Activity 3 for baby

Baby Gym

1. Before your baby can sit he spends a lot of walking time lying on his back in his cot or confined to a push chair or baby chair. You can keep him happy by providing a baby gym - a selection of visually interesting toys and objects ( choose ones that make a noise too) strung safely across his cot where he can see them and later where he can swipe at them. The gym is special because as well as exercising his arms it exercises brain. You can buy ready-made baby gyms, but you can also create your own simply by tying a variety of objects to cord or elastic.

2. Baby will benefit from :

• concentration
• understanding
• seeing
• focusing
• hand-eye coordination
• cause and effect 

Activity 2 for baby

Newborn Baby Jig 

1. From birth, movement games encourage every area of your baby's growth, including the intellectual and feelings of self-worth. In addition you can begin helping your baby to develop head control.

2. Baby will benefit from :

• Head control
• Movement awareness
• Bone, muscle and joint development
• Strength and mobility
• Developing brain-muscle-nerve connections
• Sense of achievement and fun 

Activity 1 for baby

Making Play Dough

1. All children love making things even if it's only mud pies. They see you cooking and doing other chores and even as early as eight or nine months they use pretend play to experiment with the skills they need to copy what you're doing. Play dough provides an ideal material because of its plasticity, staying power and re-usability. 

2. You will need : 

• Flour
• Salt
• Oil
• water
• Cream of tartar
• Food coloring

3. How to make play dough : Mix together 2 cups of flour, 1 cup of salt, 1 teaspoon of cream of tartar, 2 tablespoons of oil and 1 teaspoon of food coloring with 2 cups of water in a saucepan over a medium heat. Stir constantly until the play dough comes together. Continue to stir for a couple of minutes, then take it out and knead it for several minutes. Keep it in an air-tight plastic container. Don't let your baby eat it. 

Theory of Gardner Multiple Intelligences

Definition

The theory of multiple intelligence was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligence as a model of intelligence that differentiates intelligence into specific (primarily sensory) "modalities", rather than seeing it as dominated by a single general ability. Gardner argues that there is a wide range of cognitive abilities, and that there are only very weak correlations among them. For example, the theory postulates that a child who learns to multiply easily is not necessarily more intelligent than a child who has more difficulty on this task. The child who takes more time to master multiplication may best learn to multiply through a different approach, may excel in a field outside mathematics, or may be looking at and understanding the multiplication process at a fundamentally deeper level. Such a fundamental understanding can result in slowness and can hide a mathematical intelligence potentially higher than that of a child who quickly memorizes the multiplication table despite possessing a less deep understanding of the process of multiplication.

I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill. (Howard Gardner 1999: 180-181)

Activity

• Research shows that children love classical music by composers such as Bach and especially Mozart – it stimulates the parts of the brain that are associated with maths and logic and helps concentration and talking. Choose music with a regular beat and classical harmonies, especially those incorporating string instruments. Play music from birth and never stop. Baby skills will benefit from listening, sense of rhythm, turning eyes and head to sounds, talking, handling emotions, concentration, later mathematical and logical thinking.

Piaget Constructivism Theory

Definition

Constructivism is a theory to explain how knowledge is constructed in the human being when information comes into contact with existing knowledge that had been developed by experiences. It has its roots in cognitive psychology and biology and an approach to education that lays emphasis on the ways knowledge is created in order to adapt to the world. This theory mentioned that what we learn most effectively through experience. In Jean Piaget's research on child development, he said that play is important for the child to create new conclusions about his world. Educators such as Montessori, who supported the theory, believed that a child's hands-on experiences increased his learning ability. Constructivism has implications to the theory of instruction. Discovery learning, hands-on, experiential, collaborate, project-based, tasked-based are a number of application that base teaching and learning. Jean Piaget believed that children are active in their cognitive development.  Through interaction with the objects in the world around us, we learn and build our knowledge.  Piaget said that our cognition is develops through the process of assimilation, accommodation, and equilibration.

Activity

• ·  By playing with kitchen percussion with his hand, a 6^th months old baby could learn the rhythmic noises much faster rather than just listen to the music or radio. Adult educators use Constructivism as the basis for doing "hands-on" classes for learning any new endeavor, from art history to fiction writing.

Learning through play

Definition

Learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them. Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments. It is also how they learn to socialize, as children engage in learning experiences with other children and adults. The Early Years Foundation Stage is a play based framework that childcare providers use as a tool to ensure that children from birth to five years are developing and learning to their full potential. The act of playing is an important tool that influence’s a child’s life. The primary goals of childhood are to grow, learn, and play. It is often through play that children learn to make sense of the world around them. It is a child’s “job” or  “occupation” to play to develop physical coordination, emotional maturity, social skills to interact with other children, and self-confidence to try new experiences and explore new environments.

Activity

• Encourage sensory rich play by using balls, sand and water  toys, slides, swings, finger paints, and magnets. During sensory play, children use their senses to incorporate smell, touch, sound, vision, and movement.
• Encourage manipulative play, such as using play dough, LEGOs, and board games. Toys such as puzzles, pegboards, beads, and lacing cards help improve the child’s eye–hand coordination and dexterity.
• Choose toys that are appropriate to the child’s age and/or maturity level. They do not have to be expensive or complicated  to be beneficial. Common objects, such as pots and pans, empty boxes, spools of thread, shoelaces, and wooden spoons are readily accessible and encourage children to use their imagination.
• Remember when choosing a toy to consider whether a child must be supervised while playing with it. Toys should not have small parts that break easily or can be swallowed.

Jean Piaget Theory ( 4 Years Old )

Teaching 4 Years Old Children Based On Jean Piaget Theory

Children with 4 years old are in stage two : The Pre-operational Stage based on Jean Piaget Theory. The mental representation of the sensorimotor stage provides a smooth transition to semiotic functioning in the pre-operational stage. This essentially means that a child can use one object to represent another (symbolically). For example, a child swinging their arms in a circular motion might represent the wheels on a train, or sticking their arms out and running might symbolise the movement of an aeroplane. This shows the relationships children can form between language, actions and objects at this stage.

• A major characteristic of this stage is egocentrism: perception of the world in relation to oneself only. Children struggle to perceive situations from another point of view or perspective, as shown by Piaget and Inhelder’s Three Mountains Task (1956). In this study, children were asked what can be perceived from certain positions on a 3D model. See the diagram below for a clearer idea.
• Another feature of this stage is conservation. Children struggle to understand the difference in quantity and measurements in different situations. For example, suppose a child is shown a short, fat beaker full of water. When that water is transferred entirely to a tall, thin beaker – we would know the level of water is identical – only the beaker has changed. However, a child in this stage will conclude there is more water in the tall beaker, just because the level of water looks higher. Children in this stage also lack the required cognition to apply reversibility to situations; they cannot imagine objects or numbers reversed to their previous form. This will be explored in the next stage (where reversibility IS present).

1. Examples of egocentrism activity are :

• If your child repeatedly pushes others out of the way to be first in line, you can institute the “last will be first and first will be last” principle by simply telling him that his focus on self has earned him last place.
• If your child is frequently demands different foods, you can calmly but firmly say, “Your choices today are chicken nuggets or grilled cheese. I’ll come back when you have made your decision.”
• If your child grabs something out of another child’s hand, you can gently remove the toy and give it back to the other child and say, “We don’t take things from other children.” If it happens again, employ a time out or a removal of a privilege.
• If your child is being loud and distracting to others in church, remove him from the service and have him do some “church practice” at home using role play.

2. Examples of conservation activity are :

• Conservation of number  : Number is not change despite the rearrangement of objects.
• Conservation of length : The length of a string is unaffected by its shape or its displacement.
• Conservation of liquid amount : The amount of liquid is not changed by the shape of its container.
• Conservation of substance ( Solid Amount ) : The amount of substance does not change by changing its shape or by subdividing it.
• Conservation area : The area covered by a given number of two dimensional objects is unaffected by their arrangements.
• Conservation of weight : A clay balls weight the same even when its shape is elongated of flattened.
• Conservation of displacement : The volume of water that is displaced by an object depends on the volume of the object and is independent of weight, shape, or position of the immersed object.