Creative activities in other pre-school curriculum areas

CREATIVE ACTIVITIES IN OTHER PRE- SCHOOL CURRICULUM AREAS

CHAPTER 8

• Lesson 3

Foods: A creative Approach

•Activities involving foods are included in most programs for three- to five-year-old children. However, many of the food type activities are under the complete direction of the teacher. The children sit and watch the teacher do the work. Food activities that do not include misuse of the children‘s input are not very creative.

•The use of food in a classroom can be one of the most creative parts of the program. Food is a part of each child’s experience. All of their senses are used in activities involving food.

Five ways in which food activities help children understand

new concepts

Children learn to describe things

Children experience many

shapes, sizes, and colors.

The child thus learns to

name shapes, compare

sizes and describe things.

Children learn about taste

• Children find out how heating or mixing change taste. Children also learn that a change in appearance of some foods does not mean that the foods taste any different.

As they did on

sensing, children

observe that

foods change

from liquids to

solids and from

solids to liquids.

Children learn to Express themselves

As a result• Language develops as a result of food experiences.

• They learn a more complete meaning of terms like liquid and solid, freezing and boiling, smelly and odorless.

•Children think more logically

Growth. Growth in a more logical

view of the world takes place in children who have creative food experiences

Some processes can be reverted

A change in place does not mean a change

in identity

Food can be classified in many

ways

Let’s take these pictures as an example.

• They are different kinds but

• they are all animal species

•Pouring a liquid from a glass of

one shape

• They have the same volume capacity but different in length and width

Lesson 4

Songs, rhymes, fingerplays, and stories for

Creative Activities

• The following activities are suggestive, not prescriptive.

• It is necessary that during a big group experience, all children should participate either actively or by observing.