الطفل وذاته

Let’s talk...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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

نتحاور

• share
  • 
  • 
  • 
  • 

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

• share
  • 
  • 
  • 
  • 

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

• share
  • 
  • 
  • 
  • 

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

• share
  • 
  • 
  • 
  • 

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

• share
  • 
  • 
  • 
  • 

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

• share
  • 
  • 
  • 
  • 

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

• share
  • 
  • 
  • 
  • 

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

• share
  • 
  • 
  • 
  • 

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

• share
  • 
  • 
  • 
  • 

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

• share
  • 
  • 
  • 
  • 

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

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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

Let’s create...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

“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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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

• share
  • 
  • 
  • 
  • 

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

Let's talk...

• share
  • 
  • 
  • 
  • 

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

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

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

Let's create...

• share
  • 
  • 
  • 
  • 

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

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

Let's communicate...

• share
  • 
  • 
  • 
  • 

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

Let’s talk...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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

Let’s talk...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

“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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

“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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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

• share
  • 
  • 
  • 
  • 

• 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

• share
  • 
  • 
  • 
  • 

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

• share
  • 
  • 
  • 
  • 

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

• share
  • 
  • 
  • 
  • 

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

• share
  • 
  • 
  • 
  • 

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

• share
  • 
  • 
  • 
  • 

• 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

• share
  • 
  • 
  • 
  • 

• “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

• share
  • 
  • 
  • 
  • 

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

Let’s Explore

• share
  • 
  • 
  • 
  • 

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

• share
  • 
  • 
  • 
  • 

• 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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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

Can you spot...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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

We all lose...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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

Let’s talk...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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.

كتاكيت: الفانوس في الحضانات

• share
  • 
  • 
  • 
  • 

عن الكتاب:

يعترض دبدوب على طلب أبيه أن ينفصل عن ألعابه ويذهب إلى النوم؛ لكنّ الأب يحوّل الموضوع إلى طقس ظريف يسهّل استعداد صغيره للنوم من خلال تقليد قبلات الحيوانات المختلفة.

على فكرة:

• في عمر السنتين، يريد الطفل اتّخاذ القرارات والتصرّف لوحده، وكثيرًا ما يعترض على طلبات أهله. يعطينا الأب نموذجًا لاعتبار قرار الطفل بعدم تقبيله واحترام حدود جسده، وإعطائه مساحة للتعبير عن ذاته، واحتواء انفعالاته العاطفيّة بشكلٍ مرن وهادئ.
• انفصال الطفل عن ألعابه ونشاطه خلال النهار يثير توتّر أغلب الأطفال. إنّ القيام بطقوس ثابتة تخفّف من قلقهم، وتمنحهم شعورًا بالسيطرة والطمأنينة.
• في القصّة علاقة دافئة بين االدبدوب وأبيه، وفي الواقع يفتقد العديد من الأطفال حضور الأب في البيت. نتيح المساحة للأطفال للتعبير عن مشاعرهم، ونُبرز مكانة المربّية الحاضرة في حياة الطفل، أُمًّا كانت أم جدّة أو غيرهما.

بعد القراءة

في الحضانة: 

• نتحادث: في مجموعة صغيرة، نتحادث مع الأطفال حول طقوس النوم الخاصّة بهم.
• نثري لغتنا: نقرأ الكتاب ونركّز على مفردات مثل: كبير وصغير، غضبان، يقبِّل وينشِّف، ونشجِّعه على استعمالها في حديثه.
• نبدع: نُحَضِّر مع الطفل دمية “دبدوب” من جورب صوفٍ، ونتعرّف على ملمس الموادّ.
• لوحة القُبلات: نعلّق في مدخل الحضانة لوحة عليها صور لقُبل الحيوانات. نشجّع الأهل على سؤال الطفل قبل دخوله الحضانة: أيّ قُبلة تختار اليوم؟

 مع العائلة:

• نتحادث: حول خطوات الاستعداد للنوم. يمكن تصوير الطفل في كلّ خطوة، وتعليق الصّور ليستدلّ بها الطفل كلّ ليلة.
• نلعب: نتعرّف على الحيوانات المذكورة، ونقلّد حركاتها. اللّعب المرح مع طفلنا يوطّد علاقتنا معه ويعزّز مهاراته العاطفية..
• نثري لغتنا: نستعين بالدّمية لنمثّل نشاط الحمّام والاستعداد للنوّم مستخدِمين الأفعال والتعابير ذات الصلّة كي يذوّتها الطفل ويستخدمها في سياقاتٍ حياتيّة مختلفة.

نشاط مع الأهل

• share
  • 
  • 
  • 
  • 

• في كلّ صفحةٍ يقبّل فيها الأب ابنه كما يقبّل حيوانٌ صغيره، يختبئ رمزٌ يدلّ على هذا الحيوان. قد يكون في لوحة معلّقة على الحائط، أو في ثياب الأب. يمكننا أن نتتبّع مع طفلنا هذه الرّموز، ونشجّعه على اكتشافها.
• لا شكّ في أنّ طفلنا سيضحك كثيرًا إذا رافقنا قراءة القصّة بتقبيله كما يفعل الأب في القصّة!
• كيف يقبّل القطّ الصّغير أباه وأمّه؟ وما رأيكم في قبلة النّحلة مثلًا؟ قد يتمتّع الطّفل باقتراح حيواناتٍ مختلفة، واختبار قبلاتها!
• قبلة الفأرة لها شوارب، وقبلة القرد نطّاطة وملتويّة! يعجّ النّص بأوصافٍ حسّيّة مرحة للقبلات، ممّا يُغني خيال الطّفل، ولغته الوصفيّة، وخبرته الحسّيّة. من الممتع أن نفكّر معًا بأوصافٍ لقبلات حيواناتٍ جديدة.
• يرفض دبدوب أن يبدأ الاستعداد للنّوم، كما يفعل العديد من الأطفال الّذي يستصعبون أن ينفصلوا عن ألعابهم، ويحتاجون إلى مرافقتنا في هذا المعبر اليوميّ. يمكن أن نتحادث مع طفلنا حول أهميّة النّوم لعددٍ كافٍ من السّاعات، وفي ظروفٍ مريحة لجسمنا.
• يمكننا أيضًا أن نستذكر مع طفلنا طقوس استعداده للنّوم. ماذا يحبّ؟ وماذا لا يحبّ؟ قد نرغب بأن نشاركه ما يساعدنا نحن على التّهيّؤ للنّوم، مثل احتساء شرابٍ ساخن، أو قراءة كتاب، وغيرها.
• قد نرغب في أن نبني معًا “علبة القبلات في عائلتنا”. يمكن أن نزيّن علبةً كرتونيّة أو خشبيّة بقبلاتٍ يطبعها أفراد العائلة، مستعينين بقلم شفاهٍ صارخ اللّون. هذه علبة جميلة لخزن أغراضٍ عزيزة على قلب طفلكم!

أفكار لدمج الكتاب في الصّفّ

• share
  • 
  • 
  • 
  • 

الفانوس اللّغويّ

• share
  • 
  • 
  • 
  • 

المربّية العزيزة،

توفّر الكتب فرصًا لإثراء كافّة المجالات لدى الطفل: المعرفيّ والشعوريّ والحركيّ والإبداعيّ. بالإضافة إلى الأنشطة المقترَحة للأهل مع الكتاب وفي موقع مكتبة الفانوس، وإبداعات المربّيات الفنيّة، نخصّص هذا الرّكنَ لإضاءاتٍ  في التربية اللغوية يمكن أن تتيحها القصص المقترَحة ومن شأنها أن تساهم في تنميَة مهاراتٍ لغويّة عبر سياقٍ حيويّ يعني الطفل.

ماذا في الكتاب؟

في نظرة:

• الرّسومات تعبّر عن مشاهد حركيّة، توفّر فرصةً للحوارات الوصفيّة وللحديث عن ظروف المكان والعلاقات المكانيّة والاتّجاهات (الدبدوب أعلى الأب، في حضنه من الأسفل، كفّ الدبدوب على فم والده، ذراعا الأب مفتوحتان إلى اليمين واليسار… إضافةً إلى أشكال القبلات المختلفة للدبدوب)..
• ثمّة علاقةٌ بين كلّ صورة وطبيعة الحيوان الذي يصف النصّ قُبلته: فرصة لنبحث عن العلاقة وصفًا ونقلّدها حركيًّا.
• أحجام الدبدوب الطفل والأب، وألوان صوَرهما مفتاحٌ لتنمية القدرة على المقارنة.

في قراءة:

• النصّ غنيٌّ بمفرداتٍ جذّابة خاصّةً أسماء الحيوانات وأوصاف القبلات.
• النصّ غنيّ بالأفعال الماضية والمضارعة، وبالأفعال الحركيّة والصّوتية.
• المفردات سهلة وسلسة. وبعضها يمكن التعبير عنها في حركاتٍ جسديّة.
• ثمّة كلماتٌ مسجوعة، تحديدًا في بدايات النصّ.

نقترح:

• استثمار الفرصة لتطوير حواراتٍ وتنمية الكفايات اللغوية: إغناء القاموس اللغويّ والشعوريّ ومهارات التدواليّة: الوصف والمقارنة بشكلٍ خاصّ.
• التعرّف إلى صيَغ الماضي والمضارع مع الضمائر المختلفة (صيغة الفعل فقط دون داعٍ لتسمية الزمن. يمكن القول مثلًا : أمس ناولتُ والآن أناول، أمس ضحكنا والآن نضحك…).
• تطوير ألعابٍ لتنمية مهارات الوعي الصّوتيّ: تمييز السّجع والاستمتاع به، ومعرفة الحروف.
• تطوير ألعابٍ تجمع بين المفردات والحركات المعبّرة عنها.

قبل الانطلاق:

• ضمن باب الإقبال على الكتاب في المنهج اللغويّ نبتغي أن يتعرّف أطفال الرّوضة على النصّ والرّسوم التوضيحيّة ويفسّروا العلاقة بينهما.
• في مجال الكفايات اللغويّة نسعى أن يُثريَ أطفال الرّوضة قاموسَهم اللغويّ، أن يميّزوا انفعالاتٍ مختلفةً من خلال النصوص المسموعة، وأن يتحدّثوا مع البالغين حول موضوعاتٍ مختلفة. والنصّ يتيح حواراتٍ عاطفيّةً، عن تجارب خاصّة.
• في مجال معرفة الحروف ينبغي أن يميّز أطفال الروضة قسمًا من الحروف ويلائموها لصورتها. لذا نحرص مع كلّ كتابٍ أن نتعرّف إلى بعض الحروف الواردة فيه.

 تعالَوا نتحدّث:

• نتحاور حول الصّور والنصّ. نصِف ما تعبّر عنه الصّورة ونقلّده بحركاتٍ ملائمة.
• نتحدّث عن شعور دبدوب، عن الغضب من تعليمات الأهل، متى نحسّه؟ ونتحدّث عن انفعالاتٍ ومشاعر مختلفة. ماذا نحسّ لو حدث موقفٌ ما؟
• ماذا كان يمكن أن يفعل دبدوب أو يقول ليقنع والده بعدم النّوم؟ (مثل هذا السؤال يهدف إلى تنمية مستويات التفكير المتعددة).
• نصِف الشخصيات المذكورة وقبلاتها، نفكّر في حيواناتٍ أخرى وأشكالٍ أخرى ممكنة من القبلات.

• لنتذكّر: نحرصُ على طرح أسئلةٍ مفتوحةٍ كمشكلةٍ نسعى ليشاركنا الأطفال بحلّها، كي نتيح إمكانياتٍ أوسع للتعبير. ونحرص على تقبّل واحترام كلّ الإجابات.

حفل الكلمات:

غضبان، قبلة، قبلات، يعانق، دَبِقة، يُطبق فكَّيه، وطواط، زمجرَ…

• نختار مع الأطفال المفردات/ العبارات/ المقولات التي جذبت الأطفال، ننتقي مفرداتٍ شعوريّةً أو عباراتٍ وصفيّة، ونخصّص ركنًا للاحتفاء بها، ونطوّر حولها أنشطة لإغناء القاموس اللغويّ للطفل، نرسمها، نقلّدها، نتحدّث عن أمورٍ تتعلق بها، قصص وردَت فيها…
• نلعب مع كلمات من نفس الجذر في أوزانٍ مختلفة لتنمية الوعي الصّرفيّ (مثلا: دب- دبدوب).

 الوَعي الصوتيّ ومعرفة الحروف:

• نقطّع الكلمات، نتحرّك مع المقاطع وفق وصف القبلات.
• نميّز النغمات ونبحث عن نغماتٍ متشابهة بين الكلمات في النصّ.
• نتوقف عند الكلمات المسجوعة ونخمّنها، وننتج سجعًا إضافيًّا.
• نختار حروف “دبّ ودبدوب”، نلعب مع الدّال والباء، نغنّي للحرف، نكتب كلماتٍ يتواجد فيها، نقفز إلى حلقاتٍ فيها تلك الكلمات.

 الوعي الصّرفيّ:

• نلعب على نمط “برّ- بحر” ألعابًا في تصريف الأفعال بين الماضي والمضارع. في قسمٍ منها أمس والقسم الثاني اليوم، ليتحرّك الأطفال إلى الضّفّة الملائمة للفعل المذكور.
• نلعب مع الأوزان، وننتج كلماتٍ من ذات الوزن )دبّ- دبدوب، حبّ- حَبحوب، جبّ- جَبجوب). مثل هذه اللعبة تضفي أجواءً من المرح والمتعة وتنمّي مهارات الوعي الصّرفيّ وإدراك العلاقة الصرفية.

الكفايات اللغويّة:

• نقارن بين الصّورة والنصّ، ونعبّر عن حركات الدّبدوب بالكلمات.
• نتوزّع في فريقَين: فريق يقوم بحركاتٍ بجسده، وفريق يصِف الحركات بالكلمات ثم نتبادل الأدوار. (لتطوير التداوليّة والوصف).
• نتخيّل حيواناتٍ أخرى ونتخيل قبلاتها، نصفها ونقلّدها.

ماذا أيضًا:

• نحضّر صوَرًا تعبّر عن حركات، نكتب مع الأطفال الكلمات التي تعبّر عنها ونضيفها إلى مركز الرّياضة.
• نرسم قبلاتٍ لحيواناتٍ نختارها ونكتب اسم الحيوان.
• نصوّر حيواناتٍ أو نطبع صورها من الإنترنت، ونضيف أسماءها لنُعدّ موسوعةَ الحيوانات المحبوبة.
• نعدّ كتابَ القبلات من رسومات وأوصاف الأطفال، ونتركه بين متناول أيدي الأطفال.

لنتذكّر: هذه الإضاءة مختصّةٌ بالمجال اللغويّ وحسبُ، لذا نقترح على المربّيات متابعة المقترحات الموسعة عبر موقع مكتبة الفانوس.

عملًا ممتعًا..

إعداد: أنوار الأنوار- مرشدة قطريّة ومركّزة التربية اللغويّة في رياض الأطفال العربيّة

Look through the...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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

Let’s communicate...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

-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...

• share
  • 
  • 
  • 
  • 

-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...

• share
  • 
  • 
  • 
  • 

Let’s talk...

• share
  • 
  • 
  • 
  • 

-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...

• share
  • 
  • 
  • 
  • 

-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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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

Let’s talk...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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

We can talk...

• share
  • 
  • 
  • 
  • 

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

About independence...

• share
  • 
  • 
  • 
  • 

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

We exchange roles...

• share
  • 
  • 
  • 
  • 

A Tent...

• share
  • 
  • 
  • 
  • 

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

We can browse...

• share
  • 
  • 
  • 
  • 

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

About feelings and desires...

• share
  • 
  • 
  • 
  • 

About feelings and desires: We read the story several times. We can talk about the feelings of the crow and the other different birds from the beginning to the end of the story. We can then ask the children: How does the crow feel, and what was his desire? How do the birds feel, and why do they feel this way? How have the feelings of the crow changed, and why?

About praise and compliment...

• share
  • 
  • 
  • 
  • 

About praise and compliment: The crow approached the different birds and praised them. We can follow the events and explain to our children what it means to praise or compliment the other. We can give an example to our children, such as praising them, and helping them praise their siblings and friends, such as saying: I like that you say “please” after a request.

About empowering the child...

• share
  • 
  • 
  • 
  • 

About empowering the child, their qualities, abilities, and characteristics: The crow was not satisfied with his characteristics and unique qualities. We can talk with our children about moral and ethical qualities that we love about them, and what distinguishes them. We can talk to them about their immediate capabilities, and ask them what they can do, and that they – despite being young – are capable of, and about their changing abilities. We can ask the children to talk about the things they couldn’t do before but can do now, and about the things they can’t do but will be able to do in the future.

We can discuss...

• share
  • 
  • 
  • 
  • 

Happiness: The crow approached different birds, thinking that they are the happiest birds in the world. We can discuss the concept of happiness with our children. We can ask them: When did you feel that you were the happiest of children? What makes you happy? How do we make ourselves happy? How can we make others (such as siblings and parents) happy?

Freedom...

• share
  • 
  • 
  • 
  • 

Freedom: At the end of the story, it became clear to the crow that being free makes him the happiest bird. What does it mean to be free? When do you feel free?

We can go out...

• share
  • 
  • 
  • 
  • 

We can go out with our children on a tour of our nearby environment. We can observe the various birds in our surroundings, photograph them and search for information about them in bird encyclopedias or on the web.

The book is rich...

• share
  • 
  • 
  • 
  • 

The book is rich in vocabulary such as certain verbs, and the names, sounds and characteristics of various birds. We can explain those words to our children. We can count the names and sounds of birds, explain the qualities to children, and introduce them so they can apply them in their everyday context to facilitate their understanding and use.

With our children...

• share
  • 
  • 
  • 
  • 

With our children, we can bring a frame with pictures that highlight happy family experiences. We can decorate it together with story-inspired colors and hang it in the family room. The story’s drawings adopted various artistic techniques, such as collage, wood and watercolor painting, dotting, and blow painting. We can draw a common family portrait using various techniques

We can discuss...

• share
  • 
  • 
  • 
  • 

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

We can ask...

• share
  • 
  • 
  • 
  • 

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

About trickery...

• share
  • 
  • 
  • 
  • 

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

A Fun night...

• share
  • 
  • 
  • 
  • 

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

We can write...

• share
  • 
  • 
  • 
  • 

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

We can browse...

• share
  • 
  • 
  • 
  • 

We can look...

• share
  • 
  • 
  • 
  • 

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

Let’s have a conversation...

• share
  • 
  • 
  • 
  • 

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

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

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

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

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

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

Let’s act...

• share
  • 
  • 
  • 
  • 

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

Let’s create...

• share
  • 
  • 
  • 
  • 

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

Let’s communicate...

• share
  • 
  • 
  • 
  • 

Let’s have a conversation...

• share
  • 
  • 
  • 
  • 

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

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

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

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

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

Let’s share...

• share
  • 
  • 
  • 
  • 

Let’s talk...

• share
  • 
  • 
  • 
  • 

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

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

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

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

Let’s enrich...

• share
  • 
  • 
  • 
  • 

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

We make hats...

• share
  • 
  • 
  • 
  • 

-We make hats: The text and the graphics suggested that the Big Bear was actually a bear because of the hat, and we were surprised to find out otherwise. With our children, we can bring different hats, such as a hat that looks like a rabbit, a rooster, and other animals. We can then let our imaginations run wild and play different roles while wearing those hats.

We can go out...

• share
  • 
  • 
  • 
  • 

-The father carried his daughter on his shoulders, and went out for a walk in the nearby ocean. We can go out with our children for a walk in the nearby ocean. We can explore, play with them, and have fun!

Let’s talk...

• share
  • 
  • 
  • 
  • 

-About reality and fiction: We can browse the book with our child and think about the drawings. We can then ask our child to guess: Which object did the box turn into each time? We can ask our child if they think Rabbit really believed that the box is a spacecraft, a robot or a mountain.

-About the color of drawings and about voices: The book contains two voices; The voice of the adult clinging to reality, and the voice of the creative child. The two voices are featured through the different colors of the drawings. We can trace the book’s drawings, paying attention to their colors, and try to distinguish between those that Rabbit imagines and creates, and those that speak to him, and we can ask the child why they think the painter chose to color these pages.

-About childhood toys: We can share our memories of the toys we made and the things we turned into toys with our children, and we can ask them about the toys they like and enjoy.

Let’s play...

• share
  • 
  • 
  • 
  • 

-Let’s imagine and guess! We can sit in a group, and in turn, each one has to “act out” an object (cup; cat; lion; hammer), and the others have to guess what the object is, and so on (you can also time the game).

-The magic of imagination: We can prepare various objects (a hat, a cooker, a scarf…) and find many uses for each of them, or we can imagine them as other objects, like Rabbit did.

Let’s create...

• share
  • 
  • 
  • 
  • 

-Imagination Box: with our children, we can get a box and simple materials, and we can build a spacecraft, a robot, or any idea that comes to our mind, from the pages of the book or from our imagination.

-The “this is not” book: We can write a new book with our child that draws from the idea of this book, such as: “This is not a line” or “This is not a cloud.” Let’s think and create!

We can stop on...

• share
  • 
  • 
  • 
  • 

We can stop on every page and help Albert discover 10 strange and curious things on each page.

We can search...

• share
  • 
  • 
  • 
  • 

Professor Zweistein and Albert are two passionate researchers. We can search the drawings for the tools they use in their search.

The drawings present...

• share
  • 
  • 
  • 
  • 

The drawings present a rich world of the creatures in nature. Let’s get to know their names and qualities.

We may want...

• share
  • 
  • 
  • 
  • 

We may want to open our closet or our parents’ closets to search for film camera, such as the one that Albert carries. Our child will surely be delighted to learn about the different cameras throughout the ages.

We are often...

• share
  • 
  • 
  • 
  • 

We are often attracted to strange things on the street or in public places, and sometimes in our own homes. We may stand in front of them smiling and hasten to photograph them. It would be fun to prepare a family project over a week, during which we photograph anything we find strange around us, and then share those pictures among us.

Our child might...

• share
  • 
  • 
  • 
  • 

“Our curious room!” Our child might want to draw their room, hiding 10 strange and illogical things. Will we succeed in discovering them?

Each picture in...

• share
  • 
  • 
  • 
  • 

Each picture in the book includes many small things that can catch our children’s attention while we read the book together. Encourage them to describe these drawings using sentences that begin with the phrase “I see…”

We can chat...

• share
  • 
  • 
  • 
  • 

We can chat with our child about an older person who they feel comfortable with and whose company they enjoy. S/he may be a member of the family or an outsider. What do they like to do with him/her?

The girl’s picnic...

• share
  • 
  • 
  • 
  • 

The girl’s picnic with her grandfather extends from morning to evening. Together, we can trace the elements in the pictures of the book that indicate the change of time in the story. What evening rituals do we do in our family to end the day?

Our child may...

• share
  • 
  • 
  • 
  • 

Our child may want to design a small bag, on which they will stick the phrase “my tiny perfect things.” Every time our family goes out for a walk in nature, our child can collect little things that intrigue their curiosity, and we can then chat about them with our child.

Perhaps they want...

• share
  • 
  • 
  • 
  • 

Perhaps they want to draw or photograph these things instead of collecting them, and prepare a small book in which they describe what they found.

What do the lines...

• share
  • 
  • 
  • 
  • 

What do the lines on tree leaves look like? We can collect leaves together and place a white paper on top of each one, then we can follow the lines with a colored pencil over the paper as we press hard, and the details of the leaves will then appear before our eyes!

We can track...

• share
  • 
  • 
  • 
  • 

We can track what Ivor lost on his visit to the zoo because he was busy with his smartphone. Does this also happen to us? when?

We can imagine...

• share
  • 
  • 
  • 
  • 

We can imagine that we are on the island instead of the boy and the mouse. Our smartphone runs out of battery. What can we do together?

On a piece...

• share
  • 
  • 
  • 
  • 

On a piece of paper, we can write a list of activities with our child in which s/he uses their smartphone (such as: watching movies, listening to music, playing games, taking pictures, etc.). The child can draw a symbol next to the name of each activity. On another paper, we write a list of activities that the child does less often because they spend a long time in front of their phone screen (such as: activities with family members, playing outside with friends, using tangible objects, etc.). We then chat with our child about ways in which they can balance the time they spend using their smartphones and the time they spend on other activities necessary for their healthy development. It is important that we make a clear deal with our child, one which we will abide by.

We can have...

• share
  • 
  • 
  • 
  • 

We can have a fun daily activity with our child, such as preparing food they love, planting flowers in the garden, playing games, or reading a story. We may want to do a weekly family activity, such as taking a walk in nature, visiting friends, etc.

We can write...

• share
  • 
  • 
  • 
  • 

We can write and draw a story entitled “If You Give a Mouse ——”. It will be fun for our child to share the story with family members and with his classmates.

We can chat...

• share
  • 
  • 
  • 
  • 

We can chat with our child about an item they have been keeping for years. How did they get it? What is special about it? We can also talk about a cherished item that was lost. What do they remember about it?

We may want...

• share
  • 
  • 
  • 
  • 

We may want to talk to our child about an object that has been passed down from generation to another, such as a dress, a piece of jewelry, or a tool at home. What does it mean to us?

This is an opportunity...

• share
  • 
  • 
  • 
  • 

This is an opportunity to talk to our child about an experience of loss that they went through. How does he/she feel? And what can help them overcome feelings of longing and sorrow?

We can talk...

• share
  • 
  • 
  • 
  • 

Sophia had wonderful times with her friend, teddy. We can talk about our friends, and what we would like to do with them.

We can encourage...

• share
  • 
  • 
  • 
  • 

We can encourage our child to imagine what teddy went through on his long journey. They may want to tell us. We can help them write as they draw teddy’s trip along the seas and rivers. This activity prepares the child for writing a diary at a later stage.

We can visit...

• share
  • 
  • 
  • 
  • 

We can visit the beach with our family. We can search together for objects we find, and imagine their owners. Our child may want to write a letter that s/he puts in a bottle and throws into the sea. Who knows? Someone might find it one day.

We can play...

• share
  • 
  • 
  • 
  • 

We can play the game “If I were.” We take turns thinking about an animal that can do things we love, such as: If I were a monkey, I would have jumped among the trees all day long!

We can talk...

• share
  • 
  • 
  • 
  • 

We can talk with our child about the things that they can do because of their small body, and we, as adults, are not able to do (such as crawling under the bed to remove a lost item, or entering narrow spaces…)

Let's imagine that...

• share
  • 
  • 
  • 
  • 

Let’s imagine that we are an ant, what would the world look like to us? We may exchange roles in completing sentences, such as: If I were an ant, the bowl of water would have been a sea/ the ball would be a mountain/ the sneeze of our dad would be a storm! We can collect these sentences in a book that our child can add drawings to, and share with their friends.

We can search...

• share
  • 
  • 
  • 
  • 

We can search for interesting facts about ants with our child, such as: the ant is the strongest creature on earth in relation to its size, or in the ants’ house, there is a queen, female workers, female soldiers, and others.

The ant is...

• share
  • 
  • 
  • 
  • 

The ant is hiding in each drawing. Can our child find it?

We can chat...

• share
  • 
  • 
  • 
  • 

We can chat about how Edward the giraffe feels about his neck. Why did he feel like this? What helped him accept his neck and see its benefit?

We can think...

• share
  • 
  • 
  • 
  • 

What do we like about animals? We can think of different animals, and take turns completing this sentence: What I love about the elephant/the dog/the ant is…because…

We can talk...

• share
  • 
  • 
  • 
  • 

We can talk to our child about the qualities they do not like and that bother them about themselves. It is important to support the child in seeing what these characteristics allow (for example: being small in size enables them to enter confined spaces). We can also talk about other qualities that they love about themselves.

Turtle helped Edward...

• share
  • 
  • 
  • 
  • 

Turtle helped Edward the giraffe to love his neck. Which friend makes us feel loved? Which friend makes us feel happy?

We can look...

• share
  • 
  • 
  • 
  • 

We can look in the mirror and describe what we see: short straight hair/wide brown eyes…

Edward is in...

• share
  • 
  • 
  • 
  • 

Edward is in our house! We can create a model for Edward’s neck from a long cardboard cylinder, and search our wardrobes for different ties that we can we can wrap around it.

Super Phil can...

• share
  • 
  • 
  • 
  • 

Super Phil can fly in the sky, Aunt Zelda is a brilliant seamstress, and Filo is brilliant in devising tricks. We talk about the things that our child does brilliantly and that make him “super”.

We imagine that...

• share
  • 
  • 
  • 
  • 

We imagine that the two elephants come across a herd of giraffes, or a group of bears, or frogs in the puddle. Which tricks may Filo devise to bypass the animals?

We think about...

• share
  • 
  • 
  • 
  • 

We think about why illustrator drew Filo and Aunt Zelda in different colors while he drew the other elephants in gray.

Filo helps...

• share
  • 
  • 
  • 
  • 

Filo helps his little friend. Did we ever help our friend? How?

A family workshop...

• share
  • 
  • 
  • 
  • 

A family workshop to design fashion that makes us with superpowers! We need old clothes, fabric dyes, and some small pieces for decoration like buttons, feathers, shiny fabrics, etc.

We look for...

• share
  • 
  • 
  • 
  • 

We look for little rabbit’s displays of anxiety or fear in the illustrations. What do we do when we are afraid? We talk with our children about the things that may worry them and think together about ways of relief.

The wolf overcame...

• share
  • 
  • 
  • 
  • 

The wolf overcame many obstacles to reach the house of his friend, the rabbit. We try to remember a similar experience with our children, in which they had to overcome hardships to reach a goal.

Despite the rabbits...

• share
  • 
  • 
  • 
  • 

Despite the rabbits’ fear of the wolf, little rabbit and the wolf are friends. Do we know friends who are different?

The wolf is...

• share
  • 
  • 
  • 
  • 

The wolf is an unexpected guest at the rabbit’s birthday party. Who may be an unexpected guest at our birthday party?

This book is...

• share
  • 
  • 
  • 
  • 

This book is distinguished by the relation between the text and the illustrations that reflect what the child imagines in contrary to what the mother says. We can imagine additional obstacles that the wolf may encounter and overcome.

We can recall...

• share
  • 
  • 
  • 
  • 

We can recall the experience of learning a new skill with our child, such as riding a bike, or crossing the street. What prompted him to learn this skill? Who helped him? How did he learn it? It is also nice to share with our child our experiences in learning skills such as using a computer or a mobile phone, etc.

We can talk...

• share
  • 
  • 
  • 
  • 

We can talk with our child about the things that he can do (such as assembling a certain number of puzzle pieces, preparing simple food, etc.), and about the things that he wants to do and is not yet able to. We point out that many skills develop during the course of our growth, as well as with practice.

Mamba passes...

• share
  • 
  • 
  • 
  • 

Mamba passes through countries of different colors, and we get to see the changing seasons of the year. What would an orange or lilac country look like? Our child may want to draw it.

The wolf howls...

• share
  • 
  • 
  • 
  • 

The wolf howls, what do the cat, bird, dog, and other animals do? This is an occasion for our child to learn the sounds of familiar animals by playing a picture card game for example, or using animal dolls available at home.

Mamba goes to...

• share
  • 
  • 
  • 
  • 

Mamba goes to her grandmother, who will teach her to howl. What did our child learn from his grandmother or grandfather? What does he like to learn?

Do wolves really...

• share
  • 
  • 
  • 
  • 

Do wolves really howl only when the moon is a full moon, as we see in the last illustration? Let’s search with our child for more facts about these exciting animals.

On the second...

• share
  • 
  • 
  • 
  • 

On the second reading, we can stop on each object and ask our child: “What do you think we can also do with this object?”

We can look...

• share
  • 
  • 
  • 
  • 

We can look at the drawings on the right side of the book and talk about what the child is doing. What parts of the car does he build in each drawing?

Together, we can...

• share
  • 
  • 
  • 
  • 

Together, we can look at the drawing of the car on page 21. Are there other parts that we could add to the child’s car? What items can we use from home?

We can keep...

• share
  • 
  • 
  • 
  • 

We can keep track of the chores the mother does and talk about them. Are there any other chores that our mother does? If the father was in the story instead of the mother, which tasks would he do?

A home workshop...

• share
  • 
  • 
  • 
  • 

A home workshop for car-building! Our child will enjoy using recyclable materials available at home to build a car, maybe a plane, a ship, or any other object.

Do we have...

• share
  • 
  • 
  • 
  • 

Do we have a lot of plastic bottles and boxes? Maybe they can be made into pots for plants, or musical instruments. Let’s use our child’s imagination and our imagination for this creation!

It is nice...

• share
  • 
  • 
  • 
  • 

It is nice to involve our child in the reading process. For example, s/he can read some words out loud (blue, water, land…). The rhyming in the text helps us with various language games, such as sentence completion: How sweet is the scent of flowers in May/the garden smells great all —-. We can choose simple words from the text, such as large, drawings, etc. and think of words that have the same sounds (rhyme).

We can supply...

• share
  • 
  • 
  • 
  • 

We can supply ourselves with papers and colored pencils, and go out together to the garden of the house or the street in the neighborhood for a “Color Hunt.” We ask our child to draw lines in different shapes with colors that match the colors he sees in the world around him. Surely, s/he will have a nice painting to hang in his/her room.

Together, we can...

• share
  • 
  • 
  • 
  • 

Together, we can make a “family drawing.” The child can draw a line on which family members add other lines, forming one large drawing that everyone signs with pride!

Kids can enjoy...

• share
  • 
  • 
  • 
  • 

Kids can enjoy creating a “magical drawing.” We fill a sheet of cardboard with adjoining lines of all colors. We cover the drawing using a black wax or oil-based color. Then, we use a thin wooden stick or the edge of a coin to draw on the black cardboard, so the colors underneath can stand out.

We can do...

• share
  • 
  • 
  • 
  • 

We can do good deeds. We think of small actions that can make the world around us a little more beautiful. We might plant some roses in the neighborhood, help an elderly neighbor carry his things, surprise a family member with something he loves, or just smile at those we pass by on the road.

The painter painted...

• share
  • 
  • 
  • 
  • 

The painter painted the waves in green and lilac, the stars in pink, and created strange creatures. It is fun to shape our special strange creature with dough or with colorful playdough, and imagine what it can do!

This lost bunny...

• share
  • 
  • 
  • 
  • 

“This lost bunny looks sad,” says Bear. We can chat with our child about the bunny’s sadness. How do we look when we are sad?

We can try...

• share
  • 
  • 
  • 
  • 

We can try to remember the feeling of losing something we love. How did we feel? What did we do?

We can give...

• share
  • 
  • 
  • 
  • 

We can give some of our toys: we may want to look with our child at some of his/her toys or items that s/he wants to give to other children.

What If...

• share
  • 
  • 
  • 
  • 

What If: we can talk with our child about what we would do if we found money on the street, or a toy that was left in the park.

The Lost Socks...

• share
  • 
  • 
  • 
  • 

The Lost Socks: in our homes, there are often drawers full of single socks. We can embark on a search-party with our child to find the missing ones! Our child will enjoy searching and matching pairs of socks!

A Missing Item...

• share
  • 
  • 
  • 
  • 

A Missing Item Announcement: together we design an advertisement for a lost item in the house, and hang it in a place for family members to see.

We can read...

• share
  • 
  • 
  • 
  • 

We can read advertisements in the book about lost things. Which ones did our child love? It is enriching for our child to read the ads posted in the streets, as the child’s exposure to the printed graphic symbols will make it easier for him/her to learn to write and read letters later.

We stop at...

• share
  • 
  • 
  • 
  • 

We stop at the first page and explain to our child that the gifts Rafif received are different from the gifts that s/he knows. How is it different? We count the gifts together after reading the story.

What things...

• share
  • 
  • 
  • 
  • 

What things make us happy at home, in kindergarten, in the neighborhood, and in nature? Our child may want to draw one of them.

We look at...

• share
  • 
  • 
  • 
  • 

We look at the painting on pages 10 and 11 together: What does Rafif’s breakfast consist of? What is our breakfast like?

Rafif was happy...

• share
  • 
  • 
  • 
  • 

Rafif was happy with her gifts. How does her joy appear in every drawing? What do we do when we are happy?

We can think...

• share
  • 
  • 
  • 
  • 

We can think of a free gift that we would like to give to someone we love. It could be a drawing we created, or a flower we picked from our garden.

The book’s drawings...

• share
  • 
  • 
  • 
  • 

The book’s drawings are styled as a collection/collage. We can cut different colored paper with our child, and, by using our imagination, we can make a drawing from scraps of paper pasted onto a cardboard.

Together, we can...

• share
  • 
  • 
  • 
  • 

Together, we can recall the situations that Fares went through during his day, and that led to the emptying of his bucket. How did he feel? We can talk about other situations that Fares would have encountered at home, in the street, and at school, which would empty his bucket.

With our child...

• share
  • 
  • 
  • 
  •