From My Head to My Toe 
Sama the Chivalrous Knight 
What if the Dinosaur Went Out to the Street 
The Small Owl and his Orange Scarf 
From My Head to My Toe 
The Day the Elephant Flew 
Say something 
Sleep Tight Little Bear 
If I Were 
Mamba 
How Full is Your Bucket? 
فعاليات متنوّعة
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Let’s talk...
About the sense of capability as children mimic the movements of various animals. We can talk to our child about tasks they can now accomplish that they couldn’t before. We can also boost their sense of capability by saying, “Yes, you can!”
About play: The book is interactive and encourages movement and play. We can talk with our child about the games they enjoy and introduce them to games we used to enjoy in our childhood.
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Let’s enrich our Language...
The book is rich with action verbs and body part names like arms, legs, feet, neck, etc. We can facilitate their use in our daily lives to describe body parts and movements, encouraging the child to describe their actions.
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Let’s explore...
We can explore different sources for information about the animals mentioned in the book: their types, food, and living habits. Also, we can enjoy watching a documentary with our child.
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Let’s create...
The book employs the well-known collage technique of the illustrator Eric Carle, creating a beautiful composition of cutouts, fabrics, newspapers, and household materials.
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Let’s play...
We can play the “Animal Yoga” game together, mimicking the movements of the various animals mentioned in the book, and adding other animals!
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Let’s talk...
About the feeling of boredom: We can ask our children when they feel bored and how. We can talk together about ways they can occupy their time.
About family relationships: The child helped their sibling after waking up from a nap. We can talk to our child and ask if they have ever helped their brother/sister and when and how it happened. How do they spend time together?
About preferred games: The knight, Sama, preferred a fantasy game. We can ask our child about their favorite games.
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Let’s create...
“Entertaining Ideas Box:” We can write suggestions for activities to do at home and in the garden on cards, collect them in a box, and when we feel bored, we can draw a card and engage in the activity.
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Let’s enrich our language...
We can explain new vocabulary to our children, such as knight, hole, and similes like “as fast as the wind.” We can add other words from the story to our child’s linguistic dictionary.
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Let’s learn and play...
We can recall childhood games with our children, building houses from pillows and blankets. We can role-play and exchange roles.
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Let’s Communicate and Create
We can go out with our children to explore our neighborhood, drawing a map inspired by the map in the book.
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Let’s talk...
About experiences: We can follow the journey of the dinosaur and his friend Jojo, engaging with children about the places he visited, his behavior, his feelings, and the risks he This is an opportunity for us to accompany them on their journey and learn from their experiences.
About desires: We can talk about the places the dinosaur might want to visit and the activities he might want to do. We should encourage our child to suggest other places from their own experiences and ask them about the places they want to visit and the things they want to do.
Empowering the child and fostering a sense of capability and independence: We can discuss tasks our child can do on their own and those where they may need our assistance, along with their accompanying feelings. We can identify tasks or skills our child wants to learn, such as putting on shoes or making the bed, and support them in achieving those goals.
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Let’s have fun and play...
“Where did the items hide?”: Let’s play the game “Hot or Cold.” We can hide the items and let the child search for them. We can guide them with the word “hot” when they are close and “cold” when they move away.
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Let’s enrich our language...
We can enrich our child’s language and encourage them to describe what the dinosaur did during his visits to different places. We can use precise verbs and nouns, adding new qualities. For example, we might say, “a huge dinosaur, tall buildings…”
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Let’s create...
A growth chart: we can choose a wall in the house and mark the child’s height on it. We can select pictures of our child at different ages and stick them in a long album, creating a growth chart from sturdy cardboard and decorating it. We can discuss our child’s abilities at each stage from birth to today and talk about things they would like to develop.
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Let’s talk...
About desires: The little owl understands what he likes, such as sledding, eating ice cream, and adding numbers. We can talk to our child about the things they like and want to do.
About expressing feelings: The little owl tried various ways to get rid of the scarf. We can ask our child why he did that and suggest alternative ways to express dissatisfaction or displeasure to parents.
About participating in decision-making and choices: The owl mother decided to involve her child in choosing the scarf he wants. We can talk to our children about situations where they participate in decision-making, such as choosing clothes, toys, household chores, and situations where they don’t participate in making choices. Ask them: How do you feel? How would you like us to act?
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Let’s communicate...
We can spend some quality time with our child on a nature walk or a trip to a nature reserve, like Al Hula Reserve, where we can learn about different bird species, especially during their migration season.- The owl mother knitted the scarf for her child. We can enjoy preparing a product with our child, like making an owl doll from old clothes.
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Let’s enrich our language...
The little owl accurately expressed his dislike for the scarf using appropriate adjectives. We can play a guessing game with our children, saying, for example, “I see something tall, green in color…” and let the child guess. We ensure the use of precise qualities for the item or thing that our child will understand.
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Let’s act out and create...
Let’s talk to our child about situations where they feel frustration or anger. The scenario helps us think together about ways to alleviate their feelings and use appropriate social expressions.
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Let’s Talk
- About the sense of capability as children mimic the movements of various animals. We can talk to our child about tasks they can now accomplish that they couldn’t before. We can also boost their sense of capability by saying, “Yes, you can!”
- About Play: The book is interactive and encourages movement and play. We can talk with our child about the games they enjoy and introduce them to games we used to enjoy in our childhood.
Save
Let’s Enrich our Language
The book is rich with action verbs and body part names like arms, legs, feet, neck, etc. We can facilitate their use in our daily lives to describe body parts and movements, encouraging the child to describe their actions.
Save
Let’s Explore
We can explore different sources for information about the animals mentioned in the book: their types, food, and living habits. Also, we can enjoy watching a documentary with our child.
Save
Let’s Create
The book employs the well-known collage technique of the illustrator Eric Carle, creating a beautiful composition of cutouts, fabrics, newspapers, and household materials.
Save
Let’s Play
We can play the “Animal Yoga” game together, mimicking the movements of the various animals mentioned in the book, and adding other animals!
Save
Let’s talk...
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.
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Let’s search and be initiative...
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.
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We can look...
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.
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We can read...
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.
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We can follow...
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.
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We can ask...
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?
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We can talk...
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.
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About independence...
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?
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We exchange roles...
We exchange roles: the parents act out the children’s role, and the children act out the parents’ role. After that, we can talk about our feelings, our thoughts, and our behavior. We can listen to our children and try to understand what they think, how they feel and how they see us.
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A Tent...
A Tent: We can build a tent out of sheets and pillows with our children. We can read a bedtime story to our child.
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We can browse...
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.
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Let's imagine that...
Let’s imagine that we are an ant, what would the world look like to us? We may exchange roles in completing sentences, such as: If I were an ant, the bowl of water would have been a sea/ the ball would be a mountain/ the sneeze of our dad would be a storm! We can collect these sentences in a book that our child can add drawings to, and share with their friends.
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We can recall...
We can recall the experience of learning a new skill with our child, such as riding a bike, or crossing the street. What prompted him to learn this skill? Who helped him? How did he learn it? It is also nice to share with our child our experiences in learning skills such as using a computer or a mobile phone, etc.
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We can talk...
We can talk with our child about the things that he can do (such as assembling a certain number of puzzle pieces, preparing simple food, etc.), and about the things that he wants to do and is not yet able to. We point out that many skills develop during the course of our growth, as well as with practice.
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Together, we can...
Together, we can recall the situations that Fares went through during his day, and that led to the emptying of his bucket. How did he feel? We can talk about other situations that Fares would have encountered at home, in the street, and at school, which would empty his bucket.
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With our child...
With our child, we can remember the situations in which Fares felt that his bucket was full. How did Fares feel in every situation? Can we imagine other situations in which he feels his bucket getting full?
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How do we encourage...
How do we encourage and help others in our daily life? We can chat with our child about what they are doing and what they can do to achieve that.
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We can write...
We can write the title “We are a family that fills buckets” on a large paper, on which family members can record actions and words that help them fill buckets, such as saying thank you, helping with housework, sharing games with siblings, and others.
