flat cardboard containers (12 x 18

flat cardboard containers (12 x 18 x 3 inches) can become miniature sand environments for children’s explorations, such as transportation or mapmaking.

In the sand, children can construct roads, tunnels, bridges, cities, farms, airports anything they have seen and want to re-create. A clean squirt bottle can be filled with water so that the children can keep the sand moist enough for building. Props that might be added to the sand include various sizes of containers, measuring spoons and cups, toy animals, people, shops, cars, airplanes, shells, sticks, feathers, marbles, rocks, or even live land crabs and beetles (see Figure 3.2), depending on the curriculum.

A water center gives children the opportunity to learn more about their earth. You can easily provide water for children’s use: small plastic dishpans placed on a plastic or newspaper-covered table are adequate. Other containers might be plastic tubs or buckets, commercial water tables, or plastic wading pools. Children can cover themselves with plastic aprons, and teachers can keep an extra set of clothing handy in case children do become too wet.

Adding objects to water play gives children new ideas and materials with which to experiment. Sieves, funnels, bottles, a piece of hose, plastic spoons, cups, and dishes are all appropriate additions. lf children lose interest in water play adding dishes, pots, pans, and doll clothes to wash renews their motivation. Adding small boats adds to a transportation theme.

Primary children use sand and water to learn more about measurement and voiume, make comparisons, identify cause and effect, and problem-solve (Moriarty, 2002). These older children can also observe how things float, sink, and dissolve. Clipboards near the sand and water areas allow children to record their findings.

Blocks
Blocks are one of the most valuable learning resources in the social studies. Block building invites children to work togetlicr. Rather than relying on suggestions from the teacher, the discipline of construction itself asks for cooperative effort. Children seek each other`s help, working together as they build (see Figure 3.3).

First introduced by Friedrick Froebel (1887), unit blocks were used by Caroline Pratt (1948) in the early 19305 as,a primary tool for social studies learning in her

flat cardboard containers (12 x 18 x 3 inches) can become miniature sand environments for children’s explorations, such as transportation or mapmaking.

In the sand, children can construct roads, tunnels, bridges, cities, farms, airports anything they have seen and want to re-create. A clean squirt bottle can be filled with water so that the children can keep the sand moist enough for building. Props that might be added to the sand include various sizes of containers, measuring spoons and cups, toy animals, people, shops, cars, airplanes, shells, sticks, feathers, marbles, rocks, or even live land crabs and beetles (see Figure 3.2), depending on the curriculum.

A water center gives children the opportunity to learn more about their earth. You can easily provide water for children’s use: small plastic dishpans placed on a plastic or newspaper-covered table are adequate. Other containers might be plastic tubs or buckets, commercial water tables, or plastic wading pools. Children can cover themselves with plastic aprons, and teachers can keep an extra set of clothing handy in case children do become too wet.

Adding objects to water play gives children new ideas and materials with which to experiment. Sieves, funnels, bottles, a piece of hose, plastic spoons, cups, and dishes are all appropriate additions. lf children lose interest in water play adding dishes, pots, pans, and doll clothes to wash renews their motivation. Adding small boats adds to a transportation theme.

Primary children use sand and water to learn more about measurement and voiume, make comparisons, identify cause and effect, and problem-solve (Moriarty, 2002). These older children can also observe how things float, sink, and dissolve. Clipboards near the sand and water areas allow children to record their findings.

Blocks
Blocks are one of the most valuable learning resources in the social studies. Block building invites children to work togetlicr. Rather than relying on suggestions from the teacher, the discipline of construction itself asks for cooperative effort. Children seek each other`s help, working together as they build (see Figure 3.3).

First introduced by Friedrick Froebel (1887), unit blocks were used by Caroline Pratt (1948) in the early 19305 as,a primary tool for social studies learning in her

0/5000

Dari: -

Ke: -

Hasil (Bahasa Indonesia) 1: [Salinan]

Disalin!

flat cardboard containers (12 x 18 x 3 inches) can become miniature sand environments for children’s explorations, such as transportation or mapmaking. In the sand, children can construct roads, tunnels, bridges, cities, farms, airports anything they have seen and want to re-create. A clean squirt bottle can be filled with water so that the children can keep the sand moist enough for building. Props that might be added to the sand include various sizes of containers, measuring spoons and cups, toy animals, people, shops, cars, airplanes, shells, sticks, feathers, marbles, rocks, or even live land crabs and beetles (see Figure 3.2), depending on the curriculum.A water center gives children the opportunity to learn more about their earth. You can easily provide water for children’s use: small plastic dishpans placed on a plastic or newspaper-covered table are adequate. Other containers might be plastic tubs or buckets, commercial water tables, or plastic wading pools. Children can cover themselves with plastic aprons, and teachers can keep an extra set of clothing handy in case children do become too wet.Adding objects to water play gives children new ideas and materials with which to experiment. Sieves, funnels, bottles, a piece of hose, plastic spoons, cups, and dishes are all appropriate additions. lf children lose interest in water play adding dishes, pots, pans, and doll clothes to wash renews their motivation. Adding small boats adds to a transportation theme.Primary children use sand and water to learn more about measurement and voiume, make comparisons, identify cause and effect, and problem-solve (Moriarty, 2002). These older children can also observe how things float, sink, and dissolve. Clipboards near the sand and water areas allow children to record their findings. BlocksBlocks are one of the most valuable learning resources in the social studies. Block building invites children to work togetlicr. Rather than relying on suggestions from the teacher, the discipline of construction itself asks for cooperative effort. Children seek each other`s help, working together as they build (see Figure 3.3).First introduced by Friedrick Froebel (1887), unit blocks were used by Caroline Pratt (1948) in the early 19305 as,a primary tool for social studies learning in her

Sedang diterjemahkan, harap tunggu..

Hasil (Bahasa Indonesia) 2:[Salinan]

Disalin!

wadah datar karton (12 x 18 x 3 inci) bisa menjadi lingkungan pasir miniatur untuk eksplorasi anak-anak, seperti transportasi atau pembuatan peta. Di pasir, anak-anak dapat membangun jalan, terowongan, jembatan, kota, pertanian, bandara apa saja yang mereka lihat dan ingin untuk menciptakan kembali. Sebuah botol semprot bersih bisa diisi dengan air sehingga anak-anak dapat menjaga pasir cukup lembab untuk membangun. Alat peraga yang mungkin ditambahkan ke pasir mencakup berbagai ukuran wadah, mengukur sendok dan cangkir, hewan mainan, orang, toko-toko, mobil, pesawat terbang, kerang, tongkat, bulu, kelereng, batu, atau bahkan kepiting tanah hidup dan kumbang (lihat Gambar 3.2), tergantung pada kurikulum. Sebuah pusat air memberikan anak-anak kesempatan untuk belajar lebih banyak tentang bumi mereka. Anda dapat dengan mudah menyediakan air untuk digunakan anak-anak: dishpans plastik kecil yang ditempatkan pada plastik atau meja koran tertutup memadai. Wadah lainnya mungkin bak plastik atau ember, tabel air komersial, atau kolam rendam plastik. Anak-anak dapat menutupi diri dengan celemek plastik, dan guru dapat terus set ekstra pakaian berguna pada anak-anak hal yang menjadi terlalu basah. Menambahkan objek untuk bermain air memberikan anak-anak ide dan bahan yang digunakan untuk percobaan baru. Saringan, corong, botol, sepotong selang, sendok plastik, gelas, dan piring semua tambahan yang sesuai. anak lf kehilangan minat dalam bermain air menambahkan piring, panci, wajan, dan pakaian boneka untuk mencuci memperbaharui motivasi mereka. Menambahkan perahu kecil menambah tema transportasi. Anak-anak Pratama menggunakan pasir dan air untuk mempelajari lebih lanjut tentang pengukuran dan voiume, membuat perbandingan, mengidentifikasi sebab dan akibat, dan memecahkan masalah (Moriarty, 2002). Anak-anak yang lebih tua juga bisa mengamati bagaimana hal-hal mengapung, tenggelam, dan larut. Clipboard dekat daerah pasir dan air memungkinkan anak-anak untuk merekam temuan mereka. Blok Blok adalah salah satu sumber belajar yang paling berharga dalam studi sosial. Blok bangunan mengajak anak-anak untuk bekerja togetlicr. Daripada mengandalkan saran dari guru, disiplin konstruksi itu sendiri meminta usaha koperasi. Anak-anak mencari setiap bantuan other`s, bekerja sama karena mereka membangun (lihat Gambar 3.3). Pertama kali diperkenalkan oleh Friedrick Froebel (1887), satuan blok digunakan oleh Caroline Pratt (1948) pada awal 19.305 sebagai, alat utama untuk studi sosial belajar dalam dirinya

Sedang diterjemahkan, harap tunggu..

Hasil (Bahasa Indonesia) 3:[Salinan]

Disalin!

Sedang diterjemahkan, harap tunggu..

Bahasa lainnya

Dukungan alat penerjemahan: Afrikans, Albania, Amhara, Arab, Armenia, Azerbaijan, Bahasa Indonesia, Basque, Belanda, Belarussia, Bengali, Bosnia, Bulgaria, Burma, Cebuano, Ceko, Chichewa, China, Cina Tradisional, Denmark, Deteksi bahasa, Esperanto, Estonia, Farsi, Finlandia, Frisia, Gaelig, Gaelik Skotlandia, Galisia, Georgia, Gujarati, Hausa, Hawaii, Hindi, Hmong, Ibrani, Igbo, Inggris, Islan, Italia, Jawa, Jepang, Jerman, Kannada, Katala, Kazak, Khmer, Kinyarwanda, Kirghiz, Klingon, Korea, Korsika, Kreol Haiti, Kroat, Kurdi, Laos, Latin, Latvia, Lituania, Luksemburg, Magyar, Makedonia, Malagasi, Malayalam, Malta, Maori, Marathi, Melayu, Mongol, Nepal, Norsk, Odia (Oriya), Pashto, Polandia, Portugis, Prancis, Punjabi, Rumania, Rusia, Samoa, Serb, Sesotho, Shona, Sindhi, Sinhala, Slovakia, Slovenia, Somali, Spanyol, Sunda, Swahili, Swensk, Tagalog, Tajik, Tamil, Tatar, Telugu, Thai, Turki, Turkmen, Ukraina, Urdu, Uyghur, Uzbek, Vietnam, Wales, Xhosa, Yiddi, Yoruba, Yunani, Zulu, Bahasa terjemahan.