الصداقة

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 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 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.

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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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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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 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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