Comenius Aims Objectives_Funda

ACTIVITY 1- THE BOOK

PSYCHO-MOTOR SKILLS

Aim 2: Ability to do movements that require eye-hand coordination

Objective 7: He can use some tools that require hand skills.

Objective 8: He can put the objects together in a way to create new shapes.

Objective 9: He can draw pictures by using different materials.

Objective 11: He can draw the shapes by using different tools.

Objective 12: He can fold the various materials in different ways.

Objective 13: He can cut the materials in required qualities.

Objective 14: He can glue the materials in required qualities.

Objective 15: He can tie up the objects with different materials.

SOCIO-EMOTIONAL SKILLS

Aim 2: Ability to realise oneself feelings

Objective 1: He can tell his feelings.

Objective 4: He can express his feelings through music, dance, drama, etc.

Aim 4: Ability to motivate oneself

Objective 1: He can start doing something by himself.

Objective 2: He struggles to finish his work.

Aim 5: Ability to realize other’s feelings

Objective 1: He can express other’s feelings.

Objective 2: He can share other’s feelings.

Aim 10: Ability to understand the social life

Objective 2: He can tell the different roles of a person.

Objective 3: He can tell the characteristics of his culture.

Aim 11: Ability to create objects with aesthetic value

Objective 2: He can present original poem, story, song, etc.

Objective 4: He can develop original products in visual arts.

Objective 7: He can present his products in several ways.

Objective 8: He can use real or imaginary objects in his presentations.

LANGUAGE SKILLS

Aim 4: Ability to express oneself verbally

Objective 6: He can tell his feelings, ideas and dreams.

Objective 7: He can explain his feelings, ideas and dreams in creative ways.

Aim 8: Ability to read visual materials

Objective 5: He can develop compositions like an event or story by using visual materials.

COGNITIVE SKILLS

Aim 1: Ability to understand the information about oneself and family

Objective 1: He can explain the information about himself.

Objective 2: He can explain the information about the family members.

Aim 2: Ability to describe events and objects

Objective 1: He can tell the features of the events or objects

Objective 2: He can compare the features of the events or objects.

Aim 4: Ability to remember the things perceived

Objective 9: He can express the event or an object again after some time.

Aim 16: Ability to associate cause-result relation about certain aspects and events

Objective 1: He can tell the possible causes of a certain event.

Objective 2: He can tell the possible results of a certain event.

Aim 17: Ability to associate relation between the concepts of time

Objective 1: He can tell the events in the order of happening

Aim 18: Ability to solve problem

Objective 2: He can offer several formulas for the problem.

Objective 3: He can choose the appropriate formula

SELF-CARE SKILLS

Aim 1: Ability to carry out the cleaning rules

Objective 1: He can use the cleaning items correctly.

Objective 2: He can clean his hands, face and the other parts of his body.

Objective 5: He can keep the items at school and home clean and tidy.

Objective 7: He can keep his environment clean.

ACTIVITY 2- RECIPIE

PSYCHO-MOTOR SKILLS

Aim 2: Ability to do movements that require eye-hand coordination

Objective 2: He can pour the objects from one container to another.

Objective 12: He can fold the various materials in different ways.

Objective 13: He can cut the materials in required qualities.

Aim 3: Ability to do movements by using gross motor skills

Objective 3: He can carry the objects in different weights

Objective 5: He can walk a proper distance by carrying the objects in different weights.

Aim 4: Ability to do movements by using fine motor skills

Objective 4: He can shape the materials with hands.

SOCIO-EMOTIONAL SKILLS

Aim 2: Ability to realise oneself feelings

Objective 1: He can tell his feelings.

Objective 2: He can explain the causes of his feelings

Aim 4: Ability to motivate oneself

Objective 2: He struggles to finish his work.

Objective 1: He can start doing something by himself.

Aim 6: Ability to manage the relations with the others

Objective 3: He is willing to take responsibility in the group

Objective 4: He accomplishes his responsibilities

Aim 10: Ability to understand the social life

Objective 3: He can tell the characteristics of his culture.

Objective 4: He can tell the certain features of the different cultures.

LANGUAGE SKILLS

Aim 4: Ability to express oneself verbally

Objective 1: He sets eye contact while listening and speaking.

Objective 2: He joins in the chat.

Aim 6: Ability to enlarge vocabulary

Objective 1: He can realise the new words while listening.

COGNITIVE SKILLS

Aim 2: Ability to describe events and objects

Objective 1: He can tell the features of the events or objects

Aim 3 : Ability to concentrate

Objective 1: He can realize the object, event and state that needs concentration.

Objective 2: He focuses attention on the object, event and state.

Objective 3: He tells the object, event and state that needs concentration.

Aim 8: Ability to measure the objects

Objective 2: He can measure with nonstandard units

Aim 15: Ability to do simple addition and subtraction with he objects

Objective 1: He can add a certain amount of objects into the group of objects.

Objective 2: He can take out a certain amount of objects from the group of objects.

Objective 3: He can do additions by using the objects.

Objective 4: He can do subtraction by us using the objects

Aim 16: Ability to associate cause-result relation about certain aspects and events

Objective 1: He can tell the possible causes of a certain event.

Objective 2: He can tell the possible results of a certain event.

Aim 18: Ability tok solve problems

Objective 1: He can tell what the problem is.

Objective 2: He can offer several formulas for the problem.

Objective 3: He can choose the appropriate formula.

Objective 4: He can try the chosen formulas.

Objective 5: He can decide what the best solution is.

Aim 19: Ability to prepare charts from objects

Objective 1: He can make charts by using the objects.

Objective 2: He can show the objects by the symbols.

Objective 3: He can put the symbols to the frame of the charts

Objective 4: He can count the objects in the charts.

Objective 5: He can tell the results by looking over the chart.

SELF-CARE SKILLS

Aim 1: Ability to carry out the cleaning rules

Objective 2: He can clean his hands, face and the other parts of his body.

Objective 4: He is careful about the cleaning of the food.

Objective 7: He can keep his environment clean.

Aim 5: Ability to protect himself from the accidents and dangerous situations

Objective 1: He can tell the dangerous situations.

Objective 2: He stays away from the dangerous situations.

Objective 3: He asks for help in the time of danger.

ACTIVITY 3- THE SONG

PSYCHO-MOTOR SKILLS

Aim 1: Ability to do coordinated movements

Objective 13: He can do coordinated and rhythmic movements while using a tool.

SOCIO-EMOTIONAL SKILLS

Aim 2: Ability to realise oneself feelings

Objective 4: He can express his feelings through music, dance, drama, etc.

Aim 10: Ability to understand the social life

Objective 3: He can tell the characteristics of his culture.

Objective 4: He can tell the certain features of different cultures.

Aim 11: Ability to create objects with aesthetic value

Objective 1: He can walk and dance with aesthetic movements.

Objective 5: He can do rhythm by using various tools.

Objective 6: He can make music by using various voices.

LANGUAGE SKILLS

Aim 1: Ability to distinguish the sounds

Objective 4: He can copy the given sounds.

Aim 2: Ability to use voice correctly while talking

Objective 1: He can use his breath correctly.

Objective 2: He can pronounce the words correctly

Objective 3: He can fix his voice in a perceptible way.

Objective 4: He can fix his voice speed

Aim 5: Ability to express the things he listened, in various ways.

Objective 5: He can display the things he listened in different ways like; drawings, music, drama, story etc.

Aim 6: Ability to enlarge vocabulary

Objective 1: He can realise the new words while listening.

Objective 2: He asks the meanings of the new words.

COGNITIVE SKILLS

Aim 3 : Ability to concentrate

Objective 1: He can realize the object, event and state that needs concentration.

Objective 2: He focuses attention on the object, event and state.

Objective 3: He tells the object, event and state that needs concentration.

Objective 4: He explains the object, event or the situation in detail.

ACTIVITY 4- THE GAME

PSYCHO-MOTOR SKILLS

Aim 1: Ability to do coordinated movements

Objective 5: He can run according to the given instructions

Objective 14: He can catch the thrown objects

Objective 15: He can throw the objects to the target

SOCIO-EMOTIONAL SKILLS

Aim 6: Ability to manage the relations with the others

Objective 1: He can start the communication by himself.

Objective 3: He is willing to take responsibility in the group

Objective 5: He shows respect to the others’ and his rights.

Objective 10: He obeys the rules in the group.

Aim 7: Ability to indulge

Objective 1: He accepts that he can make mistakes.

Objective 2: He tells his mistakes.

LANGUAGE SKILLS

Aim 2: Ability to use voice correctly while talking

Objective 1: He can use his breath correctly.

Objective 2: He can pronounce the words correctly

Objective 3: He can fix his voice in a perceptible way.

Objective 4: He can fix his voice speed .

COGNITIVE SKILLS

Aim 3 : Ability to focus

Objective 1: He can realize the object, event and state that needs concentration.

Objective 2: He focuses attention on the object, event and state.

Aim 4: Ability to remember the things perceived

Objective 2: He can tell the colours of the items.

Aim 5: Ability to match the items

Objective 2: He can match the items according to their colours.

SELF-CARE SKILLS

Aim 5: Ability to protect himself from the accidents and dangerous situations

Objective 1: He can tell the dangerous situations.

Objective 2: He stays away from the dangerous situations.

Comenius Aims Objectives_Sandra

MAERDY INFANT SCHOOL

COMENIUS ACTIVITY

Game: “There was a Princess Long Ago…..”

Age- 3-5 years

Personal and Social Development

• Play in parallel alongside other children
• Play associatively, sometimes planning play sequences
• Take turns, share and begin to exercise self control
• Concentrate for lengthening periods when involved in appropriate tasks
• Explore and experiment confidently with new learning opportunities

Linguistic, Literacy and Communication Skills

• The child should be able to talk
• The child’s speech is intelligible
• The child uses speech to describe someone or something
• Be able to portray a character in role play
• Tell a simple story
• Is able to understand a simple story
• Sequences a known story

Creative Development

• Shows willingness, appropriate behaviour and enjoyment when participating in musical activities
• Is able to use a steady beat whilst singing, clapping or tapping
• Enjoys and appreciates live and recorded music
• Responds to instructions and sounds
• Is confident in a large space
• Is able to use basic body actions
• Recognizes and identifies actions through observation.

MAERDY INFANT SCHOOL

COMENIUS ACTIVITY

Cooking activity: Recipes from Wales

Age- 5-7 years

Personal and Social Development

• Concentrate for lengthening periods when inappropriate tasks
• Acknowledge the need for help and seek help when needed
• Explore and experiment confidently with new learning opportunities
• Begin to take responsibility for personal hygiene
• Take responsibility for selecting and clearing away own materials
• Behave acceptably at mealtimes

Linguistic, Literacy and Communication Skills

• Responds to simple instructions
• Is able to express a request independently

Mathematical Development

• Compare heavy and light
• Differentiate between full and empty
• Compare two different containers that hold more
• Understand the language of size

Knowledge and Understanding of the World

• Understands that food and water are essential for living
• Understands that certain food are good for you
• Is able to describe and name a range of different foods
• Understand that some foods comes from plants and some food from animals

MAERDY INFANT SCHOOL

COMENIUS ACTIVITY

Comenius Song

Age – 5-7 years

Social and Personal Development

• Understand that all living things should be treated with care, respect and concern
• Respond positively to a range of new cultural and linguistic experiences

Linguistic, Literacy and Communication Skills

• Demonstrates the ability to hear
• Conveys accurately a simple phrase or rhyme
• Recognizes rhyming words

Creative Development

• Shows willingness, appropriate behaviour and enjoyment when participating in musical activities- vocal and instrumental
• Is able to use a steady beat whilst singing, clapping, tapping or using percussion instruments
• Imitates and learns simple rhythmic sounds and melodic patterns
• Creates, selects and arranges sounds in response to various stimuli
• Enjoys and appreciates live and recorded music

Cultural Development

• The children can be part of the Comenius Project

MAERDY INFANT SCHOOL

COMENIUS ACTIVITY

Diary – A Day in the Life of…

Age 3-5 years and 5 – 7 years

Personal and Social Development

• Begin to take responsibility of personal hygiene
• Behave acceptable at meal times
• Dress themselves, if given time and encouragement

Linguistic, Literacy and Communication Skills

• Report on own experiences
• Outline what is happening in simple terms

Mathematical Development

• Can differentiate between day and night
• Recall sequences of events and routines

Knowledge and Understanding of the World

• Can discuss the type of home in which he/she live
• Knows his/her house number
• Knows his/her street
• Knows his/her street
• Knows his/her address
• Is able to match the times of the day to specific activities
• Knows yesterday was the day before
• Knows tomorrow is the day after
• Knows the names of the days of the week
• Knows the order of the days of the week
• Knows the date of his/her birthday

Comenius Aims Objectives_Edith

Game to play with children inside and outside

Game: „Schmetterling, du kleines Ding„

„Butterfly, you little thing“

Linguistic-Skills

In this „circle-game“ the children learn how to pronounce the words correctly.

Furthermore, one intention of this game is to arouse children’s interest in singing, movement and language in general.

Social-Skills

By choosing dancing partners, the children learn how to establish contacts between each other.

During the dance, the children learn to treat others with respect and to show consideration for each other.

Because of dancing together, this game supports the children in developing, enhancing and sustaining a sense of community

Cognitive Skills

The game encourages children to keep the lyrics of the song in their minds through play.

The children learn to sing and to dance at the same time.

Gross Motor Skills

The children learn to move like a butterfly.

Cooking with children

Social skills

The children experience common working and eating

They learn to undertake and to hand over tasks

Gross and fine motor skills

They learn to handle victuals ( to wash, clean, cut...)

The children learns how to deal with kitchen tools like knives

Gross and fine motor skills are enhanced

Self competences

Self confidence and self assurance are strengthened.

Children learn to take responsibility

Cognitive skills

The children become acquainted with different food from other countries

They get to know different quantities of victuals

They experience that cooking involves work

the children find out to enjoy cooking

Linguistic skills

The children learn the name of food

The children learn the name of working tools

The children diary

Social skills

The child feels valuable

Integration of the parents

Potential conflicts could be reflected together with the child according the documentation

The child get stimulated to change the daily routine

Linguistic skills

The child should dispute with itself, this could help to experience things which were unknown before

We communicate the daily routines with the child

Culture skills

To get known with the child and it´s daily routine

Together with all the other diaries we experience things which influences rituals or routines by culture

International exchange

Cognitive skills

The child became acquainted with cultural diversity

The child participate in a day of the live of other children

Comenius song

Linguistic skills

The children get to know a new language.

The children learn how to pronounce the words correctly.

The children have fun by singing

The children knows the rhythm of the song

Social skills

The children have the feeling to belong together as a group

They can succeed in something together

All the children of different ages are brought together in one group

Self competences

The self-confidence of the children can be strengthened because all the children can take part in that song.

Culture skills

The children can be part of the comenius project

The children learns a song in other languages

Comenius Aims Objectives_Isabel

Activity: Book / Children diary

Day nursery: child Lara 10 months

(Lara is too young to have any aims and objectives)

Kindergarden: child Sean & Francis (twins) 4 years

Social skills

- Describes self or others by looking at the photos or showing them

- Child evaluates and takes pleasure in own ability to perform skillfully

- Child can see photos of a conflict situation (in which they were involved) and can reflect it with the other children or the teacher

- He can learn to concentrate and develop initiative, engagement and persistence

- Learns to tidy his “work place” after making the craft

- Describes self and others in terms of preferences

Language skills

- child learns to use language in conversations

- child can express himself through language

- child can explain his day and himself in a creative way

- talking about the process of making the book

- books are a good way to support the development of language skills

Psycho-motor skills

- he can use materials which supports hand skills

- he can put different things together to create new things and shapes

- he can draw pictures with different colouring materials

- he can fold different things

- he can learn to glue properly

- he can learn to use scissors

Personal care routines

- learns to wash his hands after doing a craft

Cognitive skills

- learns to be careful with glue, scissors, paint etc.

- concepts of print

Activity: Recipe

Socio-emotional skills

- child learns to interact positively with a number of children

- learns to help younger children / and learn from older children

- child learns to interact with the adult who leads the activity

- child learns to follow increasingly complex instructions

Psycho-Motor skills

- child learns to use the cooking materials and kitchen tools properly

- child learns the “hand-eye-coordination”

Language skills

- child learns to name the kitchen utensils

- child learns more words

Cognitive skills

- child learns the measure and weight scales

- child learns to distinguish between different tastes by trying the recipe ingredients

- child learns that some foods have different components (and are not growing on trees)

- child learns that food is necessary to survive

- child learns that to cook food sometimes the ingredients must be put together with a specific order

- child can learn the different food from other countries

Personal care routine

- child can learn more about different food qualities (healthy food and not so healthy food)

- child can learn the importance of cleanliness whilst cooking

- child learns to wash his hands before and after cooking

Activity: the Comenius Song

Socio-emotional skills

- child has a positive group experience

- child can communicate that he enjoys himself

- child can communicate different emotions through song

Psycho-Motor skills

- child learns specific moves

- child learns to combine different body parts

- general good training for motor skills

Language skills

- Child learns new words easier

- child learns a new language

Cognitive skills

- child learns to combine singing, moving and language

- child learns about the different traditions in other countries

Activity: The game “ I´m the little cat - Ich bin die kleine Katze”

Socio-emotional skills

- child can learn to play in / as a part of a group

- child can learn to communicate with the children

- child can develop friendships

- learn to build cooperative play with other children

- awareness of diversity amongst animals/ other children

- shared use of personal space

- classification

Psycho-Motor skills

- child can learn to combine dancing with the rules of a game

- child can learn to imitate animals physical movements

- balancing skills

Language skills

- through a song children can learn hard words easier

- child can learn to make different sounds

- phonological awareness

Cognitive skills

- child can learn to follow the rules of a game

- child can learn to remember rhymes, rhythms and lyrics and use them in future play