Objective: To cultivate children's good ideology and morality.
Premise: Have a certain imagination, and have a certain development in emotion and social behavior.
Methods: Adults can take advantage of the 3-year-old children's love to work for adults, let him help divide tableware and fruits in daily life, do what he can, and consciously give the benefits to others. For example, let the children distribute the washed apples to everyone and tell him in advance: "Grandparents are old and should give them the biggest one." "Dad works hard every day. The biggest apple should be given to dad.
Eat it. If the baby insists on keeping the big one for himself, adults can say, "You are not a good boy, and we don't like such children." Adults can also make up a story for their children to continue. "Once upon a time, there was a good baby. He often does good deeds for others. He will help his aunt coax his little brother and tell stories to his grandfather. One day, the mother gave the baby two apples, let the baby eat one for herself and one for grandma. Can you guess how the baby divides the apples? Who is the big apple for? " Let children receive education by telling stories and listening to stories.
Note that parents really should eat the distributed apples, otherwise it will affect the effect of education.
4. Look at the pictures, tell stories and answer questions
Objective: To develop children's imagination.
Prerequisites: preliminary understanding, observation and language expression ability.
Method:
(1) Find some children's books with simple stories and vivid images and show them to children.
(2) Guide children to look at pictures and tell stories by themselves. Parents can use "What is this?" "What are they doing?" How's it going? ""What about the ending? "Wait for the words that guide the children, and let them speak as much as possible. It doesn't matter if what the children say is different from what is written in the book. Don't insist on consistency.
(3) A story can be told several times, from which children can be taught some expressions.
5. The concept of time
Objective: To know the time.
Premise: Know day and night.
Method: When you get up every day, tell your child that it is morning, the sun has just come out and the rooster is crowing. It's morning after breakfast and noon after lunch. It's time for a nap. It is afternoon from noon to dinner. After dinner, it is not dark yet, and the sun has just set, so it is called evening. It's getting dark. It's time for the baby to take a bath and sleep, so it's night.
Explain to children according to the activity time every day, so that children can understand the concept of time.
6. Linear combination
Objective: To learn to use linear composition.
Premise: Can draw a straight line.
Method: Adults can draw vertical lines for children and turn them into sidewalks and ladders. They can also draw combs, curtains, small houses, televisions, birdcages, windows, rain, grass and so on. Teach children to master some simple composition methods (Figure 5-3).
7. which popsicle melts first
Objective: To understand heat conduction.
Premise: Understand the meaning of melting, heat and cold.
Method: Put one popsicle on the plate, and put the other one wrapped in cotton on the same plate. When the popsicles in the plate begin to melt, see if the popsicles wrapped in cotton have melted. The popsicle wrapped in cotton has melted. Why?
Answer: Cotton separates the hot air from the outside, so the popsicle melts slowly.
Think about it:
(1) Why do you wear cotton-padded clothes in winter? (isolate the cold air outside)
(2) Mom didn't come home for dinner. After you finished eating, how can you keep mom's meal from cooling down soon? Put it in a covered pot or basin with food and wrap it in a cotton-padded jacket or quilt.
Three years and six months.
1. Correspondence comparison
Objective: To learn to compare the number of objects.
Premise: can count.
Method:
(1) Overlapping comparison: Take four cups and five spoons. Let the children count the number of cups and spoons first, and then tell them, "Now, let's see who has more, who has less and how much?" Let the children put a spoon in each cup, and then let the children say that there are more spoons than cups, 1 more. Parents say 5 is more than 4 1.
(2) Side-by-side comparison method: If there are more small animal toys or more apples, first arrange the small animal toys in a row, and then put an apple on each small animal toy, one by one, and discharge it, so it is easy to see who is more and who is less and how many.
At first, children learn to compare numbers by corresponding methods. Through the above methods, parents can let their children intuitively see which groups are more, which groups are less and how many, which is conducive to children's understanding of sets and logarithm, and is helpful to cultivate children's understanding of corresponding concepts.
Step 2 learn to draw a circle
Objective: To understand the basic knowledge of circle.
Premise: Know the circle.
Method:
(1) Parents ask their children to tell which things are round.
(2) Let the children draw a circle at will.
(3) Press a plate and bottle cap on the paper, and then draw a circle along the periphery with a pencil.
(4) Teach children to draw a circle with a compass, tie one leg of the compass to paper with a needle, and move the other leg with lead to draw a circle.
(5) Tell the child that the line drawn by the compass is called the circle, and the point on the center of the circle is called the center of the circle. The circle drawn by drawing the legs of compasses closer will be smaller, and the circle drawn by drawing the legs longer will be larger. The distance from the center of the circle to the circumference is called the radius.
(6) Let children learn to use circular composition.
3. What do animals like to eat?
Objective: To understand the habits of animals and classify them according to their habits.
Premise: Know the common animals.
Methods: Let the children look at some pictures of animals and ask, "Which animals only eat grass, leaves and other plants? Which animals only eat meat? Which animals eat grass and meat? " Then tell the children: "Animals that eat grass, leaves or other plants are called herbivores, animals that eat meat and other animals are called carnivores, and animals that eat both animals and plants are called omnivores." Let the children say what these three animals are again.
4. Theoretical place names
Objective: To develop pronunciation ability and increase geographical knowledge.
Premise: You can talk to me.
Methods: When watching TV weather forecast programs, let the children follow the host to say the place names of all parts of the country.
Look at the map and teach the children the names of countries and cities.
Boys love to play driving games. Give him a round paper plate or basket to represent the steering wheel. Mother said, "We are going to Shanghai. Please drive. " Let the children be drivers. You can constantly change the place names.
5. Different seasons
Objective: To understand the characteristics of different seasons.
Premise: Know summer and winter.
Methods: Let children observe the characteristics of spring, summer, autumn and winter, and let them say that the weather is getting warmer in spring, birds are flying again, flowers are blooming, and grass and small trees are sprouting. Summer is hot, people wear short-sleeved vests, like swimming in the river, and everyone likes to eat cold drinks; In autumn, the weather is getting colder and colder, people put on thicker clothes, many fruits are on the market, leaves begin to turn yellow and fall from trees; It's very cold in winter. People put on cotton-padded clothes, gloves and hats, and it starts to snow, so we can skate and make a snowman. Some people have heating at home, some people have stoves, and so on.
By observing various natural and social phenomena, children can distinguish between spring, summer, autumn and winter.
6.what did we do today?
Objective: To cultivate children's memory.
Premise: Have complete language expression ability.
Method: When the child comes home from kindergarten, parents can ask the child, "What did you do today? What did the teacher say? What game did you play? What did you eat? What new skills have you learned? "
Before and after eating, the family can communicate with each other what they did that day. Before going to bed, parents can ask their children what other people in the family did that day. To train children's memory.
Plant
Objective: To enrich life knowledge, understand the growth process of soybean, and cultivate feelings of loving life and nature.
Prerequisites: Have some knowledge of nature.
Methods: In the warm spring season in bloom, prepare a medium-sized flowerpot, preferably with a piece of land in front of and behind the house, plant some plant seeds with the children, let the children water and fertilize regularly, and observe the changes of plant growth. Under the care of children, plants germinate, grow leaves, blossom and bear fruit, so that children can understand the meaning and process of growth. This sense of accomplishment helps to cultivate self-confidence. Similarly, plants with short growth periods can be planted all year round, which can not only enrich children's knowledge, but also cultivate their love for nature.
8. Wonderful photography
Objective: To further strengthen children's cognition of directionality.
Premise: Have a preliminary understanding of each other.
Method:
(1) Tell your child the simple photography method first, and then tell your child that wonderful photography can make you a strong man who can support tall buildings. Put the camera on the front of the tall building far away from the children, let the children stand in front of the camera and let the children stretch out their palms. In the mirror of the lens, the base of the tall building just falls on the child's palm. After imaging, the child becomes a propped-up height.
Hercules in the building. Let the children try to take a picture of themselves.
(2) How are the dwarfs made in the movie? Let the children dressed as dwarfs stand in the distance of the camera, and the children stretch out their arms. From the lens, it seems that the child is standing on the child's hand for imaging, and the dwarf is photographed (Figure 6-5).
Three years and seven months.
1. Who is more and who is less?
Objective: To correctly judge the number of articles.
Premise: master the number within 10.
Method:
(1) Put the same number of objects of different sizes and shapes on the table and ask the children which is more? Then let the children count separately and report the total. If you put a big apple and a small apple in a certain shape (Figure 7), ask your child whether there are more big apples or small apples, or just as many.
(2) Let the children count six walnuts and put them in the shape of a picture on the table. Ask the children how many walnuts there are. Which pile is less is still the same.
When children begin to learn mathematics, they are often influenced by the size, density and shape of objects, so they cannot correctly judge the number of objects. Through the above training, children can correctly judge the number of objects without being affected by the size and spatial arrangement of objects.
Take care of your little brother
Objective: To cultivate children's excellent moral quality and spirit of helping others.
Premise: Have certain imagination and language expression ability.
Method:
(1) Make use of children's existing toys, such as dolls, tableware and medical equipment, to create a small family environment for children.
(2) Parents can help their children think of some ways, such as: "Now that you are the master of this family, how do you entertain your little brother (doll) when he comes as a guest?" (Give him food) or "My brother has a fever and is not feeling well today. What should you do? " (Take him to the hospital) "Little brother plays with you. What should you do? " (Humility) and so on. In the long run, children will unconsciously form good moral qualities.
step on it
Objective: To develop the sense of touch and language ability.
Prerequisite: Normal touch.
Methods: Let children barefoot on leather sofas, wool carpets, wooden floors, cement blocks, sand and grass. Walking on the ground with different textures such as marble, let children feel the difference between them; Describe feelings in words, using warm, hot, cold, soft, hard, slippery, rough and equal words. After several times of training, children can have a preliminary sensory experience, let them close their eyes and say the material of the object stepping on the ground.
Retell a story
Objective: To cultivate children's intentional memory ability.
Premise: Children can speak complete sentences.
Method:
(1) 3-year-old children love to tell stories, so parents can tell them some shorter stories. After parents tell a short story three or four times, children can remember it. The next time a child pesters an adult to listen to a story, parents can say, "Do you remember the story" The Race between the Tortoise and the Rabbit "that mom told her baby the other day? Will you tell your mother today? " Parents should pay attention and watch their children when telling stories. Children should be praised in time after telling stories. In this way, children will feel that they speak well and their enthusiasm for telling stories will be high.
(2) Usually parents can give their children a chance to repeat themselves. For example, when going shopping on weekends, parents can make a shopping list at home, tell their children what to buy while doing it, and ask him what the shopping list is when they go to the store.
(3) The premise of retelling is to pay attention when listening. In order to attract children's attention, adults' expressions are more important. When adults tell stories, they should have vivid language images and cooperate with actions from time to time.
5. Curves and plug wire
Objective: To understand the basic knowledge of geometry.
Premise: Have certain cognitive ability.
Method:
(1) Parents take a rope, let the children hold one end of the rope tightly, and then tell them that it is a straight line. Throw the rope on the ground, the rope bends on the ground, and tell them it is a curve. Standing on a high place, let the children put the rope down vertically and tell them that it becomes a vertical line (Figure 7-2). A vertical line is a vertical line from top to bottom or from bottom to top.
(2) Let the children see which vertical lines are around?
(3) How to check whether it is vertical. Let the child hang a heavy object on the rope, and the rope will be perpendicular to the ground. A rope with a heavy object can be used to detect whether an object is vertical. Let the children use the rope with heavy objects to check whether the legs of the table, the door of the kitchen cabinet and the door are vertical. If the legs of the table are not perpendicular to the ground, the rope with heavy objects will not stick to the legs of the table.
(4) Answer questions. What will happen if the construction team doesn't erect the wall? (The wall collapses easily)
6. I'm not afraid
Objective: To help children overcome their fears, encourage them to cope independently, and resist with a positive attitude, instead of flinching.
Premise: Have a preliminary understanding of some natural phenomena.
Method:
Turn off the lights at night, let the children stay in the dark, tell them stories in the dark, play hide-and-seek with them, take them for a walk and look up at the stars in the Big Dipper, which will make them daydream. After such training, the child gradually overcame his fear of the night.
When children are afraid of thunderstorm weather, they should also introduce him to scientific knowledge and tell him that there is nothing to be afraid of. This is a very normal natural phenomenon. Of course, he should also be told not to stand by and watch the wires, tall buildings and trees.
Serious fear will make children timid and narrow their perception. Therefore, parents should not scare their children, nor should they transmit their timidity to their children.
7. Learn to read by doing kinematics
Objective: To cultivate children's interest in literacy.
Premise: Have some interest in writing.
Methods: Children aged 3-4 years have learned a lot of movements. Parents and children can learn to read while doing movements.
(1) When a child makes an action, parents come up with a word or phrase that is the same as the action, such as running, sitting down, taking things, hugging, eating, opening your mouth, brushing your teeth, etc. So that children can learn.
(2) When the child learns the same words as the action, let the parents make the action, let the child find the word that represents this action, or the parents show a word to let the child do the action, praise the right and correct the wrong. Sometimes parents deliberately make wrong actions on the words that children have mastered, so that children can point out and correct them and increase their interest in the game. Let children master knowledge in the game and stimulate their interest in learning. This is the main method of learning in this age group (Figure 7-3).
2. connect these numbers with numbers
Objective: to cultivate children's attention ability and learn to recognize the number 1 ~ 50.
Premise: be able to grasp stroke lines.
Method: Let the children draw lines in numerical order and see what they draw. Parents choose some pictures with prominent outlines and simple strokes, draw their own outlines on another piece of white paper with dots, and mark them with numbers in order, so that children can draw lines in numerical order, and then let them see what they look like.
3. What are they made of?
Objective: To understand the texture of objects.
Premise: Have a certain knowledge of life.
Methods: Let the children see the daily household appliances, appliances and furniture, and then ask the children:
(1) which ones are glass;
(2) which ones are made of plastic;
(3) which ones are made of cloth;
(4) What are wood?
(5) which ones are made of steel;
4. Which animals can swim?
Objective: To cultivate children's thinking ability and action ability.
Premise: Familiar with animal habits.
Method: Parents said, "There are many small animals on the river bank. Some can swim to take part in swimming competitions, while others can't swim to be cheerleaders. Let's see which animals can swim? "
Looking for the same leaves
Objective: To develop observation and cultivate love for nature.
Premise: Have certain observation and comparison ability.
Method:
(1) Let the children carefully observe the shape of the leaves below and ask them which two leaves in Figure 8-6 are the same.
(2) Take the children to the wild to pick up some leaves and compare the shapes, colors and sizes of different leaves.
6. Finger game
Objective: To train children's oral and hand coordination ability.
Premise: Children should learn to say the children's song "Ten Children" first.
Method:
Ten children, (stretch out your fingers, press your palms inward once and press them outward once)
You have, I have, everyone has; (Point forward, then point to your chest)
Ten children, (same as the first sentence)
Five on the left and five on the right; (Hold out the five fingers of the left hand first, then the five fingers of the right hand)
Ten children, (same as the first sentence)
Only do things, not talk. (Raise the right fist and punch the left fist, punch the left fist and punch the right fist, then shake hands)
It is best to match it with appropriate music, so that children can act according to the rhythm.
Step 7 compare weights
Objective: To cultivate comparatively light and heavy abilities.
Premise: It is more important to have some experience in daily life.
Method:
(1) Make a simple scale for children. Use a wooden stick and tie a rope on both sides to hang two small baskets as weighing scales, and tie a rope in the middle as a sling. First, move the position of the pull rope according to the weight of the two baskets, or add some paper to the light basket to balance the scale and make a simple scale. Then put apples, pears and other items in two baskets to compare who is lighter and who is heavier. Let children know that the heavy end will fall off and the light end will tilt up, and both sides will be the same height when the weight is the same (Figure 8-7A).
(2) Parents: "Look, the little panda, the little goat and the puppy are playing on the seesaw. Can you see who is light and who is heavy? " Ask the students to point out the weight of the animals one by one. If children can compare weights accurately, they can compare two pictures together.
3 years and 9 months
1. Formation of learning number
Objective: To understand the composition of numbers within 5.
Premise: let me count the total.
Methods: Parents take a red apple and a green apple, and then ask their children, "How many apples are there in a red apple and a green apple?" Let the children count; Then ask, "How many red apples are there in two apples? How many green apples? " Let the children say that there is a red apple and a green apple among the two apples, and then the parents tell the children.
There are two 1 in 2. Add a yellow apple and you can learn the formation of 3 according to the above method. Gradually let children know that there are 3 out of 3 1, 4 out of 4 1 and 5 out of 5 1.
This game can also be played in other objects, so that children can know the composition of numbers, compare the sizes of numbers and sort them, and then calculate the addition and subtraction.
Understand triangles
Objective: To understand the characteristics of triangle.
Premise: Understand the concept of angle.
Method:
(1) Parents draw a triangle on the ground with chalk, and then teach their children to hum a nursery rhyme while walking on the three sides of the triangle. The nursery rhyme says: "Walk, walk around the triangle, turn a corner, go forward, turn a corner, go forward until you come to the big question." "Triangle, triangle, I have three sides and three angles." Through the above games, let the children realize that a triangle is composed of three sides and three angles.
(2) Let children see which objects around them are composed of triangles.
(3) Let children draw different triangles.
(4) Ask children to count the triangles in Figure 9- 1 and paint them with different colors.
Draw with ink
Objective: To cultivate children's imagination.
Premise: Have a certain painting foundation.
Method:
(1) Parents put a piece of paper, drop a drop of red ink on the paper, let the children press it with their thumbs or fists or palms, and then let the children imagine what they look like according to the ink. The more species they talk about, the richer their imagination.
(2) On the ink, let the children add a few strokes, what they may draw, and the fewer strokes they add, the more objects they draw, indicating that their imagination is richer (Figure 9-2).
4. What should I do if a child robs my toy?
Objective: To cultivate children's conflict resolution ability.
Premise: Have complete language expression ability.
Methods: Parents said to their children, "Today, I will tell you a story. The name of the story is "What should I do if a child steals my toy? Xiao Ming is a good boy, and kindergarten teachers often praise him. One day, Xiaoming is building a building block house. Suddenly, a child named Xing Xing came running and grabbed Xiaoming's building block roof. Xiaoming is angry and anxious. what should he do ？ Can you do something for Xiaoming? "
Parents should let their children think about solutions first. Then sum up the solutions with the children: ① Play and share together. I'll find another one and give it to the stars. Tell the star: "You can't rob other people's toys. It is not a good boy to grab toys. "
Parents can help their children learn how to solve conflicts in life by listing similar events, and improve their ability to solve conflicts (Figure 9-3).
If you ask your child:
What would you do if someone accidentally knocked you down?
What would you do if someone touched you on purpose?
What would you do if someone hit you?
Step 5: Continue the story.
Objective: To cultivate children's ability to help each other and solve problems.
Premise: Have complete language expression ability.
Method:
(1) Parents tell stories to their children, such as chickens and ducklings: chickens and ducklings are good friends. They go out to find something to eat and play together every day. One day, they came to a river. The duckling is very happy and says to the chicken, "Chicken, wait for me by the river, and I will catch loach and small fish for you." The chicken said, "All right." The duckling walked into the river. The duckling jumped into the water to catch the loach. When the chicken saw the duckling disappear in the water, it thought the duckling had drowned. What happened to the chicken? How does it help ducklings?
Encourage children to make up stories. "The chicken immediately jumped into the river to save the duckling, but the chicken couldn't swim and was drowning. At this time, the duckling came out of the water and found the chicken, and quickly rescued it. "Or the chicken invited the tortoise or goose to save the duckling.
(2) Parents can also find similar stories for their children to continue telling and improve their imagination and language skills.
6. Observe animals in an orderly way
Objective: To cultivate children's interest in observation and learn orderly observation methods.
Premise: there are observable animals.
Methods: Let children observe closely. When observing, parents guide their children to observe in sequence, and generally observe animals from the beginning-&; gt； Neck-&; gt； body-&； gt； Limbs-&; gt； In the order of tails, parents should use questions to guide their children to observe and stimulate their interest in observation. Parents should ask questions about the obvious characteristics of this animal and summarize its characteristics in time.
Parents ask questions:
What is the name of this beautiful little animal? (rabbit)
What's on the rabbit's head? (ear)
Are rabbit's ears long? (It's long ears)
What are rabbit's eyes like? (It's red eye)
Where is the rabbit's mouth? (Let the child point)
Does it have a valve in its mouth? (Three petals)
Parent summary:
The rabbit has two long ears, red eyes and three lips.
Parents ask questions:
What does a rabbit have? (Gross)
What color and what kind? (white)
What about a child with the same hair as a white rabbit? (furry, warm and soft)
What grows behind the white rabbit's body? (tail)
Is the rabbit's tail short? (short)
What grows under the rabbit's body? (leg)
How many legs are there? (Article 4)
Which leg is longer or shorter? (The front legs are short and the rear legs are long)
How does a rabbit walk? Let the children run like rabbits.
What does the rabbit like to eat? (Grass, radish, vegetables)
Parent summary:
The rabbit has a short tail and four legs. The front legs are short and the rear legs are long. They like to eat vegetables, grass and radishes.
Through the above methods, children are often guided to observe and compare the similarities and differences of similar objects, so as to cultivate their perceptual ability, improve the accuracy of sensory perception and promote the development of thinking ability.
7. How is sound produced?
Objective: To get a preliminary understanding of sound.
Prerequisite: Normal hearing.
Method:
(1) Ask the child to press one end of a ruler on the desktop and move the other end quickly, so that the child can listen to the sound of the ruler.
(2) Beat the drums to let the children listen to the drums.
(3) Take a rope and wave it hard in the air to let the children listen to the sound of the rope.
How is the sound produced? Tell children about the sound produced by the vibration of objects. You can feel the vibration of the scale by touching the scale surface of the trigger tone with your hand. The vibration of the rope made a sound. Put some sand on the surface of the roller. When you beat the drum, you can not only hear the sound of the drum, but also see the sand vibrating on the drum, making the sand jump and make a sound.
Give it a try:
(1) Let the child put his hand on his father's throat. When his father speaks, he can feel the vibration of his throat.
(2) When plucking the straight strings, do you feel the vibration of the strings when you hear the sound?
3 years 10 month
1. Which two things are often used together?
Objective: To cultivate the ability to distinguish relationships.
Prerequisite: Knowledge of daily life and preliminary reasoning ability.
Method:
(1) Parents ask their children in turn, "What is this and what is it for?"
(2) When the child found something related, he further asked, "When shall we use these two things at the same time?"
(3) Connect relevant drawings with a pen.
(4) You can also play this game in your daily life. Parents say an item, and children answer a related item or person, such as pen and paper or ink; Clothes-pants, cars-drivers (tires); Toothbrush-toothpaste, etc. To promote children's thinking ability, reaction ability and language ability.
2. Competition
Objective: To train children's abilities of observation, analysis and judgment.
Premise: Know the truth that the object is near big and far small.
Methods: Parents asked their children to observe carefully. There are two ladders of the same length on the trunk. The monkey and the kitten are climbing high. Let the children judge who climbs high. If children can't answer, parents can guide them to count the squares of the ladder, and they climb several squares respectively.
3. Square and diamond
Objective: To know square and diamond.
Premise: Know the triangle.
Method:
(1) Parents put a square or a handkerchief on the table with four matches, and then tell their children that this figure is called a square. Let the children count. How many sides does a square have? Are each side the same length? How many angles are there? Are their horns the same size? Is one side perpendicular to the other?
If the child can't answer, parents can tell the child that the square is composed of four sides, each side is equal in length, and the four corners are mostly right angles, so that the child can understand the characteristics of the square by placing the square.
(2) Let children use cardboard, cut it into four pieces of paper, fix four endpoints to make a square, and then let children retell the characteristics of the square (four equilateral and four equal right angles).
Squeeze the edge of the square gently and let the children have a look. "Is that still called a square?" Tell your child that it is no longer called a square, but a diamond. Make your children think about the characteristics of diamonds.
Both a diamond and a square have four equal sides, and the two opposite sides are parallel (so it is also called a square). The four corners of a square are right angles, the two diagonal corners of a diamond are equal, and none of the four corners are right angles.
(3) Let the children draw squares and diamonds.
(4) Let children see and think about which items are made of squares and diamonds.
share
Objective: To divide the study into equal parts.
Premise: Know more or less, know more or less.
Method: Tell the children that there are two children now and you only have a beautiful piece of paper. How to divide it into two parts of the same size? Parents can take out a square, rectangular and round piece of paper and let their children divide it from different angles, as shown in figure 10-4.
When a child learns, let him learn into four equal parts.