العائلة والمجتمع

Let's talk...

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About the drawings: We can browse the book and direct our child’s attention to the book’s facial expressions, and the gradation of colours from red, to orange, to yellow. We can ask our child: How angry does the book feel now? A lot or a little? How did you know that?

About feelings of anger: We can ask our child: What causes you to feel angry? What happens to your body when you get angry? What helps you to calm down?

Let's communicate...

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We act out various daily events with different emotional states with our child; for example: we can ask them to act as if they’re eating pizza while angry, or combing their hair while scared, or reading a book while happy, and so on. This simple activity enables the child to identify andbe aware of their different feelings, which helps them control them.

Let's create...

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We can build a “comfort corner” in the house with our child. We might put a toy that they like there, different drawings, a comfortable chair, a small blanket, a water bottle, and whatever our child wants from the tools that help them. And when they feel angry, we can ask them: Let’s go together to the comfort corner for you to calm down, and we’ll continue our talk there. We can maintain physical contact like patting on the hand or shoulder, and ask them from time to time: Do you still feel angry now? And we continue doing this until they calm down.

We can look...

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We can look at the illustrations in the book, particularly at how the gorilla’s family expresses their love. Moreover, how do the animals express their love to the little gorilla?

In our family...

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In our family, how do we express our love to each other? We might hug, kiss, indulge and help… how would our child like us to express our love? How do we want our children to express their love to us?

We can talk...

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We can talk about the animals’ reaction for the little gorilla’s growth as shown in the illustrations. What can we understand, and why? What do the gorilla’s facial expressions mean?

Find old photos...

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Find old photos of your child and enjoy looking together at their growth process. We can talk about the important milestones in their growth: when they started to crawl, walk and eat alone. Undoubtedly, the child will feel proud when they show us what they are capable of doing now, especially when they are almost 4 years old!

We might have...

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We might have another member in the family, such as a sister or a brother. We can have a conversation regarding the child’s capabilities compared to their siblings. It is a good opportunity to support the child to express the way they take care of their siblings, and what annoys them by their behaviors.

The child’s birthday...

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The child’s birthday is a happy occasion for them and for us as well. We can have talk about their upcoming birthday: what date, who would they like to invite to their birthday party, and how they would like to celebrate?

Let’s talk...

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About the child’s opinion:
Mr. Round and Mr. Square see things in contrasting ways. We can ask our child: Are things really contradictory? How do you see it? Do you think the dog is first or last? Is the car really moving away or coming closer? We can encourage them to use expressions like “it depends on” or “according to,” to stimulate seeing things from multiple angles.

Similar experiences: we can ask our child: Have you ever disagreed with a friend?What was that like?

Let's stimulate thinking...

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We can look at household items and describe them from Mr. Round’s and Mr. Square’s perspectives, for example: I see a wall behind the TV, or a TV in front of the wall. Let’s describe other items using different expressions like: in front-behind, above-below, or any other appropriate expression.

Let’s enrich our language...

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The story is full of opposites, such as: near-far, first-last, bright-dark, and others. We can find them and use them to describe what’s around us.

Let’s create...

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We can draw several circles on one paper and several squares on another, then create shapes and drawings from each circle and square.

Let's play...

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We can compete to collect the largest number of items in our house that contain different shapes: circle, square, dots, parallel lines, and others.

Let’s talk...

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About pirates and captains: We can ask our child: Is Salman a captain or a pirate? What’s the difference between them? Can he be both?

About flexible thinking: We can ask our child: Have you ever understood something in two different ways? Or have others interpreted it differently?

About similar experiences: We can askour child: Have you ever gone on a journey or had an adventure where you discovered something new? Where and what did you discover?

Let’s enrich our language...

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We can learn new words like: mast, cabin, dozen, gang, amber, and others. We canlook for rhyming words in the text like: qursan (pirate), qubtan (captain), qumsan(shirts), sa’dan (monkey), farman (decree) and others.

We can try to understand their meanings and search for new words with the same rhythm.

Let’s create...

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We can dress up as pirates, draw a treasure map, and go “pirating” together on an exciting search journey around and inside the house!

Let’s explore...

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Characters: We can search for stories about famous maritime figures mentioned in the text, like Magellan, and others not mentioned, like Ibn Battuta, Khair ad-Din Barbous,and Sinbad. We can learn about researcher Jane Goodall and the fictional character Tarzan.

The Map: We can examine the map below and follow Pirate Salman’s ship route and explore the cities he visited: Who are their inhabitants? What is their traditional dress and folk food?

Let’s talk...

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About different feelings: we can ask the child: Where is grandmother? Is she really present? How does the child in the story feel? What did she do to deal with her longing? Could there be other feelings the child has that aren’t shown in the story?

About similar  experiences:we can ask the child: Have you ever lost someone or something dear to you? Do you miss them? What can you do when you’re missing them? In case of losing a grandfather or grandmother-let’s share beautiful memories together: what did we love to do together?

Let's observe...

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The illustrations take us to the beautiful world that united the granddaughter and grandmother. Let’s examine the drawings and notice the items that passed from grandmother to granddaughter, and other items similar to what we see in our grandparents’ homes.

Let's communicate...

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We can visit our grandmother or grandfather, tell them how much we love them, and together create an album or box of photos and items of beautiful memories with our grandparents.We can go to the sea together and collect different shells and stones.

Let’s explore...

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We can think about the illustrations and try to guess which city grandmother’s house is in. We can recall other coastal cities in our country and learn about them.

Let’s talk...

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About dealing with differences: We can ask our child: How was Cookie different from her friends? How did she feel? How did she find a solution to her problem?

About dealing with problems: We can our child if they ever felt different or faced a problem because of that difference. What did they do? How did they act? Did anyone support them? How did they do it?

Let’s create...

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We can make a shell from household  items and embark on different adventures from our imagination, narrating them with our words and movements.

We can ask our child to think of different ways to use various objects-spoon, piece ofcloth, book, pen, shells, and others…

Let’s explore...

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We can visit the beach, search for living creatures on the shore, such as: turtles, crabs, seaweed, shells, and others. We can collect shells to make a necklace or picture frame.

Let’s communicate...

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Our society includes different people, some of whom face various challenges like visual impairment and limited mobility. We can take our child on a tour around town and look for signs indicating accessibility for people with special needs. We can take pictures of them with our phone camera and talk about them and the importance of accessibility in general.

Let’s talk...

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About problem solving: The siblings in the story faced a problem. We can ask our child: What was the problem? Who was able to solve it? Let’s share a problem we faced with each other and how we managed to solve it.

About sense of capability and promoting responsibility: We allow our child to choose a task in the house that they are responsible for implementing, and we can encourage them to do so.

About our child’s qualities: We can print our child’s hand on a paper, and write inside each finger our child’s qualities, characteristics, and strengths, then hang it on the refrigerator to give them a feeling of confidence and pride in their abilities

Let’s enrich our language...

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We can examine the different drawings in the story: We can describe the drawings underground and above-ground and distinguish the similarities and differences between them. We can use terms like: wide, narrow, bright, dark, and others.

Let’s create...

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Puppet: We can use old socks to make a puppet in the shape of Maurice the Mole. We can attach a nose and eyes to it, and dress it with a cloth hat. We can make whatever puppets we want for different animals.

Joint drawing:
We can draw a vertical or horizontal line on a paper and complete it each time in a different way. We can take turns with our child, to get a drawing, and we can colour the spaces in it together.

Let’s communicate...

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We can have a meditation session and communication with nature. We can visit a nearby forest or garden and sit quietly and peacefully. We can also observe the different animals around us, smell the scents, and feel the wind blowing on our body.

Let's research...

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We can search for animals that build their burrows underground, like the mole and others, and gather information about their characteristics and food. We can also watch a video about them on YouTube.

Let’s talk...

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About the plot: The cat’s names varied in the story. We can follow the events of the story and the cat’s visits to different neighbours, and pay attention to its different names. We can ask our child: Why, in your opinion, did the cat stay in the elderly lady’s house? What did it find there? How did it help her deal with loneliness?

About feelings: We can browse the story with our child and talk about the feelings of the neighbours and the cat. How did they change in the story? And what caused that?

About social relationships: We can ask our child: What changed in the cat’s neighbourhood? How was the relationship between neighbours at the beginning of the story and at the end? We can share with our child things we do with neighbours and relatives on different occasions, such as: eating together, and going on trips.
What activity can we do with the participation of neighbours to enhance the good relationship with them?

Let’s communicate...

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With Grandparents: We can spend enjoyable time with grandparents, ask about them and check on them, and maybe share the story with them and ask them: What do you need?

With neighbours: We can initiate an activity with neighbours, such as eating together,or cleaning the neighbourhoodand planting flowers.

We take care of neighbourhood cats: We can provide them with water and food in containers that we can make from used cans.

Let's create...

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We can examine the drawings and try to discover the characteristics of each family in the neighbourhood, give them different names, and get to know their diverse cultures as evidenced by their clothes. We can also search for information related to those cultures.

Let's research...

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We can search in our home library for stories about cats, such as the story “The Cat Zarif and his Magic Glasses” from the Lantern Library, and others.

Let's talk about...

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About problem solving: We can ask our children: What was the problem the rabbits faced? How did they feel? How did they act? And how were they able to solve it? We can read and follow the drawings and talk about what the rabbits did.

About solidarity and the ability to influence: We can talk with our child about challenges they face at school or in the family: What is the source of this challenge?What does our child feel, and how can they deal with it? We can also look for problems our neighbourhoodand town suffer from, such as the garbage problem for example,and think about our role as a family in addressing it.

Let’s enrich our language...

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The Diverse Library: The librarian classified the books and distributed them in different boxes according to their topics and types: encyclopaedias, puzzles, space stories and so on. We can browse our home library and try to classify its books together according to their literary genres. We can borrow various books from the public library, and expose our children to non-fiction literary genres, such as: riddles, poetry, cookbooks, arts, and others.

Let's communicate...

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Visiting the public library: We can visit the public library, get to know the library sections and the different types of books in it, and borrow a book we would like to read. Older siblings can read to the younger ones.

Joint activity: We can plan a joint activity with friends in theneighbourhood, such as: decorating or cleaning the street, hanging banners with beautiful phrases, and so on.

Let’s create...

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Treasure Hunt: We can draw a map of the house and determine a path on the map to find the treasure. We can playwith our child, and each time we draw a different path to reach the treasure.

Watercolours: The story illustrator used    watercolours. We can make these colours together from materials available at home such as: beet juice for lilac colour, carrot juice for orange colour, tomato juice or ketchup for red colour. Spices, such as turmeric, provide us with another excellent source for making colours.

Let’s talk...

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We can develop our child’s imagination by creating an alternate ending for the story or continuing it ourselves. We can ask the child: What do you think happened to the anteater? Did he like the taste of bananas? Does he really eat bananas? Where did the ants disappear to? What do you think happened next?

Let’s communicate...

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We can hold a family joke party. Each family member is invited to share their favourite joke, appropriate for the child’s age.

Let’s discover...

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We can search for information about the types of animals mentioned in the story. Where does each animal live? What does it really eat? What is its preferred environment?

Let’s create...

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We can encourage our child to create a painting using different colour combinations.We can use crayons and watercolours to colour on paper.

We can inspire our child to write their first humorous book or their unique version of “What Does the Anteater Eat?” Children can introduce new animals and craft a new creative ending to the story.

Let’s observe...

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Ants walk along the bottom of most pages of the book, while the anteater walks through the forest landscapes searching for breakfast under his feet. We can follow the drawings, search for the ants, and remember to laugh along the way!

Let’s talk...

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About anxiety: What happened to the little owl when her mother left her? How did she feel? How did the owl overcome her anxiety about her mother’s absence? What helped her?

Let’s communicate...

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When we leave our child with others, it’s important for us to communicate and align expectations with the child and the adult responsible for them during our absence. We can create a schedule together and use symbols for our return time. For example: I’ll be back “after lunch” or “at sunset.”

What are our bedtime rituals at home? Let’s create a visual sleep routine chart together. We can add pictures and drawings; for example: a warm bath, gentle massage, bedtime story, and a goodnight kiss.

Let’s create...

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Let’s make our own special night lamp that lights up exactly as we like. We can use cardboard or a small glass jar to decorate, adding a small light inside for a cozy glow.

Let’s talk...

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About Friendship: We can ask our child: What does the word friend mean? How do we become friends? Who is your friend? And why are you friends? What do you like to do with them? What are the things you are similar in, and what are the things you differ in? What distinguishes your friend? And what is the thing you love most about your friendship?

We can also share with our children and tell them about our experiences with childhood friends.

Let’s enrich our Language...

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We follow the movement of the yellow and blue spots in the drawings: When do they get closer? When do they move away? When do they blend? When do they grow and when do they shrink? We ask our child for their opinion on this.

We pay attention to the opposites in the story’s vocabulary.

Let's communicate...

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We can invite our friends for a nice visit to our home and spend an enjoyable time together.

Let’s create...

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The artists used the printing technique. We can dip half a potato, or a flat eraser, or a piece of sponge in “gouache” paint and make a stamp. We can print shapes of different colours on paper, and we may complete their small details with the help of a pen.

Let’s talk...

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About desires and feelings: The girl wanted a shiny bag decorated with planets, but she got another bag which made her angry. We can follow the angry child’s behavior in the story, and ask our child: How did the child express her anger? How did she behave with her classmates? How did her feelings change? Was the bag really terrible? How did her view of it change?

About similar experiences: We can talk to our child about experiences similar to the story. We can ask them: Has it happened that you strongly desired something, like the child in the story, and got something else? How did you feel? How did you behave?

Let’s enrich our language...

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The story is rich with words and terms from the world of space, such as: planet, star, galaxy, space dust, Halley’s comet, spaceship, and many other terms. Let’s search for them in the story together.

Let's imagine...

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The cardboard box became a spaceship; let’s imagine and complete the following sentence: This is not a box but it could be…..

Let’s create...

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We can recycle some cardboard and shoe boxes at home, and make new toys such as: a spaceship, doll houses, a jewellery box, a car and others.

Let's research...

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We can visit a museum that displays information about space, or watch a family movie about space.

نتحاور

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نتحاوَر حول:

المَشاعر: نتحدّث عن مَشاعر الفيل في مشكلته، وفي المَواقف المختلفة، ونلاحظها بعد مساعدة القرد له. نتحدّث عن مشاعر الحيوانات التي أربكَها سلوك الفيل. نتحدّث عن مشاعرنا المتوتّرة أو الغاضبة وسبُل التعامل معها دون تخريب.

ردود الأفعال: نلاحظ سلوك الفيل، وردود أفعال الشخصيّات. ننتبه لاستجابة الفيل لمساعدة القرد، وكيف ساهمت في حلّ المشكلة. نربطها بمواقف من حياتنا وخبراتنا الشخصيّة. كيف نعبّر عن مشاعرنا المؤلمة في الأزمات؟ كيف نساعد شخصًا في أزمةٍ أو ضائقة؟

الأزمات: ضائقة/ مشكلة/ أزمة- ماذا نعني بها؟ هل مررنا بمواقف مشابهة؟ نصفها ونستذكر مشاعرنا فيها. مَن ساعدَنا وكيف؟ هل ساعدنا شخصًا في أزمة أو مشكلة؟

خطوات مساندة: “أهدأ/ قف أرجوك أنا هنا لأساعدك”. هكذا منَح القرد الفيلَ أمانًا ليساعده في الحلّ. نتحدّث عن الخطوات التي تساعدنا في مواقف مربكة. قد نتنفّس ببطء/ نطلب المساعدة/ نجلس في ركنٍ هادئ/ نعبّر عن شعورنا ونسمّيه. ماذا أيضًا؟

البيئة: شكّل الكيس خطرًا على الفيل. نتحدّث عن مساهمتنا في المحافظة على البيئة والأحياء.

نُثري لغتنا

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المفردات: نقرأ النصّ ونوضح معاني المفردات. نتعرّف على تسمية المشاعر المختلفة وكيفيّة التعبير عنها.

الأفعال:  

نميّز الأفعال الحركيّة: ركض/ اندفع/ هزّ/ طارت/ تقدّم/ داس/ قفز.. نؤدّيها حركيًّا ونلاحظ أثرها. نقترح أفعالًا حركيّةً أخرى ونلاحظ الفرق بينها.

نميّز الأفعال الكلاميّة: صرخ/ تجادل/ تناقش/ تساءل.. نلاحظ الفرق بينها ونقترح ما يلائمنا للتعبير.

نميّز الأفعال الشعوريّة: شعر بالاختناق/ خاف/ ضايق/ غضب. نتحدّث عن المشاعر وإشاراتها في الجسد وتعابيرها في ملامحنا، وطرق التعبير عنها.

 الصّفات: نلاحظ صفات فيلون في النصّ، مَن يشبه ممّن نعرف؟ نقارن بين لطفه مع أصدقائه وسلوكه مع المشكلة. نلاحظ صفات القرد وبقية الحيوانات. ماذا نستنتج عن كلّ منها؟

أسماء التحبّب: فيلون صيغة تصغير للفيل. ما هي الصّيَغ التي يحبّها أطفالنا لمناداتهم؟ نلاحظ الصيغ الصرفية الممكنة. قد نضيف للاسم مقطعًا أو نغيّر وزنه.

نلعب

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ماذا في الصّورة: نجمع مجموعة صوَرٍ لمواقف حياتيّة، نتمعّن ونتعرّف على المشكلة فيها، ونقترح حلولًا ملائمة. (مثلًا: طفلٌ يبكي/ طفلان يتشاجران على لعبة/ طفلٌ سقط عن الزلاجة).

مَن أنا؟: تتّفق المربّية مع أحد الأطفال على أداء شخصيّة حيوانٍ ما. يقلّد الطفل الحيوان، ويكون على بقيّة الأطفال أن يعرفوه. نوجّه الأطفال إلى التعبير عن الحيوان بالجسد، ثمّ بالحركة، ثمّ بالصّوت.

نستكشف

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نستكشف:

الغابة والحيوانات: في النصّ كثيرٌ من محتويات الغابة، ومختلف مواقعها وسكّانها. نبحث عن صوَرٍ ومعلوماتٍ عنها في الموسوعات والمَواقع. نستمتع بالتعرّف عليها وعلى بيئاتها وظروف معيشتها. قد نعدّ موسوعةً خاصّةً نضيفها إلى مكتبتنا، وقد نستعين بها لإنتاج غابتنا في ركن البناء.

نبدع

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في بستاننا مسرح: نؤدّي مَشاهد من القصّة.  كيف تتحرّك الشخصيّة؟ نلاحظ نبرة صوتها وطريقة تعبيرها. كيف يتحرّك الفيل والكيس في خرطومه؟ كيف تتساءل الزرافة عن حلّ؟ إلخ.

بستاننا أخضر: تسبّب الكيس بمشكلةٍ لفيلون. ماذا يقترح أطفالنا لاستحداث موادّ ومهملات بدلًا من رَميها؟ هل نقيم ورشةً للاستحداث ونُعيد إنتاج الموادّ بطرقٍ إبداعيّة؟ قد ننتج أيضًا مجسّماتٍ للحيوانات من الموادّ المستحدثة.

صندوق الأدوات للأزمات: نخصّص ركنًا صغيرًا في البستان، ونعدّ فيه صندوقًا لمساعدتنا في المواقف المزعجة. نفكّر معًا في أمورٍ من شأنها مساعدتنا في الأزمات، قد تكون جملةً نكرّرها عند الضيق :”أنا منزعج / غاضب/ مرتبك، لكن سأحاول أن أهدأ”. أو مقولةً داعمةً منّا نساند بها بعضنا، مثل: “أنا أحبّك/ أنا معك/ لا تقلق سأساعدك/ تعال نفكّر معًا”. نصغي إلى اقتراحات الأطفال ونضيفها في صندوق أدواتنا، ليلجأ إليها الأطفال عند الحاجة. (مثل: قراءة قصّة/ سماع موسيقى هادئة/ تأمّل صورة لمنظر طبيعيّ).

نتواصل

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نتواصل:

نحافظ على البيئة: نفكّر معًا في طرق حماية البيئة والمحافظة عليها. قد نقترح مبادرةً لتنظيف مدخل البستان، أو تزيين البيئة بالنباتات. قد ندعو الأهل والأجداد لمشاركتنا في ورشةٍ خاصّة.

نساند بعضنا: نستضيف أخصّائيًّا في لقاءٍ مع الأهل، ونكتسب طرقًا وآليّاتٍ جديدةً للتعبير عن مشاعرنا، ولمدّ يد العون لمَن هم في ضائقة. قد نبادر أيضًا لمشروعٍ خيريٍّ لدعم المحتاجين في بلدتنا.

نتحاور

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نتحاوَر حول…

المَشاعر: نتحدّث عن مَشاعر الفيل في المَواقف المختلفة. نستكشف مشاعر الحيوانات التي أربكَها سلوك الفيل، ونتحادث عن مشاعرنا المتوتّرة أو الغاضبة وسبُل التعامل معها دون تخريب.

ردود الأفعال: نلاحظ سلوك الفيل، وردود أفعال الشخصيّات. ننتبه لاستجابة الفيل لمساعدة القرد، وكيف ساهمت في حلّ المشكلة، ونربطها بمواقف من حياتنا العائليّة.

ضائقة/ مشكلة/ أزمة- ماذا نعني به، وهل مررنا بها؟ نصفها ونستذكر مشاعرنا فيها: مَن ساعدَنا وكيف؟ هل ساعدْنا شخصًا في مشكلة؟

خطوات مساندة: “اهدأ أرجوك، أنا هنا لأساعدك”، طمأن القرد الفيل. نتحدّث عن الخطوات التي تساعدنا في مواقف ضاغطة.

البيئة: شكّل الكيس خطرًا على الفيل. نتحدّث عن مساهمتنا في المحافظة على البيئة والأحياء.

نثري لغتنا

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نُثري لغتنا

نقرأ النصّ ونوضح معاني المفردات. نتعرّف على تسمية المشاعر المختلفة وكيفيّة التعبير عنها. نتعرّف على الأفعال في النصّ، معانيها، أصواتها وحروفها. نلاحظها مع المذكّر والمؤنّث.

نتعرّف على الصّفات: نلاحظ صفات فيلون في النصّ، مَن يشبه ممّن نعرف؟ ما هي صفات كلّ فردٍ في عائلتنا؟

نستكشف

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نستكشف

في النصّ كثيرٌ من محتويات الغابة، ومختلف مواقعها وسكّانها. نبحث عن صوَرٍ ومعلوماتٍ عنها في الموسوعات والمَواقع. نتعرّف على البلاد التي فيها غابات، وقد نزور حديقة حيوان.

نبدع

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نبدع

الصّندوق السحريّ: نفكّر معًا في أمورٍ من شأنها مساعدة الطفل في الأزمات، قد تكون مقولةً منّا مثل :”أنا معك وتعال نفكّر معًا”، أو غرضًا يحبّه، أو صورةً لعناقٍ يجمع عائلتنا. قد نضيف جملًا مطمئنة، مثل: “أنا أحبّك” أو جملًا يكرّرها الطفل لنفسه: “أنا منزعج /غاضب، لكن سأحاول أن أهدأ”، أو صورةً لمكانٍ طبيعيّ/ لشخصٍ يتنفّس بهدوء.

نجمع الأدوات في صندوقٍ، نزيّنه ونجهّزه للمَواقف المربكة. قد نتّفق أيضًا على ركن صغيرٍ في بيتنا يلجأ إليه الطفل عند الحاجة، نضع فيه الصّندوق، ليكون مخصَّصًا لتخفيف التوتّر وإعلان طلب المساعدة.

نتواصل

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نتواصل

نفكّر معًا في طرق حماية البيئة والمحافظة عليها. كيف يمكن أن نجعل من بيتنا وحارتنا مكانًا آمنًا؟ قد نقترح مبادرةً لطيفةً لتنظيف السّاحة أو الحديقة، أو لتزيين مدخل الحيّ مع الجيران.

Let's talk...

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About pet care at home: Why is it important for the child? Who takes care of it, and how?

About the feelings of the child in different situations before and after Zaatar’s disappearance. What do her drawings tell us about her feelings?

About asking for help: When and whom do we turn to for help? Let’s remember situations where we supported our child.

About friendship: Zaatar is Dan’s friend. Who are our friends and what do we like to do with them?

Let’s enrich our Language...

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We can suggest suitable names for a pet we want to raise. Why did we choose these names?

We can imitate the sounds of animals we know and learn their names like the meow of the cat and the bark of the dog, among others.

Let's play and have fun...

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We can enjoy playing group games with our child, such as Blind Man’s Bluff, and the “Hot and Cold” game.

Treasure hunt: We can hide an object in one of the places in the house and give our child clues about the location, for example: there are plates and spoons there. We develop the child’s ability to describe by suggesting the use of different words, such as: above, inside, and describing objects and places. We then switch roles.

Let’s have fun together with role-playing games, such as: I’m the customer and you’re the seller, or the father and the child, and others.

Let's create...

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We can prepare a comfortable and warm place for the household pet or neighborhood cats with our child.

We can allocate a place with our child to feed the neighbourhood cats. What food do we provide? Who do we share with from the neighbourhood?

Let's explore...

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We can search for information about animals we want to learn about, and we can also spend an enjoyable day visiting the zoo.

Let's talk...

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About characters in the story: We can compare the traits of the merchant, the tiger, the bull, and the rabbit. We can deduce what distinguishes them through their behaviour.

About the concept of justice and fairness: Does doing good always bring good in return? We might initially think that the good deed the merchant did for the tiger would lead to a disaster, but the cleverness of the rabbit shows us a different outcome. What can we conclude?

About the trust: A simple word that can be expressed through feelings, thoughts, and actions. We can recall people we trust deeply. How did that trust develop?

About experiences from our lives: Have we done a good deed and offered help to someone? We can recall experiences from our lives where we received help or provided it.

Let’s enrich our Language...

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New words and vocabulary: We can familiarize ourselves with unfamiliar words and understand their meanings.

Punctuation marks: We can observe question/exclamation/quotation marks. What do they mean?

Proverbs and sayings: We can search for proverbs, sayings, and admonitions that talk about doing good, justice, caution, and other meanings that captivate us.

Let's create...

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Role-playing: Each of us plays the role of one of the story’s characters. We can think about their situation, feelings, and expressions.

Courtroom game: We can choose situations from our daily lives, and each of us can play a role in defending a different position. Who among us is the judge/accused/lawyer? Who supports another character?

Let's explore...

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Nature: We can go on a hike to the nearby nature. Which trees do we notice? What animals might we encounter? We capture natural scenes and compile them as a memory of our enjoyable outing together.

Animals around us: Are there any pets in our neighborhood looking for shelter or food? How can we help them safely? (We might prepare a box for cat food or a bird feeder).

Let’s talk...

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About our child’s desires and dreams: We can talk about them, reflect on whether they are achievable, and explore how to turn desires into goals and what helps us achieve them.

About problem-solving: What challenges have we faced, and how have we successfully invented solutions? We can recall our child’s successful experiences.

About natural phenomena: We can observe a natural phenomenon, listen to our child’s explanation, and explore its scientific reality together, such as falling leaves, sunset, and sunrise, cloud formation, and rain.

About gifts: What gifts does our child wish to receive? What surprise gifts have delighted them?

About our shared experiences: What activities does our child want to participate in together? We can brainstorm ideas for an enjoyable and meaningful time together.

Let’s enrich our Language...

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The moon: We can learn the basic phases of the moon (crescent, full, new). We familiarize ourselves with the concept of lunar months.

Nisan: It is one of the months in the Gregorian calendar (solar). We can recall the months and observe the characteristics of each of them.

Meanings of words: We can clarify new words and explain their meanings (gap, dim, stillness). We can think with our child about words that sound or mean something similar.

Let’s explore...

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Light and shadow: We can choose a room for a nighttime game, turn off the lights, and use lamps to explore the images we can create by reflecting our shadows on the wall. We can invent shapes and movements and enjoy their shadows.

Moon phases: We can observe the moon for several days. We may photograph or draw it and compare its different phases. We may seek information from scientific sources.

Let’s create...

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Enjoy songs and poems about the moon. We can perform expressive movements, dancing together to their tunes.

Prepare a moon-themed board: We can add shiny crescent-shaped strips to a black cardboard every day until it completes the full moon shape.

Let's talk...

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About birthdays: What makes our birthday a special day? What celebrations do we desire? What activities and events do we want? What gifts have we received or wish to receive?

About love and care: How do we feel when everyone collaborates to make us happy? How do we feel when we care for others and prepare surprises for them? We can recall enjoyable moments when our loved ones surprised us and we can discuss different ways to express love. We may agree on a daily or weekly activity to add a special touch to our lives, such as preparing a meal together, reading stories, playing together, and visiting grandparents. What else can we do?

About collaboration: The family members collaborate and share tasks, making their child’s day joyful. We can think about the roles each of us can take to help and make others happy.

Let’s enrich our Language...

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We read the story and explain the meanings of new vocabulary. We can pause at scenes and describe the drawings.

Creating a card for our family: We can add our names and a picture that brings us together, or some words of thanks and love. We can color and decorate it, then hang it in a special place in our home.

Let’s sing...

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We can learn poems and songs about birthdays, love, and family. We can repeat them and perform suitable movements alongside it.

Let’s create...

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We can prepare a surprise for one of the family members. What can we choose? We can think about what they like or need, tailoring the surprise to them. We may agree to make every weekend a special day for one family member.

Let’s play...

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What if we exchanged roles for a day in our home? Who would be the father/mother/child? We can have fun thinking about others, describing their feelings, and expressing them.

Let's talk...

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About the child’s feelings: We can read the story with our children several times. We then follow the illustrations and discuss them as an expressive panel and talk about the feelings of both the child and the grandfather during their joint activities.

About the relationship with the grandfather: We can talk to our child about the things he loves about his grandfather and grandmother, and the things that sometimes bother him.

About family relationships: The book presents the child’s experience of spending enjoyable time with her grandfather. We can talk to our children about the shared activities that our children love to do with their grandparents, aunts, uncles, and extended family.

Let's create...

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Let’s prepare an album of the most beautiful moments with family members and relatives.

Let’s plan and create a house for our favourite pet with the help of grandparents.

Let's communicate...

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Let’s visit our grandparents and initiate a fun activity together, such as gardening, going for a nature walk, playing chess, and more.

Let’s talk...

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About the title: We can ask the children what is meant by “nothing” in the gift box?

About the meaning and value of the gift: We can talk about the meaning of the gift, asking our children: Why do you think the cat wanted to give the dog a gift? Is it important for us to give each other gifts? How do we feel when we receive a gift?

About ways of expressing love: The gift is often a way of expressing love. We can ask our children: How can we express our feelings, such as love, appreciation, and concern for friends and family in ways other than giving material gifts?

About Drawings: The drawings in this book have a “comic” style. We can explore with our children where this style is used to convey information or tell a story (such as advertisements, children’s magazines, etc.).

Let's create...

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We can think about a special person in the child’s life whose birthday is coming up, and we can prepare a special gift for them, such as a photo album of beautiful moments spent together, a photo frame, a card expressing our love, creatively wrapped.

Let’s enrich our language...

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“Nothing” is a commonly used term in our colloquial language, as in the story, and is often used metaphorically. We can follow different situations in the story, replacing the term “nothing” with a detailed sentence expressing the situation, and encourage our children to express themselves.

Let’s talk...

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About the title: What distinguishes a hotel from a house? Are there other words with the same meaning? How should we behave in a hotel?

About differences: People and animals have different needs, and the girl and her mother tried to accommodate the rooms accordingly. Let’s follow the drawings, discuss the needs of each visitor, and explore how the girl responded to them.

About personal traits: we can ask our child about the girl’s qualities and how they manifested in her actions. We can also discuss our child’s unique qualities compared to siblings or peers and how they are presented in their behavior.

About fostering responsibility and a sense of belonging: we can talk to our child about the roles they enjoy taking on at home and the roles each family member plays. We can emphasize how these roles express real responsibility and a sense of belonging.

About solving problems creatively: we can recall situations at home that required unconventional solutions, and how we successfully overcame them together. We can explore further by researching information about the animals mentioned in the story and their characteristics and habitats.

Let’s explore...

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We can search the encyclopedia or the internet for information about the animals mentioned in the story, about their characteristics and how they live.

Let’s create...

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The book’s illustrations beautifully capture the harmony between the setting and the different character traits. We can delve into the charming details of the drawings, create or design rooms for other animals based on their features.

Let’s communicate...

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We can take a stroll around town and look for signs indicating accessibility for people with special challenges. We can take their picture with our phones and discuss their importance for inclusivity in general.

Let’s talk...

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About problem-solving: We can ask our children about the problems the animals faced, how they behaved, how the problem escalated, and how they found a solution.

About feelings and thoughts: We can trace the drawings, describing the characters’ emotions and actions in different situations. We can give “qualities” to each character.

About cooperation and confidence: With our children, we can recall some family and school challenges that everyone successfully overcame as a group, emphasizing the importance of each person’s role. We discuss with our children their roles in overcoming these challenges.

Let’s explore and initiate...

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We contemplate: we can search for and present problems in our neighbourhoods and towns, such as garbage issues, and brainstorm ways to address them.

Let’s act...

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We can act out situations where our child may face individual or group problems and discuss ways to cope with them, such as a disagreement with a friend, losing a game, a student getting injured on a school trip, or facing bullying from an individual or a group.

Let’s create...

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With our child, we can prepare an “I Can Jar:” Together, we can write phrases on paper scraps describing things we can do together that benefit us and others. We can identify a positive change we want to make, for example: “I can say no to bullying,” “I can help a friend in need,”

Let’s talk...

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About feelings: we can read the story with our children and talk about “Tala” and “Fadi’s” feelings from the beginning to the end. We can ask our children: How did they feel and how did these feelings change?

About new beginnings: we can share our feelings about new beginnings with our children, such as the first day of school or joining a new club. We can ask our children about their feelings in new beginnings: what makes them feel secure, and what helps them overcome feelings of fear or dread. We can remind them of situations where they adapted successfully.

About friendship: “Tala” was able to form a friendship with “” We can follow the text and illustrations with our children and ask them how that friendship formed, what they did together, and how friendships are made. We can also ask our children who their friends are and what they to do with them.

Let’s play and work together...

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We can initiate a fun and shared activity, such as recalling things we love to do together, like going on a family picnic, reading a book, or preparing a favorite dessert and more. We can try to allocate time during the week to enjoy an activity or more with our child.

Let’s explore...

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We can explore and learn about pets and how we can take care of them at home, and about the relationships that form between the animal and its owner.

Let’s communicate...

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We can invite one of our child’s friends to visit our home or participate in a shared activity, like a park trip, to strengthen social relationships and support them in building friendships.

The text starts with...

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The text starts with a poem about our home town. We can talk with our child about our town’s characteristics, and switch the last sentence with a one that relates to our town.

Who are our neighbors...

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Who are our neighbors? We can talk with our child about the nearby villages and towns that he visits sometimes and see what connections he makes to each one.

The illustrations highlight...

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The illustrations highlight the most prominent spots in each town and village. We can help our child to identify these spots through the illustrations such as the Dome of Bahai or the light house of Akko.

Does the book...

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Does the book motivate us to go on a journey to different places? It would be nice to go and take family pictures and then hang them on the string in the last two pages of this book. We can also collect all the pictures in a small memory box.

It would joyful...

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It would joyful to make colorful kites for the family.

Discuss...

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The title: we should ask our children what does “the invisible girl” mean? We should follow the drawings and ask the children, “What has made the people in the story invisible?”, “How did their lives change, and how did they become visible”?

Exclusion and bullying: with the children, review situations in which they, or one of their friends, were bullied. How did they feel? How did they act? We must suggest together other ways of dealing with the mentioned situation.

Deprivation: many characters felt they are deprived of many things, such as friendships, money, and the ability to walk. We must talk to our children about the things that we have, but others don’t, and about things that we don’t have but others do.

Connect...

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Volunteer: think of a person you know who needs help, or an institution in which we can volunteer. Make volunteering a family ritual.

Isabel relied on her parents’ experience, expertise, and close relations to regain her energy and abilities to change people around her. Prepare a box of cards and write family activities you can do together to make you feel happy and close. Choose a different card each time.

Act...

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Review with the children a situation in which they have been excluded. Role-play and re-enact the situation and the dialogue.

Let’s talk...

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About feelings: We follow the written text and drawings, accompanying the bear on his journey from the forest to the city, and talking about his feelings and thoughts, as well as the feelings of friends and family. We can talk about feelings of loneliness, longing, anxiety, pride, a sense of ability and self-fulfilment as well. Enriching our child’s dictionary so that they can be aware of their feelings and express them while reflecting these feelings through their behaviour.

About perseverance and realization of dreams: After many attempts and for a long period of time, the bear was able to play successfully. With our children, we can share a goal that we have persevered for and achieved, and we can ask them what goal or dream they would like to achieve as well. We then plan together how they can do so.

About their preferences, talents, and abilities: The bear discovered his inclinations and talent for playing. We can talk with our children about their inclinations and abilities and ask them about the things they like and can do. We can support and accompany them to discover them and emphasize them.

Let’s communicate...

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We can enrich the experience of our children, and together, we can watch a musical or theatrical performance and talk about it.

Let’s enrich our language...

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The story is rich in beautiful and new linguistic vocabulary, such as: aspire; issued; overflowing with happiness; shivering. We can explain these words to our children while reading, and we can talk about them afterwards as well.

Let’s have fun together...

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The great Arab musician and composer Omar Khairat succeeded in achieving fame by composing many songs. We can search the web for his songs, and we can listen to them with our children and have fun.

Let’s explore...

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With our children, we can search for people who have achieved their dreams (researchers, artists, athletes…). We can explore their childhoods and listen to interviews with them.

Discuss...

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The importance of books: Anwar noticed some changes in town when the books disappeared. Talk to your children about the changes and why they believe these changes occurred.

The love for reading: Anwar loved reading. He was sad when the mayor tore up the books. Ask your children: How does Anwar feel when he reads? How do you feel when you read or listen to a story?

The types of books our children prefer: The text indicates different kinds of books (story, poetry, cookbook). Talk to your children about book types they know and are in the libraries. Ask them: Which books do you like? Why?

Creativity and imagination: Anwar succeeded in creating and publishing books for people in town, influencing their lives. Ask your children: Where, in their opinion, does the idea of a book come from? How did Anwar write his books? Support and talk to your children about their experiences and stories they may want to write.

Explore...

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Visit your town’s public library and search, with the children, for books they love.

Connect...

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Dedicate a daily ritual to reading a book with your child.

Enrich your language...

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Enrich your child’s lexicon with the names of new plants: dandelion, red maple, and willow. Which flowers/wild trees can we see in abundance in our country?

Create...

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Together with your children, enjoy the book’s drawings. The drawings are made with the collage technique and include fine details that provoke laughter or sadness. The collage is comprised of newspaper clippings in several languages and strange illustrations.

Let’s talk about...

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Behaviours and actions: We can follow the different situations in the text and talk about the behaviour of each of the parents and the child. We can ask our children: Why do you think the child behaved in this way? What is meant by the word “because?” What was the parents’ reaction at the beginning of the story? And how did their behaviour change at the end? How did the child’s behaviour change, and why?

Feelings: We can follow the different situations in the text and the drawings and talk about the feelings of both the parents and the child. We can ask our children: How does the child feel in different situations? How do the parents feel? Why do they think the parents felt this way? How did the child’s feelings change at the end of the story, and how did the parents’ feelings change, and why?

Life situations: The parents repeated the question “why” in many life situations, and Nadim’s answers were repeated with the word “because.” We can talk with our child about similar situations that occurred between us. We can ask them: How did you feel? Together, we can suggest alternative ways of approaching and communicating.

Let’s explore...

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The word “why” is used to express protest. Together with our children, we formulate questions aimed at raising their curiosity and increasing their knowledge, such as: Why is the sky blue? Why do we eat? Why do we sleep? Why are colours created in nature? We can search the Internet and encyclopaedias for answers.

Let’s communicate...

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Nadim did a lot of things on his own. We can look for a joint activity to do with our children in the family, such as: preparing a common meal; playing together…

Nadim expressed himself each time with the word “because.” We can also express and explain our actions, replacing the word with explanatory sentences in different situations.

Let’s imitate and act...

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We play a role-playing game together. We can choose a life situation or an event in the story, and we act it out with our children. In this case, we switch the roles of the original situation so that the child plays the role of the parent, and the parents play the role of the child. We can replace the word “because” with our interpretations and our mutual dialogue.

Let’s talk about...

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Use of screens: We may ask our children: Why do you think the parents prevented Rani from watching the screen so much? How does the continuous looking at screens affect us? How do we feel when our family sits with us while they are busy with their screens?

Alternatives to screens: Rani’s father suggested alternative activities to his son. We can talk with our child about things they like to do on their own and things they like to do with us, and we can include them in our weekly schedule.

Boredom: We can talk to our child about the times when they were bored. What helps them to overcome this feeling? We can share our feeling of boredom and how we deal with it with our child.

Let’s communicate...

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We can reduce the time we spend on screens and play with our children. We might read an interesting book together, go for a walk, listen to music, or prepare a delicious meal. It would be great if we set aside a consistent weekly time for these activities.

Let’s create...

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Create: We can help our child prepare a weekly calendar, in which they draw icons that symbolize activities they like to do alone or with their friends and family members. They will definitely be proud when they see it hanging on the fridge in the kitchen! – We can devise an agreement with our children about how long they sit in front of the screens and how to use screens at home, and we will stick to this agreement as a family.

Let’s explore...

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We can explore apps in our mobile for fun family games.

We can search for the benefits and drawbacks of using screens for continuous periods with our children.

Let’s talk...

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About desires and wishes: Mountain wanted to see the sun, but he couldn’t. We can talk to our child about the things they want and desire: which things can they have, and which are hard for them to get? How do they feel? We can think together and suggest different ways to fulfill our desires.

Feelings: We can follow the drawings with our children and talk about the various feelings of Mountain and his friends. We can name them and ask the children about their causes, such as: feelings of frustration when he could not see the sun; feeling excited; Sympathy from friends. We can connect feelings to their effect on our behavior.

Solving problems: Mountain’s friends tried to deal with his problem by suggesting several solutions. We can talk with our children about the solutions that his friends have suggested and offer others that they have not. We can train our children to be flexible, creative outside-the-box thinkers.

Helping and Cooperating: Mountain’s friends sympathized with him and tried to fulfill his desire to see the sun. We can ask our children: Did anyone help them get something they wanted? Then we can also ask: Who supported them? How did they feel?

Let’s play and imagine...

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We can choose an object, think outside the box, and suggest many uses for it beyond the well-known traditional use.

Let’s act and innovate...

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We can train our children to think flexibly by suggesting issues and problems that our child faces in daily life and searching for and acting out many solutions.

Let’s explore...

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We can go out to nature with the family to observe the mountains and witness their beauty and the life of the creatures living there.

Together, you can...

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Together, you can discuss what the crow, the turtle, and the mouse each did to save the deer from the trap. Could the deer have been saved without their cooperation?

Recall an incident...

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Recall an incident at home or in your neighborhood where people cooperated to help someone. What did each one do? In addition, what did our child do? It is time to talk about the role of every one, even if it is a small role.

The story starts...

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The story starts with an illustration of the friends playing chess. Maybe it can encourage us to play chess with our child.

How about a theater...

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How about a theater show of the mouse and his three friends? We can make masks of each character and play the story. Who will play the hunter role?

Hunting deer...

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Hunting deer is illegal in our country because deer is an endangered species. It is time to talk about hunting wild animals. Why do some people would want to hunt? Maybe we can learn about endangered species with our children and what animals it is illegal to hunt in different parts of the world.

What do you think...

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What do you think the new adventure of the three friends will be the next day? We can encourage our child to use his/her imagination and make up a story about another adventure the three friends might have.

Let’s talk...

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About the plot: The book is mainly based on drawings. We can encourage our children to “read” the drawings and help them describe them using accurate verbs and vocabulary and make connections between sentences. We can ask them: Why do you think Nabil noticed the wounded bird by himself in the midst of a crowd of people, while no one else noticed it? what did he do?

About feelings: We can talk with our children about the bird’s feelings. We can ask them: How did the bird feel when it hit the glass? How did it feel when no one noticed it?

About sympathy and help: Nabil alone noticed the wounded bird in a crowd of people, while no one else noticed it, and he helped it. We can ask our children: How does Nabil feel about the bird? Why did he help it? How did the bird feel as well? Have they ever seen someone who needs help? How did they feel, and what did they do?

About taking care of the bird: Nabil took care of the bird with the help of his parents until it recovered. We can talk with our children and describe what Nabil has done.

Let’s mimic...

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With our children, we can look closely at the moment Nabil released the bird. Together, we can imagine the bird talking and telling the other birds about what Nabil did. We can take on the characters and act them out with our children.

Let’s communicate...

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To adopt an animal, we can contact the Animal Welfare Organization. We can explore our favourite animals and find information about them with our kids.

Let’s enrich our language...

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With our children, we can track the book with its sequential drawings, and we can enrich and develop the narrative ability of our child by describing the events in a sequence, such as: The father prepared a house for the bird from the cardboard box, and the mother bandaged the broken wing, and then…

Let’s take initiative...

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With our children, we can pick a bowl to fill with water and place it on the balcony or on the edge of the window and designate it to water the birds. We should make sure to fill it with water every day. We can also put a bowl of water and leftover food for stray animals on the edge of the road.

Let’s talk...

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About the problem: in our first reading, and before we reach the solution, we should ask our child the following: the mother asked Alfie to find the solution to his problem, “How could he get the cake in a better way?” What do you suggest he should do? We can continue reading and ask our child again, what are the solutions suggested by Alfie? And what is the appropriate solution?

About our feelings: We can trace the drawings and talk about Alfie’s feelings. We can ask our children: How did Alfie feel when he saw his mother making cakes? How did he feel when she refused to give him the cake and asked him to think of a way to get it? How did he feel when he couldn’t find the solution? How did he feel at the end of the story?

About our attempts: Alfie tried several times and various ways to reach the solution. We can ask our children: Have you ever tried to get something or do something numerous times? How many times have you tried? When do we feel discouraged? how many trials does it take before we give up? What do we do when we are frustrated?

About problem solving: We can have a conversation with our child about similar situations in which they must find solutions to situations or problems. We can ask them: Did you encounter a problem? what is it? How did you feel? How many times have you tried? How did you find the solution? Who helped you? If you didn’t find a solution, how did you feel? How did you deal with the feeling of frustration?

Interaction between mother and child: The mother prepares cakes for Alfie and the rest of the family. We can talk with our child about what is happening in our home: What are the things that the mother and father do for us? What are the things you like to do together?

Life and social situations: Alfie’s mother portrayed an advanced model for dialogue and for giving and taking, by demonstrating it in her behaviour. We can have a conversation with our child about what is happening in our home. We can ask them: What happens when you do something different from what our mother or father wants? How do you behave? How would you like them to talk to you?

Let’s communicate...

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We can spend quality time together with our child, preparing a cake, or preparing a communal meal.

Let’s enrich our language...

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Our story contains emotional, mental, and social words, such as: to love; to desire; frustrated; thought; an idea occurred to him; an idea popped into his head; thanks; please; sorry. We should use these words in everyday context.

Let’s act and create...

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We can choose different social situations, and with our children, we can familiarize ourselves with mild expressions that are appropriate for these situations. Together, we can act out the appropriate behaviour and use the appropriate social expressions – for example: a birthday party; visit to a patient; an apology; entertaining a guest; being a guest; when we need help…

Let’s talk...

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About the need for help: We can talk about the feelings of the Big Bear before and after everyone cooperated to help him. We can ask our child: How did the bear feel when he could not find a place to sit? How did he feel after he found a place with the rest of the bears? We can name these feelings, and we can ask our child: Why did he have these feelings?

About the challenges we face: The Big Bear encounters a problem; we can ask our child: What is the problem? Did they encounter any problem? How did they get over it?

About our experiences of participation and cooperation: With our child, we can share an experience in which we cooperated with other people to help one of them, and then we can ask them about a similar experience they went through at home or in kindergarten: How did they feel when they cooperated with others, or when they provided assistance to those who needed it? How do they think the person they helped felt?

Let’s enrich our Language...

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Sensory-kinetic dictionary: the story contains sensory vocabulary, such as: cottony / soft, and contains kinaesthetic vocabulary, such as: dragging, standing, sitting. We can make their use easier in our daily life by describing various objects and different motor performances and allow our child to express their movements and actions with these words.

Dictionary of Mathematical Awareness: The story contains ordinal mathematical vocabulary, such as: the first, the second, two three, and five. We can practice and play with our position in the immediate family and the position of uncles and aunts in the extended family.

Let’s explore...

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We can search for various sources of information about bears: their types, food and livelihoods. We may also enjoy watching a documentary with our child about them.

Let’s create...

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With our children, we can prepare toy bears from different fabrics and materials available at home, such as: socks, shirts, buttons and coloured woollen threads.

Let’s play together...

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We can play a game of chairs together. We organize the chairs and spin around them to the sound of music. When the music stops, we have to sit on the chairs, and each time we drop one. Can we all sit on the same chair? Let’s try!

نتحاور

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• حول الحاجة إلى المساعدة: نتحدّث عن مشاعر الدبّ الكبير قبل وبعد أن تعاون الجميع على مساعدته. نسأل الأطفال: كيف شعر الدبّ عندما لم يجد مكانًا يجلس فيه؟ كيف شعر بعد أن وجد له مكانًا مع بقية الدببة؟ نسمّي هذه المشاعر، ونسألهم: لماذا راودته هذه المشاعر؟
• حول تحدّيات تواجهنا: واجهت الدبّ الكبير مشكلة، نسأل الأطفال ما هي المشكلة؟ هل واجهتك مشكلة ما؟ كيف تخطيتها؟
• حول تجاربنا في المشاركة والتّعاون: نشارك الأطفال بتجربة تعاونّا فيها مع أشخاص آخرين لمساعدة شخص ما. ثمّ نسألهم عن تجربة مُماثلة مرّوا بها في البيت أو في الروضة: ماذا شعرت عندما تعاونت مع الآخرين أو عندما قدّمت المساعدة لمن يحتاجها؟ ماذا، برأيك، شعر الشخص الذي ساعدته؟

نثري لغتنا

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قاموس حسّيّ حركيّ: تحتوي القصة على مفردات حسيّة، نحو: صوفيّ، ناعم. وتحتوي على مفردات حركيّة، نحو: يصعد، يتسلّق، يجلس. نيسّر استعمالها في حياتنا اليوميّة لوصف أغراضنا وحركاتنا، ونفسح المجال للطفل ليعبّر عن حركاته وأفعاله.

قاموس الوعي الرياضيّ: تحتوي القصة على مفردات رياضيّة تراتبيّة، نحو: الأوّل، الثّاني، الثّالث، الرّابع. يمكننا إدخالها ضمن الأنشطة المختلفة بالروضة (مثل الأنشطة الحركيّة في الساحة عند الانتظار بجانب الألعاب…).

نستكشف

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نبحث في مصادر مختلفة عن معلومات حول الدببة: أنواعها؛ وطعامها وطرق معيشتها.

نبدع

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• نستضيف في الصفّ ورشة للأهالي، أو الأجداد، ونحضّر برفقة الأطفال دببًا من أقمشة ومواد مختلفة متوفّرة في البيت، نحو: جوارب، قمصان، أزرار وخيطان صوفيّة مُلوّنة.
• نحضّر لعبة من وحي القصة، نحو لعبة ذاكرة تحتوي على مفاهيم المكان مثل (بجانب، بين، تحت)، صفات (منقّط، مخطّط)، ومفاهيم أخرى من وحي القصّة.

نمثّل

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حياتنا في الروضة غنيّة بالمواقف التي يجد الطفل فيها صعوبة في المشاركة، وخاصّة وقت اللعب. نشاهد الأطفال، ثمّ نقوم بتمثيلها مجدّدًا ونتبادل الأدوار. بعد ذلك، نتحدّث ونتحاور حول مشاعر ورغبات الشركاء في الموقف، وعن الصعوبات التي واجهناها وطرق التعامل معها. نساندهم في التعبير عن مشاعرهم، ونبيّن لهم أنّ المشاركة تعني الاهتمام بالآخر وإظهار ودّنا له.

نلعب معًا

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“في صفّنا مكان لكلّ طفل“: نلعب معًا لعبة الكراسي. نصفّ الكراسي وندور حولها على أنغام موسيقيّة. حين تتوقف الموسيقى، نجلس على الكراسي، في كلّ مرة نوقف فيها الموسيقى نُنقص كرسيًا. هل ننجح في أن نجلس كلّنا على كرسيّ واحدٍ؟ لنجرّب!

Every time Dad...

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Every time Dad kisses his son, we see an indication of the animal whose kiss he imitates. The illustration may be of a picture on the wall or the animal may show in Dad’s clothes. We can follow these symbols of the various animals and encourage our child to find them in the book’s illustrations.

Undoubtedly the child...

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Undoubtedly the child will laugh a lot if we kiss him as the father does in the book while reading it.

How does the kitten...

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How does the kitten give a kiss to his parents? What do you think of the bee’s kiss? The child might enjoy experiencing different types of animals’ kisses.

The mouse’s kiss...

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The mouse’s kiss has a mustache and the monkey’s kiss is jumpy and curved! The text is full of positive descriptions for kisses that can enrich the child’s fantasy, his language and his senses. It would be fun to think together of new types of kisses for different animals.

Baby Bear...

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Baby Bear refuses to go to sleep and separate from his toys, as do many children, who may have an easier time going through this process with us. It is important to talk to children about the importance of getting enough sleep.

We can discuss...

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We can discuss our child’s ritual for going to bed. What does he/she like – and what not? We can share with our child what helps us to fall asleep such as having a hot drink, or reading a book…

We may want...

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We may want to make the kissing box for the family. Each person can kiss the box using a dark lipstick color, and let the child use the for his/her valuable things.

Look through the...

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Look through the book together and examine the unusual illustrations that accompany the text. Notice the various perspectives the illustrator used in creating these pictures. Which pictures show the action from above—and which from the side? Talk with your children and ask them why they think the illustrator chose to portray the events on the bridge as she did.

Sometimes, before we...

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Sometimes, before we arrive at a good idea, we first have to try (and discard) some not-so-good ideas. Together with your children, go back over the various solutions which the bear and the giant proposed in the story. What are the upsides and downsides of each idea?

Do you remember...

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Do you remember the game of “Golden bridge”? Stand opposite your child and hold both his hand high to form a bridge. Invite other family members and friends to pass under the bridge, while singing: “Oh Golden bridge, Oh golden bridge/ we all pass under you and someone will be caught”. Whoever is passing the minute you say “caught” is out.

Let’s talk...

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About feelings: We can follow the children in the book and talk about the different feelings they expressed. We can talk about feelings of pride, empathy, a sense of achievement and empowerment. We can enrich our child’s vocabulary so that they can be aware of their feelings and express them better, while connecting how they behaved with how they felt.

About the child’s abilities and roles: With our child, we can recall an experience they went through in the family or at school, in which they expressed an opinion or position, by using words or by actions. How did they feel, and what did they learn from this experience?

About ways of expression: The book highlights several ways of expressing oneself through speech, actions, and creativity. We can track these methods, describe them, and discuss the ways our children express themselves, while giving examples from their daily life. We can also discuss the importance of making our voice heard and expressing ourselves by speaking up.

Let’s search and be initiative...

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With our child, we can search on the Internet for children who made their voice and opinion heard on an issue that concerns them, such as the Swedish girl Greta Thunberg, who led a protest around the world in defence of the environment.

We can search and talk about things that need improvement in the country or neighbourhood in which we live. We can choose one cause, and we can volunteer with our children or family to improve it.

We can look...

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We can look for organizations and institutions that provide different services, then we can contact them, get to know their work, and volunteer for them.

We can read...

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We can read together the phrases on pages 2 and 3 and invite our child to write phrases in the empty bubbles at the end of the text to express methods that they think are important to make the world a better place.

Let’s talk...

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Drawing the monster: Before reading, we can ask the children to draw a monster, describe its shape and colour, and ask: What scares us about it? How does it live? Which languages ​​does it speak? When do we see it? Then we can read the story and compare between the monster we imagined and the monster in the story.

About our desires and tendencies: Both the child and the monster were sensitive to each other, and each got to know the other’s desires and needs while preparing for the meeting. We can follow the child and the monster in the story and learn about what each of them wanted and required and how they prepared for the meeting. We can ask our children: How do we prepare to receive a guest?

About Preconceptions: We can follow the thoughts that the child and the monster had about each other and talk about what they found in reality. We can ask our child about our perceptions of others. How are they made? Is our perception of others always correct? We can compare preconceived notions with reality.

On friendship and difference: The monster and the child are different, but they manage to become friends. We can ask our child: Do you have a friend? How are they similar to you? How are they different from you? What are the things that you two do together? What are the things that both of you do alone?

Let’s act...

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We impersonate the characters of the story: “the child and the monster” and act them out. We can invite our child to think, feel, speak, and express themselves in the same way.

Let’s create...

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We make masks: As a family activity, we make funny monster masks.

Let’s communicate...

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We can write a letter: The power of the letter stands out in the text. We can help our child to write a letter in which we express our opinion about the book, and we send it via e-mail to the Al Fanous Library project.

Let’s have a conversation...

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About the title: We can read the title with our children and ask them: What do they think we can do with a problem? We hear and listen to them and continue our reading of the book.

About the plot: having a dialogue about the plot enables our child to understand the book and then proceed to infer the information between the lines. We can trace the drawings and talk with our child about various events. For example, we can ask them: What happened to the child? How did he feel? The problem is depicted in the drawing as a black cloud. What do they think could be that problem he faced? How did it happen? How do they deal with it? What happened when he ignored her and kicked her out? And what happened when he encountered her? What did he discover then?

About feelings and thoughts: The drawings express various feelings beautifully. We can follow the drawings with our children and ask about each event: how did the child feel? What was he thinking? What did he desire? We can call feelings and thoughts by their names: confusion when the problem arose; anger; anxiety; fear… We can also ask: Why did the child have this feeling?

About our thoughts: What thoughts did the child have? We can list them with our children: “What would happen if you swallowed me?” “What if I took all my things?” We can ask the child: Are these things really possible? and how? Have they ever thought this way? when? how did they feel?

About solving problems and getting out of a problem: We can ask our child: What is meant by “to face the problem”? What is meant by “inside my problem there is an opportunity hiding?” We can ask our child: Did they ever get into trouble? How did they feel? How did they get out of it? Who helped them? What did they learn from that experience? We can involve our child in ways of solving problems: we can determine the reason for the problem, then we can determine what the problem is, and then we can put possible solutions to it and determine what the consequences are of each solution, and on this basis, we can choose the best solution.

About child empowerment: Children rely on their abilities, positive experiences, and past successes in dealing with problems. We can remind our children of previous experiences in which they were able to overcome problems and difficulties, and we can talk about the qualities and things that helped them to overcome the problem and face it.

We can write...

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The book is rich...

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The book is rich in beautiful and new linguistic vocabulary. We can explain them to our children while reading and we can talk about it afterwards as well, such as: I am facing a problem; I ignore it; I crept in; camouflage; opportunity. We can use these words in our daily lives to become part of our child’s linguistic dictionary.

Let’s talk...

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-About the mouse’s feelings: We can read the story with our children a few times. We can talk about the mouse’s feelings from the beginning to the end of the story. We can also ask our children how the mouse feels and why she feels that way in each event of the story.

-About feelings of shyness, fear and nervousness: We can ask our children if they have ever felt the feelings the mouse had. When did they feel like that? Who helped them deal with these feelings? and how?

-About disappearing and hiding: We can ask our children if they ever felt the need to hide or disappear like the mouse did. When did that happen? And why?

-About our safe place: The mouse hid behind the curtain, and there, she felt safe. We can ask our children: What places make them feel safe and comfortable at home? And why?

-About skill: The little mouse was skilled at hiding. We can ask our children about the things they are good at, and we can talk to them about them.

-About adaptation in the beginnings: We can talk with our children about the feelings they had at the beginning of different stages or experiences they went through for the first time, such as talking about their first day at school, a new course, or the birthday of a new friend. Together, we can look for ways to help them cope.

Let’s explore...

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-Magical Hand: Moonlight School is a night school for teaching magic. We can search online with our children for videos of fun sleight of hand magic tricks that can be used with children.

-Hide-and-seek: Miss Moon played a game of hide-and-seek with the animals. Hide and seek is a fun game that requires mental and social intelligence, and we, the parents, played it during our childhood. We can play hide and seek and have fun with our children.

Let’s have a conversation...

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Let’s have a conversation about feelings: We can follow the feelings of the mole and the wolf with our children. We can name them and discuss the reasons for why they felt this way.

Let’s have a conversation about personal space: Mole liked his personal space. He loved his house, his bed, the smell of dirt and the darkness around him. We can ask our children about their favourite place/corner: Why did they choose it? What do they like to do on their own?

Let’s have a conversation about dealing with problems and overcoming fear: The mole and the wolf were lost and strayed away from their homes, but they were able to support each other and return safely. We can discuss the following with our children: How do we feel when we are lost? And how should we act? We can listen to them and direct them on how to act.

Let’s have a conversation about the formation of friendship: The mole and the wolf are two different animals, but they were able to become friends when they felt and supported each other. We can ask our children: How do the mole and the wolf resemble their friends and how are you different from them? What does it mean to feel the other or sympathize with him? How did the mole and the wolf support each other, and how did they become friends? Have they ever felt sympathy for their friend, or has someone supported them and become their friend?

Let’s act...

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Let’s act getting Lost: We give our children a similar scenario that the mole and the wolf faced, and we act out how we would act if we got lost. We can take turns with our children, give them a model to deal with the problem, and talk to them about it.

Let’s enrich our language...

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Let’s enrich our language The story is rich in vocabulary such as: humming; heaped, dazzle, horizons; etc. We can explain them to our children before reading and immediately after reading them in the text.

Mental and emotional dictionary: the story contains mental vocabulary, such as: imagination; decided; realized; fake/unreal. It contains emotional vocabulary, such as: poetry; in love; amazed; fear; feeling reassured and confident. It is important that our child acquire these new words and can use them in their daily life to describe and express emotional states and ideas, and to facilitate their use during dialogue.

Let’s play together...

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Let’s use a blindfold: The wolf and the mole played in the dark and had fun. We can blindfold ourselves and play a game where we search for our children when blindfolded while our children try to escape from us.

Let’s explore...

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Let’s explore Mole’s Life: The mole is a special animal that lives underground. We can search with our children for information on the Internet or encyclopaedia about it (you can explore other animals featured in the story as well).

The Blind: We can suggest to our children to put themselves in a blind person’s shoes, to sympathize with them and describe their feelings and the challenges they face.

Let’s communicate...

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We invite our child’s friends to visit our home, and we contribute to strengthening our child’s social relationships.

Let’s talk...

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About our child’s relationship with their name: The cat lived alone and was named so. with our child, we can discuss the meaning of their name; Who called them that? Why were they given this name? What are their personal characteristics?

About our child’s relationship with their environment: The book introduces us to the cat’s relationship with its neighborhood and the objects around it, in its many details: the views of the houses; the laundry; the different smells and sounds; Many details are missing to us, but they connect us to the neighborhood in which we live. We can talk to our child about the features of the neighborhood or street in which they live, and ask them what they like about it.

About animal welfare: Yara, Um Saeed and Abu Alia sympathized with the cat Wahid. We can talk about the animals in our surroundings, and what we can do to take care of them. We can suggest several ways to do this.

About our societal relations: Several houses were mentioned in the story in details. We can talk about homes and neighbors in our neighborhood: what do we know about our neighbors? How do we deal with them? What is our relationship with them?

About friendship: Yara and Wahid are friends. We can talk to our child and ask them: What is a friend? What do they do for us? And what do we do for them?

Let’s communicate...

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We can contact the Society for the Prevention of Cruelty to Animals to adopt an animal. We can explore which animals we like and look for information about them with our children.

With our children, we can take care of stray animals in our neighborhood, and we can put food and water for them.

We can contact our neighbors, and together, we can clean and decorate the neighborhood.

Let’s play...

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We can play popular games with our child – the neighborhood games that we used to play in our childhood with the neighbors’ children, such as hide and seek; “The Seven Stones,” and others.

...Let’s create

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The book’s drawings present our neighborhood. We can use coloring pencils, wax colors and paint to draw our neighborhood or any special place we love in it.

We can follow...

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About the feelings of the two bears: We can follow the feelings of the two bears with our children, we can name them and we can talk about the reasons they feel this way.

We can ask...

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About the preoccupation of parents and children: The Big Bear was busy with household chores, and the Little Bear found something to occupy itself with at that time. We can ask our children: What do they like to do when the parents are busy?

We can talk...

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About empowering our child and making them feel capable: The Little Bear organized and cleaned his cave and made his own bed. We can talk to our child about the things they can do on their own.

About independence...

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About independence and support: The Little Bear felt big. We can talk to our child about what it feels like to be grown up. We can also ask them if there are things that make them feel small, and we also ask them: How would you like us to support you?

We exchange roles...

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A Tent...

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A Tent: We can build a tent out of sheets and pillows with our children. We can read a bedtime story to our child.

We can browse...

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Capability Album: Together, we can browse the pictures of our child from birth until today, and we can talk with them about things they were unable to do, and about things that they are able to do now.

Let’s have a conversation...

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-About the relationship of feelings and beliefs to behaviors: The kangaroo thinks that one of his friends stole his sock. His belief provoked a feeling of anger. We can ask our child: How did the kangaroo act when he felt angry? What did he say to each of his friends? How did the friends feel and how did they act? Was the kangaroo’s guess right or wrong? How do we know that? Where did he find his sock?

-About self control and managing our feelings: the kangaroo got angry and could not control his feelings and accused his friends of stealing. We can discuss feelings of anger with our child and ask them: Why do they get angry? How do they act when they are angry? What helps them calm down? Did they ever get angry and regret their behavior?

-About supporting friends: The kangaroo’s friends sympathized and rushed to support him when his leg got stuck in the mud. We can talk about that with our child and ask them: Has anyone ever helped them? Have they helped someone even though they misbehaved with them? How did they feel, and how did the others feel?

-About apologies: The kangaroo knits socks to express his apology to his friends. We can talk with our child about ways of expressing our apology when we make a mistake, and we can search for another way with them that the writer of the book hinted to.

Let’s act...

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-We can choose a situation with our child in which they felt angry. We can take turns and act it out. We can talk and then discuss their feelings. We can present our child with a model for expressing anger in a legitimate way, such as naming their feelings, describing the reason for feeling this way, and talking about the method that helps them calm down. We can practice acting out ways of expressing feelings.

Let’s enrich our language...

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-Our story is rich in mental and emotional vocabulary, for example: surprising; confused; annoyed; hesitating…and other words that we can search for. We can explain the new vocabulary and ask our child when they feel like that. This way, we can facilitate their acquisition by using them in our daily life.

Let’s communicate and create

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Let’s have a conversation...

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About the title “For whom does the cloud smile?”: We can discuss the title with our child and ask them: For whom, according to you, does the cloud smile? And why?

About our child’s hobbies and interests: Amir likes to watch the weather. We can talk with our child and ask them: What are the things that they like to do?

About the behavior of the characters: Amir watched the two cats, the doll merchant, and the students hide from the rain. We can ask our child: What do they like to do when it rains? How do they behave?

About our relationship with our grandparents: Amir told his grandmother that he knew for whom the cloud smiled. What did he mean by that? How was his relationship with his grandmother? We can talk with our child about the things they would like to do with their grandparents.

Let’s create and imagine...

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Various shapes are formed from clouds: we can look at the clouds with our children and imagine what they could be.

Let’s enrich our language...

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We can enrich our child’s language and explain to them new words: flags, forehead, curled up – and make it easier for them to use in our everyday language so that they become part of their linguistic dictionary.

Let’s explore...

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Amir asked: “For whom does the cloud smile?” We can think about the environmental phenomena in our environment and encourage our children to formulate questions about them. We can also look for information with them.

A question...

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Where does rain come from? A question that leads us to search the Internet with our children.

Let’s have a conversation...

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About the title of the book: We can talk about the meaning of the word “friend.” We can ask our child: What are the characteristics that distinguish a friend? We can even talk to them about their own friends.

About feelings: We can follow the drawings and talk with our child about the feelings of Sowar and Jonuh when they spend time together, about the feelings of Jonuh when Sowar took care of Barrio, and about how he feels at the end of the story. We can ask our child how they feel when they are with his friend, and how they feel when their friend plays with other children.

About abilities: Jonuh has a unique ability to catch fish. We can ask our children about the things that distinguish them and that they excel at, and we can talk about them together and highlight them.

About friendship: We can talk with our children about the things we like to do with our friends. We can recall situations in which we helped our friends, or they helped us. How did we feel at the time?

Let’s act...

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We can choose situations that our child encounters with their friends. We can then take on roles and act them out. We can support our child in how to act in this situation: what do we say and what do we do? For example: My friend didn’t want to play with me, and he preferred to play with another friend. What can we do?

Let’s explore...

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The heroes of our story are dinosaurs. What do our children know about them? We can ask them: Are they mythical creatures or real creatures? We can search with them for information about dinosaurs, their types, and characteristics.

Let’s play...

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The dinosaurs played many games, such as the ‘shapes game’ and dominoes. We can play games like hide and seek, dominoes, and other games from our childhood with our children.

Let’s enrich our language...

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The language of the book has its own music; It rhymes. We can search with our children for the rhyming words, and we can read them with our children so that they complete the rhyming sentences.

We can enrich our child’s dictionary and explain to them the new words: running; whispering; to pounce. We can also act them out and facilitate their use in our daily lives.

We can discuss...

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About the title: We can discuss the title of the story “The Cow that Laid an Egg,” and we can ask the children: Does the cow lay eggs?

We can ask...

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About the concept of the unique and the special: We can ask the children: What is meant by unique and special? What are things that are common and normal? What are the special things that distinguish us and that we do differently? When do we feel special? Has anyone given us that feeling? Do we do things that make others feel special?

About trickery...

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About trickery: The chickens used a trick to support the cow. What is the trick? Why did the chickens use it? What did the characters in the story think about it, and how did each of them feel? We can follow the drawings and talk about them. We can ask the children: Did they ever use a trick? How? Why? How did they feel?

A Fun night...

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“A Fun night” – we can arrange a family session, grab a book of jokes, laugh and have fun together. We can also come up with some funny jokes and stories.

We can write...

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We can write a funny book adapting the collage style by using newspaper clippings and colors to create funny scenes, such as sticking a chicken’s head on a cat’s body – for example.

We can browse...

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We can look...

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We can look for videos showing the stages of egg hatching. We can watch it and talk about it with the kids.

Let’s have a conversation...

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About the different points of view: We can follow the arguments of the ferret and the bear and compare their points of view on why each is entitled to the third piece of mushroom. We can ask our children why the ferret thinks that he deserves the third mushroom, what the bear thinks, what the fox did, and how they felt then. We can even suggest a solution to their problem.

About justice: the ferret and the bear both mentioned the word “justice” in their arguments. What does justice mean? When did you feel injustice? What does it mean to act justly?

About tasks in the family: The bear and the ferret shared errands in their house. With our child, we can discuss the division of tasks within the family and the roles of each individual.

About sharing: Both the bear and the ferret found it difficult to share the third mushroom. We can talk with our child about the things they share with others, and about other things that are difficult for them to do. For example, how do they feel if they share a game they like with their friend or sibling?

About spending time together: We can talk about things we do in our family to show our love and concern for each other, such as sharing household chores, preparing a favourite meal, or doing a fun family tradition.

About argument and persuasion: We can choose a topic with our child, and we can discuss it from both sides, the argument and the counterargument, in order to develop our child’s ability to think and express themselves. For example: holding a birthday party, going on a journey, buying a new game – or any other topic of our choosing.

Let’s act...

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We can choose a situation in which our child finds it difficult to participate. We can take turns and act it out. Then, we can talk about the feelings and desires of each one of us, about the difficulties we faced and suggest ways to deal with them. We can support our child and show them that sharing means caring for the other and showing their affection for this person.

Let’s create...

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The ferret prepared a delicious meal of mushrooms in the story. We can prepare a shared meal with our children and prepare it together. We might also want to explore berry-based recipes.

Let’s communicate...

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Let’s have a conversation...

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-About ways of expressing love: The girl expressed her love for her mother by surprising her and making biscuits for her. We can talk with our child about ways to express love, and we ask them: How can we express our love for the other? We can suggest several ways, such as expressing love with words or cards, or with body language such as hugs and giving kisses, or with actions such as helping and preparing surprises, as the girl did.

-About sympathy: the child was very sensitive to her mother and sympathized with her, so she did not want to wake her from her sleep. We can talk to our child and ask them how the mother feels about this behavior, and we can also ask them: How is it possible for the mother to be sensitive and sympathetic to the child? And how can a child be so towards the parents? We can give examples from our lives.

-About initiative: the girl took the initiative to prepare biscuits for her mother. The mother appreciated her child’s attempt and praised her. We can talk about the initiatives that our child has taken for the other (for example: for members of their family), or the initiatives that they can generally take for the other. We can also deal with their feelings and the feelings of the other. We should praise and encourage them.

-About flexibility and dealing with problems: Although the child made playdough instead of biscuits, the mother did not get angry or complain, on the contrary; She encouraged her and explained her she made playdough. We can talk with our child about experiences that did not go as we wanted or expected. How did they feel? How did they act? How did the parents act? How did we react?

-About surprises: Children love surprises and enjoy receiving and preparing surprises for their parents. You may want to decide with your child to prepare mutual surprises; Like making them a favorite dessert or inviting someone they love to your house.

Let’s share...

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About the girl’s feelings...

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About the girl’s feelings: We read the story with our children several times. We then follow the drawings and treat the drawings as an expressive painting, and we can talk about the feelings of the girl and the grandmother during their dialogue.

My relationship...

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My relationship with my grandparents: We can talk with our child about the things they love about their grandfather and grandmother, and the things that annoy them sometimes.

Relationships with the family...

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Relationships with the family: The book shows us the beautiful and warm shared time that the child spent with her grandmother. We can talk with our children about the common activities that they like to do with grandparents, uncles and extended family.

We enrich...

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We enrich our linguistic dictionary: Many animals with their different descriptions are mentioned in the book. We can keep track of the grandmother’s description of animals and add new traits and information about them.

Grandma described...

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Grandma described the animals to us in a humorous way. We can imagine new fantastical animals, and add funny events to the story; For example, we can imagine a two-legged snake, or a rabbit with a trunk. We can invite our children to let their imaginations run wild, as the grandmother did. We can try to draw those funny animals

We can play...

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We can play charades with our children. It is a game that allows them to develop their language and thinking by imagining, describing and expressing the characteristics of objects and animals.

We can browse...

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We can browse the family album, and together we can recall family experiences and occasions with grandparents.

We invite our child...

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We invite our child to think of his grandfather/grandmother. Does he/she resemble the grandmother mentioned in the book? What else distinguishes him/her?

Let’s talk...

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-About the girl’s feelings: We read the story with our children several times. We then follow the drawings and discuss them as an expressive artform and talk about the feelings of the girl in the different stages: when she prepares to go out for a walk with her father; when she is with the teddy bear; when she is with the animals of the forest; and at the aquarium with her father.

-About relationships with family: The girl talked about experiences and pleasant times she spent with her father and her doll in the winter. We can talk with our children about the common adventures and activities that we have done, and that they would like to do with us and with their siblings.

-About support and reciprocal relationships: the girl said that the father and the doll support her in difficult times and encourage her, and that they need her. We can talk with our children about the meaning of difficult times, and ask them: How did the father and the teddy bear need the girl? How do we encourage others in difficult times? Did you have a hard time? How did you deal with it? Who supported and helped you?

-About dolls and favorite objects: We can talk to our child about his/her favorite object. The girl played with her teddy bear, and he helped her discover new things and build new friendships, and so she was creative with her imagination and her play. We can ask our children: What do they like about their object/toy? And how do they play with it?

Let’s enrich...

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-Let’s enrich our emotional linguistic dictionary: Several vocabulary describing different needs and different emotional states are mentioned in the book. We can have a conversation with our child about their meanings and what they signify. For example: What is meant by the words “protect me?” When are things difficult, and what does that mean? encourage me? Does someone need me? When do we feel the need for encouragement? It is important to relate the vocabulary to the context and the lived experience. For example, our child can apply them to talk about their own lives.

We make hats...

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