Stuck on trucks

October 13, 2008 · By ·
Recently discovered a gem of a collection of preschooler’s books at Bukit Panjang Community Library when I was there last week to borrow a book for the upcoming playgroup for Tuesday.

My only gripe about the children’s section of the library is the organisation. It is almost impossible to locate any book from the shelves, even with the details of the book from the NLB website. I shortlisted 3 books from the library’s website but could not even locate one. I then spent half an hour trying to locate the books from the shelves, then finally settled for a quick scan for interesting titles.

K is into trucks recently. His interest started from a page from this book; Richard Scarry’s Biggest Word book.

Last week, I brought K near a garbage truck for a total sensory experience. I was trying to hold my breath in while trying to explain to K at the same time. However the smell did not seem to bother him very much, as he was more interested to see what was going on with the garbage truck.

He has been asking me to read this book which I borrowed from the library; Truck Stuck by Sallie Wolf, for a few nights in a row. It is about a truck that gets stuck under a bridge and causes a terrible traffic jam that soon turns into a block party. When attempts to remove the truck fail, two kids, some balloons, and a dog save the day. Love the little text, rhyme and clever illustrations in the book.

Got this other book for him on tools. After when he saw Keith hammering his chalkboard into the wall, he seemed rather interested in Keith’s toolbox.

I am so glad that he is finally able stay attentive to a book being read to him from start to finish. For a while, I was concerned about his short attention span. Guess it does make a difference when the activities that are ‘K-centred’ rather than ‘mummy-directed’.

Been trying to teach him the concepts of numbers lately. Rather than letting him learn rote counting, we have started counting the different types of trucks while we spot them while in the car. Also introduced categorisation from the different types of trucks that we see. From dump trucks, pick up trucks, mixer trucks to trailer trucks and we get extremely excited when we see an automobile truck.

Got him these trucks to enhance his play activities:

Read that a child will not be able to re-enact play unless he has been exposed to real life experiences. Heard from EC lecturers that many children in Singapore will re-enact play according to the TV programmes, mostly through super-hero and cartoon characters. As most have very limited exposure to real life activities.

This is just my adaptation of a child centred home-based curriculum, so as to get K more involved and active in his own learning. My objective will be to expose him to as many experiences to real life activities as possible, so as to aid in his play experiences and learn how the world works.

Next, to find a construction site that we watch from a safe distance. So that K can watch the cranes and excavators at work.

Share it:

Related posts:

Categorized: His World, Learn ·

It is really the process, not just the product?

October 7, 2008 · By ·

Opened ended play materials are the best. The process of the play experience is more important than the end product. As quoted from Mary Ann Kohl, ‘…the exploring, creating and the attempting of new ideas is more important than the result of creativity…’

Kyle used chalk for the first time yesterday morning and he was fascinated by the texture, the markings made by the chalk and sure was elated that he was allowed to scribble on the balcony’s tiles.

He experienced sand for the second time, however this time round it was in more familiar territory; in his sand and water table. Now I just have to find recycled containers of varying shapes and sizes that can be used to teach him some basic math concepts.

We had our first playgroup session this morning and did craft instead of art. I was rather conservative and decided against a open ended art exploration experience for the little ones. Afterall, craft experiences are useful to teach concepts.

This turtle craft project had to meet the subtle objectives of teaching the letter T and colours red and green ; with the triangular collages and turtle. Incorporated a little bit of printing and collage on the ‘shell’ of the turtle. However like most craft projects for toddlers, the mummies ended up doing the bulk of the work.

The key challenge of developing lesson plans for toddlers is that learning objectives are difficult to achieve, unless the concepts are repeatedly and consistently taught with many different experiences throughout one week. Unlike preschoolers, who can usually grasp the concept with one or two lessons. It is afterall much easier when the child is developmentally ready.

So it is usually wishful thinking to hope that the toddler internalises the concepts after 1 or 2 lessons after his/her playgroup classes at Julia Gabriel or Busy Buddies. Perhaps the only objective that can be achieved is socialisation. Toddlers will be too distracted by other toddlers in the class to pay any attention to the concepts taught.

But that’s how it is when I am like some parents, who hope that my kid can read some letters and numbers even before he enters preschool.

It is getting rather challenging to get Kyle to spend more than 10-15 mins concentrating on any task lately (besides his indoor tennis and golf). Guess that will mean I will have to find another 101 other ways to set the stage for his play experiences.

Share it:

Related posts:

Categorized: Education, His World, Learn · Tagged:

Kyle’s First Letter Week

September 6, 2008 · By ·
I have never really got Kyle to memorise the letters of the alphabet or teach him how to sing the alphabet song. I did not see how he will benefit by learning the alphabet in the correct sequence without learning the phonetic sounds. Besides, getting him to focus on a learning activity without keeping his hands busy will be a total waste of time.

I noticed some interest in the alphabets when he started to point out the letters that spelt out his name on the door. He will often request that I read out the letters to him, also he seems to enjoy flipping through my books and always asks to sit on my lap when I am reading the newspaper. Furthermore, I think watching Sesame Street’s alphabet video clips online also encouraged his interest since this boy is ‘tech-crazy’ (he simply loves computers and mobile phones). However, it is still a challenge to finish reading a book to him, as he always seems to be in a hurry to turn the pages to the end of the book.

So it was really not too difficult to introduce these new activities, since he loves to be kept busy all the time. There is really no pressure for him to learn, especially since these activities make the most out of his interest in novelty, discovery and most importantly, his physical involvement.

To start with, I created a concrete ‘phonic alphabet’. While introducing the letter, I focus on the sound of the letter, and not its name. For example, saying “e-e-elephant” and not “ee”. Since this week letter is S, it is “Silver Ssss”. I show the letter to Kyle, encourage him to touch and feel the letter then I say to him, ‘This letter makes this sound, Ssss”.

The silver letter S, covered with aluminium foil

We went on to do a pasting activity. Pasting pictures of things and animals starting with ‘Ssss’ on a drawing paper with the letter S; snake, sun, sand, sink, sock, seal, sandwich. The word sandwich was made even more relevant when we just had a sandwich lunch. I made sure that I emphasized the ‘S’ sound in S-s-sandwich when he ate his lunch.


Then Kyle got a little too over-enthusiastic with the markers and created this.


He went on to paste colourful sticker dots to create a spotty snake. Was not able to sustain his interest for long as the stickers were a tad too small for him to manage. I will have to get larger sticker dots for Kyle to complete this activity later this week.


He then asked for “doh, doh”, which is one of his favorite activities.


I started to roll the dough into snakes, but he requested for the dough to be rolled into balls.


Spent some time throwing and rolling the ball, then finally ended up using a yellow dough ball as a ‘golf ball’.


The outcome? Although it did not go the way I planned (which happens most of the time anyhow). By the end of these activities, Kyle could recognise and say the “Ssss” sound when he is shown the letter :)

Share it:

Related posts:

Categorized: His World, Learn · Tagged:
« Previous Page
Next Page »