Download Creative Activities for the Early Years by Stella M. Skinner PDF

By Stella M. Skinner

Packed packed with interesting principles and robust visible aids, this e-book deals field-tested actions to assist practitioners inspire and nurture younger children’s creativity and mind's eye.

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Creative Activities for the Early Years

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Additional resources for Creative Activities for the Early Years

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3. Continuing the slow theme, invite the children to pretend to be walking in space, developing the movement of lifting their knees and placing their feet down carefully and slowly. How would they move their arms and heads? 4. Invite the children to slowly sink down and ‘land’ on the moon, which is the round silver piece of material. Describe the actions that they have just been doing and ensure that you praise their participation in the dance. Stage three – develop a sequence 1. With the children sitting on the moon, discuss the idea of a shooting star and just practise shooting an arm out in different directions, on command.

Put some interesting items that the children will be able to stick on to the tape in several shoe boxes, for example a selection of small toy insects, some strips of foil or coloured plastic, large sequins or buttons, natural objects like pieces of grass, leaves. Wrap up the boxes in coloured paper and leave by the web. Stage one – introduce the theme 1. Encourage the children to sit in a circle and show them a large toy spider explaining that this will give them a clue about what they are going to be thinking about.

Stumble trip – woodblocks, tambour or drums, as illustrated by Figure 4 on the companion website. Hoooo woooo – voices, shouting into hollow containers. You could also experiment with the kind of sounds that the bear would make. For example, if it were a big bear how would it growl? What about a very little bear? Encourage the children to use their voices to ‘growl’ into tambours or containers in a loud and quiet way. Section three – recall the theme 1. Remind the children about the sequence of the story and discuss which instruments they should use to imitate the descriptive words in the story.

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