الطفل وذاته

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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.

Let’s talk...

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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.

Let’s enrich our Language...

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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.

Let’s explore...

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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.

Let’s create...

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The book employs the well-known collage technique of the illustrator Eric Carle, creating a beautiful composition of cutouts, fabrics, newspapers, and household materials.

Let’s play...

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We can play the “Animal Yoga” game together, mimicking the movements of the various animals mentioned in the book, and adding other animals!

Let’s talk...

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About feelings:
we can recall Sugar’s feelings in different situations, and we can ask our child: How did she feel? How did she manage to get the apples and who helped her?

About disagreements: Sugar disagreed with her friend Mina over an apple. We can suggest another ending to their disagreement.We can ask our child: Have you ever disagreed with your friend? How did you overcome it?

About similar situations: Have you ever faced a difficulty? How did you handle it?

About situations: How should we interact with people with special needs?

Let’s enrich our language...

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We can look for new expressions in the book and explain them to the child, such as: landed on the ground, the sun was about to set, well-fed, swaying, and others.

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Words of encouragement: The bird helped Sugar and encouraged her saying: “Don’tworry Sugar, we will find another way. ”We can think with our children about phrases and expressions that can encourage us during difficulties, such as: “You can do it,”  “Ibelieve in you,” “What matters is that you keep trying.”

What am I good at? We can draw our child’s hand on paper and think together about characteristics that make them special and skills they are good at, and record them in the hand drawing.

Let's share...

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We can prepare food together using apples, such as: cake, pie, juice, or cut up an apple and enjoy eating it together.

Let's practice...

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We can train our kangaroo jumps; we can try jumping on one leg, then on both legs, forward,backward, and so on.

Let's research...

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We can learn about the kangaroo: What are its characteristics? Where does it live? What does it eat? We might want to draw it and design a pouch for it from paper or fabric.

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About feelings: We can track different situations that happened with Mina: How did she feel? And how would you feel if you were in her place?

About similar experiences: We can ask our child: Have you faced difficulty in learning? How did you overcome it? And did you try to ask for help?

About our superpower: We can talk with our child about their unique abilities and characteristics.We can write them down and encourage them to ask siblings, relatives,and friends about the special qualities and abilities they see in them.

Let’s enrich our language...

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Let’s clarify new words and expressions: extraordinary, somersault, shake, guessed, and others.

Let’s create...

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We can choose a new word together from the story and discover different ways to learn it.We can sing it, draw it, and act it out.

Let’s explore...

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In our Arabic language, both colloquial and classical, there are many names for objects, creatures, or places that begin with the word “Um” (mother), such as Um Arba’a wa Arba’een(Ladybug), Um Al-Qura (mother of villages-Mecca). We can explore other names

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.

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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.

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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.

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About situations and feelings: we can ask our child: Why was the frog running away?How was he feeling? What was he thinking? What helped him? What did he need to stop running?

About experiences and new places: we can ask our child: Have you ever been somewhere new? How did you feel? How did you act? What helps you overcome anxiety and face challenges?

Let's explore and enjoy...

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The illustrator used collage technique in the story’s illustrations. Let’s examine the drawing sand try to spot other creatures hiding in the picture. Let’s search for them and name them.

Let's research and explore...

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Two types of frogs were mentioned in the story: marsh frogs and tree frogs. What’s the difference between them? What are the characteristics of each?

Let’s explore the different stages of frog development.

We can also visit the forest, valley, or nearby public park to observe different living creatures and try to imitate their sounds.

Let's play together...

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Let’s practice our frog jumps, imagining our house floor is the marsh, then build a path using pillows and rugs as stations, moving between them as frogs do in the marsh.

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...

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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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What makes us grumpy? We can clarify with synonyms like dissatisfied, upset, resentful, irritated, sad, sulky, or in a bad mood.

How does my body feel when I’m grumpy? What about my facial expressions?We can share our experiences with our children and encourage them to share theirs.

What are things that help me calm down? For example: waiting a little, hugging, playing, talking to a friend, drawing, etc.

Let's research...

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Let’s examine the illustrations to find clues about the bird’s feelings. We can observe how different colours express emotions.

Let's communicate...

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We can play “Imitate My Move:” Each time the child makes a move, family members copy the child’s movements, adding new ones and taking turns.

Encouraging helping others: We can motivate our children to offer assistance, using phrases like “Do you want help?” or  “Can I help?” We can also encourage them to take care of neighbourhood animals by providing water or food.

Let's discover...

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We can observe birds in our garden or neighbourhood and research their names.

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 plot: We can observe the details of the illustrations, and encourage our child to describe them, follow the events, and make connections. We notice changes in the sea scene, the girl, and the birds, describing the girl’s feelings each time.

About personal experiences: Have we experienced similar feelings? How and when? We can recall our journeys, adventures, moments, and various experiences.

About seas and nature: What does the sea remind us of? Which seas have we visited? What other natural places do we know? We can compare them: how are they similar or different?

Let’s enrich our Language...

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Description and comparison: We can describe the girl’s features and the feelings she expresses. We can compare them in each scene.

Birds: We can pay attention to the birds in the drawings, think about their relationship with the girl, and learn about their characteristics and advantages.

Names: We can suggest a name for the girl, think about our own names, who gave them to us? We try to remember the stories and meanings behind our names.

Actions: We can observe the girl’s movements and name them. We can also perform similar actions.

Let’s play...

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The book stands out as the illustrations tell the story without words. Let’s play “Pictionary.” We can agree on signals that indicate things and guess them through movements.

Let’s explore...

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Seas: we can visit a nearby sea, look at the sunset or sunrise, observe the waves, and enjoy the beach sand. We can look for scientific information: How are waves formed? What marine life lives in the sea and what distinguishes them?

Nature: We can choose a natural place for a shared We can visit it, appreciate its details, listen to the sounds, get to know the creatures, describe and play together. We may search the internet and encyclopaedias for information about the place before or after the visit.

Let’s create...

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Paintings of nature: we can collect materials from nature during our outing and create paintings to decorate our home. (Paintings from seashells, mountain stones, or garden leaves).

Our book: we can document our moments with pictures and compile them into a book for the story of our enjoyable journey. What do we want to add to it?

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 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.

Let’s create...

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“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.

Let’s enrich our language...

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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.

Let’s learn and play...

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We can recall childhood games with our children, building houses from pillows and blankets. We can role-play and exchange roles.

Let’s Communicate and Create

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We can go out with our children to explore our neighborhood, drawing a map inspired by the map in the book.

Let’s talk...

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About new beginnings: we can talk to our children about the feelings they had when they encountered new experiences such as their first day at school, a new class, or a friend’s birthday. We can explore ways that helped them adapt together.

About diverse experiences: The box captured for us rituals and family experiences, such as arranging winter clothes, playing in the courtyard, enjoying ice cream, preparing thyme pies (Manaquesh), and playing with the box. We can ask our child: Which rituals resemble those in our home, and which ones are different? We can describe them together.

Let’s play...

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Let’s use our imagination and guess! We can sit in a group, and each person takes turns silently acting out an object (such as a cup, cat, lion, hammer), and others have to guess what this object is, and so on (time can be specified).

The magic of imagination: We can gather various objects (like hat, a pot, a scarf…) and explore diverse uses for the object, or imagine it as something else.

Let’s create...

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Recycling: The book sheds light on the topic of recycling. We can also create a bag from old pants for example, or plant pots from pickle jars, etc.

Let’s enrich our language...

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We can choose another object as the “hero” of the story, such as a bag or clothes, and we can creatively write a story about it from its perspective.

Let’s talk...

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Fun experiences: We can follow the drawings and accompany the girl and her dog on their journey in nature. We can list the things the girl did, asking our child about the activities they would like to do and the places they would like to visit in their nearby surroundings.

Gratitude and giving thanks: We can talk to our child about gratitude. Together, we list the blessings, starting with ourselves and our social relationships, then moving on to nature and our surroundings.

Let’s create...

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Drawing the world around us: We can gather coloured paper and pens, go outside to the garden or street, and “hunt” for colours. We can suggest to our child to draw lines in the shape they choose and select colours that resemble what they see in the world around them. After finishing the drawing, we can hang it in our child’s room.

Let’s initiate...

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We communicate and preserve nature: We can think of small actions that can make the world around us a little more beautiful. We can plant some flowers in the neighbourhood, keep nature clean during our walks, plant trees, or take care of a tree in the nearby nature throughout the year.

Let’s enrich our language...

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We enrich our vocabulary and introduce our children to the world of animals and their categories—insects, mammals, amphibians, reptiles, birds, and more.

Let’s explore and communicate...

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Camping trip in nature: We can explore our country, admire its landscapes, learn about its plants, and listen to its sounds.

Let’s talk...

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About trying and experimenting: The bear planted seeds that blossomed into similar flowers, except for one plant that didn’t bloom. Nevertheless, he didn’t give up, he took care of it, and provided all the necessary conditions. We can ask our child: Have you ever tried something and didn’t get what you wanted? How did you feel? What did you learn? Did you change something during your attempt, as the bear did?

About differences: Children enjoy planting seeds and observing their growth. This is an opportunity to talk to our child about the conditions for the growth of each type of plant (the amount of water and light it needs) and about what is common and different in the growth of each type.

About different perspectives: We can follow the drawings in the story and compare the rabbits and the bear. We can ask our child what the bear might be thinking about the plant, and what the rabbits might be thinking. Why do they have different ways of thinking?

Let’s enjoy leaning...

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Caring for plants requires the ability to wait and to be patient, a skill which our child may still lack. We can support them in developing this skill by agreeing to perform specific daily tasks that suit their abilities, such as watering the plant or measuring its height with a small ruler and marking it. Imagine how happy your child will be when they share in making a healthy dish from vegetables they planted in a pot on the balcony or in a garden bed!

Let’s enrich our language...

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In the book, there are two stories happening at the same time. We can enhance our child’s narrative ability by thinking up stories. We can look at the drawings and creatively add alternative endings of our own.

Let’s talk...

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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.

Let’s have fun and play...

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“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.

Let’s enrich our language...

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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…”

Let’s create...

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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.

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 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?

Let’s communicate...

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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.

Let’s enrich our language...

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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.

Let’s act out and create...

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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.

Let’s Talk

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• 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.

Let’s Enrich our Language

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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.

Let’s Explore

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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.

Let’s Create

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The book employs the well-known collage technique of the illustrator Eric Carle, creating a beautiful composition of cutouts, fabrics, newspapers, and household materials.

Let’s Play

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We can play the “Animal Yoga” game together, mimicking the movements of the various animals mentioned in the book, and adding other animals!

Let’s Talk

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• About the title: we can ask our child what is meant by “Book of Questions.”
• About Nature: The children explore nature in their immediate surroundings, engaging in a conversation about their favorite places in nature and the similarities and differences between the nature they see and the one presented in the book. We can ask them: How do you feel when we go on a hike in nature?

Let’s Create

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• “My Little Treasures” – each time our family goes on a hike in nature, we can gather things that pique our children’s curiosity and amazement, and we can talk about them together.
• The book’s illustrations capture scenes up close and from a distance, using collage techniques. With our child, we can color and cut colored paper in various shapes, forming a collage of the surrounding nature by pasting the paper cutouts onto a cardboard sheet.

Let’s Play and Have Fun

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We can listen to the sounds of nature, discovering them, and engaging in a relaxation and meditation activity afterward.

Let’s Explore

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We can ask questions about natural phenomena, searching for answers with our child: Why doesn’t the moon fall? How are stars formed? Why do tree leaves fall?

Let’s Enrich our Language

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• The book is rich in thought-provoking questions, full of imagination, similes, and metaphors. For example: “Is the soil the skin of the world?” We can talk with our child about the similarities and differences between soil and skin, and why the children used this metaphor. We can ask our children to count the similarities and differences in each question.
• We can also create questions in the style of the children’s questions: Are leaves the hair of trees…? Are stones…?

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.

You can go over...

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You can go over the book with your children and enjoy looking at its illustrations.

Can you spot...

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Can you spot the apple on every page? Some of the objects and animals remain constant, while others change position. Which are constant? Which are in motion?

It is hard...

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It is hard for some children to wait until parents finish their tasks, or to wait until play time comes. We can help the children to wait, by using an analog clock with hands. If the children know in advance when their “waiting time” will end, it will help them increase their ability to wait.

Have you noticed...

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Have you noticed that the mouse is smiling almost throughout the book? How do you think it feels while waiting patiently?

We all lose...

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We all lose our patience at times, waiting on line at the cashier, or getting stuck in traffic. You may like to share an experience with your child in which you finally made it after having waited for something for a long time. What ‘gift’ did you get at the end of the long wait?

You can choose...

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You can choose a toy you have, that is from the story, and illustrate what happened to it in the story in front of family and friends.

Let‘s make an apple pie...

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Recipe:

3 cups of flour

1 cup of yogurt

2 eggs

200 gr of margarine without salt

1.5 cups of sugar

5 grated apples

• Teaspoon of cinnamon powder

The procedure:

Make a whole in the middle of the flour and place one beaten egg.  Add sugar, yogurt, and melted margarine. Mix them all together until it becomes doughy and leave it in the fridge for half an hour.

Divide the dough in half. Flatten one-half into a disk, add the grated apple with cinnamon. Then flatten the other half on the top. Brush the surface of the dough with a beaten egg and bake it. Enjoy!

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,”

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 the plot: We can follow the text and graphics and talk about the different characters and compare them, before and after entering the hat shop. We can ask the children: What has changed? What are their characteristics before and after entering the shop? How did this come out in the drawings? What do you think the hat seller told them so they would change?

About feelings: The feelings of the characters in the story have changed. We can follow the text and drawings and talk about the feelings of the characters. We can name the feelings and ask our children: In what situations do you experience these feelings? We can also share with them situations from our lives that made us feel the same way.

About our personality traits: The hats were able to highlight the hidden traits and change each personality. We can ask our children: What qualities do you like about yourself? Which quality would you like to stand out or change about your personality?

About dreams and wishes: Each person in the story wore a hat suitable for their beautiful dream, or for their desire and need. We can ask our children about their dreams, desires and wishes.

Happiness: The people of the city lived in a state of happiness while wearing the hat. We can ask our children: why do they feel that, in your opinion? What makes you feel happy?

Let’s enrich our Language...

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New words and expressions appeared in the story, such as: standing upright; they fell asleep; Achievement; Heavy silence. We can explain them to our children and use them in our daily lives.

Let’s play together...

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The wizard’s hat is a popular hat. With our children, we can search the Internet for fun games that we can play with the help of the hat.

Let’s create...

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We can design a hat with our children which has a personal touch.

Let’s explore...

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There are many types of hats that refer to religious, cultural, popular, and political symbols. We can search the web for the types of hats and their symbols. Through it, we will get to know the different people and cultural symbols.

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...

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About feeling confused: With our child, we can discuss the mixed feelings of the monster. We can ask them: Why do you think the color monster woke up confused and excited? Have you ever felt this way?

About colors and feelings: The color monster chose a color that embodies her feelings every time. We can have a conversation with our child about colors and feelings and we can ask them: Which colors represent your feeling of joy? anger? Sorrow? What do you do when you feel this emotion?

About the connection between feelings and behaviour: With our child, we can have a dialogue and ask them: What changes in your body when you feel happy? angry? nervous? frightened? What do you do when you feel these emotions?

About the feeling of love: We can look at the drawings on the last page and search for an embodiment of the meaning of love. We can talk to our child and ask them: How do we feel that we are loved?

Let’s enrich our Language...

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The book is rich in emotional vocabulary, which we may not use in the context of our spoken language. This generally limits our ability to express our feelings and even our awareness of them. We can include the use of emotional vocabulary in our daily lives to enrich our child’s ability to be aware and express feelings.

Let’s create...

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We can prepare a jar of feelings with our children, and we can include it as a ritual in our daily schedule, so that every day we can choose colorful cards that embody our feelings during the day: I felt happy when… I felt angry when… I felt nervous when… Then we can discuss those feelings together.

The drawings in this book adopt the technique of collage. By using scraps of paper and newspaper, we can prepare various faces and paintings with our children. These could be funny, happy, sad, or angry.

Let’s communicate...

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With our child, we can choose a daily “meditation” ritual that helps us relax, be aware and listen to our feelings, and relieve stress when we are angry or afraid.

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...

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About feelings: Tilda was happy at the beginning of the story, and suddenly she felt upset and anxious, and her feelings were reflected in the drawings. We can follow the drawings and ask our child: How does Tilda feel? Why did her feelings change? How were her feelings reflected in the drawings? Did you ever feel down? how did you feel? Who supported you?

About sources of strengths: Tilda felt happy at the beginning of the story. We can ask our child: What are the things that make Tilda happy? What are the things that make you happy? We can share life experiences in which we felt failure and despair with our child. We can talk about the things that helped us overcome them, such as talking to people who are important to us and relying on memories of interesting experiences in our lives.

About sources of strengths: Tilda felt happy at the beginning of the story. We can ask our child: What are the things that make Tilda happy? What are the things that make you happy? We can share life experiences in which we felt failure and despair with our child. We can talk about the things that helped us overcome them, such as talking to people who are important to us and relying on memories of interesting experiences in our lives.

Let’s try and achieve...

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We try so we can achieve more: With our child, we can identify a number of goals or challenges that they want to achieve, with a set time period. For example, having goals for household chores, such as: making the bed or organizing the closet at a record speed; commitment to throwing out the garbage; Cleaning the table – and other goals they may want.

Let’s enrich our language...

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We can enrich our children’s emotional dictionary with motivating words that we adopt in our dialogues with them, such as: be strong; continue in this way; you did well; amazing; Blessed are your efforts; Be what you want to be; be as you will; you are brave; you’re great.

Let’s explore...

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Tilda learned a lesson from the little ladybug. We can look at one of the living creatures around us with our child. Which ones can we learn specific skills or qualities from, that may motivate us to keep trying?

Let’s create...

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With our children, we can bring cards on which we write words of encouragement, or we record the things that our children can do and make them feel empowered and happy, and put them in a jar. Children then can read a card every day, to instill in them a sense of ability and strengthen their emotional immunity.

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 feelings: The cat hid in different place every time. If you were the cat, where would you hide? Who would you like to search for you? Who would you like to find you?

About passion and love of knowledge: Our encounter with living creatures in the book can be interesting and can excite us. Together with our children, we can imagine that we met the cat. What do we like to know about it? What do we like to ask it?

About our favourite games: We can share the games we enjoyed in our childhood with our children, and we can also play with them.

Let’s create...

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The book employs the collage technique by using sewing. We can make a special book for our child, using fabrics, buttons, and old clothes. Together, we can choose the animal we want to hide.

Let’s learn and have fun...

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We can browse through the book, counting the animals on each page with our children. We can also allow the child to count independently.

Let’s enrich our language...

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The book is rich in vocabulary and linguistic concepts, such as: runs; creeps; tub; enormous. We can explain them to our children while reading, and we can talk about them afterwards as well so we can use them in our everyday life.

Let’s have fun and play together...

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We can enjoy the company of children by searching for the orange cat.

The game of hide-and-seek is presented in the book. We can play it with our kids at home.

Let’s explore...

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Unfamiliar animals in our nearby environment appeared in the book, such as a deer, a dolphin and a crab. We can learn about living creatures, and with our children, we can search for information about them. We can classify them into the following: sea creatures; insects; birds; Predators; Pets.

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.

Let’s talk...

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About the magic glasses: We can discuss the emotions of different animals before and after wearing the glasses, asking questions such as “What did the animals feel?” “Why did they feel that way?” “How did their feelings change after wearing the glasses?” and “Why are they called magic?”

About negative (uncomfortable) emotions: We can talk with our child about situations that cause frustration, sadness, or depression and how to overcome them. What makes them feel like that? We can share our own experiences and feelings and help our child find what works for them.

About sources of happiness: We can talk with our child about the things that make them happy and satisfied. We can ask: what makes you happy?

Let’s communicate...

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We can create a morning ritual or practice with our child that helps us relax and start the day on a positive note, such as watering plants, doing breathing exercises, singing a favourite song, or sitting in the garden.

Let's create...

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We can make our own glasses using different materials and raw materials and invent special names for them.

Let’s enrich our language...

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The book features a range of emotions such as sadness, gloom, annoyance, and happiness. We can explore the emotional state of Pete, the cat, and other animals and accurately label their emotions. We can encourage our child to do the same, using these labels to describe their own feelings.

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 talk...

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-About the child’s passion for reading her book: The child is immersed in reading her book and cannot leave it. In your opinion, what is the book about? Is there anything that tells us that? What about the drawings? Is there something that attacks them and they cannot let go of?

-About reading habits at home: The child chose to read her book on a rainy day. We can ask our children: When would they like us to read to you? We can ask ourselves: Do we read as parents so our children would imitate us?

-About the types of books that our children prefer: With our children, we can try to remember books we have read, and we can ask them: Which books do they like? Why?

-The characters in the book: The child’s imagination is imbued with the heroes of the books she has read and communicated with. We can ask our children: Which book characters do they know and would like to have a conversation with?

Let’s act and play...

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-We can choose a fictional character that our child likes from one of their favorite books, or from this book, and we can act out the role of that character who tries to persuade the child to leave her book, and the role of the child who clings to the book.

-The drawings highlight many different games. We can choose a game and play it with our children at home.

Let’s create...

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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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