Читать книгу Fun Start: An idea a week to maximize your baby’s potential from birth to age 5 - June Oberlander R. - Страница 66

 an awareness of the body shape

 skill in associating the outline with herself

 awareness of a specific colour and its name

 more awareness of the body parts

 language enrichment

 eye-hand coordination

 matching a specific colour

Lay the child down on a large sheet of brown or white blank paper. Use a crayon and quickly trace around the child’s body. Tell the child to get up and look at the shape of her body on the paper. Say to the child, ‘Look how big you are!’

Use a crayon or felt marker and draw a left eye on the paper. Then draw a right eye. Ask the child what they are. As you draw the nose and smiling mouth, ask the child to name them also. Help the child if necessary. Point to the position where the left ear should be, and ask the child what should be drawn there. Praise the child if she responds correctly. If not, identify the ears as you draw them in place.

Call the child by name, and instruct her to find the eyes, nose, mouth and ears. Does the child point to the eyes on the paper or her own eyes? Whichever the child points to, make a point of letting the child know that the face on the paper represents her face. Use the word‘picture’to identify the face in the drawing.

Look at the child’s clothing and name the main colour that the child is wearing. Ask the child to find that one colour among the crayons or felt markers that you have been using. If the child needs help, repeat the question and direct the child to look more closely. Emphasise that the colour chosen is the same colour that is found on her clothing. Use only one colour at this time. If you use several colours, a child of this age will become confused. Introduce only one colour at a time, and delay adding another colour until the child is very comfortable in identifying a specific colour.

Sketch in the clothing with a marker on the outline. Show the child how to hold a crayon or marker. Make a mark on the paper to show the child how to colour the clothes on the outline model. The child should be allowed to hold the crayon the way she feels most comfortable, even though you may have shown her the correct way. Observe the child’s hand preference, if any. A child at this age may switch hands to colour. It is best to allow free movement of the crayon irrespective of the line boundaries of the clothing.

The scribbling stage of writing or drawing will take place during this activity. Observe the child. The arms, legs and body will probably all be scribbled on. Note that most of the scribbling is up and down or round and round. Ignore any scribbling outside the lines, and praise the child for the nice colouring.

You may want to hang this ‘masterpiece’on the refrigerator or somewhere else, and throughout the week allow the child to scribble some more on the outline picture to fill in with more colour. Be sure to use the same colour and repeat the colour name often. Cut the outline out if it is still visible after the child finishes colouring. The child will enjoy watching you cut it out.

This is an opportune time to point out the body parts for association. Name the neck, arms, hands, chest, stomach (tummy), legs, feet and toes. Leave out the word‘toes’ if the child is wearing closed shoes.