- Teks
- Sejarah
Haves and Have NotsThis transitiona
Haves and Have Nots
This transitional or circle activity is a variation of the Lineup activity in Chapter 5. The leader of the game (either the teacher or a child) selects a characteristic, such as red. She whispers her selection to one other person, who helps her remember what she has chosen and ensures that the chosen characteristic will not change arbitrarily (this is often a problem with young children). The leader then tells each child if he or she has or does not have the characteristic. If red is the attribute, then all children wearing red sit in¬side the circle (or line up, if the game is being used as a transitional activ¬ity), and those children not wearing red remain outside of the circle (or do not line up). Children try to guess what characteristic has been selected by comparing the children sitting inside the circle with those sitting outside.
Children soon realize ihat it is as important to observe those outside the circle as it is to observe those inside. Clothing color is often the first type of characteristic children select; however, they soon progress to other charac¬teristics, such as smiling or sitting cross-legged. The teacher should guide children away from selecting physical characteristics.
This transitional or circle activity is a variation of the Lineup activity in Chapter 5. The leader of the game (either the teacher or a child) selects a characteristic, such as red. She whispers her selection to one other person, who helps her remember what she has chosen and ensures that the chosen characteristic will not change arbitrarily (this is often a problem with young children). The leader then tells each child if he or she has or does not have the characteristic. If red is the attribute, then all children wearing red sit in¬side the circle (or line up, if the game is being used as a transitional activ¬ity), and those children not wearing red remain outside of the circle (or do not line up). Children try to guess what characteristic has been selected by comparing the children sitting inside the circle with those sitting outside.
Children soon realize ihat it is as important to observe those outside the circle as it is to observe those inside. Clothing color is often the first type of characteristic children select; however, they soon progress to other charac¬teristics, such as smiling or sitting cross-legged. The teacher should guide children away from selecting physical characteristics.
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Kaya dan miskin telah
ini transisi atau aktivitas lingkaran adalah variasi dari kegiatan Lineup di Bab 5. Pemimpin permainan (guru atau anak) memilih karakteristik, seperti merah. Ia berbisik seleksi untuk orang lain, yang membantu dia ingat apa yang dia telah memilih dan memastikan bahwa karakteristik pilihan tidak akan berubah secara sewenang-wenang (ini adalah sering masalah dengan anak-anak muda). Pemimpin menceritakan setiap anak jika dia memiliki atau tidak memiliki karakteristik. Jika merah adalah atribut, maka semua anak mengenakan merah duduk in¬side lingkaran (atau berbaris, jika permainan ini sedang digunakan sebagai transisi activ¬ity), dan anak-anak yang tidak mengenakan merah tetap di luar lingkaran (atau tidak berbaris). Anak-anak mencoba menerka apa karakteristik telah dipilih dengan membandingkan anak-anak yang duduk di dalam lingkaran dengan orang-orang yang duduk luar.
anak segera menyadari ihat sebagai penting untuk mengamati orang-orang di luar lingkaran seperti itu adalah untuk mengamati dalam mereka. Warna pakaian adalah sering jenis pertama dari karakteristik anak pilih; Namun, mereka segera maju ke charac¬teristics lainnya, seperti tersenyum atau duduk bersila. Guru harus membimbing anak-anak dari memilih karakteristik fisik.
ini transisi atau aktivitas lingkaran adalah variasi dari kegiatan Lineup di Bab 5. Pemimpin permainan (guru atau anak) memilih karakteristik, seperti merah. Ia berbisik seleksi untuk orang lain, yang membantu dia ingat apa yang dia telah memilih dan memastikan bahwa karakteristik pilihan tidak akan berubah secara sewenang-wenang (ini adalah sering masalah dengan anak-anak muda). Pemimpin menceritakan setiap anak jika dia memiliki atau tidak memiliki karakteristik. Jika merah adalah atribut, maka semua anak mengenakan merah duduk in¬side lingkaran (atau berbaris, jika permainan ini sedang digunakan sebagai transisi activ¬ity), dan anak-anak yang tidak mengenakan merah tetap di luar lingkaran (atau tidak berbaris). Anak-anak mencoba menerka apa karakteristik telah dipilih dengan membandingkan anak-anak yang duduk di dalam lingkaran dengan orang-orang yang duduk luar.
anak segera menyadari ihat sebagai penting untuk mengamati orang-orang di luar lingkaran seperti itu adalah untuk mengamati dalam mereka. Warna pakaian adalah sering jenis pertama dari karakteristik anak pilih; Namun, mereka segera maju ke charac¬teristics lainnya, seperti tersenyum atau duduk bersila. Guru harus membimbing anak-anak dari memilih karakteristik fisik.
Sedang diterjemahkan, harap tunggu..
Haves and Have Nots
This transitional or circle activity is a variation of the Lineup activity in Chapter 5. The leader of the game (either the teacher or a child) selects a characteristic, such as red. She whispers her selection to one other person, who helps her remember what she has chosen and ensures that the chosen characteristic will not change arbitrarily (this is often a problem with young children). The leader then tells each child if he or she has or does not have the characteristic. If red is the attribute, then all children wearing red sit in¬side the circle (or line up, if the game is being used as a transitional activ¬ity), and those children not wearing red remain outside of the circle (or do not line up). Children try to guess what characteristic has been selected by comparing the children sitting inside the circle with those sitting outside.
Children soon realize ihat it is as important to observe those outside the circle as it is to observe those inside. Clothing color is often the first type of characteristic children select; however, they soon progress to other charac¬teristics, such as smiling or sitting cross-legged. The teacher should guide children away from selecting physical characteristics.
This transitional or circle activity is a variation of the Lineup activity in Chapter 5. The leader of the game (either the teacher or a child) selects a characteristic, such as red. She whispers her selection to one other person, who helps her remember what she has chosen and ensures that the chosen characteristic will not change arbitrarily (this is often a problem with young children). The leader then tells each child if he or she has or does not have the characteristic. If red is the attribute, then all children wearing red sit in¬side the circle (or line up, if the game is being used as a transitional activ¬ity), and those children not wearing red remain outside of the circle (or do not line up). Children try to guess what characteristic has been selected by comparing the children sitting inside the circle with those sitting outside.
Children soon realize ihat it is as important to observe those outside the circle as it is to observe those inside. Clothing color is often the first type of characteristic children select; however, they soon progress to other charac¬teristics, such as smiling or sitting cross-legged. The teacher should guide children away from selecting physical characteristics.
Sedang diterjemahkan, harap tunggu..
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- Aku tidak percaya diri memasangnya
- pukul tujuh pagi saya tiba di kantor dan
- Jaga dirimuSayangi dirimu
