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Arzu Arslan Aslandağ/ Güzelşehir Şehit Mahmut Tekke Secondary School/Türkiye 

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Arzu Arslan Aslandağ/ Güzelşehir Şehit Mahmut Tekke Secondary School/Türkiye 

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1. Language Development:

Listening, speaking and telling skills are supported through fairy tales.

Vocabulary is developed with story completion, character analysis and creating new fairy tales activities.

2. Cognitive Development:

Comprehension of the sequence of events in fairy tales and establishing cause-effect relationships are studied.

Thinking skills are supported by creating different scenarios with artificial intelligence applications.

3. Social-Emotional Development:

Recognition of emotions and empathy skills are developed through characters in fairy tales.

Social skills such as cooperation, sharing and waiting for turns are reinforced with group work.

4. Art and Aesthetics:

Creative expression skills are supported by making character masks, puppets and drawings suitable for fairy tales.

Fairy tale scenes are designed in a digital environment (using artificial intelligence-supported visuals).

5. Use of Technology:

Digital literacy development is provided with applications such as story completion, visual creation and voice-over with artificial intelligence tools.

Awareness of safe internet use is created with age-appropriate digital tools.
6. Motor Development:

Gross motor skills are supported with drama, dance and puppet plays related to fairy tales.

Fine motor development is supported with activities such as cutting, pasting and drawing.

7. Science and Nature:

Natural events or animal characters mentioned in fairy tales are used to observe nature.

Topics such as living things, seasons and the cycle of nature are covered through fairy tales.

8. Mathematics:

Mathematical thinking skills are supported with the concepts of number, shape and time mentioned in fairy tales.

Basic skills such as sorting, matching and grouping are taught within fairy tale plots

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Songül ÇİFTÇİ/91.000 Dev Öğrenci Sevgi Anaokulu/ Yeşilyurt-Malatya

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Songül ÇİFTÇİ/91.000 Dev Öğrenci Sevgi Anaokulu/ Yeşilyurt-Malatya

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COGNITIVE DEVELOPMENT RELATED ATTENTIONS, INDICATORS AND EXPLANATIONS

Achievement 1. Pays attention to the object/situation/event. (Indicators: Focuses on the object/situation/event that needs attention. Asks questions about the object/situation/event that attracts his/her attention. Explains the object/situation/event that attracts his/her attention in detail.)

Explanations: Children's attention spans are short and vary individually. In order for the child to be interested in any object or event and to focus his/her attention, stimuli that will distract his/her attention should be eliminated,

and his/her physical and emotional needs should be met. Children should be supported to notice and state the elements that need attention in the studies conducted

GAINS, INDICATORS AND EXPLANATIONS RELATED TO LANGUAGE DEVELOPMENT

Achievement 5. Uses language for communication purposes. (Indicators: Makes eye contact during conversation. Understands gestures and facial expressions. Uses gestures and facial expressions while speaking. Starts the conversation. Continues the conversation. Ends the conversation.

Uses polite words in conversations. Participates in the conversation. Waits for his/her turn to speak. Tells his/her feelings, thoughts and dreams. Tells the reasons for his/her feelings and thoughts.)

Explanations: The teacher should be a correct model and support the children so that the child can start the conversation and use appropriate gestures while conveying his/her thoughts. During group conversations and discussions, an environment should be created for the children to understand that communication is mutual and sequential and to mostly take turns to speak.

GAINS, INDICATORS AND EXPLANATIONS RELATED TO SOCIAL AND EMOTIONAL DEVELOPMENT

Achievement 4. Explains the feelings of others regarding an event or situation. (Indicators: Tells the feelings of others. Tells the reasons for the feelings of others. Tells the results of the feelings of others.)

Explanations: This achievement forms the basis for the development of the sense of empathy in children. Children can show the feelings of others with gestures and facial expressions as well as express them verbally. Various activities should be organized to explain the feelings of others

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In Croatia, our preschool curriculum, called the National Curriculum for Early and Preschool Education, highly values both our rich tradition of fairy tales and the innovative use of technology. We see them as complementary tools for holistic child development.

Fairy Tales: Fairy tales are deeply embedded in our curriculum. We use them to:

* Instill cultural values and strengthen bonds: We often encourage families to share traditional tales from their regions, fostering intergenerational connections and preserving our cultural heritage. This directly addresses goal 1 by creating shared experiences around storytelling.

* Enrich vocabulary: The language of fairy tales, often rich and descriptive, helps children learn new words and phrases (**goal 2**).

* Improve listening skills: Storytime is a regular part of the day, encouraging children to actively listen and engage with narratives (**goal 3**).

* Teach universal values: Classic tales often feature moral lessons, teaching children about virtues like kindness, honesty, respect, and love (**goal 5**).

Technology: We integrate technology thoughtfully, focusing on interactive and educational applications. Examples include:

* Interactive storybooks: Digital versions of fairy tales can include animations, sound effects, and interactive elements that enhance engagement and comprehension. This further strengthens goal 2 and 3 in new, exciting ways.

* Educational games: These games can focus on vocabulary building, memory skills, and even simple coding concepts, supporting goal 6.

* Communication tools: Technology can be used to facilitate communication and collaboration between children, especially those with special needs, fostering integration with peers (**goal 4 and 7**).

Developmental Areas Supported by Our Project:

Your project's goals strongly align with our existing curriculum. We see significant potential for it to support the following developmental areas:

* Social-Emotional Development: By focusing on cultural values, dialogue, and universal values, your project directly contributes to developing empathy, respect, and positive relationships.

* Language and Communication: The emphasis on vocabulary enrichment, listening skills, and dialogue fosters crucial language development. It also addresses communication with children that might have special needs.

* Cognitive Development: Your project's aims of improving focus, attention, and memory skills are vital for building a strong foundation for future learning.

* Cultural Awareness: Integrating cultural values and traditions is essential for building a sense of identity and belonging.

In conclusion, our curriculum values both traditional storytelling and thoughtful integration of technology. Your project has the potential to significantly enhance these efforts and contribute to the holistic development of our preschoolers.

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Project Title: Breathing New Life into Tales from the PastThis project has been integrated into the preschool education program by associating it with various developmental domains and learning outcomes. Below are the concepts, outcome numbers, and descriptions supported by the activities implemented

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Project Title: Breathing New Life into Tales from the PastThis project has been integrated into the preschool education program by associating it with various developmental domains and learning outcomes. Below are the concepts, outcome numbers, and descriptions supported by the activities implemented

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1. Language Development

• Activity: Storytelling and retelling

• Outcome 8: Understands what is listened to

• Indicator: Retells what is listened to

• Outcome 10: Uses Turkish correctly

• Indicator: Expresses emotions, thoughts, and dreams; forms grammatically correct sentences

• Description: Children develop their language skills by retelling the stories they have listened to in their own words.

2. Creative Drama

• Activity: Role-playing fairy tale characters

• Outcome 5: Expresses emotions and thoughts

• Indicator: Expresses self verbally, physically, and artistically

• Description: Through drama activities, children practice empathy and enhance their social-emotional development by using their creativity.

3. Art Activities

• Activity: Drawing fairy tale characters and events

• Outcome 3 (Motor): Performs movements requiring hand-eye coordination

• Indicator: Draws, colors

• Outcome 13 (Social-Emotional): Notices aesthetic values

• Indicator: Participates in visual art activities

• Description: Art activities enhance children’s fine motor skills and aesthetic sensitivity.

4. Music and Rhythm Activities

• Activity: Creating rhythms suitable to the story

• Outcome 5 (Motor): Moves with music and rhythm

• Indicator: Keeps rhythm, moves with music

• Description: Rhythm activities aligned with the mood of the story support children’s auditory perception and attention span.

5. Digital Expression

• Activity: Expressing ideas through digital tools

• Outcome: (Although the program does not include a direct technology-related outcome, technology use is supported in line with general objectives and contemporary approaches.)

• Description: Children use digital tools to express ideas they imagine but find difficult to draw, thus fostering creative thinking and digital awareness.

6. Family Participation and Intergenerational Communication

• Activity: Listening to stories from grandparents and retelling them

• Outcome 2 (Social-Emotional): Manages relationships with family members

• Indicator: Communicates with family members, engages in joint activities

• Outcome 4 (Social-Emotional): Has self-confidence

• Indicator: Speaks in front of a group, expresses ideas

• Description: Spending time with family elders helps children strengthen social relationships and develop confidence.

7. Cultural Awareness

• Activity: Getting to know traditional tales

• Outcome: (The theme of cultural transmission is included in general learning outcomes and can be evaluated within the scope of values education.)

• Description: By engaging with traditional tales, children develop a sense of cultural identity and belonging.

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1. Hikâye Anlatımı ve Yeniden Anlatma (Dil Gelişimi)

Gelişim Alanı: İfade Edici Dil Gelişim Alanı (2.3)

Kazanım: Sözcük üretimi / Dil bilgisel yapıları kullanma

Program Kodları:

2.3.1: Başkalarıyla iletişim kurar

2.3.2: Cümle kurar

Açıklama: Çocuklar dinledikleri masalları kendi cümleleriyle ifade ederek anlatma becerilerini geliştirir.

2. Yaratıcı Drama (Sosyal-Duygusal + Yaratıcı Sanatlar)

Gelişim Alanı: Sosyal-Duygusal Gelişim Alanı & Yaratıcı Sanatlar - Drama ve Tiyatro (2.1.16)

Kazanım:

16.1: Oyuna katılım

16.5: Rol canlandırma

Açıklama: Masal kahramanlarını canlandırarak duygularını ifade eder ve empati kurma becerisi geliştirir.

3. Sanat Etkinlikleri (İnce Motor + Yaratıcı Sanatlar)

Gelişim Alanı: İnce Motor Gelişim Alanı (2.5) & Yaratıcı Sanatlar - Sanat (2.1.15)

Kazanım:

15.1–15.11: Çizim yapar, materyal kullanır, süslemeler yapar

2.5.1: El-göz koordinasyonu sağlar

Açıklama: Masal karakterlerini çizme ve boyama etkinlikleriyle çocuklar hem el becerilerini hem de estetik farkındalıklarını geliştirir.

4. Müzik ve Ritim Etkinlikleri (Kaba Motor + Yaratıcı Sanatlar)

Gelişim Alanı: Kaba Motor (2.4) & Yaratıcı Sanatlar - Müzik ve Dans (2.1.13, 2.1.14)

Kazanım:

13.2, 13.5: Müziğe ritmik eşlik eder

14.1–14.6: Vücutla dans hareketleri yapar

Açıklama: Ritimle birlikte hareket etme, dikkat ve işitsel algı gelişimini destekler.

5. Dijital Anlatım (Bilişsel Gelişim + Değerler Eğitimi)

Gelişim Alanı: Bilişsel Gelişim - Yaratıcı Sanatlar (2.1.13-16) ve sürece dayalı üretim

Kazanım:

16.6: Kendine özgü biçimde öykü anlatır

Açıklama: Çocuklar dijital araçlarla soyut fikirlerini somutlaştırır; bilişsel ve yaratıcı düşünme gelişir.

6. Aile Katılımı ve Kuşaklar Arası İletişim (Sosyal-Duygusal Gelişim)

Gelişim Alanı: Sosyal-Duygusal Gelişim Alanı (2.6)

Kazanım:

2.6.1: Aile bireyleriyle ilişkilerini yönetir

2.6.4: Topluluk önünde konuşur

Açıklama: Aileden dinlenen hikâyeleri yeniden anlatmak, çocukların özgüvenini ve sosyal bağlılık duygusunu artırır.

7. Kültürel Farkındalık (Sosyal Bilimler & Değerler Eğitimi)

Gelişim Alanı: Bilişsel Gelişim – Sosyal Bilimler (2.1.10–12)

Kazanım:

10.1–10.12: Aileyi ve toplumu tanıma

12.8–12.9: Zaman ve değişim kavramlarını anlama

Açıklama: Geleneksel masallar yoluyla kültürel kimlik ve aidiyet hissi geliştirilir.

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1. Hikâye Anlatımı ve Yeniden Anlatma (Dil Gelişimi)

Gelişim Alanı: İfade Edici Dil Gelişim Alanı (2.3)

Kazanım: Sözcük üretimi / Dil bilgisel yapıları kullanma

Program Kodları:

2.3.1: Başkalarıyla iletişim kurar

2.3.2: Cümle kurar

Açıklama: Çocuklar dinledikleri masalları kendi cümleleriyle ifade ederek anlatma becerilerini geliştirir.

2. Yaratıcı Drama (Sosyal-Duygusal + Yaratıcı Sanatlar)

Gelişim Alanı: Sosyal-Duygusal Gelişim Alanı & Yaratıcı Sanatlar - Drama ve Tiyatro (2.1.16)

Kazanım:

16.1: Oyuna katılım

16.5: Rol canlandırma

Açıklama: Masal kahramanlarını canlandırarak duygularını ifade eder ve empati kurma becerisi geliştirir.

3. Sanat Etkinlikleri (İnce Motor + Yaratıcı Sanatlar)

Gelişim Alanı: İnce Motor Gelişim Alanı (2.5) & Yaratıcı Sanatlar - Sanat (2.1.15)

Kazanım:

15.1–15.11: Çizim yapar, materyal kullanır, süslemeler yapar

2.5.1: El-göz koordinasyonu sağlar

Açıklama: Masal karakterlerini çizme ve boyama etkinlikleriyle çocuklar hem el becerilerini hem de estetik farkındalıklarını geliştirir.

4. Müzik ve Ritim Etkinlikleri (Kaba Motor + Yaratıcı Sanatlar)

Gelişim Alanı: Kaba Motor (2.4) & Yaratıcı Sanatlar - Müzik ve Dans (2.1.13, 2.1.14)

Kazanım:

13.2, 13.5: Müziğe ritmik eşlik eder

14.1–14.6: Vücutla dans hareketleri yapar

Açıklama: Ritimle birlikte hareket etme, dikkat ve işitsel algı gelişimini destekler.

5. Dijital Anlatım (Bilişsel Gelişim + Değerler Eğitimi)

Gelişim Alanı: Bilişsel Gelişim - Yaratıcı Sanatlar (2.1.13-16) ve sürece dayalı üretim

Kazanım:

16.6: Kendine özgü biçimde öykü anlatır

Açıklama: Çocuklar dijital araçlarla soyut fikirlerini somutlaştırır; bilişsel ve yaratıcı düşünme gelişir.

6. Aile Katılımı ve Kuşaklar Arası İletişim (Sosyal-Duygusal Gelişim)

Gelişim Alanı: Sosyal-Duygusal Gelişim Alanı (2.6)

Kazanım:

2.6.1: Aile bireyleriyle ilişkilerini yönetir

2.6.4: Topluluk önünde konuşur

Açıklama: Aileden dinlenen hikâyeleri yeniden anlatmak, çocukların özgüvenini ve sosyal bağlılık duygusunu artırır.

7. Kültürel Farkındalık (Sosyal Bilimler & Değerler Eğitimi)

Gelişim Alanı: Bilişsel Gelişim – Sosyal Bilimler (2.1.10–12)

Kazanım:

10.1–10.12: Aileyi ve toplumu tanıma

12.8–12.9: Zaman ve değişim kavramlarını anlama

Açıklama: Geleneksel masallar yoluyla kültürel kimlik ve aidiyet hissi geliştirilir.

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Connection with the New Curriculum for Preschool Education (Greece, 2022)_The Tales of the Past Come to Life in the Future

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I implemented or adapted the fairy tale project in my plan by taking developmental areas into consideration.

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I implemented or adapted the fairy tale project in my plan by taking developmental areas into consideration.

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1. Language Development

• Activity: Storytelling and retelling

• Outcome 8: Understands what is listened to

• Indicator: Retells what is listened to

• Outcome 10: Uses Turkish correctly

• Indicator: Expresses emotions, thoughts, and dreams; forms grammatically correct sentences

• Description: Children develop their language skills by retelling the stories they have listened to in their own words.

2. Creative Drama

• Activity: Role-playing fairy tale characters

• Outcome 5: Expresses emotions and thoughts

• Indicator: Expresses self verbally, physically, and artistically

• Description: Through drama activities, children practice empathy and enhance their social-emotional development by using their creativity.

3. Art Activities

• Activity: Drawing fairy tale characters and events

• Outcome 3 (Motor): Performs movements requiring hand-eye coordination

• Indicator: Draws, colors

• Outcome 13 (Social-Emotional): Notices aesthetic values

• Indicator: Participates in visual art activities

• Description: Art activities enhance children’s fine motor skills and aesthetic sensitivity.

4. Music and Rhythm Activities

• Activity: Creating rhythms suitable to the story

• Outcome 5 (Motor): Moves with music and rhythm

• Indicator: Keeps rhythm, moves with music

• Description: Rhythm activities aligned with the mood of the story support children’s auditory perception and attention span.

5. Digital Expression

• Activity: Expressing ideas through digital tools

• Outcome: (Although the program does not include a direct technology-related outcome, technology use is supported in line with general objectives and contemporary approaches.)

• Description: Children use digital tools to express ideas they imagine but find difficult to draw, thus fostering creative thinking and digital awareness.

6. Family Participation and Intergenerational Communication

• Activity: Listening to stories from grandparents and retelling them

• Outcome 2 (Social-Emotional): Manages relationships with family members

• Indicator: Communicates with family members, engages in joint activities

• Outcome 4 (Social-Emotional): Has self-confidence

• Indicator: Speaks in front of a group, expresses ideas

• Description: Spending time with family elders helps children strengthen social relationships and develop confidence.

7. Cultural Awareness

• Activity: Getting to know traditional tales

• Outcome: (The theme of cultural transmission is included in general learning outcomes and can be evaluated within the scope of values education.)

• Description: By engaging with traditional tales, children develop a sense of cultural identity and belonging.

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The tales of the past come to life in the future

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The tales of the past come to life in the future

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Our project "Stories of the past come to life in the future" was implemented in the Special Education Class by integrating the achievements stated below.

Turkish:

1.Achievement: Uses words correctly.

2.Achievement: Develops hand-eye coordination skills.

They told the tales and stories they learned at home and at school, using the words correctly. Hand-eye coordination exercises were used while making puppets and collages related to tales.

Communication Skills:

1. Achievement: Imitates sentences.

2. Achievement: Follows simple and complex instructions.

Our students who have problems with speaking and expressing themselves were made to repeat the stories told and create new stories, thus contributing to their language development. The student's story role-playing activities were carried out using the instructions.

Social Adaptation Skills:

Achievement 1: Distinguishes dangerous situations.

Based on stories, they realize the negative situations they may encounter and understand how to deal with them.

Visual Arts:

1.Achievement: Makes cutting and pasting activities.

2.Achievement: Makes printing activities.

It was used in visualization activities and collage activities of our story.

Physical Education and Games

1.Achievement: Plays games with simple rules.

The tales they learned were made fun by doing drama.

Music:

1.Achievement: Keeps an improvised rhythm while listening.

Rhythm studies were done with a small quatrain so that the tales appeal to all senses.

Technology: Thanks to the project, they met friends from different cultures and learned and shared their cultures and tales thanks to technological software.

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PROGRAMLAR ARASI BİLEŞENLER

Sosyal Duygusal Öğrenme Becerileri:

SDB1.1. Kendini Tanıma (Öz Farkındalık Becerisi)

SDB1.1.SB1. Öğreneceği yeni konu/kavram veya bilgiyi nasıl öğrendiğini belirlemek SDB1.1.SB1.G2. Merak ettiği konu/kavrama ilişkin soru sorar.

SDB1.1.SB2. Olaylar/durumlar karşısında hangi duyguları yaşadığını fark etmek SDB1.1.SB2.G1. Duygularını sözel olarak ifade eder.

SDB1.1.SB2.G3. Duygularının değişebileceğini fark eder.

SDB1.2. Kendini Düzenleme (Öz Düzenleme Becerisi)

SDB1.2.SB2. Motivasyonunu ayarlamak

SDB1.2.SB2.G2. Yapmak istediği etkinlik için uygun materyal arar. SDB1.2.SB2.G4. Katıldığı etkinliğe dikkatini verir.

SDB1.2.SB4. Bir hedefi gerçekleştirebilme sürecinde kendini değerlendirimek SDB1.2.SB4.G1. Davranışlarını olası sonuçları fark eder.

SDB2.1. İletişim Becerisi

SDB2.1.SB1. Başkalarını etkin şekilde dinlemek SDB2.1.SB1.G3. Konuşmak için sırasını bekler.

SDB2.1.SB2. Duygu, düşünceleri ifade etmek SDB2.1.SB2.G1. Duygu ve düşüncelerini fark eder.

SDB2.1.SB2.G2. Duygu ve düşüncelerini ifade etmedeki uygun zaman ve ortamı belirler. SDB2.1.SB2.G3. Duygu ve düşüncelerini beden dili ile uyumlu olarak açıklar.

SDB2.2. İş Birliği Becerisi

SDB2.2.SB1. Kişi ve gruplara iş birliği yapmak

SDB2.2.SB1.G2. Gerektiğinde kişi ve gruplarla iş birliği yapar. SDB2.2.SB4. Ekip (takım) çalışması yapmak ve yardımlaşmak

SDB2.2.SB4.G3. Diğer üyelerle görev paylaşımı yapar.

SDB2.2.SB4.G4. Diğer üyelerle yardımlaşır.

SDB2.2.SB4.G5. Aldığı görevleri yerine getirerek takıma katkı sağlar.

SDB2.3. Sosyal Farkındalık Becerisi

SDB2.3.SB4. Toplumsal normlar hakkında bir anlayış geliştirmek

SDB2.3.SB4.G4.Farklıkültürelmirasvevarlıklarınıkorumaetkinliklerinekatılır

EĞİLİMLER:

E1. Benlik Eğilimleri

E1.1. Merak

E1.5. Kendine Güvenme (Öz Güven)

E2. Sosyal Eğilimler E2.2. Sorumluluk E2.5. Oyunseverlik

E3. Entelektüel Eğilimler

E3.1. Odaklanma E3.2. Yaratıcılık

E3.4. Analitik Düşünme

E3.5. Merak Ettiği Soruları Sorma E3.6. Özgün Düşünme

Okuryazarlık Becerileri:

OB1 Bilgi Okuryazarlığı

OB1.2 Bilgiyi Toplama

OB1.2.SB1 İstenen bilgiye ulaşmak için kullanılacak araçları belirlemek OB1.3 Bilgiyi Özetleme

OB1.3.SB1 Bilgiyi çözümlemek OB1.3.SB2 Bilgiyi sınıflandırmak

OB1.3.SB3 Bilgiyi yorumlamak (kendi cümleleri ile aktarmak)

OB4 Görsel Okuryazarlık

OB4.1 Görsel Anlama OB4.1.SB1 Görsel algılamak OB4.1.SB2 Görsel tanımak

OB4.2 Görsel Yorumlama OB4.2.SB1 Görsel incelemek

OB4.3 Görsel Hakkında Eleştirel Düşünme

OB4.3.SB2 Görsel ile sorunları olan/koyu/problem veya durum ile ilgili akıllı yürütmek OB4.3.SB3 Görsel üzerinden akıl yürütmeyle ulaştığı çıkarımları yanıtlamak

OB4.4 Görsel İletişim Uygulamaları Oluşturma OB4.4.SB1 Görsel kullanmak

OB5 Kültür Okuryazarlığı

OB5.1 Kültürel Kavrama

OB5.1.SB3 Kendi kültürünü fark etmek

OB5.1.SB4 Kültürel benzerlik ve farklılıkları ayırt etmek

OB7 Veri Okuryazarlığı

OB7.2 Veri Oluşturma

OB7.2.SB1 Araştırma tasarlamak

ÖĞRENME ÇIKTILARI

Türkçe Alanı:

TADB.1 Dinleyecekleri/izleyecekleri şiir, hikâye, tekerleme, video, tiyatro, animasyon gibi materyalleri yönetebilme

TADB.1.b Seçilen materyalleri dinler/izler.

TADB.4 Dinledikleri/izledikleri şiir, hikâye, tekerleme, video, tiyatro, animasyon gibi materyaller ve dinleme/izleme ortamına ilişkin görüşlerini yansıtabilme

TADB.4.a Dinleme/izleme ortamını değerlendirir.

TADB.4.b Dinledikleri/izledikleri materyallere ilişkin duygu ve düşüncelerini ifade eder. TAOB.2 Görsel materyallerden anlamlar üretebilme

TAOB.2.a Görsel materyal ile ön bilgileri arasında ilişki kurar. TAKB.1 Konuşma sürecini yönetebilme

TAKB.1.d Kurallara uygun şekilde konuşmayı sürdürür. TAKB.2 Konuşma sürecinin içeriğini oluşturabilme

TAKB.2.b Konuşacağı konu ile ön bilgileri arasında bağlantı kurar. TAEOB.3 Ses bilgisel farkındalık becerileri gösterebilme

TAEOB.3.a Sözcüklerin hece/hecelerden oluştuğunu fark eder. TAEOB.3.c Sözcüklerin ilk/son seslerini fark eder.

TAEOB.3.d Sözcüklerin ilk/son seslerinden yeni sözcükler üretir.

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Mariana Damaschin Gradinita nr 7 Bucuresti , Romania

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Mariana Damaschin Gradinita nr 7 Bucuresti , Romania

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According to the curriculum for preschool education in Romania, a daily reading time is required in the program with the little ones, reading being “one of the most intense, most educational and most widespread activities”, and “the earlier the child is introduced to books, the more important and lasting its effects are in the field of language, communication, as well as in that of behavior and socialization”. As is also specified in the curriculum, reading is indeed important. Even if they are still small and do not know how to read, children can be instilled with a taste for books from an early age. This age is the most suitable for forming good habits in them. Illustrated story books, with colorful images, are the first that the child comes into contact with. The stories are read to the children by the parents, then by the teachers, gradually stimulating their love for reading.

In the activities carried out within the project The tales from the past come to life in the future, I followed the formation of the following behaviors as specified in the Romanian curriculum

1 Oral messages in known communication contexts

1.1. Practices, with support, active listening to a message, in order to understand and receive it (receptive communication)

1.2. Demonstrates understanding of an oral message, as a result of capitalizing on ideas, emotions, meanings, etc. (expressive communication)

2 Oral messages in various communication situations

2.1. Demonstrates the ability to clearly communicate ideas, needs, curiosities, actions, own emotions

(expressive communication)

2.2. Respects the rules of correct expression, in different communication contexts

2.3. Demonstrates progressive expansion of vocabulary

2.2. Participates in group activities and game activities, in common situations, as a speaker

2.3. Uses simple oral structures

2.4. Practices and progressively expands vocabulary

3. Demonstrates a positive attitude towards the Romanian language

3.1. Participates, with interest and pleasure, in Romanian language activities

3.2. Uses acquired oral structures in familiar, known contexts (e.g. in role-playing games, or in dramatizations, puppet theater, etc.)

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Our project "Stories of the past come to life in the future" was implemented in the Special Education Class by integrating the achievements stated below.

Turkish:

1.Achievement: Uses words correctly.

2.Achievement: Develops hand-eye coordination skills.

They told the tales and stories they learned at home and at school, using the words correctly. Hand-eye coordination exercises were used while making puppets and collages related to tales.

Communication Skills:

1. Achievement: Imitates sentences.

2. Achievement: Follows simple and complex instructions.

Our students who have problems with speaking and expressing themselves were made to repeat the stories told and create new stories, thus contributing to their language development. The student's story role-playing activities were carried out using the instructions.

Social Adaptation Skills:

Achievement 1: Distinguishes dangerous situations.

Based on stories, they realize the negative situations they may encounter and understand how to deal with them.

Visual Arts:

1.Achievement: Makes cutting and pasting activities.

2.Achievement: Makes printing activities.

It was used in visualization activities and collage activities of our story.

Physical Education and Games

1.Achievement: Plays games with simple rules.

The tales they learned were made fun by doing drama.

Music:

1.Achievement: Keeps an improvised rhythm while listening.

Rhythm studies were done with a small quatrain so that the tales appeal to all senses.

Technology: Thanks to the project, they met friends from different cultures and learned and shared their cultures and tales

thanks to technological software.