‘Sound Game’ aktiviti dalam

Dalam kaedah Montessori, huruf di ajar dengan bunyi bukan nama. Tidak perlu apa-apa bahan untuk membuat ‘kerja’ ini.

Sebelum perkenalkan simbol (huruf), dalam kaedah Montessori, menggunakan sound games, untuk menumpukan perhatian kanak-kanak terhadap satu-satu bunyi yang membentuk ayat. Ia adalah aktiviti mendengar. Montessori tidak menggunakan sebarang simbol ataupun menyediakan bahan apa-apa dalam permainan ini. Ia menggunakan objek-objek seharian. Dengan ini, ianya boleh dilakukan secara semulajadi di rumah.

Jika sound games diperkenalkan secara formal, kanak-kanak mungkin melihatnya sebagai sesuatu yang perlu dibuat dengan cara-cara tertentu dan tidak akan menganggap ianya sebagai eskplorasi sehariannya apabila dia bercakap dan mendengar bahasa. Pembelajaran perlu dilakukan secara semulajadi yang boleh pada bila-bila masa yang boleh. A child does not necessarily differentiate between academic work and life, nor should he need to.

Additional language activities that are important leading up to the introduction of sandpaper letters are, as illustrated in the journal are: building vocabulary through conversation and other means, reading and telling stories, reciting and reading poems together, learning how to speak and how to listen, singing rhymes and songs.My own addition would be that children should be speaking fluently, with many conventions of language, such as (but not limited to): articles, adjectives, past and future tense, advanced nouns and verbs, irregular tenses, as well as close-to-perfect pronunciation. All of these things they learn naturally as they interact with adults and other speaking children in their environment, particularly when those adults use proper language (no baby talk or language that is dumbed down).

Conversation Games

Namakan 10

Klasik, seorang pilih satu kategori dan semua yang terlibat perlu senaraikan 10 nama dalam kategori tersebut.

A my name is Alice

Setiap orang bergilir nyatakan nama dan benda ikut urutan abjad, contoh, My name is Alice and I like apple, next person, My name is Alice and I like apple, My name is Ben and I like books.

I Spy

Hanya soalan

Semua orang perlu bercakap dan ayat tanya sahaja.

Guess Three About Me 
Conversation Starters 
Conversation Starters at Hand on We Grow 
Key Jar 
31 Dinner Conversation Starters 
More Conversation Starters 
Family Discussions 
Conversation Starter Question 
Kid Conversation Starters
Family Dinner Conversation Starters 

Pre-Handwriting

Hana been into handwriting lately. She’d trace and trace and write Capital Letters and Numbers. She refused to write small letters though. Banyak bulat kot.

Boleh cari tracing worksheets di website-website ni:
Tracing
Pencil Control Worksheets
Handwriting Readiness Worksheets & Tracing Printables
MOre Tracing Printables

Drawing Lessons
Drawing Lessons for Kids 
How to Draw Art for Kids Hub 
Draw and Coloring People 
Kids Drawing 

Visual Perception

Visual Perception post at howwemontessori.

Visual perception is made up of some of the following skills, which are addressed in some of these activities.

  • Spatial Relationships – Understanding the relationships of object within their environments. The ability to identify the position of two or more visual stimuli in relation to oneself and/or in relation to each other. (Mrs Pratt’s Classroom, Playfully Learning, MeddyBemps)
  • Figure Ground – The ability to locate something in a busy background. The ability to screen out  irrelevant visual material when presented with a lot of visual information at one time. (Boleh download printables matching cards untuk figure ground di The Helpful Garden)
  • Visual Memory – The ability to recall visual traits of a form or object. The ability to remember what is seen for immediate recall. It involves forming a mental image or picture or the characteristics of any given image once the stimulus has been removed.
  • Visual Closure – The ability to know what a form or object what part of the picture is missing. The ability to recognise any given visual stimulus from an incomplete presentation.
    Visual Discrimination – The ability to determine differences or similarities in objects based on size, colour and shape.

Tools to Grow:Resources for Occupational Therapists has printables for Visual Perceptions and many others. Categories including:
Visual Motor Skills 
Attention Worksheets 
Visual Perceptual Skills 
Visual Perception 
What did Photographer See 
Amazing Arrows 

Language Presentations

Source: Part 1 & Part 2

  • Objek: Sebenar
  • Objek: Replika
  • Objects with Matching Cards (ambil gambar barang sebenar sebolehnya gambar dan object saiz sebenar. :O)
  • Objects with Similar Cards
  • Nomenclature cards
  • Books
  • Rhythmic language with Poetry and Rhymes
  • Self expression
  • Questioning exercises

Objek Sebenar

  • Art supplies: small water color set, brush, mini easel, eraser, pencil
  • Bathing: wash cloth, sponge, soap, pouf
  • Bathroom objects: plug, sponge, loofah, towel, face washer, shower cap, shampoo/conditioner bottles.
  • Categories of Fruits, such as Apples: red delicious, gala, pink lady
  • Categories of Vegetables, such as Potatoes: sweet, red, russet
  • Cheeses
  • Construction Materials: brick, wood, asphalt, concrete, steel
  • Cat Care: leash, food bowl, grooming brush, collar
  • Fabric: velvet, silk, cotton, burlap
  • Flowers
  • Fruits
  • Garden Tools
  • Hair Care: brush, comb, clip, mirror
  • Herbs
  • Kitchen tools: pots and pans, utensils
  • Knitting or Crocheting: yarn, knitting needles, counter, gauge
  • Leaves
  • Nuts
  • Office Supplies: note pad, pen with ink removed, clip, stapler, scissors
  • Pasta: lasagna, manicotti, rigatoni
  • Pine Branches: ponderosa, blue spruce, juniper – what is found in your area
  • Pine Cones: blue spruce, ponderosa, Douglas fir – what is found in your area
  • Reading: book, magazine, newspaper
  • Rocks: sandstone, marble, lava – what is found in your area
  • Sewing: needle, thread, pin cushion, etc.
  • Shells
  • Table Setting: plate, cup, spoon, fork, napkin
  • Tooth Care:travel toothpaste glued shut, dental floss, toothbrush, travel mouthwash with safety packaging still intact
  • Vegetables
  • Whole spices: cinnamon stick, nutmeg, vanilla bean
  • breads

Replika

  • Vehicles: Water, Air, Land:school bus, mail truck, dump truck, etc.
  • Animals: wild, local, forest, desert, pets, farm, insects, jungle, insects, zoo, reptiles
  • Clothing: winter/snow, rain gear, summer, sleeping, beach, normal wear
  • Hats
  • Shoes
  • Furniture Bathroom: toilet, bath tub, towel, etc., Bedroom: bed, lamp, dresser, etc., Living Room: couch, coffee table, arm chair, etc.  (Doll house furnishings)
  • Cleaning supplies: mop, broom, dustpan
  • Musical instruments
  • Carpentry tools
  • Gardening tools
  • Cleaning articles

Nomenclature

  • Animals; Amphibians, birds, butterflies, dogs, farm animals adults and juvenile, Mammals, pets, reptiles
  • Around town
  • At the Airport
  • At the Seaside
  • Birds
  • Camping
  • Dogs
  • Fish
  • Flowers
  • Fruits
  • Furniture
  • Garden Flowers
  • Garden tools
  • In the Countryside
  • In the Garden
  • In the kitchen
  • In the Night Sky
  • In the Street
  • Office tools
  • On a Ferry
  • On a Train Journey
  • Orchestral instruments
  • Popular instruments
  • Professions
  • Sports and Games
  • Sports equipment
  • Structures
  • Tools
  • Transportation
  • Trees
  • Utensils
  • Vegetables
  • Wild Flowers
  • Working Vehicles

Bahasa

Dari pembacaan dalam teori Montessori. Kanak-kanak melalui tiga peringkat dalam berbahasa.
1. Percakapan/Oral (expressing themselves)
Self-confidence
Enriching Experiences
Enriching Vocabulary (perbualan, 3 period lessons, cultural stories, songs, poems, and books).
The Classified Cards
2. Written (self expression through written form)
3. Reading (understand someone else’s thoughts)

Penulisan hanya disembahkan (offered) kedua selepas spoken language practice.

“In addition, the child is given the freedom to pace himself, granting him the ability to spend as much time as he needs to perfect movements and skills. Each child is treated with respect, as the directress is always an active listener. She kneels down to the child’s level when speaking with the child, looks into his or her eyes when being spoken to, uses the child’s name, and customizes her vocabulary and topics to each child. The directress has a true interest in what each child has to say.”

At times, the adult must initiate conversations.
Her role is to converse and demonstrate, not correct. She models expression and listening skills, and helps
the child to structure and order his thoughts by asking leading questions, indirectly rephrasing, and offering
comments.

Story Sequence Cards

Dalam Montessori Scope and Sequence yang saya rujuk di Montessori Compass, aktiviti Story Sequence ni di bawah Language Arts di bawah kategori Concept Development. Tujuannya adalah untuk bantu bina kemahiran berfikir untuk pemahaman membaca. Banyak lagi kelebihannya sebenarnya, bina pemikiran logik, tambah vocabulary (masa Hana dah mula cerita semula bila dia struggle cari perkataan yang sesuai, saya beritahu dan dia cerita semula) dan menggalakkan percakapan dari storytelling dan penghuraian (elaboration) dan juga boleh jadi topik perbualan! Ia juga secara tak langsung bantu membaca dari kiri ke kanan (sebab kita susun kad dari kiri ke kanan, ikut progress first, next, last) dan secara tak langsung faham setiapnya ada permulaan, tengah, dan pengakhiran. Ia juga membina kebolehan untuk memerhati, ingat semula dan susunatur sesuatu perkara dan ini adalah merupakan kemahiran hidup yang penting. Ha, dari aktiviti simple ni banyak kelebihan dia.

Banyak yang saya baca, aktiviti ini jika dalam kelas Montessori ia akan mula dengan aktiviti harian kanak-kanak. Guide akan tanya kanak-kanak mula-mula buat apa (susun kasut, letak bag, circle time dll). Ini langkah awal sequencing! Di rumah pun boleh begitu juga! Secara informal bercakap-cakap, mula-mula Hana bangun, Hana gosok gigi, mandi kemudian Hana buat apa? Dengar dia cerita, bincang-bincang. Secara tak sedar kita dah buat. Jadi seterusnya, boleh ambil gambar kegiatan anak-anak seharian, dan boleh letak di shelf kemudian minta susun.

Kami guna printables dari Montessori EtCie. BANYAK ada dan 3-cerita kad.

Jadi untuk aktiviti ini perlu satu set kad yang kita akan susun untuk membentuk satu cerita. Letak secara random dalam bekas dan masa mula-mula persembahkan aktiviti ni, kita nampak macam tengah fikir tentang setiap kad tu dan mana nak letak setiap kad tu. Bila dah buat keputusan yang mana mula, tengah dan akhir, kita akan cerita cerita itu ikut susunan, mula-mula, kemudian, akhirnya (begin/first, next, last). Kita campur balik kad-kad tu dan minta anak-anak susun dan mereka sendiri cerita. Langkah seterusnya untuk lebih maju dalam aktiviti, tingkatkan kesukaran dengan campur kad dari dua cerita berbeza. Dan boleh bermula dari 3 kad cerita kepada 4 kad cerita kemudian 6 kad cerita.

Untuk lebih jelas boleh lihat di Montessori Album & Carrots are Orange  cara untuk sampaikan.

Contoh sequence yang boleh guna untuk aktiviti:

  • Kegiatan harian
  • Susunan sesuatu aktiviti contoh cara pakai tali pinggang
  • Cerita dari buku-buku cerita kegemaran anak-anak
  • Cerita dari kisah-kisah al-Quran (contoh disini yang guna kisah dari Bible) *note to self utk buat sequence card kisah al-Quran
  • Dari lagu-lagu nursery
  • Kitaran hidup tumbuhan atau haiwan

Lain-lain aktiviti untuk pre-reading di Montessori Nature.

 

Printables
Story Sequence dari Montessori for Everyone
Sequencing Ideas and Worksheet by Learning Resources.
Banyak link untuk sumber-sumber kad di Talibiddeen Jr

Conversation Pictures

Penggunaan Conversation Pictures

  • Menggalakkan perbualan dan  meluaskan penggunaan bahasa anak-anak
  • Kebiasaannya gambar kanak-kanak atau haiwan membuat sesuatu.
  • Tanya soalan open ended untuk memulakan dan sokong perbualan
  • Contoh soalan: Ini gambar apa? Dia tengah buat apa? Kemudian beri soalan-soalan untuk anak-anak fikir seperti  “Where do you think they are? What makes you think that?”

Boleh menjawab soalan bila ditanya mengenai gambar –> Gives descriptions of a picture –> Gives logical response to thinking questions

Note: Untuk setiap theme sediakan satu atau dua conversation pictures yang berkaitan.

Boleh download free Imagine Story Cards (sama je dengan conversation pictures) dan baca sedikit info macamana nak buat aktiviti ni di Montessori Print Shop.

Reality vs Fantasy to Young Children

Mula-mula tengah study Language Development untuk Hana kaedah Montessori. Ada salah satu kaedah Conversation Pictures dan Picture Story untuk encourage perbualan dan ‘talk’ boleh ditulis dalam bentuk perkataan respectively. Bila kaji lagi mengenai Conversation Pictures ni terjumpa ayat ni:

  • The stories should be about reality, whether true or fictional. Fantasy stories are for the older children who have already established reality. (Source)

Fantasy & Reality in Children Stories 
Reality vs Fantasy