By Sharon Garforth
The power to wait, to pay attention and to seem are necessities to all different types of studying. through facilitating kid's cognizance and listening talents, we will provide them a greater likelihood of attaining their strength in conversation, speech and language, and accordingly studying talents. awareness and Listening within the Early Years is an leading edge path designed for teams of kids elderly 2-4. each one workforce consultation is deliberate round a subject reminiscent of 'The Farm' or 'The Zoo' the topics offer an anchor for the kids to realize which means from the listening actions, video games and songs that may aid them discover ways to take a seat nonetheless, no longer speak, examine the speaker and view the phrases - all important talents in stable listening. entire with complete directions, together with lists of the apparatus wanted for every consultation and the auditory and visible targets of every task, the e-book additionally comprises photocopiable exact guidance plans and shorter advised plans to be used in the course of the periods. each one consultation may still run for now not than 15 to twenty-five mins, and should be a enjoyable and fruitful replacement to conventional circle-time for early years practitioners equivalent to playgroup and preschool leaders, and speech and language therapists.
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Extra resources for Attention and Listening in the Early Years
Prompt for ‘good listening’. ’ ‘DRIVE, DRIVE, DRIVE’ SONG AND ACTIVITY Lesson objectives Looking and listening for a change of speed in a song, and responding accordingly. Main activity Say: ‘Let’s go to the park in the car. Everyone get in your car and hold on to the steering wheel. ’ Drive, drive, drive, Drive, drive, drive, Beep beep, toot toot, Drive, drive, drive'. e. ) 56 Copyright © Sharon Garforth 2009 ü • Link to the next activity. ’ • Prompt for ‘good listening’. ’ SONG AND ACTIVITY Lesson objectives Matching actions to words in the song.
Swimming, dipping their beaks in the water, flapping their wings) either by miming or by making the toy ducks do it. Encourage the children to have a go at the actions too. ’ (recite as a poem) Have you seen the little ducks? Swimming on the water, Mother, father, baby ducks, Swimming on the water. Have you seen them dip their beaks? Swimming on the water, Mother, father, baby ducks, Swimming on the water. Have you seen them flap their wings? Swimming on the water, Mother, father, baby ducks, Swimming on the water.
An adult demonstrates, then five children (at most, so that you don’t lose their attention) take a turn to feel in the bag and guess what the item of food is. Everyone sings the song below (using the claves to make a chopping sound), with the person who pulled out the food pretending to chop it with their hand. (to the tune of ‘Skip to my Lou’) Chop, chop, chop up the lot, Chop, chop, chop up the lot, Chop, chop, chop up the lot, Chop it all up for dinner. • Repeat about five times. • Put away the claves and give out an item of food to each child.