Emphasis of using real objects during presentations

The emphasis of introducing objects
(as real life as possible) or models..
during this period is for the sensorial
experience.. and anything which is
good for using as a discussion amongst
18mth olds to 3yrs old children within
the group. At least in this particular
lesson, reference is made that it is
suitable for 18mth old onwards..

You can use any other stuff beginning
with /c/... like real stuff/food... ie. corn,
cup, car, cork, can... (etc) to introduce
to the child(ren). I was just showing ya
guys an example of a lesson.. no need
to die-die must use, okie..

If you have an advanced child (if teaching
your own), do not limit the vocabulary......
If he/she knows the simple words, go for
objects other than that he/she already
knows... that he/she can touch/feel....
describe how it works, looks or taste...

The primary objective is of sensorial value..
That the more we engage children in their
senses.. the better they retain information
from the lessons..

Senses wud refer to :
1.Sense of sight
2.Sense of smell
3.Sense of hearing
4.Sense of taste
5.Sense of touch

In our classes, repetition is encouraged
and it is not just in one lesson that our
18mth olds can grasp this lesson.. We'd
have activities like making popcorn.. or
make corn in a cup...... or corn printing
and even have corn soup for break time.

Not all 18mth olds can speak clearly or
have familiar knowledge of various
things so it is like....... test market to see
if the children can easily relate to lessons
when we move from easy to difficult.. We
can be reinforcing the /c/ sound for the
whole week with various hands-on fun
activities, including mystery bag game...
or "I Spy Game" or even card games to
see if the children can relate 3D objects
to picture cards.

Click here for lesson on...Mystery Bag Game

Or if the centre is running a simultaneous
thematic curriculum and is per say doing
the topic on "On The Farm"... the directress
can also introduce /c/ as in beginning sound
of cow and sing rhymes of Hey Diddle Diddle,
The cat and the fiddle, The cow jumped over
the moon... (etc)...



There is also no better way to influence children
to good reading habits other than reading to them
at that age... For the letter sound /c/, i like to read
to them... The Hungry Caterpillar by Eric Carle.



View pages @ Amazon!

The children love this story & will ask for seconds...
and thirds! After which we can make a caterpillar
craft... or even... run a lesson on the life cycle of
a caterpillar.. like this.



That is already reinforcement on the letter sound /c/
as in the beginning sound of /c/... caterpillar.

Continuing on with your query... purpose of being able to point to
a correct object is a great milestone for children who are new to
a learning environment... maybe a crying one... just joined into
the programme... or an extremely shy child who may still not
want to open up to speak yet... bringing in models/toys/real life
objects are sometimes fantastic ice breakers especially when you
ask them would you like to stroke the cat's fur... if it's a real cat or
a toy/puppet cat... and they actually respond! Not all young children
respond at first introduction.

Being able to point correctly to objects also shows that the child(ren)
paid full attention to lesson 1 when the objects were being introduced.
After which, children have to learn to listen to simple instruction from
the directress...ie."Can you show me.." or "Can you point to me?..."
or "Can you pick up the ____ and pass it to your friend?..." ... all these
are part of the learning experiences where we encourage children to
be involved in the process of learning. Being able to listen and respond
to instructions is also a skill. Auditory experiences like these also help
children relay their questions (in future) in a proper manner when they
are engaged in play with their peers and so on..

>The directress offers the guidance.... ie. which to show...(etc)

>The directress observes which object the child picks up... whether
he/she hesitated to pick up and object... whether the child
instantaneously knew which object to point to...

>Then, the directress re-affirms through the 3rd period that the child cud
verbalize it ie.say out the word/sound after having been able to show the
object asked for... correctly.