A Handout



A Handout
















A handout

Outdoor Activities

Outdoor activities enable children to explore nature and know their landscape. The activities are designed in a way that ensures muscle activities. Some of the activities include leaping, jumping, running, slides, climbing, throwing, and catching balls. The muscle activities are essential for children’s health and well-being (Curtis, 2010). Outdoor games and activities ensure the children acquire the skills of co-ordination of organs and mind and notably be able to have enough confidence to handle situations of life. Moreover, the preschoolers study the natural setting. They find bugs, seeds, insects and new plants. They also plant seeds and differentiate between trees and plants. The children are set on missions of discoveries and they share their finding with the class. These resources engage children with nature, open-ended play, exploration and healthy development and above all it provide opportunities for creative development.


Enjoying and making the art is very important in childhood development (Quintero, 2009). Emotional satisfaction is a sense developed by young children when involved in the act of making art. The materials involved in making the model give the children a sense of control over them. Making of independent decisions and choices is the first opportunity the children are given in making the models. Art builds children’s self-esteem as the opportunity of modeling enables the children express what they feel and think. Art ensures cognitive development. Art is a sensory exploration activity. Exploration builds knowledge of the objects in the world around children. To ensure that art making leads to the development of a child wholly, the teachers need to provide activities in the art program that are appropriate. For instance, taking field trips to local museums will provide opportunities for art appreciation, also involving families in the art program. Furthermore, displaying the artworks in a classroom gallery will ensure the children express their ideas.

Tools of the mind

The learning of cognitive and abstract way of thinking in the early age of children is essential. Under this resource, activities that are involved are intended to promote self-regulation and execute function skills. In addition, the preschoolers learn mature play that involves dramatization of various experiences. The beneficial context to the young ones is development of social-emotional skills and cognitive skills. Remarkably, under this resource the children are taught how to regulate their own behaviors and the behavior of their friends. The skill enables them to enact increasingly more complex scenarios in their imaginative play (Bodrova and Leong, 2007). The tool of the mind activities allows development of underlying skills such as paying attention, remembering on purpose, reasoning and logic skills. The resource emphasizes on all developmental and creative domains of a child.


Technology is an important part of learning. The daily resource has incorporated the learning of technologies that helps children practice learning and skills and understands concepts better. For instance, children are allowed to try out computer programs with their fellow classmates. The art enables them to share and play cooperatively with others. Additionally, interactive educational games can provide encouragement to children and provide immediate feedback. The children are taught various components of computers, like how to type their names, with time, they are taught how to draw and use the internet. This method of learning ensures the young learners form a strong foundation for their elementary school and future life. Technology should be used as a tool alongside learning because it forms an integral part of classrooms and everyday life (Nutbrown, 2011).























Bodrova, E., & Leong, D. (2007). Tools of the mind: The Vygotskian approach to early childhood education. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall.

Curtis, A. (2010). A curriculum for the pre-school child: Learning to learn. Milton Keynes UK: Lightning Source UK.

Nutbrown, C. (2011). Key concepts in early childhood education and care. London: SAGE.

Quintero, E. P. (2009). Critical literacy in early childhood education: Artful story and the integrated curriculum. New York: Peter Lang.
















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