5 CHAPTERS OF PLAYGROUP LESSONS

LEARNING MODULES FOR EARLY CHILDHOOD

Subject : Basic Englih Grammar

Composed By Group 5 :

Name :                                          SRN :

              Mahrita Mulianti                : 1788203001)

              Rama Kusdianto                : 1788203019)

                                           Risnawati                           : 1788203011)

Sinta Dewi                         : 1788203017)

        Siti Nurhalidah                  : 1788203021)

Program             : English Education program

Department        : English Education Department

MAJELIS PENDIDIKAN TINGGI PENELITIAN DAN PENGEMBANGAN

PIMPINAN PUSAT MUHAMMADIYAH

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN

(STKIP) MUHAMMADIYAH SAMPIT

2017

CHAPTER I

ALPHABETS

A. How to Teach Alphabets to Kids

Most children learn the alphabet song very early in life. It has a great sing song rhythm that gets their attention and helps them learn. However, they rarely learn to recognize the actual letters of the alphabet until they begin school. You can give your child a great head-start on learning the alphabet by teaching them through several different methods. These are fun, enjoyable lessons in how to teach alphabets to kids.

B. When Should I Start to Teach My Baby Alphabets?

Right now, your goal should not be to teach your baby alphabets, but rather, to make it clear how much fun books, songs and rhymes can be. The more they love books and the words in them, the more eager they will be to learn more.
When your baby is 15 months old, you can start them on the path to learning alphabets by pointing out what words are. Point to the word and read it aloud. You can do this with letters, too. But keep in mind that most children won’t be able to sound out the alphabet or name any letters until they are around four years old.

C. How to Teach Alphabets to Kids

There are three types of learners: visual learners, auditory learners, and kinesthetic learners. These learning styles become clear from our earliest days of play as a toddler. Most people use all three learning styles in order to incorporate something new into their lives. These three styles can be used to teach alphabets to kids.

1. Teach the alphabet letter by letter

Not every early childhood teacher uses the Letter of the Week approach; many children learn their alphabet without it (my oldest two did).  But I’ve found that Letter of the Week has been a helpful structure for me when designing learning activities at home.   Even if you use more of a theme or unit approach to teaching preschoolers, you’ll find a huge variety of learning activities in my alphabet archives. 

2. Watch Fun Alphabet Videos

Kids can learn more about the alphabet through fun videos that hold their attention. There are many of these out there.

3. Sing Songs

Singing the alphabet can help a child learn it at a very early age. They might not know how to recognize each individual letter, but the rhythm of the song can arouse their interests easily. Watch this video with your child and learn to sing it together.

4. Read Picture Books

Introduce your baby to picture books about the ABCs as soon as possible. The repetition of going through these books over and over, and the pictures that often associate letters with things (such as A for apple) can make a big impression on your little one. Here are a few great picture books that can help you learn how to teach alphabets to kids.

5. Begin letter learning by helping your child learn the letters of his name

Before I start a more organized approach to teaching the alphabet to my preschoolers, they learn to recognize the letters of their name.

6. Alphabet Puzzles

Think teaching letters with alphabet puzzles are an amazing tool for teaching the alphabet. This is my favorite puzzle, from Melissa and Doug. It’s a beautiful wooden puzzle with neat pictures. This is a great way to practice vocabulary and verbal skills, too.

7. Learn with Alphabet Rhymes

This is my favorite way to teach little ones how to write alphabet letters. These alphabet rhymes I created are a fun way to help children learn how to write the letters in proper formation.

CHAPTER II

MATH

A. Math  Standard For Early Childhood

1.        Number

One of the most important mathematical concepts studied by children is the development of the sensitivity of numbers. Being sensitive to numbers means not just counting. The sensitivity of numbers involves the development of a sense of quantity and understanding of one-on-one conformity. As the sensitivity to the number of children grows, they become increasingly interested in counting. Counting this becomes the foundation for early childhood work with numbers.

2.      Algebra

According to NTCM (2000), the introduction of algebra begins by sorting, classifying, comparing, and composing objects by shape, number, and other traits, recognizing, describing, and extending patterns will contribute to children's understanding of the classification.

3.      Classification

Classification is one of the most important processes for developing the concept of numbers. In order for children to be able to classify or sort things, they must develop an understanding of "mutuality," "likeness," "commonality," and "difference." Activities that can support the ability of classification of children are:

1)        Compare

It is the process by which a child establishes a relationship between two objects based on a particular attribute. Early childhood often makes a difference, especially when the comparison involves them personally.

2)        Compose

Arranging or organizing is a higher level of comparison. Constructing involves the comparison of more objects, placing objects in a single sequence. The composing activity can be done inside or outside the classroom, for example arranging a book arranged from the thickest, arranging the ranks of the tallest / shortest child, etc.

4.       Field

Identify and create fields associated with classification and sorting. Children begin to see the same and different attributes on images and objects. Kids love to create patterns in their environment.

5.      Geometry

Establish the concept of geometry in children begins with identifying forms, investigating the building and separates ordinary images such as rectangles, circles, triangles. Learning concept layout as below, above, left, right lay the groundwork early to understand the geometry.

6.      Measurement

When children have opportunities for immediate experiences to measure, weigh, and compare the size of objects, they learn the concept of measurement. Through this experience the child develops a firm foundation in measurement concepts.

B. Game Counting In Lane Math

Ability to expect in the game count in early childhood education can be implemented through the mastery of concepts, transition and symbols contained in all lanes metematika, which includes patterns, classification number, size, geometry, estimation, and statistics.

1. Play Pattern

Children are expected to recognize and arrange the patterns that are surrounded in sequence, after seeing two to three patterns aimed at by the child's teacher is able to create their own pattern sequence in accordance with the creativity. The implementation of pattern play in groups A and B begins by using an easy / simple pattern for subsequent patterns to be complex.

2. Playing Classification

Children are expected to group or select objects by type, function, color, form of partner in accordance with the exemplified and the task given by the teacher.

3. Play number

Kids are expected to know and understand the concept of numbers, and symbols of transition in accordance with the number of objects and shape recognition can match the appropriate symbol with the symbol number.

4. Playing Size

Children Expected to recognize the concept of standard size that is informal or natural, such as length, magnitude, height, and content through a natural measuring instrument, including span, fingers, steps, ropes, sticks, stick, and others.

5. Play Geometry

Children are expected to recognize and mention various objects, based on geometric shape by observing the objects that exist around the child such as circle, triangle, square, rectangle, rectangle, hexagon, semicircle, oval (oval).

6. Playing Estimate

Kids are expected to have the ability to predict (estimate) something like estimates of the time, or the vast amount of space. In addition, children are trained to anticipate the various possibilities yan be faced.

- Estimated time for example:

• How many days does the seed grow?

• How long do we eat?

• How long can the child reflect the ball?

• How many taps are finished?

- Estimated area, for example:

    how many pieces to cover the table?

 - Estimate the number, for example:

    how many fish are there in the aquarium?

 - Estimated space, for example:

    how many children join hands to get around this class?

7. Playing Statistics

Kids are expected to have the ability to understand the differences in the number and proportion of observations of an object (in visual form).

C. Game Method Counting

The method used by the teacher is one of the key points in the success of a learning activity undertaken by the child. Selection of methods to be used should be relevant to the purpose of mastery of concepts, transitions and symbols with a variety of material, media and forms of activities to be performed. The methods that can be used include:

1. Storytelling method

Is a way of telling and telling stories or giving information to children orally. The types include, telling stories with props, without props, with pictures, and others.

2. Method Conversing

Is one of the delivery of development undertaken by conversing in the form of questions and answers between children and teachers, or with young children. BROWN: converse freely, based on a series of images, or by theme.

3. Question and answer method

Conducted by providing questions that can provide stimulation for children to be active to think. Through teacher questions, the child will try to understand it and find the answer.

4. Giving Methods Task

Is the provision of teaching and learning activities by providing opportunities for children to perform tasks that have been prepared by the teacher.

5. methods Demonstration

Is a way of showcasing or demonstrating an object or process of an activity or event.

6. Experimental methods

Is a method of activity by conducting an experiment by observing the process and the results of the experiment. Various other methods can basically be used in the arithmetic game. This is tailored to the situation, conditions and needs and depends on the teacher's creativity.

D. MEDIA USE FOR RECOGNITION OF MATHEMATICS Early Childhood

Media that can be used to study the introduction of early childhood mathematics.

1. Visual media

Is the only media that can be seen. Included in this media, such as pictures, card numbers, flashcard, three-dimensional objects (dice numbers, beams, ngka tower, tree count), the model realia / real objects, etc.

2. Audio media

Is a medium that contains a message in the form of auditif (can only be heard) that can stimulate the mind, feelings, and willingness of children to learn the contents of the theme. For example: children's song tapes, etc.

3. Audio visual media

It is the "audible" means that it can be heard and the "visible" meaning can be seen. For example learning with multimedia, television, CD math learning, etc.

4. Surrounding environment

The surrounding environment can be utilized for the introduction of early childhood mathematics, even with the use of the surrounding environment will further encourage children to understand mathematical concepts naturally. Examples include learning outside the classroom, experimentation, exploration, etc..

CHAPTER III

FRUITS AND VEGETABLES

A.    Aims

1.         To provide cross-curricula links with nutrition.

2.         To practise pair interaction with a short dialogue

3.         Some of these activities encourage support at home which will help the parents to become involved in the English their child is learning. In turn the children themselves should see that what they are learning can have a real impact on their lives outside of the classroom.

B.     Materials

1.         Paper and card for making own books

2.         Cut up copies of dialogue sentences

3.         Cooking clipart as vocabulary flashcards

4.         Access to computers for scavenger hunt

5.         Storybooks (if possible)

C.    Role play

1.      This can be a model for a short dialogue. Cut up into strips of paper and in pairs the children can reorganize the dialogue into the correct order.

2.         Greengrocer: Good morning. Can I help you?

3.         Customer: Good morning. Yes, please. I would like two bananas, five oranges and three apples, please.

4.         Greengrocer: Anything else?

5.         Customer: No, thank you.

6.         Greengrocer: Two pounds, please.

7.         Customer: Here you are.

8.         Greengrocer: Thank you, goodbye.

9.         Customer: Goodbye.

D.    Storybook

1.         Here are some of my favourite storybooks that are related to food.

2.         Eat Your Peas by Kes Gray and Nick Sharratt – Confronts the issue of fussy eaters. It transpires that Daisy’s Mum is as fussy as her daughter. She will offer absolutely anything (including one hundred chocolate factories and a couple of space rockets) so that Daisy will eat her peas. The story culminates when Daisy points out that her mum hasn’t eaten her Brussels sprouts. You can use this book to lead the topic of what you do and don’t like to eat.

3.         The Very Hungry Caterpillar by Eric Carle – A classic story of the hungry caterpillar who every day eats a little bit more until one day he turns into a beautiful butterfly.

4.         Max’s Breakfast by Rosemary Wells – Also looks at fussy eaters as Max’s sister Ruby tries to convince her brother to eat his egg. She ends up eating it herself.

5.         Ketchup on your Cornflakes by Nick Sharratt – A split-page book which allows all sorts of food combinations such as ice-cream on your hat or custard on your chips. Children love making their own versions and you could enforce a fruit or vegetable rule whereby every combination must include a fruit or vegetable.

                                                              

CHAPTER IV

BODY PART

Teaching body parts like “arm” and “hair” is very common in young learner classrooms, and justifiably so because:

1.          Conversations about body parts (“I bumped my head”, “Ha ha ha, I can see your belly button!”, etc) are very common in everyday life for young and (especially) very young learners

2.          That kind of language is also needed for classroom instructions like “Put your hands on your head” and “Put up your right hands if… and your left hands if…”

3.          There are many good games, books and songs for teaching body parts

Some of those great activities are described below, but first it is also worth considering the potential problems with this topic.

A.      Potential issues with teaching body parts

1.          Some of the most popular songs and books, e.g. the song Head Shoulders Knees and Toes, don’t have very useful vocabulary in them

2.          There is sometimes more than one possible word for the body part you want to teach, e.g. “pinkie”/ “little finger”

3.          Often the most age-appropriate vocabulary, e.g. “tummy”, is something that would be considered advanced level in an adult class

4.          There can be translation problems, e.g. the most common words for “leg” and “foot” are the same in Japanese and in many languages “toe” and “finger” are the same

5.          Some words can’t be translated into (level appropriate) English, e.g. there is no single word for “lower back” in everyday English and most toes have no individual names

6.          There is always a very good chance that one or more students will introduce ruder body parts that you want to avoid

Other solutions are mentioned below, but the main thing you need to do to avoid most of the problems above is decide which body words are most suitable for your class. The approximate order of when I would teach them is:

B.       Basic body parts

1.          head

2.          finger

3.          mouth

4.          nose

5.          eye

6.          ear

7.          hair

8.          hand

9.          foot

10.      leg

11.      arm

12.      teeth

C.    Slightly higher level body parts/Pre-Intermediate body parts

1.     thumb

2.     tooth

3.     lip

4.     tongue

5.     cheek

6.     toe

7.     shoulder

8.     knee

9.     tummy/stomach/belly

10.  neck

11.  back

12.  bottom

13.  little finger/pinkie

D.      Medium level body parts

1. belly button
2. skin
3. beard
4. chin

E.     Higher level body parts

1. index finger
2. middle finger
3. ring finger
4. ankle
5. wrist
6. elbow
7. forehead
8. eyelash
9. eyebrow
10. moustache
11. chest
12. hip
13. big toe
14. little toe
15. palm
16. fingernail

F.     Very high level body parts

1. forearm
2. armpit
3. spine
4. waist
5. fringe
6. heel
7. sole
8. shin
9. calf
10. jaw
11. biceps
12. crown
13. wrinkle
14. bags under your eyes
15. temples
16. ear lobe
17. nostril
18. pupil
19. iris
20. eyelid
21. shoulder blade
22. collar bone
23. trunk
24. rib
25. thigh
26. lower back
27. toenail

G.    Songs to teach body parts

The best tip for teaching young learners body parts is lots of action songs where they sing and touch or move the body parts they mention. There are EFL versions (e.g. The Bath Song on Super Simple Songs and Touch Your Head in the Saxoncourt book Fab Red, or Frankenstein Body Parts Song on EnglishClub.com) and variations on traditional songs with simpler body parts (e.g. the version of One Little Finger from Super Simple Songs), but it is still hard to beat the classics in terms of catchiness. Traditional songs with body parts vocab include:

1. Head Shoulders Knees and Toes (+ eyes, ears, mouth and nose)
2. Hokey Cokey (left/ right + arm and leg)
3. One Little Finger (+ lap or any body parts you get students to place their fingers on)
4. If You’re Happy and You Know It (hands, feet and head)
5. The Pinocchio (left/ right + arm and leg)
6. One Finger One Thumb (+ arm, leg and head)
7. One Two Three Four Five Touch Your Head Along with Me (+ hands and feet)

It is instantly noticeable that with the exception of Head Shoulders Knees and Toes and the variation on One Little Finger all of the songs above just practise “arm”, “leg”, “head” and “feet”. Other potential problems are:

1. Students are not sure which part they are actually singing about (e.g. the distinction between “toes” in Head Shoulders Knees and Toes and “feet”)
2. Students have difficulty distinguishing between the body part words and other words in the song, e.g. thinking “knees and” is a word
3. High level and nonsense words (e.g. in Looby Loo) can distract

Tips to get around these difficulties include:

1. Sing the songs to elicit body parts in other parts of the lesson, e.g. singing “Head shoulders knees and…” and waiting for them to fill in the next word
2. Drill the body parts before and after you do the song, e.g. shouting out “Right/ left + arm/ leg” at random before or after the Pinocchio song
3. Sometimes do the song slowly and acapella
4. Change the body parts mentioned in the song
5. Use flashcards to elicit the words of the song or change them
6. Combine songs with books, songs and games

H.      Using stories to teach and practice body vocabulary

There are books available for most of the songs mentioned above. There are also plenty of other books for teaching body parts, for example:

1. Blue Hat Green Hat (get students to tell you where the clothes are and should be)
2. Go Away, Big Green Monster (parts of the face)
3. Here are My Hands
4. Where’s My Baby by Julie Ashworth and John Clark
5. The Gruffalo
6. The Gruffalo’s Child
7. From Head to Toe by Eric Carle
8. Barney Plays Nose to Toes

CHAPTER V

ANIMALS

Learning doesn’t have to be a boring task, there are plenty of fun ways to teach kids about animals. They learn and recollect better when they are having fun.

A.      How to teach ?

1.        Animal flash cards are a great way to teach your child about a wide variety of different animals. You can find a variety of flash cards at Dollar Tree, Target, Walmart, and Cram.com. Along with the flash card you can incorporate sounds associated with the respective animal thereby teaching the child about animal sounds at the same time.

2.        Visit your local library and find a wide variety of books that you can use to teach your child about the different animals.

3.        Take a field trip to the Zoo, such as the Fort Worth Zoo.

4.        Find online printables for the different animals and print them off for your child to color. As your child is coloring, you can easily discuss each animal with your child. Ask your child questions about the sound that the animal makes, are they safe to handle or touch, where do they live, what they eat, ect.

5.        Enjoy making animal crafts of different animals with your children.

6.        Visit a local petting zoo. Interacting with the animals will give them a whole new perspective. It a wonderful experience for the child to interact in a friendly manner with the animals.

7.        Take your child to the state fair. Most state fairs have livestock and other farm animals. When they can relate a story associated with the animal they identify it better. Seeing and experiencing something first hand is a sure shot way to build memory relating to the thing.

8.        Find a local farm in your area and plan a visit. A day out in the company of animals, seeing them in their natural habitat helps the kids learn better about them.

9.        Plan a trip to a wildlife refuge.

10.    Watch animal planet together. Let’s face it, we can’t really take them to all the places we want to but we can surely not let that become a handicap. Also, it is not always possible to see the animals in their natural habitat so TV serves a great alternative. Sit with them, explain them and see them enjoy and learn!