “simpu says, touch your head: …. Stamp your foot once;…….clap 3 times etc etc. Start with one instruction at a time then move slowly to more instructions


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Skill Area –Language skills 4 to 6 years children

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I Spy…….. Learning objectives: correct identification of initial sounds. Pronunciation Prerequisites: vocabulary Group size: 5‐6 What you need: alphabet flash cards; 2‐3 objects or pictures starting from each alphabet. Basic activity: Make the children sit around you. Choose one alphabet per day. Lay out the flash card of that alphabet for children to see. Lay out the picture cards or objects starting with that letter with a few that are not of the same letter. Say to the children “ I spy… something starting with…(make the sound of the alphabet)” Encourage the child to pick up the correct object and pronounce the name correctly.


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Skill Area – Language skills 4 to 6 years children

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Skill Area: Language/Thinking 4 to 6 years children

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Skill Area: Language 4‐6 Years Children

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Skill Area: Cognitive/Intellectual All Children

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Skill Area: Cognitive/Intellectual All Children

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Skill Area: Cognitive/Intellectual 4‐6 years Children

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Skill Area: Cognitive/Intellectual 4‐6 years Children

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Skill Area – Cognitive/Intellectual skills 4 to 6 years children

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Skill area: pre‐academic Reading 4 to 6 years children

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Skill area: pre‐academic writing 4 to 6 years children

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Pre‐Literacy – Kannada/ English

Theme ‐ All themes Month August‐ April

I‐ Activity – Name of the letters of the Alphabet [ Kannada/ English]

Materials‐ Kannada/ English Flash cards, list of words starting with that letter.

Procedure‐

• Revise the letters done in the previous weeks. Mix up the flash cards. Hold up one by one and ask children to say the letter. Ask them to say a few words starting with that letter.

• Introduce new letters. Introduce one at a time. Make the children sit in a circle. Say 1 or 2 words starting with a letter. Ask the children what is the beginning sound in those words. Show the letter flash card and say the name of the letter and few words starting with the letter. Ask children to repeat after you. Eg. Sa‐ Sara, soorya etc.

• Ask children to name as many things as they know starting with that letter. • Ask them if there are any children in the class whose names start with that letter. Those

children should stand up and all other children should clap for them. • Repeat one or two times

No. of children All children aged 4‐6 years

Duration 15‐20 min

Suggestion/ Variations

• Take an alphabet walk around the school or neighborhood. Look for letters that you have been studying in environmental print. You can also have children identify objects that start with specific letters that the children have recently learned.

• Play "I Spy" by having children try to identify what you spy that begins with a certain letter. You can give added hints if needed. For example, "I spy something that begins with B. You can read it." (book) Have the child who correctly identifies the object go to the board and write the letter. Have everyone practice saying the word with emphasis on the first letter.

• Hand out a letter card or picture card to each child. Write a letter on the board. The child whose picture begins with the letter or who has a matching letter card stands up. That child says the letter and the word of the picture (if they have picture cards). You should reinforce the answer and have all the children repeat the sound.

• Give children letter cards. Call out four to five letters. As you do, those who have the card come to the front of the room. When four to five children have come forward, direct them to arrange themselves in alphabetical order.

Learning Outcomes Children should recognize the letter shown and name 2‐3 words starting with that letter.

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Pre‐Reading‐ Kannada/ English

Theme ‐ All themes Month‐ Aug‐ April

II‐Activity – Shape of the letters of the Alphabet [Kannada/ English]

Materials‐ Kannada Flash cards, list of words starting with that letter, Sand paper letters, workbook.

Procedure‐


• Revise the new alphabet taught yesterday. Say the name of the letter and words starting with that letter.

• Show the children the sand paper letters and how to trace them. • Call each child and make him/her trace it in front of you. When they trace it they should

say the letter name. • When all children have finished, ask them to practice in workbook by joining the dots.

No. of children‐ 4‐6 years



Variation 1

Invite a small group of children to the mat who have been introduced to some Sandpaper Letters. • Arrange the sandpaper letters face‐down on the mat.

• Explain to the children how to play the “Knock‐Knock Game”. Knock on one

Letter as you would knock on a door.

• Select a child to say, “Who is there?”

• Turn the letter over and allow the child to trace the letter and say the corresponding sound.

• Repeat for all of the face‐down letters.

Variation 2 • Make dough for the Practical Life area and show a child how to roll out long, narrow strips. • The strips can be shaped into the letters with which the child is familiar.

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Variation 3 • Show the children how they can take turns tracing letters on each others’ backs and guessing which letter was formed. Learning Outcomes Children learn the shape of the letters and their correct formation.

Pre‐Reading‐ Kannada/English


III‐ Activity – Tracing and writing the Letters of the Alphabet [Kannada/ English]

Materials‐ Kannada/ English Flash cards, list of words starting with that letter, water/ sand, slates, chalk.

Procedure


• Revise the new alphabet taught yesterday. Say the name of the letter and words starting with that letter.

• Ask children to say the sound and write the letters in their slate. No. of children ‐all 4‐6 years



Learning Outcomes Children should be able to copy and write kannada/ English letters.

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Pre‐Reading‐ Kannada/English


IV‐ Activity – Recognition of Letters of the Alphabet [Kannada/ English]

Materials‐ Kannada Flash cards, list of words starting with that letter, tracing boards with wood pencil.

Procedure


• Ask the children to trace using the wooden boards. • Ask children to say the sound and write the letters in their slate.

No. of children ‐all 4‐6 years



Learning Outcomes Children should be able to identify, copy and write kannada/ English letters.

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Skill area: pre‐academic Math 4 to 6 years children

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Pre‐Numeracy‐ Colours

List of activities for pre‐Numeracy is conducted to all the themes from the month of July to April.

I‐ Activity –Introducing colours

Materials‐ Some objects of the colour being taught

Procedure

• Make children sit in a circle. • Show the objects to the children. • Ask them to name the objects. • Ask them if they are similar in any way. Guide them to observe the similarity in colour. • Name the colour. • Ask children to point out more objects in that colour and say the name of the colour.

No. of children –All



• Hold a colour day, when all children have to bring something of that colour to class. Learning Outcomes Children should be able to identify the colour.

II‐ Activity –Differentiating colours (after 2 colours are introduced)

Materials ‐ Objects of 2 colours mixed up. (colour blocks, if available)

Procedure

• Make children sit in a circle. • Put all the objects in the centre. Ask children to come one by one and pick up an object

of the colour you ask for. No. of children All



• Show a sample of the colour you want and ask children to search for it in the room and bring it to you.

• Ask children to make separate piles of the 2 colours.

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Learning Outcomes

Children can differentiate colours.

III‐ Activity –Naming Colours ( After 2 colours are taught)

Materials Objects of 2 colours mixed up. (blocks, if available)

Procedure

Hold up one object at a time.

Ask children to tell the colour one by one.

No. of children All



Learning Outcomes Children can name the colours taught.

Pre‐Numeracy‐ Shapes

I‐ Activity –Introducing shapes

Materials Shape samples, cut‐outs

Procedure

• Show the cut‐outs of the shape. • Teach the name of the shape. • Ask children to touch and hold the cut‐outs

No. of children All

Duration 15 min


Learning Outcomes

Children recognize the shape.

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II‐ Activity – Differentiating shapes (after 2 shapes are taught)

Materials Shape Kit

Procedure

Spread out various shapes in the Shape sorter kit in the room.

Show one sample shape, and ask children to bring the same shape from anywhere in the room.

No. of children All

Duration 20 min


• Conduct a race for collecting shapes. Learning Outcomes

Children can differentiate shapes.

III‐ Activity –Naming shapes (After 2 shapes are taught)

Materials Shape sorter kit

Procedure

Hold up one object at a time.

Ask children to tell the shape one by one.

No. of children All



Learning Outcomes Children can name the shapes taught.

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Pre‐Numeracy‐ Classification

Activity – Sorting objects

Materials Colour blocks ,Pebbles‐ paper mixed, Pebbles‐ leaves mixed

Procedure

• Give children any 2 sets of objects‐ 2 coolers blocks; leaves‐pebbles; leaves paper bits etc.

• Let them separate the 2 and make separate piles. No. of children 2‐4 years



Learning Outcomes ‐ Children can classify objects

Pre‐Numeracy‐ Classification

Activity – Sorting objects

Materials ‐ Picture flash cards

Procedure

• Give children any 2 sets of cards‐ animals‐fruits; animals‐birds etc based on theme of the month.

• Let them separate the 2 and make separate piles. No. of children 4‐6 years



• This activity can be done by mixing any set of objects‐ eg. doctor set and kitchen set; kitchen set and stationary items etc.

Learning Out comes ‐ Children can classify objects .

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Activity Type‐ Sequential Thinking

Theme ‐ All Month‐ November‐ April

Activity – Repeating patterns

Materials – Blocks , Pebbles‐ paper mixed, Pebbles‐ leaves mixed

Procedure

• Make a pattern like‐ pebble‐leaf‐pebble‐leaf; red‐yellow‐red‐yellow Blocks. • Ask children to repeat it.

No. of children 2‐4 years


Suggestion/ Variations ‐ They can pair up and make patterns for each other.

Learning Outcomes ‐ Children start learning sequential thinking.

II‐ Activity – Repeating patterns

Materials – Blocks, Pebbles‐ paper mixed, Pebbles‐ leaves mixed

Procedure

• Make a pattern with 3 objects like‐ pebble‐leaf‐ chalk‐ pebble‐leaf‐ chalk; red‐yellow‐blue‐‐red‐yellow‐ blue Blocks.

• Ask children to continue the pattern it.

No. of children 4‐6 years


Suggestion/ Variations ‐ They can pair up and make patterns for each other.

This activity can be done with any object based on the month’s theme.

Learning Outcomes ‐ Children start learning sequential thinking.

III‐ Activity – Story Telling

Materials Story cards, books, stories

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Procedure‐ Encourage children to tell stories in correct sequence.

Suggestion/ Variations‐ This can be done with daily routine activities also.

Learning Outcomes ‐ Children learn sequential thinking.

Number concepts (4‐6 years)

Theme ‐ All Month‐ September‐ April

• Step 1‐ One to one correspondence. Give 2 sets of objects‐ eg. seeds‐leaves; pebbles‐bits of paper etc. Put the seeds in a row. Ask children to place one leaf with each seed.

• Step 2‐ Teach 1‐10 by rote. Teach number rhymes • Step 3 Counting body parts. Teach children to count body parts‐ 1 nose, 2 eyes etc. • Step 4‐ Counting objects. Give sets of pebbles to each child. Ask children to lay out and

show you the number of objects for each number. • Step ‐5‐ Symbol recognition‐ With the above activity show the correct card and ask

children to trace the shape of the number and say it. • Step 6‐ Use the number puzzle to teach children to match the quantity and digit. • Step 7‐ Use number flash cards to help children learn the sequence of the numbers 1‐

10. Distribute the cards to the children and play the dhapli. When music stops , they should stand in order.

Comparison of dimensions

Theme ‐ All Month‐ November‐ April

Activities

• Circle time conversation. • Observation and identification during Nature Walk. • Height measurement. • Arranging objects according to size. • Identifying more and less objects when shown together. • Identify up to 3 grades for 4‐6 years old.

Learning Outcomes ‐ Children can differentiate big‐small; tall‐short; near‐far; more‐less.

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DRAMATIZATION ACTIVITIES:

My Self (JUNE)

Parts of the body, Personal hygiene

Change 1 Thing Divide your students up into two lines of equal number facing each other. The persons directly across from each other are partners. They quietly study each other closely then one line turns around and hides their eyes. The other line changes one thing about them. They may take off one shoe or un‐tuck their shirt or roll up a pant leg. After all have changed one thing the other line turns around and guesses what they changed. This game is all about being observant. After the changed item has been identified, the lines switch parts and continue to play.

My family (JULY)

Family members & their names and occupations, house hold equipments and uses, family celebrations, recreations

Let Us go to a Wedding

1. Narrate the event‐ The event is that of a family packing and catching a train to go to a wedding in a far away town.

2. Identify the cast‐ At least 7‐8 children should be selected. [ You can divide all children into groups of 4‐5 each and have several families in the drama.]. The following are examples of roles for each group:

There must be an elderly person in your family. (4‐6 yrs) There must be 2 parents in your family. (4‐6 yrs) There is a small baby in your family. There may be one more child. (2‐4 yrs) 2 ‐3 children make a train engine at the station.

Allow time for the children to decide on who they are in the family (role and character) Explain to them that they should collect one thing that they want to take for the journey. 3. Materials‐ one object each from the AW. 4. Position them for practice. The scene is in the house. 5. Teach the Dialogues‐

• Grandfather: We have to go for a wedding far away. We have to go by train.

• Mother – Let us pack all our things to take. I will take this…….(whatever the child picked.)

• Father‐ Let us lock up the house. I will take this……….( name whatever the child picked.)

• Child/ Baby‐ Let us go fast. We are ready. [ The Engine comes making a train noise. All children get on the train ( by standing behind the engine) and the train leaves. All children say bye‐bye

Community (AUGUST)

Ponds & wells, Park, Fields, Sandy day. Currency, garden

Vegetable Shop

1. Narrate the event‐ People visit a vegetable shop. 2. Identify the cast‐ 1 shopkeeper. 3‐4 customers. 3. Materials‐fruit and vegetable set; currency. 4. Position.‐ Shopkeeper sits with vegetables and fruits in front. Customers come

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with currency. 5. Teach the Dialogues‐

• Shopkeeper‐ sir, what do you want? • Customer‐ I want………( name any vegetable or fruit) How much is

it? • Shopkeeper‐ 10 rupees.

[ Customer hands over money and takes vegetables.]

Food (SEPTEMBER)

Types of food.Types of cooking &fuel.Healthy food.

Cleanliness –containers & area

Visit to a Hotel

1. Narrate the event‐ People visit a restaurant. 2. Identify the cast‐ 1 shopkeeper. 3‐4 members of a family – parents , one or

two children. 3. Materials‐kitchen set. 4. Position.‐ Shopkeeper sits with kitchen set like a hotel. 5. Teach the Dialogues‐

• Shopkeeper‐ sir, come and have dinner. • Father‐ Is this place clean, children? • Children‐ Yes. • Mother ( to shopkeeper)‐ Did you wash the vegetables before

cooking it? • Shopkeeper‐ Yes, amma, I did. • Children‐ Let us wash our hands and eat.

[ Everyone does action of washing hands and eating.]

Hospital (OCTOBER)

Hospital staff & facilities, Equipments.

Doctor Doctor

1. Narrate the event‐ A doctors clinic. 2. Identify the cast‐ 1 doctor. 3‐4 patients‐ one with fever, one with stomach

ache . 3. Materials‐Doctor set 4. Position.‐ Doctor sits with stethoscope around his neck and doctor set near

him. 5. Teach the Dialogues‐

• Doctor‐ Next. What happened? • Patient 1‐Sir, I have fever. • Doctor – OK , let me check. [ Puts stethoscope and listens.] Here

take this medicine, you will be fine. [ Gives medicines.] • Patient 1‐ thank you sir. [Repeat with other patient .]

Animals,Birds,Insects

(DECEMBER)

Names of Domestic and wild, uses, food habits, their house, young ones, mode of reproductions

Dance like Animals/ Birds

• Ask children to choose their favorite animal or bird. • Play a musical instrument and ask children to dance like that animal or bird.

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Seasons (FEBRUARY)

Names of Days, weeks, months, Tme‐seconds, minutes, Hours weather categorization, linkages to food and clothing, seasonal fruits and vegetables ( with local examples)

Choose the most popular festival in your area. Role play the activities of that festival.

Local Festivals and celebrations

(FEBRUARY)

Names of festivals, Importance of festivals, when, where and how they are celebrating, festival foods, popular games played during specific festivals, fairs

Celebrate the Ugadi in the centre. Explain the meaning of the new year. Assign duties to some children eg. distributing bevu bella, cleaning up the room, decorating the room, wishing children, singing songs etc.

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Village(MARCH)

Name, how big my village, what do we have in my village, occupations and related equipments, language spoken, crops grown, animals/birds, insects, flowers, type of houses, famous places‐temples, church mosque, railway station, Bus stand, post office, school, hospital, Preschool etc.

People who help us

1. Narrate the event‐ Ask children to dress up/ act like one professional‐ Doctor, Teacher, Postman, Farmer. They can use one object from the TLM to show what is their occupation . Identify the cast‐ 4 at a time.

2. Materials‐ stethoscope toy, chalk, one envelope, vegetable toys. 3. Position.‐ Ask children to come to the front and speak their line facing the

other children. 4. Teach the Dialogues‐ They should speak one line about who they are. Eg. I am

a doctor. I give medicines.

Means of transport & Communication (APRIL)

Vehicles‐ Air,water,land, Pollutation, fuel , uses,

Traffic Signal

1. Narrate the event‐ Make one child as the policeman and the others into vehicles. Draw 2 parallel lines on the ground with chalk to denote the road. Draw a cross road and make the ‘policeman’ stand there and direct traffic by holding up red/green/orange paper.

2. Identify the cast‐ All children 3. Materials‐ red/ green orange paper. 4. Position.‐ As in a traffic light. 5. Teach the Dialogues‐ NONE‐ children should make noise like vehicles when

‘driving’.

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RHYMES

1, 2, Buckle my shoe. 3, 4 Shut the door. 5, 6 Pick up sticks. 7, 8 Lay them straight. 9, 10 A big fat hen!

My red balloon, my red balloon Flies high up in the sky I try to fly, I try to fly But cannot reach it, why?

Rain, rain, go away! All the children want to play. Rain, rain, go away! Come again another day

Twinkle, twinkle, little star How I wonder what you are Up above the world so high Like a diamond in the sky Twinkle, twinkle, little star How I wonder what you are.

One little, two little, three little Indians Four little, five little, six little Indians Seven little, eight little, nine little Indians Ten little Indian boys we are Ten little Indian girls we are. Rabbit, Rabbit 1, 2, 3 Will you come and play with me Tiger, Tiger 4, 5, 6 How did you get stripes like this? Elephant, Elephant start again Till I count 1 to 10 Orange, mango: orange, mango Pineapple, pineapple: Papaya, banana; papaya, banana Fruit salad, make fruit sala

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Theme related English Words (4‐6 years only)

• Choose any 5 simple words for the current theme

• Use Picture flashcards or charts

• Teach the children Kannada words first

• Teach the English words after they have learnt the Kannada words

• Do not teach new words till the children learn the first 5 words

• Revise the Kannada and English words together from time to time

1 2 3 4 5 6 7 8 9 10

My Self My family Neighborho

od Community National Days Food Health Hospital

Fruits& vegetables

Plants. ,Trees & Creepers

Head Father Tree Police Flag Fruit Soap Doctor Onion Root

Nose Mother Shops Post Man Independence

Day Vegetables Water Nurse Mango Leaf

Eye Sisters Temple Driver Peacock Hot Washing First Aid Box Grapes Flower

Ear Brothers Market Doctor Lotus Cold Tooth Paste Medicine Papaya Fruit

Teeth Baby Bus stop Nurse Tiger Sweet Toothbrush Banana Seed

Arms Post Office Teacher India Salt Lemon Soil

Legs Park Orange Stem

Hat Carrot

Mouth Apple

Hair Tomato

Tongue

Girl

BOY

Neck

Fingers

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11 12 13 14 15 16 17 18 19 20

Mountain forest and rivers

Animals, Birds, Insects

Air and water

Universe Seasons

Local Festivals and

celebrations

Village My

country

Means of transport & Communica

tion

Public institutions

Hill Pig Water Sun Summer Christmas

tree House India Jeep School

River Parrot Air Moon Winter Sweets Hut Bus Cinema

Tree Ant Rain Star Rain Doll Door Cycle Hotel

Forest Monkey Rainbow Earth Clock Dress Window Car Office

Tiger Day Lamp Farmer Airplane

Fly Night

Drum Field Boat

Deer Flower Tv

Duck Van

Fish Telephone

Frog Stop

Hen Mobile

Dog Letter

Cow Train

Fox

Elephant

Goat

No. 621, 5th Main, OMBR Layout, Banaswadi, Bengaluru - 560 043.

Phone: +91 80 25429726/27/28 Fax:+91-80-2542 9728

www.aksharafoundation.org

Documents

Handbook for Pre- School Educators : English