the casting with clay

THE CASTING WITH CLAY: (For First, Second and Third Level).

With this technique, fine motor coordination is developed through this activity the child has tactile sensations is an important exercise in educating the tactile sensitivity and allows the child to acquire a muscular strength in the fingers. To shape the child needs to clay, clay or paper pulp.

Activity No. 1:

Make a drawing with clay depending on the level.

Paper pulp:

Materials:

     * Wheat Flour.
     * A toilet paper cup finely chopped.
     * White glue.
     * Three tablespoons of vinegar.

Preparation:

Mix in a saucepan the flour and paste, stir well, add the bits of toilet paper and then the vinegar, it can be liquefied, but must be quite thick.

The finge paint

The finger paint:

The child wants to express and one of the means used by him is the painting, this activity the child gives free rein to their creativity. To carry out the finger paint is recommended that the child use the whole hand and performing various movements using finger painting are achieved many shapes and lines.

Activity # 1: (For the First Level)

Stamp across the child's hand dipped in tempera on paper sheets.

Fingerprint stamping, stamping his little finger, thumb rolling stamping, stamping his fist, stamping hand side.

Make a fingerprint pattern on a white sheet, like trees, animals, painting the rainbow.

Activity No. 2: (For Second and Third Level.)

Make a fingerprint composition.

CONCEPTS OF COLORS: (For Second and Third Level)

Recognize the primary colors in geometric shapes, mix colors to make. Example: To produce the orange, yellow and red mixed. Produce the purple color, mixing blue with red. Produce green, yellow and blue mix. Produce brown, red mixed with black.

Recognize white, black to produce the colors you add the dark color.

THE CUTTING:

This technique has to be initiated when the child has reached a certain level of maturity and have established motor visual-motor coordination.

Activity No. 1: (For Second and Third Level)

Cut strips of straight and wavy, forming shapes with them.

Whole shapes cut from magazines, cutting out print, cut natural forms taken from magazines, composing and decomposing a figure, make a composition combining natural forms taken from magazines. These activities can be completed with wax crayons or markers.

Art techniques for preschool

THE TORN:

Paper tearing in addition to producing skills enables a child to get a sense of the ways and knowledge of thematerial, which allows you to later work with other materials.

When the child practices tearing, should start in free form, after identified as suggestive shapes, as mastered thetearing may be expressed by creating geometric forms.

The different forms can rip the magazines and newspapers, and forms in nature, trees, clouds, etc..

Activity No. 1: (For the first level)

Tear strips of paper straight, undulated, fringed, organize and paste them on a stand.

Activity No. 2: (For Second and Third Level)

Geometric form with strips of torn paper, torn from magazines printed figures, rip entire shapes of magazines ornewspapers, tear forms that represent familiar objects or fruit, make symmetrical shapes torn, torn to make acomposition. The composition can be filled with wax crayons or markers.

Classroom Arrangement

How the computer area is set up has a great impact on children’s successful learning experiences. Consider these questions when arranging the space and including computers and other technology. Where can the equipment be placed out of the line of traffic? What other activity areas would be good to have close by—or far away? Where can children concentrate and work together without distracting others? Where are electrical outlets to support the equipment? Allow Space for Students to Work Together Almost without exception, students should work at the computer with others. One advantage of using computers and other technology is that it encourages communication and provides language opportunities. Support this interaction by allowing space for two or three chairs at each computer. Such an arrangement encourages interaction and social skills. Children can easily share ideas, discuss what is going on, and help each other. Another way to arrange the classroom is to place a computer within a learning center where its use can be coupled with the learning objectives of the center. This setup also provides for social and language opportunities. As with all learning centers, you’ll want to support children's use of the computer without requiring adult assistance. This means that children need to be able to get to the computers, printer, and other equipment on their own. Placement in the Room Locate computers: Out of the flow of traffic Away from art activities, sand and water, or cooking activities—food, water, and paint can be harmful to the equipment In a spot with sufficient light, but away from windows or other sources of glare In an easily accessible place, where they will not distract students in other areas of the room Against a wall or partition, if possible, to prevent children from tripping over wires or fiddling with electrical outlets

Selecting Software for Young Children

For young children to use computers successfully, it is critical to select software that is developmentally appropriate, that is, consistent with how children develop and learn. Researchers agree that software for young children should:

• Encourage exploration, imagination, and problem solving
• Reflect and build on what children already know
• Involve many senses and include sound, music, and voice
• Be open-ended, with the child in control of the pace and the path

These characteristics fit the way that young children learn, and their need to interact with their environment.

Adult participation and guidance are important. Involve children in selecting software that matches their interests. Monitor the amount of time they spend at the computer, and talk with them about their activities. Try not to overwhelm young children with too many choices

Learning andTechnology

A great deal of the learning in using a computer at an early age comes from the interaction between the child and the adult, not from the interaction with the computer. By the age of three, a child can begin to use a computer and discovery-based software meaningfully, with the help of an adult or older child. Remember to plan for the important tasks of the early years before allowing children to be distracted by too much electronic stimulation.

Social Development

Conversations with children increase their social and language skills. Nurturing and attention provided by an adult increase the child's feelings of worth and self-esteem. For social development, plan for plenty of interactions.

• Place 2 or 3 chairs at each computer and plan activities that require the help of peers
• Ask open-ended questions about children's work and offer suggestions and comments about what you see them doing
• Display children's work
• Encourage parents to use computer time to talk with their children – asking questions, exploring programs together, and sharing experiences with one another

Approaches toward Learning

Children can be successful in school in many ways. Curiosity, creativity, independence, cooperativeness, and persistence are some of the approaches that enhance early learning and development.

• Plan for using all the senses when working on the computer. For example, if you use musical software, make sure children can experience a variety of instruments in the "real world" along with their experiences in the "electronic world." Let them hear music from a real instrument, smell and feel the wood, strings and keys, and feel the shape and weight of different instruments.
• Provide plenty of interactions with things in their environment.
• Balance time on the computer with greater time with physical objects, such as building blocks, modeling clay, paints, dolls, or toy cars.
• Increase attention and build memory and visualization skills. Children need time to develop memory and imagery before the images are provided for them.
• Limit screen time (television, computer or VCR) and temper it with activities requiring sustained attention. Flashing images or constantly moving graphics on television and computer screens make it harder for children to pay attention for sustained periods. Young children's attention naturally jumps from thing to thing, but some forms of electronic media may prolong this immaturity.

Language Development

At this age language development is best supported through

• conversations with adults and other children
• reading books to children
• sharing stories
• dramatic play
• singing and poetry.

Experiences with three-dimensional manipulatives provide the connection between letter and number symbols and concepts in the real world. Most alphabet or number software programs do not build this connection needed for language development. These programs should be used sparingly. See Software Selection for more information.

Cognition and General Knowledge

During the preschool years, children’s intellectual knowledge can be developed with the use of some software programs. Mathematics programs can help provide practice with patterning, classification, seriation, and numerical relationships. Other programs can give them practice with time (clocks) and dates (calendars).

• Provide information to help young children understand the "if-then" sequences of computer programs
• Talk with children while they are at the computer and explain what is happening; "If you move the mouse, the arrow on the screen will move like this."
• Pay attention to social interactions and to social situations in software programs in order to help teach social-causal reasoning
• Ask questions such as, "When you took the mouse away from Jimmy, how do you think that made him feel?"