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Play Activities for Child Development (A Guide to Pre-School Teachers)

Play Activities for Child Development (A Guide to Pre-School Teachers)

Specifications

Item Code: IDL209

by Mina Swaminathan and Prema Daniel

Paperback (Edition: 2009)

National Book Trust, India
ISBN 9788123742205

Size: 9.5" X 7.3"
Pages: 214
a54_books
Price: $20.00   Shipping Free
Viewed times since 20th Nov, 2010

Description

Preface

This book has grown out of the manual Play Activities for Young Children originally developed by the first author in 1983 and published by UNICEF in 1984. the manual was part of UNICEF’s support for improving the quality of the preschool education component in ICDS, which, already about ten years old and massive in reach, was even then seen to be less than adequate in quality. Its dissemination was very wide: the first edition of 1,50,000 reaching anganwadi workers in the Hindi speaking and - knowing areas of the study, and 7000 copies being used by trainers and supervisors. Later on, other Indian language editions (Tamil, Malayalam, and Oriya), of several thousands each, were prepared in various States, again with the support of UNICEF. The manual, which is now out of print, has thus been widely distributed and used, and the feedback from the field, mostly of an anecdotal kind, has been very positive. At any rate, the first author has found, in the course of her travels, that she is easily recognized as a friend, guide, and mentor, and warmly welcomed by anganwadi workers everywhere in India. And, from the early 1990s, UNICEF has been asking for a revised and improved version (though it has taken another decade to bring that intention to fulfillment).

Since the manual was for free distribution directly by Government, it could not be made available to teachers and institutions in other sectors, nor could it be made freely obtainable as a priced publication on the open market. However, many workers in ECE in the non-governmental sector (that is, those teaching in private schools and in balwadis run by NGOs) who have seen it, have been highly appreciative and enthusiastic about using it.

This is what gave us the idea of jointly developing a revised, enriched, and more systematic version of the original, and of trying to make it widely available as a priced publication, preferably low-cost, available on the open market to all teachers who are interested in learning more and improving their skills. With this in mind, we started work in 1998 and completed the first draft of the manuscript in its present form, with much encouragement from professional friends and well-wishers. But ironically, while professional sppreciate the pressing need for such a manual, the need does not seem to translate into market demand. It seems that the majority of private schools in India are not interested in play-based or developmentally-appropriate curriculum for young children, and prefer other approaches that we can only say we abhor as being contradictory to known principles of pedagogy and child development. This is because ECE in India, having been totally unrecognized till very recently, has been quite unregulated – there are no broadly accepted or laid-down guidelines, standards, or norms regarding what should be taught and, even more importantly, how it should be taught. The very few who are interested and supportive are obviously not enough to constitute a market, in terms that make sense of publishers. Hence, though the first draft of the present book was ready by early 1999, we spent more than three years trying to get leading educational publishers (in English) interested. Our efforts, ranging from outright rejection to varying levels of negotiation, ended in failure, but we also discovered that, had we succeeded, the price of the book would have made it prohibitive for those we were most interested in reaching. So we are immensely grateful to the National Book Trust for having the vision and daring to bring out a book that meets “needs” that do not generate “demand”. Even more so, because we know that, in due course, many Indian language editions will be published and find their way to those who are interested and need them, if they learn to make themselves heard.

The basic concept underlying this manual, which is addressed directly to the classroom teacher or childcare worker, is that of “developmental appropriateness.” We have used the same idea in the Activity-based Developmentally-appropriate Curriculum for Young Children, also our joint venture, published by the Indian Association for Preschool Education, Chennai. Hence, we have chosen to go about it by briefly delineating the various domains of development and then presenting a set of activities that could help foster the child’s development of concepts, skills, attitudes, and behaviours in those domains. The forms the core of the manual, which then goes on to deal with some of the organizational issues that teachers have to be concerned with. The plan of the manual, which then goes on to deal with some of the organizational issues that teachers have to be concerned with. The plan of the book is reader-friendly: each major section deals with one domain of development, starting with a short theoretical introduction and followed by a set of activities. This makes it possible for the teacher to go straight to the activity of choice, making use of the theory as and when required. The activities themselves are laid out in a uniform format, making it easy for the teacher, once familiar with the approach, not only to quickly find what is needed but also to understand it easily. The language is simple and direct, and the examples are chosen to stimulate the teacher to think of more activities; while the appendix contains carefully illustrated instructions for making teaching-learning aids, toys, and play materials. There is no special order in which the various domains –or the activities-have to be taken up, and the book can be dipped into and used flexibly. In fact, it is meant to be used like a resource and reference book, and not like a textbook to be read from one end to the other in a prescribed order. Hopefully, this would make it the classroom teacher’s friend and companion. And, if it does, that would be our best reward.

Working together on this book, with all its ups and downs, has been a most enjoyable and rewarding experience for both of us. One of our pleasant tasks is to express our deep debt of gratitude to all those who have encouraged, helped, and supported us in various ways:

UNICEF, for bringing out the earlier version of this book in 1984.
Bernard van Leer Foundation, for encouraging us to revised the book through a small seeding grant in 1998, as part of the project Operation Resource Support.
Mini Krishnan, friend, guide and adviser, for timely advice, moral support, optimism, and faith in us even when things seemed at their most bleak
Usha Aroor, for suggesting the basic design and format of this version
Sheela Subramaniam, for her skilled and patient editing
Varsha Das, formerly Director of the National Book Trust, for her warm appreciation, and acceptance of the book for publication during her term.
Sheela Pankaj, for constant support over the years in typing several drafts of the manuscript, handling all the details, and seeing us through to the end.
A. Sakthi Velan, for help and support in typing the manuscript.
Mallika Badrinath, our designer, for her creativity and perseverance in enriching the text with both meaning and visual delight.
Our editors at NBT, Dr. Baldev Singh ‘Baddan,’ Chief Editor and Joint Director and Dr. Srirang K. Jha, Series in-charge, for the care, concern, and skill with which this book has been handled, and.
Last, but not least, to all the professional friends and colleagues who, over the years and till today, have contributed to our learning through many shared experiences and meaningful discussions.
Without each one of them, this book would never have been possible.

Back of the Book

This is an easy-to-use handbook of nearly two hundred play activities for young children in the age-group of 3 to 5. All the activities are arranged in seven groups, according to different domains of development with a separate chapter on classroom organization and management. The book is illustrated profusely.

Mina Swaminathan has been a classroom teacher of young children and later a teacher educator, programme manager and policy adviser in Early Childhood Care an Education for more than four decades.

Prema Daniel, a post-graduate in Child Development, has vast practical experience of teaching young children. She has been involved in teacher-education programmes as well.

Content

IINTRODUCTION1
IIPHYSICAL DEVELOPMENT11
Introduction
1Taking Big Steps14
2Walk like Animals15
3Rope Walk16
4Rope Train17
5Walk Along the Shape18
6In and Out19
7Balancing Board20
8Catch Me if You Can21
9Races22
10Curving Race23
11Throw a Ball24
12Roll a Ball25
13Bounce the Ball26
14Kick the Ball27
15Do it Differently28
16Old Tyres29
17Musical Chairs30
18The Dog and the Bone31
19Musical Islands32
20Is the Lamb at Home?33
IIISENSORY AND MOTOR DEVELOPMENT34
Introduction
1I Hear a Sound36
2Loud and Soft37
3Body Sounds38
4Sounds of Objects39
5Guess My Smell40
6Guess My Taste41
7Soft and Hard42
8Touch Cards43
9Count Without Looking44
10Blindfold Walk45
11Stuffed Animals46
12Tear it Up47
13Nature Walk – Listen, See, Feel48
14Rangoli 49
15Finger Painting50
16Clay51
17Sand52
18Water53
19Make a Necklace54
20The Five Senses55
IVCOGNITIVE DEVELOPMENT56
Introduction
1Sorting by Size59
2Guess What ? 60
3Bingo61
4Match the Domino62
5The Right Partner63
6Match and Mismatch64
7Missing Pictures65
8Which is Faster?66
9Mystery Game67
10Arrange in a Line68
11Shadow Play69
12Collect, Bring and Arrange70
13Things to Do with Trees71
14Floating and Sinking72
15Filling the Bottles73
16Jig-Saw Puzzles74
17Complete a Person75
18Design76
19Conditions77
20Sensitive Puppet78
VLANGUAGE DEVELOPMENT79
Introduction
1Hot and Cold82
2Magic Bag83
3Who’s There?84
4Show and Tell85
5Rhyming Words86
6Add a Word87
7Listen to Me88
8Left and Right89
9Family Names90
10Do as I do and Not as I Say91
11Who am I?92
12Detective Game93
13Riddles94
14Picture Reading95
15Story Telling96
16Let’s Act a Story97
17What Happened Next?98
18Let’s Take a Trip99
19Finger Play100
20I Can Do101
VISOCIAL AND PERSONAL DEVELOPMENT102
Introduction
1Copy Cat106
2Happy Hands107
3Say Hello108
4Drawing Race109
5Special Helper110
6Where’s your Bone?111
7I’m Happy Book112
8Let’s Share113
9Make your Face114
10I am Important115
11Roll a Ball116
12Clean Corner117
13Back to Back118
14Be Quick119
15Call your Friends120
16Zip Zap121
17Snakes and Ladders122
18Helping Others123
19Good Habits124
20The Leader125
VIIEMOTIONAL AND AESTHETIC DEVELOPMENT126
Introduction
1Statues130
2Move in Rhythm131
3How Would You Feel?132
4Follow the Sound133
5What am I Doing?134
6Fast and Slow135
7Through the Maze136
8Fun with Crayons137
9Murals138
10Card Embroidery139
11Colour and Wax Resist140
12Wet Chalk Drawing141
13Collage142
14Hands and Legs143
15Painting With a Difference144
16Printing145
17Paper Folding (Origami)146
18Paper Flowers147
19Common Objects148
20Story with a Difference149
VIIIREADINESS FOR THE 3 R’S 150
Introduction
1Bank154
2Clapping Numbers155
3Counting Race156
4Act the Number157
5Sum Race158
6Track Race159
7Sum Race160
8Read a Calendar161
9Measurement162
10Posting Shapes163
11Posting Letters164
12Who is Wrong?165
13Help Me166
14Picture Word Matching167
15Classroom News168
16Read and Act169
17Flannel Board Shapes170
18Crosses171
19Draw on the Road172
20One to One173
IXMANAGING PLAY ACTIVITIES174
1Organising Space174
2Organising Equipment and Materials175
3Organising Time182
4Organising Activities186
XEVALUATION192
1Assessing the Programme192
2Assessing Children192
Appendix – MAKING TEACHING – LEARNING AIDS196
1Masks197
2Paper Folding202
3Puppets207
4Boards, Cards, Dice and Dominoes212
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