Parent-Child Club – Part A

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These activities are also available in Romanian ro_ro

Activities for parents and children to do together. Very young children learn skills like sitting still, concentrating, taking turns. Parents practice interacting with children and teaching them.

Goals: encourage parent-child interaction; empower parents to teach their own children; increase pre-reading/pre-writing skills; develop local languages.

Language: The leader may use the national language. The parents and children should feel free to do the activities together in the language they use at home (“mother tongue”).
Note to leaders: Several activities are listed with each topic. Choose one or two. If you are not a member of the parents’ culture, always make sure ahead of time that activities and (especially) gestures are culturally appropriate. The topics can be used in any order, though these are suggested.

  1. Introduction Meeting
  2. Soft and Hard Touch
  3. Soft and Loud Sounds
  4. Rough and Smooth
  5. Thick, Thin, Thickest
  6. Light and Heavy
  7. Short and Long
  8. Small/Big; Smallest/Biggest; Same Size
  9. Two
  10. The Same
  11. Gone or Missing
  12. Where?
  13. To the Line

Download “Parent-Child Club – Part A” in pdf format


1.

Soft and Hard Touch

Activities: (choose one or more)

1. Set out a container with dry sand (soft) and a container with wet sand (hard). Everyone may feel this, but with their eyes closed. Guide the person’s hand to a container. They say whether it is hard or soft. (May use other materials such as fresh peas [soft] and dried peas [hard]; soft bread and dried/ toasted bread; dried noodles and cooked noodles . . . .)

2. Clean cloth is soft; dirty is hard. Show an example—a shirt or a cloth. The clean one is soft. The one with dried spills or mud on it is hard.
Group discussion:

  • what makes your clothes dirty (will differ in different cultures)
  • what about dirty clothes? How do you feel/think about them?
  • when you use a cloth to clean, the floor/furniture/car/dishes gets clean, but the cloth gets dirty. Talk about this. How come the cloth gets dirty? What makes it dirty? Explain about bacteria (“germs”). Ask how the cloth or how clothes can become clean again.

3. Act out someone who washes clothes, from the beginning through to drying the clothes. Use only gestures, no words. Be sure to wash the way it is done by the people in the club. Perhaps arrange ahead of time to have a parent do this part. Be sure to exaggerate. For example, if soap bubbles or lather are part of the washing process, exaggerate how soft this would be. The group guesses what is going on and what the soft stuff is.
May also act out washing dishes or some other cleaning task.

4. Hitting is hard; stroking or petting is soft. Demonstrate on a hard surface like a table. Discuss this in the group. Do you have a pet or work animal (horse, for example)? What is the best way to touch the animal—soft or hard? Why?
Does your mother or father ever touch you softly on the head/cheek/shoulder? When do you like that? When do you want someone to do that?

  • when you go to sleep
  • when you’re sad
  • when you cry because something hurts
  • when you are going away
  • when you come back.

5. When children fight, they do not touch each other softly. They hit each other very hard. Discuss this. Have you ever seen children fighting? Is it good to hit other people? What other options are there?

Story and singing time
Handwork (choose one or more)

6. Make something soft, such as a pompom from yarn or a bit of cloth on a stick or a fake feather. It is nice to touch.

7. Make a box (hard). You can collect soft things from nature in the box like dandelion heads that have gone to seed.

8. Make little drawings about doing the wash. Make these line drawings ahead of time and let the group color them OR have the group draw the steps to doing the wash. Each step should be a separate drawing. (Depending on local circumstances, this might be: get bucket, put water in, add soap; scrub clothes, rinse clothes, wring out clothes, hang up clothes to dry; fold clothes, put clothes away.) Mix up the drawings. Have the group put them in the proper order.
9. Make a “feeling sack” with soft and hard things in it. Anyone who wants to feel the things in it (and guess what they are) must first wash their hands. Wash your hands as an example.

Closing: Everyone pets or strokes softly over their own hand before going outside.

B3. Soft/Loud Sounds

Introduction (choose one or more activities)

1. Ask who knows how you can make a loud sound? And how to make a soft sound? Take turns making loud and soft sounds.

2. Play “telephone.” Sit or stand in a circle. Whisper a word in one person’s ear. They whisper it in the next person’s, on around the circle. Is the last person’s word the same as the first person’s?

3. Sing a couple of songs. After that, the leader claps out one of the songs without words. Clap so that syllables that are accented get a loud clap; other syllables get a soft clap. Who can tell which song it is?

4. Someone sits in the middle with their eyes closed. The leader points to someone else. This person goes as quietly as possible to stand behind the person in the middle. Continue doing this with several people. After a time, the person in the middle guesses how many have gone to stand behind them. Did they hear correctly?

5. Everyone spreads out in the classroom and closes their eyes. The leader sings a song while walking through the group. When the leader stops singing, everyone (with eyes still closed) points to where he/she is. Then everyone opens their eyes to see if they heard and pointed correctly. Take turns being the singer.

6. Group discussion: A sudden loud noise can be startling. It can make you jump. Who has had that happen? Have them describe the situation.

Bible story/song/prayer or story-reading

Handwork (choose one or more)

7. Give everyone (or every parent-child pair) 12 little pieces of paper. Everyone draws 6 things that make a soft sound and 6 things that make lots of noise. This will differ depending on the situation.

8. Exchange papers with your neighbor. The neighbor sorts out soft and loud noises. Does the neighbor put things in the same piles as you would?

9. Someone covered with a cloth or blanket makes a loud or soft sound. The rest of the group guesses what it is.

10. Choose a dance that fits the group. Many dances include clapping, stomping, or making some extra noise. Learn the dance with the group.

11. Think up a lot of things or animals that make a noise. Name one. Whoever makes the sound that goes with it, gets to be “it” and name another one. (If many get the right answer, choose one person.)

Closing: Choose a soft sound. Everyone makes this sound as they leave.


B4: Rough/Smooth

Activities (choose one or more)

1. Put something smooth and something rough in a box or bag. Let people feel these things without looking at them. Ask what the difference is in what they feel—one is _____ and the other is ______.

2. Group discussion: name something that is smooth and something that is rough. (Note: this will differ per culture and language.) Maybe take turns calling out something that feels smooth and something that feels rough.

3. Talk about a little baby that the whole group knows. Discuss how soft the baby’s cheeks are. Then name someone who doesn’t shave very often. Their chin and cheeks feel rough.

4. Gather 10 pieces of cloth that are about the same size but have different textures: from very soft to very rough. Have the group put them in order, from softest to roughest. If the group is very large, divide into several groups, each with their own set of pieces of cloth.

Story time or Bible story/singing/prayer

5. Everyone draws an activity that makes hands or faces rough. This will differ depending on the people’s circumstances (doing laundry; working in the fields; selling things in the outdoor market; hand work . . .).

6. Treasure hunt. Divide the group into smaller groups of three, four, or five. Each group searches in the classroom for at least three things that feel smooth and three things that feel rough. Then each group shares what they found with the larger group. (Note: you might hide things around the classroom ahead of time. Or the groups might find things that they cannot pick up—the wall might be rough, for instance.)

8. Make sand paper with sand and glue. Use stiff paper; spread glue over it; spread sand over the glue; let dry. Have everyone sand a little piece of wood. The sand paper is rough, and the wood becomes smooth.

9. Use the sanded pieces of wood to make a little table, birdhouse, or some other thing that fits the local culture and situation.

10. Walking barefoot makes the soles of your feet tough. If it is culturally appropriate, have everyone look at the soles of their feet. Discuss: how many toes do you have? On one foot five and on the other foot five. Which toes are similar? Do these toes have specific names (example in English: big toe, little toe, middle toe). How do you take care of your feet? Talk about trimming toe nails and washing the feet. Discuss what happens when you walk through something dirty.

Closing: Have the group sort themselves out in the following order: littlest feet first; biggest feet last. Leave, single file, in this order.


B5: Thick/Thin; The Thickest

Activities (choose one or more)

1. Paper People—Thick (Fat) and Thin. Ahead of time, cut out two paper people—one thin and one quite a bit wider.
Also needed: Bright light. Paper and scissors for every parent-child unit.
Shine a bright light on the board or a sheet of paper. Hold the thin paper person in front of the light, then the thicker, wider person. Talk about the differences between “thin” and “thick.” If fat children or skinny children are teased, discuss the difference between friendly teasing and bullying. Bullying is not a good thing to do. It makes the one bullied feel bad.
Have everyone cut out their own two paper people—one thick and one thin.
What this teaches:

  • Having fun together reduces stress.
  • If the children’s fine motor skills are developed enough, they can create and cut out their own paper people. Using scissors is preparation for writing.
  • Vocabulary: thick and thin.
  • Working together is part of social development.
  • Social development: discussion of teasing and bullying.

2. Fat Food. Lay out five different kinds of food (or pictures of those foods) that are familiar to the group. Discuss how just eating one type of food is not healthy. If you eat too much of this or that, you will get too fat/thick (pasta, sweets, fat things). If hunger is an issue in the community, be sure to have people eat the foods you lay out.
Talk about what makes a balanced diet. Use a nutrition guide such as ‘de schijf van 5’, MyPlate, the food pyramid, etc.

  • Talking about concepts such as portions is preparation for math.
  • Vocabulary: foods and food groups.
  • Learning about how to stay healthy.

3. Put a bunch of sticks of varying thickness in a box. Let everyone pick a thick one and a thin one. Some people might need to trade sticks before everyone has a thick one and a thin one. Trace the sticks on a piece of paper. Turn this into a drawing.

4. The seed of a legume first gets fatter when you add water, then it starts to sprout. Everyone gets a pot with soil and a seed. Put the seed in the pot and add water. Put the owner’s name on the pot. Let everyone take their pot with seed home or let the plants grow in the common area first.
Talk about growing vegetables.
What this teaches:

  • Vocabulary
  • Order of events prepares for math.
  • Talking about what you can do to improve your own life.
  • Explain why it is important to eat vegetables.

5. Let everyone feel an empty wallet: it is thin. What can you do to make the wallet thick?
Group discussion: How do you make money? By earning it. Doing what? That differs according to the situation.
Introduce the idea of savings.
What this teaches:

  • Vocabulary
  • Possible social development: stealing, begging, earning, getting.
  • Savings prepares for math.
  • Talking about what you can do to improve your own life.

Story time or Bible story/singing/prayer
(Isaiah 55:10 clouds grow thick and then it rains, seed gets damp and gets thick. In Noah’s ark they had fat elephants and thin antelopes.)

6. Make a wood fire. You start with kindling, thin twigs that catch fire easily. The thicker branches catch fire later, but they can keep burning for a long time.
What this teaches:

  • Vocabulary.
  • Order of events prepares for math.
  • Personal safety: Be careful around fire, it’s hot. You could burn yourself on it.
  • Health: What should you do if someone does burn themselves?

7. Give everyone a piece of paper with a picture of a wallet. Have them draw the coins that need to go in it to make it thick. You could also have them draw the coins on colored paper and cut them out. Also have everyone draw what they think is worth saving up for.

  • Drawing prepares for writing.
  • Everyone gets to decide for themselves what they find important.
  • Saving up money prepares for math.

8. Have everyone draw three animals: one skinny, one a bit chubbier, and one fatter than the other two.

  • Drawing prepares for writing.
  • Using your imagination: what do you like to draw?
  • Vocabulary.
  • Fat, middle, and thin prepares for math.

9. Have the people wrap string around a stick to make it thicker, then fold cloth around it to make a doll.

  • Wrapping string around a stick develops fine motor skills and so prepares for writing.
  • Making a doll means using your imagination.
  • Talking about how to make your own toys from what’s available develops thinking about what you can do.

10. Have everyone draw a head and attach the drawing to a small stick. Discuss the different things people have put on the heads (hat, headscarf, beard, moustache, ponytail, etc.)

  • Understanding of what is normal in your own culture.
  • Vocabulary.
  • Drawing prepares for writing.

Closing
Who can make a fat belly with their hands? If you wish, hold the drawn head on a stick (activitiy #10) to finish the figure. Leave the club with the fat figure.


B6: Light/Heavy

Activities (choose one or more)

1. Act out. One person acts like they are lifting something very, very heavy. Another person acts like they are picking up something very, very light. They pantomime this (do not use any words)

2. Group Discussion. What are some things that are very light? What are some things that are very heavy? Talk about things which are found in the community. Name them in the local language and increase the children’s vocabulary.

3. Work together: how many people are needed to pick up this heavy table (or some other heavy thing in the classroom—if necessary, use a grown-up person!)? First have the group estimate or guess. Then try it with that same number of volunteers.
4. Scale. Everyone weighs themselves and gets a paper with their name and weight written on it. The leader might also ask who is lighter and who is heavier, grown-ups or children?

5. Lay a little piece of paper and a heavy block of wood (or stone) on the table. Everyone takes a turn choosing one or the other to pick up. If they choose the light thing, they have to name something which is also light. If they choose to pick up the heavy thing, then they need to pay attention to the muscles they use. Tell a bit about muscles.

Story time or Bible story/singing/prayer

6. Suppose you need to move something that is too heavy for one person. How might you do that? (For example, a big truck that won’t start—push it with a couple of people? Pull it with a horse?) Everyone draws possible solutions.

7. Birds are covered in feathers. Are the feathers heavy or light? Why? Show the group a feather. Give everyone a piece of paper with the shaft of a feather already drawn on it. Have everyone finish drawing and coloring the feather.

8. Do a craft to make birds. Perhaps use templates to trace birds or to decorate something (a pot? A box? A card?) with birds.

9.  Have everyone in the group draw heavy and light things on little pieces of paper. Mix up the papers. Everyone exchanges papers with the person sitting next to them and sorts their neighbor’s drawings into light and heavy things.

10. Together, make a quartet card game of light and heavy things. (Example: one set of four is a house with a window, a roof, a door, and a wall; another set of four might be a bird with a wing, a tail, a beak, and an eye or a truck with a steering wheel, a cab, a wheel, and space for freight.)

Closing
Everyone walks outside pretending to hold something very, very heavy. Look like this is hard to do, walk like it is hard to do, set the pretend heavy thing down outside and take deep breaths (or groan or . . .).


B7: Short/Long

Activities (choose one or more)

1. Sing a short song. Sing a longer song.
Discuss the difference; the short song has less words. If you walk here from home and you sing the same song all the way, which song would you sing more often?
Have one person sing the short song and another sing the long song. Who is done faster?

2. Have everyone stand in a row and stretch out their arms. Who has the longest arms? Now have everyone change places so they’re lined up according to the length of their arms, with the person with the longest arms on one side and the person with the shortest arms on the other. If the group can sort themselves, let them, but if this is too complicated for the group take charge or appoint a suitable leader.

3. Have each child stand in front of their mother. Who is tallest? Is your mother? Where do you come up to—your mother’s knee? Her elbow? Her waist? Let everyone pick another person to compare themselves with.

Story time or Bible story/singing/prayer

4. Give everyone 8 pieces of string of varying lengths. Measure them as you cut them, so each piece is a whole number of centimeters or inches. Have everyone do the following exercises:
a – Which string is shortest?
– Which string is longest?
b – Find two short strings which when put together are the same length as one of the long strings.
c – Lay all the pieces of string end to end.
d – Put the strings in order from short to long.
e – Lay strings end to end so they form multiple ‘lines’ of equal length.

5. Have the children use all of their strings to make a picture of a house. Glue the picture to a piece of paper.

6. Give everyone a piece of straw and a pair of scissors. Have them cut their own straw into longer and shorter pieces. Next have everyone team up with the person sitting next to them. Have them mix their straw pieces together, then sort the straws in order of length.

7. Have everyone trace on of their hands on a piece of paper. The leader adds the names of the fingers. Be sure to use the right script. This can be done in the mother language, the national language or both. Have everyone measure their fingers with a piece of string. Which finger is shortest and which is longest?

Closing
8. To leave, line up from shortest to tallest.
OR Stand in two lines. One line sings the short song; the other sings the long song. Walk out singing.


B8: Small/Big; Smallest/biggest; Same size

Introduction/Activities (choose one or more)

1. Everyone gets a very small piece of candy (or something else good to eat).

2. Small steps/big steps. Have four children walk to the other side of the classroom. Two take very small steps. Two walk with the biggest steps possible. Which two took the most steps? Which two took the fewest steps?

3. Big/Small measured in height. One person stands in front of the board. They have spread their legs out as wide as possible. Mark how tall they are on the board. Then have this person stand normally, with their legs close together. Is this person now bigger? You can also have someone with a measuring tape measure precisely how big (tall) this person is when they stand with wide legs and when they stand normally.
Ask who knows how they can make themselves very small? And how they can make themselves very tall (stand on something; walk on stilts; have someone lift you up . . . )?

4. Strips of paper. Cut strips of paper different lengths. Give everyone one strip. Ask them to stand in the proper order, from small piece of paper to big. (Note: may also use sticks or pieces of straw or grass)

Bible Story/singing/ praying/or time to read outloud

5. Draw big and small circles. Everyone gets a piece of paper. They draw circles on it in different sizes. Talk about “big” and “small.” Then play a game where the children (with their mothers) follow directions:

  • -put your little finger on a little circle and your big thumb on a big circle;
  • -put two fingers that are about the same size on two circles that are about the same size;
  • -put the finger you haven’t used yet on a big circle and your thumb on a circle that is much smaller.

Tell the children that if their hands are not big enough to do this, they can use both hands: little finger of one hand on a small circle; thumb of the other hand on a big circle. They may also do this together with their mother.

Option: Have mothers take turns giving directions in whatever language they use at home.
Option: If fingers have different names (ring finger, index finger, middle finger . . .) use these names.

6. Draw big and small. Everyone gets a piece of paper and a pencil. The leader choses something that everyone can actually see to draw which are big and small. For example, a big tree; a big cow; a small calf. A big fence; a small bird. A big truck; a small car. A big cloud in the sky; a small cloud in the sky. A small airplane high in the sky; a big sun. A big apartment building; a small house/kiosk/busstop. Everyone draws for themselves. They decorate the top and bottom edges with a border design (preparation for writing). If crayons or colored pencils are available, give everyone time to color in their drawings.
Put all the drawings next to each other. Point out that everyone has done it differently, in their own way. Altogether it’s beautiful. Everyone is different and what they add/contribute makes the whole nicer/better/more beautiful.

7. Question: suppose you need to fix something or clean something at home, but you aren’t tall enough. How do you manage to reach it, anyway?

8. Talking to big and small. Pretend to talk to someone and have the group guess who this person is/who old (“big”) this person is and draw a picture of them. Choose from age groups used in the culture. Examples from English:

  • -baby
  • -toddler
  • -school child (6-12 years)
  • -teenager (before they marry)
  • -adult
  • -elder

Discuss the different ways you talk to people in different age groups.
Have the group discuss what they consider the ideal age.
If it’s appropriate, do this in the mother tongue. How you talk to people of different ages and how people of different ages live is culture-specific.

9. Three sizes. Set out three big things of clearly different sizes: big, middle, small. For example, three tables or three floor mats. When you say, “Big,” everyone goes to stand by the big one; when you say, “Small,” by the smallest one, and so forth. Later, divide the group in two (boys and girls; children and grown-ups; red shirts and blue shirts . . . ); each group has a different leader. The two leaders give directions. Take care to listen to your own leader—and not to run into each other.

10. Closing. Put a big thing and a small thing by the door (mat, chair, stuffed toy). Everyone may stand in a line behind the one they like the best. Count the people in each line. Tell which line is longer. The “small” line may go outside first, then the “big” line.

 

ON

This teaches:

  • courage to take a clear stand; courage to speak up;
  • language development and awareness;
  • child becomes more aware of their body by focusing on how to stand and sit;
  • correct breathing (use of lungs, breathing from the diaphragm or abdomen) will result in a better voice.
Activities: Choose one or more

1. Put the written word ON somewhere in the room where everyone can see it.zingen

2. Everyone sits in a circle on a chair. The leader stands on a stool. (Stool is a short, stable
thing to sit on. Use a bench or a strong box if there are no stools.) Sing a song. Where is it easier to sing? (Sitting) on the chair or (standing) on the stool? Yes, ON the stool, because there you stand up.
Everyone takes turns standing ON the stool and singing a song in their own language

how-many-children-on-lap3. Children are now allowed to sit ON their mother’s /caregiver’s lap. How many children fit
ON the lap of ______? Guess beforehand how many kids will fit. For example, two ON one leg and three ON the other. That will total five kids.
Let the people count for themselves in their own language.

4. ‘Can you keep this blue ball ON your lap?’ ‘And ON the table?’ Which is more difficult?
Why? The ball is round! Let everyone feel the ball.

5. Have the whole group describe 5 ordinary objects (for example, bucket, chair, box,toren paper, pencil). Divide into smaller groups of 4-6. For a very small class, divide into pairs of parents and children. Give each group the same items. Which group can build the highest tower using these objects?
+Name the objects in the children’s mother tongue.

Story time & singing or Bible story/singing/prayer

Why do this + how to do this: Prepare for this time by having the children and parents sit down somewhere in a respectful way. Make a clear distinction between this and other activities. For instance, if you are going to tell a Bible story, say something like “Now we are going to talk about God.” Or say, “Now we are going to hear/read a story. We want to be quiet so everyone can hear.”

Begin each time with the same song; that gives structure and recognition.
Have this part last only as long as the youngest children can concentrate. This means that you might have only 7 minutes for the story.

Suggestions for non-faith-based gatherings:
Read from a picture book. If none is available in the children’s mother tongue, invite a parent to retell the story in their own language.
OR invite someone from the children’s community to tell an appropriate story. Screen the story first.
OR tell a story that fits the children’s local situation. (First think of your goal. Is it to bring attention to something specific, such as knowing how to behave in the family when visitors come? Then make up a story which connects with the local culture.)

Activities: choose one or more

6. Needed: paper, pencils or crayons. Draw an object with something ON it (example: head tekeningen-opwith a hat ON it, branch with a bird ON it, chair with a child ON it) Talk about it while they work on it. When they have finished with one paper they may take another one. Write their names on the paper.
Everyone may explain their own drawing in their mother language.

7. Make a (paper) hat with the children

8. Sing a song with “on” in it , if you know of one. If possible, have the parents also sing this in the mother tongue. English example: “The wise man built his house ON a rock.”
Closing
Everyone sits in the circle ON their chair to sing the closing song.
Put something in front of the door ON which the children can not stand or walk. Everyone walks nicely around it when they go outside.


2. IN

This teaches: When you hold an object in your hand, it makes it easier to remember the name of the object. Finding words to describe an object helps build the child’s vocabulary. This also helps the child to think about how to share meaning with someone else. They have to think about what the most important characteristics of the object are.
They also have to speak clearly. They have to read the look on other people’s faces to see whether their own description was clear.

Activities: Choose to do one or more:

1. Everyone gets a small object that they are not allowed to show others (bead, pencil, erasor, stone, feather, ball of paper)
Explain that they are hiding it IN their hands. Let everyone say two things about the object in their hands (for example: its color, what it feels like, what is it made of, what it might be used for, where it came from). Try to guess what each person is holding. The parents and children may use their own language to do this.

2. Needed: box, each side painted a different color or covered with different color of paper; box has a hole in bottom so you can put your hand into a handpuppet inside the box; hand puppet inside box. Explain that the puppet is IN the box. The puppet will only come OUT once the children have named each of the colors on the box. Have the children name them first in their own language, then in the national language.

doosje3. What’s in the box. Needed: Small box with an object in it.
a. Have a mother show the contents of the box. The children are not allowed to say
outloud what they see IN it.
b. Puppet tries to guess what’s in the box by asking “yes” and “no” questions. Children can only answer the questions with “yes” orhandpop1 “no” until puppet has guesses what is in the box. For example:
Puppet: What a nice box we have here. Do you know what is in it?

Children: Yes.
Puppet: Don’t tell me! Let me guess! Is it as big as this chair?
Children: No
Puppet: Can you eat it? (etcetera, until the puppet has guessed what the object is).

Story time & singing or Bible story/singing/prayer

Choose one or more activity:

tekeninen-in-doorgeven4. Everyone draws an object IN which you can put something or someone (house, bucket, box, cage, car). However, do not draw anything IN it yet.
Once that drawing is finished, pass it on to someone else. Everyone gets another piece of paper to make a second drawing. This time, draw what could be put IN the object on the first drawing (possible examples: car–people, cage–animal, house–chair, bucket–water, box–frog).

0125. Mix up all the drawings. Have a child hold up the first two in the pile. Ask the class whether the thing in one drawing could go IN the thing on the other drawing. Make this a fun game. Silly “matches” are encouraged!

hut6. Provide material for building a hut or tent (blanket, sheet, big boxes, chairs or
table . . . ). Children should be able to go IN the hut.

7. Something to try: can you hold your thumb IN your hand?

Closing: Before going outdoors the children get a sweet or some other small treat to eat. They have to put it IN their mouths.

 


3.WAVES (moving up and down)

This teaches: use your senses while learning to write; practice hand and finger movements which are used in writing; drawing shapes also used in writing is another good way to practice.

Choose to do one or more:

lied-golven1. Sing a song. Point out that the voice goes UP and DOWN while you sing. Hum a tune going up and down. Move your finger up and down like a wave as notes in the tune go up and down.

2. Drop a cloth on the floor.013
Point out how the wrinkles in the cloth go UP and DOWN. Ask for a volunteer to lay it out smoothly.

3. Ask how a snake moves. Talk about how a snake slithers in a wave motion. Ask who can make those beautiful waves with their hands. Practice having hands and arms move like a snake.
As always, check ahead of time that these motions and activities are culturally appropriate.

Story time & singing or Bible story/singing/prayer

Choose one or more activity:

5. Bake waves.
Needed: bread dough, cookie dough, or clay.
Everyone gets a piece of dough. Show how to roll the dough into a long, thin log. Show how to make wave patterns out of the roll of dough. Put it on a baking tray to bake at home or to let dry and harden until next lesson.

6. Make waves.
Needed: piece of string or yarn; paper; glue.
Give everyone a piece of string. Have them lay it on the shave of waves on the paper. Glue it down. Carefully feel the wave shape with a finger.
If desired, glue the waves from one side of the paper to the other. Draw fish or other sea creatures below the wave shape and boats above it.Put it into the shape of a waves onto the paper and glue it. Follow the string with your finger and feel it carefully.

tekeningen-golven-begin7. Wave patterns.
Needed: paper and something to draw with.
Make patterns of waves on the paper. Then have everyone turn the wave into a drawing (a snake, water, flag, cloth).

8. Finger drawing.
Needed: nothing.
Work in groups of two. One person “draws” on their partner’s back with their finger. The other person guesses what the pattern is.

Sing a closing song.

Closing: The group makes a long line by holding hands or by putting their hands on one another’s shoulders. The line moves in a waving pattern around the room and then goes outside.

 


4. STRAIGHT LINE

Choose one or more activity:

1. Draw two straight lines parallel to each other on the floor with chalk (may also use tape or lay down rope or . . .). Make sure there is enough space between the lines for several children to stand. Pretend the lines are the banks of a small stream. Children have to follow directions: “Stand IN the stream. Stand NEXT TO the stream. Stand ON the edge of the stream.”
NOTE: may also pretend this is a sidewalk, a path, a rug . . ..

2. Have enough strings for everyone. (Ribbons, shoe laces, or yarn may also be used.) Show how a string can make a straight line if you pull on each end. Give everyone a string. Ask this question: When you straighten the strings and put them one after another so that they form a long line, how far will they go? From the table to the door (for example)? Try it out.

3. Divide the class into groups of four. Give everyone has a string. Have the people in each group stand in order—from the person with the longest string to the person with the shortest string. Ask the students how they might measure the length of their strings. Then have everyone stretch his or her string out into a straight line in front of him/her so that eveyone else can see it.

Bible Story, Song, Prayer or Story telling time

4. Ask everyone to draw a house or other building. Which lines are straight ones? Then ask everyone to draw a tree. Does it have any straight lines? If so, which ones? *Which letters have straight lines? H, i, l, v. Other letters have a straight line as well. R, n, p. Write the letters with straight lines on the board or have students write them on their papers.

5. Rhyming words. Sit or stand in a circle. Have one mother say a word in her own language. The person next to her has to say a word which rhymes. Go on around the circle, with each person saying a word that rhymes with the first one. (English example: can, man.)
Variation: Have one parent say a word in her own language. The person next to her has to say a word which starts with the same sound. Continue around the circle. (English example: man, mat.)

Closing: Have the class stand in four straight lines. At a certain signal, they may go outside, but they must keep walking in a straight line.

 


5. AROUND

Choose one or more activity:

1. Give everyone a string (ribbons, shoe laces, or yarn may also be used.) Tell them to tie it AROUND their wrist.

2. Stick out one finger and have it go around and around in circles. Turn on a song or sing a song. Have everyone wave their fingers around in circles to the beat of the song. (First make sure that this is not an impolite gesture.)
May also have everyone hold a pencil in one hand and move the pencil around their other hand to the beat of a song. Do this as long as the song lasts.

3. Talk about a mosquito flying AROUND your head. Make mosquito noises. Choose a partner. Have your partner make the mosquito sound, too, but at a slightly higher or lower pitch. Have the group listen. Do the mosquitos harmonize? Or not?
Then have 3-7 members of the group stand in front of the others. Have everyone else close their eyes. Secretly choose several members the group standing in front to be mosquitos. Once the mosquitos begin to sing, the people with their eyes closed listen carefully. They try to guess how many mosquitoes there are (auditive analysis).

4. Play a game that has something to do with “around.” Examples in English would be “Ring Around a Rosy,” “Here We Go Round the Mulberry Bush,” or “Duck, duck, goose.”
If there is no such game in the local culture, you may want to have everyone stand in a circle and hold hands. The group walks or skips around in a circle, still holding hands, while they sing a simple song.

Story time or Bible story/singing/prayer

Activities (choose one or more)

1. Give everyone a sheet of paper with 5 dots on it. The dots should be spaced far apart. Everyone draws a circle AROUND each dot. Then they draw a second circle AROUND each dot in a different colour. Keep drawing new circles so that the dots become bigger and bigger around.

2. Have strips of paper long enough to fit around each person’s head. Everyone decorates their strip of paper (stickers, crayons, colored pencils . . .). Fasten the ends of the strip so that the strip fits AROUND the person’s head.

3. Choose an object that looks different on each side. For example, a box with something different drawn on each side. Everyone walks AROUND the box. They take a good look at the box. Then one person walks AROUND the box and describes what he sees (visual analysis, perspective).

Closing: Everyone forms a circle using their thumb and index finger and puts it AROUND their nose. Line up and walk outside like this. (Check first that this is NOT an impolite gesture. If it is, make up something else. For instance, put a box in front of the door. Everyone must walk AROUND the box before going out the door.)

 


6. IN BETWEEN/In the Middle

Activities (choose one or more)

1. Sit in a circle. Everyone is sitting IN BETWEEN two other people. Go around the circle and have each person name who they are sitting in between.

2. Put many small items on the floor. They are not in any particular order. Everyone takes a good look. Everybody takes a turn choosing one object and telling where it is: ‘It lies IN BETWEEN the (red can) and the (gray stone).” The others guess which object he had in mind. Anyone who knows, raises their hand. The leader calls on that person. If s/he guessed correctly it is her or his turn. Do make sure everyone gets a turn at describing an object. Also make sure the children learn to wait until they are called on to speak.

3. Put two cardboard boxes on top of each other. Put a piece of paper IN BETWEEN. How many pieces of paper fit IN BETWEEN?

Bible Story, Song, Prayer or Story telling time

Activities (choose one or more)

4. Everybody gets a piece of paper with a few three-letter words written on it (consonant, vowel, consonant; English examples: cup, dog, cat). Talk about the words. Have everyone puts a circle around the letter IN BETWEEN.
Now say the whole word. The participants say the vowel, the sound written IN BETWEEN.
If appropriate, choose words in the mother tongue.

5. If no words in either the national or the mother tongue follow this sound pattern, use different sounds. For example, clap-stomp-clap. Have everyone do this together. Then ask them all to do the sound in the middle. Repeat with different combinations; possible sounds include: clap someone else’s hand, slap your own thighs or arms, tap the chair or the ground, snap fingers (tricky), hoot like an owl, whistle like a bird . . . .
A parent may also take a turn at leading.

6. Everyone gets a small piece of paper with a word written on it. Try to hold the piece of paper in a creative way IN BETWEEN fingers or hands (IN BETWEEN the wrists, the back of the hands, the fingers).
Participants may take turns leading. One child or parent shows a creative way to hold the paper, and everyone else has to try to copy. This can get really crazy if the parent-and-child pair up and try to hold the paper in between themselves — in between their foreheads; in between their elbows; in between their shoulders.
Scarves, other small pieces of cloth, or large leaves can also be used instead of pieces of paper.

Closing: The leader names two participants. The person sitting IN BETWEEN those two can leave. Continue until everyone is outside.

 


7. ON/TO/Together

Activities (choose one or more)

1. Write the word on/to somewhere, clearly visible, in mother tongue.

2. Everyone gets a string (piece of yarn, ribbon . . .). They tie it to the leg of their chair.

3. Set out at least 4 things that have something attached to them (a bucket with a handle, a cup with an ear, a bicycle pump with a pipe, a pan with a handle, a comb with teeth . . .).
Talk about the objects. Ask the participants describe each the object: What is it? What is attached to it.
Have a parent explain this in the mother tongue. Then the parent holds up the things one at a time. Each time, the children describe the thing and what is attached to it in whatever language they use at home. The mothers listen and gently correct as needed.

4. Each set of parent-and-child gets a connecting toy to play with like Legos/Duplos; toy train; snap beads. Have a time limit on this play time.

5. Give each set of parent and child a length of string or safe, flexible wire (pipe cleaner). Have them make a new invention by finding two things (that don’t belong together) and attaching them to each other. Then have them take turns showing and describing their creations to the group. The crazier the better!

Bible Story, Song, Prayer or Story telling time

Activities (choose one or more)

6. Needed: A straight strip of cardboard and a circle of cardboard (or paper) for everyone. Write a letter or number on the board which is made by attaching the circle to the strip (p, o, d, b, q, O). The participants copy the letter by putting down the strip and circle in the proper way.
If the local/national language uses a script without these shapes, consider making musical notes.

7. Give everyone or every parent and child a piece of paper with many letters printed on it. The participants circle the words that are put together with a strip/line and a circle attached TO it. Adapt to the local script if it uses letters without these shapes.

8. Play “train.” One person is the engine. The “engineer” hooks different cars onto the engine. The engineer may ask each person what kind of car they are—passenger? Dining? Freight? or what kind of freight they carry—automobiles? Grain? Cattle? Each person hooks on to the car ahead of them by putting their hands on their shoulders or around their waist. When all of the cars have been hooked to the engine, the engineer blows a whistle and the “train” chugs around the room. “Engine” and “cars” may make appropriate train noises.

9. Each pair or set of parent and child ties themselves to each other at the ankle. Have short three-legged races.

10. Make a nice pendant for a necklace (use beads, nuts, any other art-and-craft). Or make a necklace/bracelet with things that are attached to each other—beads, hollow pasta, short lengths of plastic straws . . . . Or have the parents show the children how to braid three pieces of colored yarn, ribbon, cord. The children can tie the finished braid to their wrist or ankle.
Closing: The participants take someone by the hand and walk outside hand in hand. *Walk TO something outside. Put your hand ON someone else’s shoulder. Walk outside.

 


8. HIGH

Activities (choose one or more)

1. Everyone shows how HIGH they can reach.

2. Play “I spy with my eye . . . something that is HIGH.” I see something HIGH. The person who guesses what you see can then take a turn seeing something HIGH up. (Make sure that there are items HIGH up).

3. When you stand on something you are HIGHER. Who can show that? When somebody sits on your shoulders that person is HIGHER. Who can show that?

4. Pantomime doing things HIGH up. Examples might be window washing, picking cherries, roofer, maintenance of streetlights, pruning trees, putting up decorations, paste advertisements on billboards, climbing a ladder, etc.

Bible Story, Song, Prayer or Story telling time

Activities (choose one or more)

5. Rhymes. Name 3 words that rhyme. Who can think of a word that rhymes with . . .? Start with the word for HIGH or for something that is HIGH.

6. Draw something that is HIGH (airplane, sun, moon and stars, birds, clouds).

7. Have everyone cut out a nice shape or make a drawing on a circle of paper. Attach a string to each piece of art and hang them up HIGH in the classroom.

8. Make HIGHER-UP toys (stilts) for each child. Needed: two tin cans of the same size for each child (or 2 blocks of wood or 2 very strong plastic containers); strong cord or rope; a hammer and large nail to punch two holes into each tin can; markers or paper & glue for decoration, if desired (see https://babbledabbledo.com/tin-can-stilts/ for example). Children practice walking HIGH.

9. Tell a story which includes HIGH activities. Participants act out the HIGH activities as the story is being told. Example: Joe had to bring a message to his father. First Joe had to climb a high mountain, up, up, up, higher, higher, higher, above the clouds. Then he had to jump high over a deep ditch/river. Next he had to take a trip high up in an airplane. Where was his father? He heard his father calling to him, from way up high. Joe shaded his eyes with his hand while he looked up high. He looked all around. Finally, he found his father sitting in a tree (on top of a building). He had to climb a ladder (climb the tree), higher and higher, to get to his father. Whew! He was glad he could finally lay down!
Have a parent retell the story in whatever language the parent chooses. Everyone repeats the activities.

Closing: Everyone picks up his or her ‘pretend ladder’ and takes it with them while going outside. OR, if the children made stilts, they use these to walk outside.

 


9. TOUCH

Activities (choose one or more)

1. Have everyone try to TOUCH the tip of their nose with their index finger.
Then try to do this with eyes closed.

2. The leader calls out part of the body. Everybody TOUCHES that part of their own body. Begin with easy (hand, ear) and increase the difficulty both in reaching and in vocabulary (heel, collar bone, shoulder blade).
When the group knows the game one of the mothers can lead; she calls a body part in the mother tongue. Make it a competition: call out the words faster; who are the ones that keep TOUCHING the body parts correctly?

3. If it is inappropriate to touch body parts, play the game with some other object—like the parts of a chair (leg, seat, back), parts of clothes (sleeves, button, pocket), or something else with several parts (trees?).
OR call out colors. When the leader says, “Touch green,” everyone must touch something green. “Touch blue; touch black; etc.” Parents can take turns being the leaders. They may lead the game in whatever language they choose.
OR call out types of surfaces. “Touch stone.” “Touch wood.” “Touch glass.” “Touch plastic.” “Touch ground.”

Bible Story, Song, Prayer or Story-telling time

Activities (choose one or more)

1. Ballgame (perhaps do this outdoors). Make a goal (basket, rug on the ground, cardboard box). One by one the participants try to TOUCH/ hit the goal by throwing a ball, a beanbag, or a Frisbee-like item (paper plate).

2. Everyone gets a piece of paper. Draw circles on a paper. Exchange papers with someone next to you. The next person tries to put a dot right in the middle of the circle. Together, make a flower out of the circle.

3. Good touch/bad touch. Show the outline of a human being or hold up a doll. Discuss what parts of a child are okay to touch and what parts are not. For example, in America it is okay for a stranger to shake someone’s hand, but it is not okay for them to touch someone’s knees. However, a doctor may touch someone’s knees to examine them. What parts are almost never okay to touch? What should you do if someone tries to touch you that way?
You may wish to give each parent a piece of paper with the outline of a human form on it. Together the parent and child might circle the parts that are okay to touch. Or they may color the parts that are not okay to touch one color and the parts that are okay another.

4. Sing a song that involves touching. English example: “Head-and-shoulders, knees-and-toes, knees and toes.”

Closing: Tag. One person is “it.” They try to TOUCH someone with their hand. Whoever is touched is ‘OUT’ and goes outside.

 


9. TWO

Activities (choose one or more)

1. Count out loud. Count all people present in the national language as well as the mother tongue. Next count the children. Ask everyone to remember this number. Then count the parents. Ask everyone to remember this number. Add the two numbers. Children discover that the sum of the two numbers is the same as the number of all those who are present. Write the sum on the board. That’s all that is needed at this point. Further explanation is above the level of such young children.

2. Show the number TWO. Ask everyone to find something that they have TWO of (socks, shoes). Have them wave with their TWO hands, stamp with their TWO feet, feel their TWO ears so that they all feel number TWO. Have a parent name TWO hands, feet, etc. using the mother tongue.

3. Everyone sits in a circle. Put a doll (or child) in the centre of the circle. The children place TWO little dolls behind it.
Game can be expanded by having them take turns putting TWO of the same thing in the middle of the circle (two books, two sticks, two mothers . . .).

Bible Story, Song, Prayer or Story telling time

Activities (choose one or more)

4. Make TWO. Hand everyone a coloring sheet with a simple drawing on it. For example, a lake with a duck on the water, a fish in the water, a deer that comes to drink, and a cloud in the air. Have everyone draw a second one of each animal so that there are TWO of each.
OR give everyone a piece of paper and ask them to draw a simple scene on it like the forest, the garden, the street, a house. Have them exchange papers with the person next to them. That person draws a second one of each item on the paper.

5. Music for TWO. People stand two on two, hold each other’s hands, and move their hands together to the music. (Long description: Everyone pairs up in groups of TWO. The pairs stand opposite each other holding each other’s hands. Play music or sing a song. Everyone swings their clasped hands around and around in time to the music.) Look for music with a two-four-or-eight beat. Try to choose music in the mother tongue or music that suits the culture.

6. Rhyming TWO. Make a set of cards. Everyone gets a card with the drawing of a different object. Someone else has a picture with an item on it that rhymes with the object on your card. Try to find who belongs to you by matching the rhyming cards. In the end you have pairs of TWO. The pictures may have been drawn at a previous session.

7. Give everyone a small card with a different word written on each side. Make sure one of the words has TWO of THE SAME letters. Only that side can be decorated.

8. Closing: line up in twos, perhaps boy-girl, boy-girl or trousers, skirt or sweater, shirt, etc. Leave two by two.


10. THE SAME

Activities (choose one or more)

1. Sing a song together. Make different words using THE SAME melody. Put cards with pictures on the table which inspire the participants to think of a text or idea to develop the song. OR choose a song which already has two different sets of words to THE SAME melody.

2. Copy me. A leader stands in front of the group. Whatever the leader does, everyone else must do THE SAME (yawning, pretending to comb hair, drive a car, cook, dress a baby, or any other common activity). The person who raises his hand first may guess what the leader is pretending to do. Take turns being the leader.

3. Follow me. Pair up. Have all the pairs go from one side of the classroom to the other. One person in each pair is the leader. He walks, jumps, hops, swings his arms wildly, etc. The follower does exactly THE SAME. At the other side of the room switch. The follower now becomes the leader.

4. Follow the leader. Or have everyone stand in a line. Everyone must follow the leader and do exactly what the leader does. Take turns being the leader.

Bible Story, Song, Prayer or Story telling time

Activities (choose one or more)

5. Draw the same. Give everyone a sheet of paper. Have them draw a picture exactly the same as the example shown them.

6. Different and same. Choose three participants with distinctly different clothes. Discuss the differences together, name the different pieces of clothes, and name the colors. Then have everyone may make a drawing of someone else in the group. When the drawings are finished, the group looks at each drawing and tries to guess who has been drawn.

7. Distribute a worksheet with different letters/words on it. Write a letter/word on the board and have everybody point at the same letter/word on their worksheet.

8. Closing: Dressed the same. Say, “Everyone with the SAME kind of socks as ____ may go out first;” “Everyone with a hair band the SAME as _____ may go out next.” “Everyone without socks . . .,” etc.

 


11. GONE/MISSING

Activities (choose one or more)

1. Have a box of small items. Hide one under a cloth. No one can see it. It is GONE. The participants guess what it is. Help them by giving small clues.

2. Take turns choosing an item from the box and hiding it under the cloth.

3. Put six small objects on a plate. When no-one looks the leader takes away one of the items. Show the plate again. What has disappeared?

Bible Story, Song, Prayer or Story telling time

Activities (choose one or more)

4. Write everyone’s name on a separate card or piece of paper. Lay these out and have everyone find his/her own name. Then give everyone another card with their name on it with one letter missing. Instead there is a dot or ____ in its place. They can write (or ask someone else to add in) the missing letter.

5. Make a coloring sheet with part of the drawing missing. Talk about what is GONE. Finish the picture by drawing the missing part.

6. Play Hide & Seek.

7. Everyone closes the eyes. The leader touches a person who quietly goes outside (or two people, a mother and child). When the leader says so, everyone opens their eyes again. Who has GONE? Those who are outside will, of course stay close to the door, so they can hear if their names are guessed. When it becomes too simple, everyone has to change places after someone has GONE. Repeat the game several times.
Closing: If the children are old enough to be losing their baby teeth, let the children who are a missing one or more teeth because of this leave first. If the children are not old enough, do not do anything with missing teeth.


12. WHERE?

Activities (choose one or more)

1. Write directions connected to WHERE on cards (stand behind the chair, sit under a table, put something on the windowsill, go and stand in between two people, go and sit in the hallway, go and sit on the chair, etc.). One person comes forward and chooses one card. The leader helps to quietly read to the participant. The person follows the direction. Others guess what was written on the card.

Option 1: Use simple line drawings to draw “where” on the cards instead of writing the directions.

Option 2: First hand out cards or pieces of paper to everyone in the club. They draw or write WHERE on a card. Then play the game as described.

2. WHERE does it go? Together make a drawing on a very large sheet of paper or use a school board. One person is the lead artist. This person tells the others WHERE to draw what shape. The others take turns drawing the shape on the board. When it’s finished, it should be the drawing of a person. Directions for drawing: One person draws a big circle. The next person draws a smaller circle on top. Draw lines above the small circle (hair), a triangle in the small circle (nose), a line underneath it (mouth), two lines straight down underneath the big circle (legs), down below the big lines attach small squares (feet), a line on the left ending on the big circle, the same line from the right ending on the right side of the circle (arms), small circles are attached to these lines on the left and the right (hands). Isn’t this clever?
The group gets divided; in each group someone speaking the mother tongue well will be asked to lead. They play the game in the mother tongue.

Option 1: Only the leader knows what the drawing will be.

Option 2: Draw something else. A car? A house? A cat?

3. WHERE does the sound come from? All eyes are closed. The leader touches one person. That person walks somewhere and says: ‘beep’. With eyes still closed, everyone else points to where the noise came from. Then everyone opens their eyes and checks whether they are pointing in the right direction.

Bible Story, Song, Prayer or Story telling time

1. Story Picture/ Colouring Sheet. Show a picture with many things someWHERE (on the cupboard, beside the door, on the roof, in the tree, etc.). Talk about it together. What do the children see in the picture? Where are these things in the picture? Have a mother repeat this in the mother tongue. Then give everyone their own copy of the picture to color.

2. Where are the birds? Everyone or every set of parent-and-child gets a sheet of paper. Give everyone 3 trees to cut out and glue on the paper. Glue only the trunks on the paper. Leave the leaves free. Then give everyone 10-20 birds to cut out. The leader tells WHERE to glue each bird. For example: in a nest; on a big branch of one of the trees, behind a leaf, in the thinner branches of the tree, in the tree at the back, etc.

Variation: participants take turns telling where to place a bird.
Variation: make the same activity as an entire class. Put the trees on a big poster or sheet of paper. Everyone gets a bird. Everyone takes a turn putting the bird someWHERE. The class looks to see whether the bird has been placed correctly.

3. Closing: Everyone finds a different place someWHERE in the classroom to stand, sit, or lie down (on the table, behind a chair, under the blanket, in between the windows). Say: the one standing in between the windows can go outside, the person on the chair can go now, the person who sits in the corner may go now, etc.


13. TO THE LINE

1. Line Game. Draw a long line on the floor. Stand on the line, say ‘ON’. Stand in front of the line, say ‘IN FRONT OF’. Stand behind the line, say ‘BEHIND’. One person says: in front of…, behind….., on…. All quickly follow the instruction and stand in the right place.
Then just the mothers play. Say the words faster. The person who gets confused and makes a mistake has to sit down. Next just the children may play the game.
Variation: Play the game again in the mother tongue.

2. Change at the lines. Make a line through the middle of the classroom (draw with chalk, lay down a long rope, put down tape . . .). Ask who is good at imitating an animal. Have a volunteer (A) stand on one side of the line. Everyone moves to that side of the line and imitates an animal just like “A”. Then choose another volunteer (B) to imitate a different animal. “B” stands on the other side of the line. Everyone moves to the other side of the line and copies “B.” Explain that we are going to move all around the classroom, wherever we want. But whenever we are on the “A” side of the line, we have to imitate animal “A” and whenever we are on “B” side of the line, we have to imitate animal B. For example, on one side of the line, we are all frogs. On the other side of the line we suddenly are birds. Write the names of the animals on the board with a small sketch of them.
Variation: have the group move around the classroom in a big circle or following a leader who moves all around the room. Whenever they cross the line, they change what animal they imitate.

Variation: if it is not acceptable to imitate animals, be something else—cars and airplanes; swimmers and dancers; babies (crawling) and old people (walking with a cane).

3. Draw 3 short lines fairly far apart on the floor. Line up and follow the leader over the three lines. Every time the leader crosses a line, the leader has to change the way they move. For example, first march with knees high up, then hop, then on tip-toe, etc.

4. Play tag. You may only run up to the line. When you are ‘tagged’ you stand outside the line.

Bible Story, Song, Prayer or Story telling time

5. Writing exercise.

6. Coloring sheet. Everyone gets a coloring sheet with a line drawn through the middle. Color things on one side of the line one color and things on the other side a different color. Variation: everyone gets a sheet of paper with a line drawn down the middle. They make their own drawing, with everything on one side of the line one color and things on the other side a different color.

7. Handwork with lines. Make lines on sheets of paper, empty paper towel rolls, whatever is handy and inexpensive. Everyone glues thread, string, or yarn along each line.

8. Closing: The door opening is a line. We walk outside. Up to that line we must be very quiet. Once we go over that line (outside the classroom), we can make as much noise as we want.

 


Developed by Marleen Schönthaler, 2015
gjschonthaler@nullcs.com