العائلة والمجتمع

نتحاور

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نتحاوَر حول:

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

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

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

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

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

نُثري لغتنا

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

الأفعال:  

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

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

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

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

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

نلعب

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

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

نستكشف

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نستكشف:

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

نبدع

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

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

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

نتواصل

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نتواصل:

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

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

نتحاور

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نتحاوَر حول…

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

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

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

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

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

نثري لغتنا

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نُثري لغتنا

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

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

نستكشف

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نستكشف

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

نبدع

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نبدع

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

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

نتواصل

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نتواصل

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

Let's talk...

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

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

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

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

Let’s enrich our Language...

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

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

Let's play and have fun...

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

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

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

Let's create...

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

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

Let's explore...

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

Let's talk...

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

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

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

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

Let’s enrich our Language...

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

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

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

Let's create...

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

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

Let's explore...

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

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

Let’s talk...

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

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

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

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

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

Let’s enrich our Language...

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

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

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

Let’s explore...

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

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

Let’s create...

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

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

Let's talk...

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

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

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

Let’s enrich our Language...

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

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

Let’s sing...

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

Let’s create...

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

Let’s play...

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

Let's talk...

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

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

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

Let's create...

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

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

Let's communicate...

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

Let’s talk...

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

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

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

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

Let's create...

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

Let’s enrich our language...

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

Let’s talk...

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

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

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

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

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

Let’s explore...

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

Let’s create...

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

Let’s communicate...

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

Let’s talk...

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

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

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

Let’s explore and initiate...

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

Let’s act...

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

Let’s create...

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

Let’s talk...

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

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

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

Let’s play and work together...

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

Let’s explore...

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

Let’s communicate...

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

The text starts with...

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

Who are our neighbors...

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

The illustrations highlight...

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

Does the book...

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

It would joyful...

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It would joyful to make colorful kites for the family.

نُثْري لغتنا

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الحكاية غنيّة بالمفردات اللغويّة الجميلة والجديدة (وادعة، تدهورت، أتروّى، هانئة، مضاءة)، نفسّرها لأطفالنا أثناء القراءة، ونحاول أن نستخدمها في سياق حياتنا اليوميّة.

نتمتّع

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استخدمت الرسّامة عناصر بصريّة من ثقافاتٍ شرقيّة مختلفة. نحاول أن نخمّن مكان الحكاية وزمنها بالاستعانة بهذه العناصر.

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ساعة قصة

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Let’s talk about:..

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Let’s talk about:

– Use of screens: We may ask our children: Why do you think the parents prevented Rani from watching the screen so much? How does the continuous looking at screens affect us? How do we feel when our family sits with us while they are busy with their screens? – Alternatives to Screens: Rani’s father suggested alternative activities to his son. We can talk with our child about things they like to do on their own and things they like to do with us, and we can include them in our weekly schedule. – Boredom: We can talk to our child about the times when they were bored. What helps them to overcome this feeling? We can share our feeling of boredom and how we deal with it with our child.

Let’s communicate:..

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

Let’s create...

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Let’s create:

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

Let’s explore...

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Let’s explore:
– We can explore apps in our mobile for fun family games. – We can search for the benefits and drawbacks of using screens for continuous periods with our children.

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Let’s talk...

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

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

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

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

Let’s play and imagine...

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

Let’s act and innovate...

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

Let’s explore...

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

Together, you can...

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

Recall an incident...

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

The story starts...

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

How about a theater...

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

Hunting deer...

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

What do you think...

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

Let’s talk...

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

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

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

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

Let’s mimic...

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

Let’s communicate...

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

Let’s enrich our language...

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

Let’s take initiative...

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

كتاكيت: الفانوس في الحضانات

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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

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• 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

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الفانوس اللّغويّ

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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...

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

Sometimes, before we...

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

Do you remember...

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

Let’s talk...

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

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

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

Let’s search and be initiative...

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

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

We can look...

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

We can read...

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

Let’s talk...

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

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

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

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

Let’s act...

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

Let’s create...

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

Let’s communicate...

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

Let’s have a conversation...

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

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

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

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

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

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

We can write...

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The book is rich...

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

Let’s talk...

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

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

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

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

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

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

Let’s explore...

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

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

Let’s have a conversation...

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

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

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

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

Let’s act...

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

Let’s enrich our language...

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

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

Let’s play together...

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

Let’s explore...

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

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

Let’s communicate...

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

Let’s talk...

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

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

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

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

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

Let’s communicate...

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

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

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

Let’s play...

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

...Let’s create

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

We can follow...

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

We can ask...

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

We can talk...

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

About independence...

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

We exchange roles...

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A Tent...

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

We can browse...

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

Let’s have a conversation...

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

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

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

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

Let’s act...

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

Let’s enrich our language...

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

Let’s communicate and create

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Let’s have a conversation...

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

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

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

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

Let’s create and imagine...

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

Let’s enrich our language...

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

Let’s explore...

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

A question...

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

We can discuss...

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

We can ask...

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

About trickery...

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

A Fun night...

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

We can write...

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

We can browse...

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We can look...

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

Let’s have a conversation...

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

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

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

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

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

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

Let’s act...

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

Let’s create...

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

Let’s communicate...

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Let’s have a conversation...

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

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

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

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

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

Let’s share...

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About the girl’s feelings...

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

My relationship...

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

Relationships with the family...

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

We enrich...

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

Grandma described...

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

We can play...

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

We can browse...

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

We invite our child...

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

Let’s talk...

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

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

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

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

Let’s enrich...

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

We make hats...

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-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...

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-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!

Each picture in...

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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...

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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...

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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...

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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...

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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...

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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 chat...

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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...

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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...

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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...

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

We can look...

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

Edward is in...

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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...

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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...

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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...

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

Filo helps...

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

A family workshop...

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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 follow everyone...

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We follow everyone who gets under the umbrella. What does their appearance tell us about them? We think about others who may get under the umbrella

The umbrella becomes...

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The umbrella becomes larger gradually to include everyone who seeks refuge under it. We try this by opening our arms like a hug. How many people can we hug if we open our arms slightly? What if we open our arms as wide as we can?

We look at...

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We look at the park in the last pages of the book and imagine that we visit this park. Who do we see there? With whom do we like to go to the park? What do we like doing there?

We talk about...

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We talk about things we do in our family to display our love and concern to each other, such as doing home chores, or preparing our favorite food, or doing a fun family ritual.

The family umbrella...

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The family umbrella: we draw a simple umbrella on a cardboard sheet and cut it. We draw and cut the shapes of a boot and a raindrop. Then, we give each family member one clipping of each shape. Every member writes his/her name on the boot clipping and sticks it under the umbrella, and writes or draws one thing he/she is afraid of on the raindrop (such as the darkness, or certain animals) and stick it around the umbrella. Eventually, we will get a fantastic board to hang. We may want to write beneath the board statements like: “We feel happy and safe under our umbrella.”

We cut fruits...

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An umbrella on my plate: we cut fruits and vegetables such as apples, pears, carrots, cucumbers into half circles and little sticks and form colorful umbrellas out of them. In addition to all the fun and play, the children learn about shapes and eat a healthy meal!

We can recall...

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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...

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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...

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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...

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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...

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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...

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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.

With a child...

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With a child, we can follow the dot’s “trip” on a piece of paper, and connect it to other dot that create shapes; we can play with the shapes to build house and human beings

We can draw...

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We can draw or stick several dots on paper, and ask our child to connect between them. Then, we can ask whether the dot could create such shapes if it stayed alone. We can have a conversation with the child about the importance of cooperation at home and at the kindergarten.

We can look...

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We can look for items at home or outside that are made of lines, circles, and squares – a carpet or the borders of a yard. We can catch the child navigate the child around as if he/she were a train among these different shaped items and ask him to call out what shapes we are passing (circle, square, triangle). We can also look for small shapes at home among the child’s games that have simple geometrical shapes.

Build and dismantle...

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Build and dismantle! We can use cotton wool tips (the kind we clean our ears) to build unlimited number of shapes.

We can cut...

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We can cut out squares, circles, triangles and rectangles, and ask the child to build shapes

We can draw...

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We can draw on a paper a simple shape (such as a circle, a square, a straight line etc…) and ask the child to imagine the things we can create from these shapes. We can have a conversation about what shapes are need to build an item the child thinks of, and help him/her to draw it.

Baked shapes...

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Baked shapes! All we need is to prepare some cookie dough, create shapes, and add some sweets to decorate them. Enjoy!

We have guests...

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We have guests! We can have a conversation with our child about the preparations we make to receive guests in our family. How does our child prepare to receive their friends?

We can talk...

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We can talk about what excites our child: is it vising a place they love? Or playing with friends they like? Or reading a new story with us?

We can stop...

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We can stop and look at the text and drawings on page 27. How does Tamara feel?

A workshop...

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A workshop for preparing dyes for fabrics from fruits and vegetables! Red from beetroot and strawberry Orange and yellow from onion peel Green from spinach Blue from red cabbage, adding a little sodium carbonate. We boil a cup of fruits or vegetables with two cups of water on low heat for an hour, then we drain the mixture, and we will get a wonderful fabric dye, which our child may want to use to renew the colors of an old shirt!

Colorful finger paint...

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Colorful finger paint! If we mix 1/2 cup of flour with a cup of dye solution and a pinch of salt, we get a bright and healthy finger paint color.

We turn...

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We turn the pages of the book together. Which character resembles us today, and how? We may find that the character we identify with changes every time we read the book.

How are we...

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How are we similar and different from the rest of our family? On a large canvas, we can glue a picture of each family member. We draw or remove pictures from magazines and newspapers of things or activities that we share, such as food we all enjoy, or a place we like to visit, and stick them on the canvas. In addition, we draw or search for pictures that express the difference between us, such as: preference for quiet or noise, sleeping early or staying up late, etc.

We can play...

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We can play the game of opposites: we say an adjective aloud, such as: fast, cold, etc. and our child should say the opposite of the word. We can discover that a word may have more than one opposite!

We can stand...

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We can stand with our child in front of the mirror and explore our similar features. Do we have the same eye-color? Or maybe the same eyebrow shape? We take turns creating and mimicking funny facial expressions. Which expressions made us laugh the most?

We sit in...

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We can play the game “Imitate Me”: we sit in a circle, and the first player has to make a certain move. The second player imitates them if he likes the move, and if he doesn’t like it, he makes a new move, and so on. What moves do all the players like?

The hedgehog walks...

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The hedgehog walks, the rabbit hops, the squirrel jumps. We can take turns with our child to imitate and guess each animal’s way of walking in the story.

Move – movement...

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Move – movement, hop – leap, what would the author write if the hedgehog met a snail and a raven?

We can discuss...

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We can discuss the question at the end of the story with our child: What does s/he gain and what does s/he lose if they share the apple with their friends, and if s/he does not share it? We try to listen to our child well, and understand how difficult it is for him/her to share what s/he has with others.

We can talk...

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We can talk about the times we share what we have with others, such as serving food to guests and sharing a game with another child. What do we feel when we do so?

The hedgehog plans...

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The hedgehog plans to divide his apple into two, then three, then four pieces. We can draw our child’s attention to these mathematical concepts while preparing food together, or while using playdough.

If we read...

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If we read the story several times, the repeated sentences provide an excellent opportunity to involve the child in the narration.

We can also...

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We can also act out the story using toys available at home, or by making toys from sticks.

This is an occasion...

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This is an occasion to invite neighbors, friends or relatives to celebrate by sharing a meal together!

Together, we can...

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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...

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With our child, we can remember the situations in which Fares felt that his bucket was full. How did Fares feel in every situation? Can we imagine other situations in which he feels his bucket getting full?

How do we encourage...

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How do we encourage and help others in our daily life? We can chat with our child about what they are doing and what they can do to achieve that.

We can write...

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We can write the title “We are a family that fills buckets” on a large paper, on which family members can record actions and words that help them fill buckets, such as saying thank you, helping with housework, sharing games with siblings, and others.

نشاط مع الأهل

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أفكار لدمج الكتاب في الصّفّ

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What did we see...

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What did we see when you read the story for the first time: a duck or a rabbit? Did our child see the same drawing? Which is easier for us to see in each drawing: the duck or the rabbit? If we had to decide the identity of the animal in the book, would we have chosen the duck or the rabbit?

We can look...

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With our child, we can look at the drawings, and follow the attributes and actions of each creature with them. For example, the beak of the duck and the ears of the rabbit, the duck flies, and the rabbit jumps. We can think together about other features and actions that our child may wish to draw.

We can play...

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With our child, we can play the game “What is hidden in the drawing?”: Each participant draws an abstract drawing (which may be random lines) and another participant tries to distinguish something familiar in it, then looks at the drawing to highlight it.

What happens when...

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What happens when the other player does not succeed, or does not accept, to see what we see? We can show our child drawings with optical illusions (drawings like this can be found on the Internet or on the book’s page on the Lantern Library website). We can then have a conversation with our child about what they see.

The perspectives change...

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The perspectives change at the end of the book; Whoever sees a duck in the beginning sees a rabbit, and vice versa. Have we ever had a change of mind following a different point of view? How can we convince others to see reality through our own eyes?

On the first page...

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On the first page of the book, there are clouds of different shapes and sizes. Can we distinguish familiar shapes in them? It would be fun to go out and look at the clouds in the sky: what do we see?

We can browse...

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Mice store grain...

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We can talk with...

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Together, we can...

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Alfie’s father in...

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Alfie’s father in this story is the one who cares for him and takes care of him. This is an occasion to have a dialogue with our child about the things they would like to do during the day with their father in particular.

The illustrator uses...

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The illustrator uses the “collage” method, in which she inlays her drawings with pieces of cloth, with wool threads, and with various pictures from newspapers, magazines and postcards. Together, we can design a painting in which we mix these elements, and add others that are available in quantity at home.

Grandmothers and grandfathers...

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Grandmothers and grandfathers have a special place in most children’s lives. And the grandparents’ house has its unique smells, tastes, and distinct sights that inhabit the memory of children when they grow up. We can talk with our child about the things they love in their grandparents’ home or in the house of any other person who is close to the family and to our child. Is there a corner in the house that they favor? What do they like to do in their grandparents’ house?

The grandmother in...

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The grandmother in the story expresses her concern for her grandson in different ways. We can talk with our child about their interactions with their grandmother or grandfather and how they express their love to each other. For example, preparing a favorite dish, buying small gifts, or telling the grandchildren interesting stories. We can also talk about what we can do to express our concern for our grandmothers and grandfathers.

Do you remember...

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Do you remember the hilarious “broken phone” game? The family members sit in a circle, and one of them quickly whispers a word in their neighbor’s ear. The second has to whisper what they heard in the other neighbor’s ear…and so on, until the whispered word reaches the last person in the circle, just to discover that what they heard has nothing to do with the original word!

We can test...

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We can test various methods to enhance the delivery of sound to a far location, such as encircling the mouth with both hands, and ways to improve the hearing of sounds, such as tilting the outer ear forward. Are there other methods?

Together, we can...

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Together, we can design an amplifier from household items, such as: a cardboard tube, metal foil, or paper cups. We can test a number of amplifiers from different materials and compare them: which sounds best?