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MARCH EVENT: ELMER is integrated into the ELMER storybook. First of all, the ELMER story was shown to the children. Thus, their attention was drawn to ELMER. The ELMER picture was distributed and they were allowed to color it. After the students painted, the edges of the picture were cut and pasted on colored paper. The numbers from 1 to 10 were distributed to the students and they were asked to cut them. The numbers from 1 to 10 were pasted respectively. Thus, rhythmic counting was done. Colorful pom-poms were given to the students. They were asked to paste the specified number of items.

This study is integrated into the students' language development area, social emotional development area, cognitive skill area, and motor skill areas.

PSYCHOMOTOR DEVELOPMENT: Achievement 4: Makes movements that require the use of small muscles. Indicators: Brings objects together to form new shapes. Cuts materials. Glues materials. Folds materials in different ways. Makes pictures using different materials. COGNITIVE DEVELOPMENT: Achievement 1: Object/situation /pays attention to the event. Indicators:

Focuses on the object/situation/event that needs attention.

Asks questions regarding the object/situation/event that attracts his/her attention.

Explains in detail the object/situation/event that attracts his attention. Achievement 4: Counts the objects. Indicators: Counts forward/backward one by one rhythmically. Shows the specified number of objects. Tells how many objects he counts. Says the number that indicates the order.

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MARCH EVENT: In the other math activity, flowers were drawn on cardboard and 1 to 10 leaves were drawn on each flower. Numbers from 1 to 10 were written on the play dough covers. He was asked to place the cap labeled 1 on a flower with leaves. Mathematics studies were supported with a digital game. Students showed numbers appropriate to the number of pictures given. The following achievements were supported by these studies: COGNITIVE DEVELOPMENT: Achievement 1: Pays attention to the object/situation/event. Indicators: Focuses on the object/situation/event that needs attention. Achievement 3: Remembers what it perceives. Indicators: Retells the object/situation/event after a while. Uses what it remembers in new situations. Achievement 4: Counts objects. Indicators: Counts rhythmically, one by one, forward/backward. Shows the specified number of objects. Tells how many objects are counted. Says the number that indicates the order.

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APRIL EVENT: An event was held to improve attention and concentration skills. In our activity on the relationship between color and image, painting was done in accordance with the image.

In the math work from 1 to 12, they were made to color the picture in accordance with the colors of the numbers.

In the game aimed at attention and memory, students arranged colored blocks randomly and were asked to look carefully. They were asked to cover it with cardboard and place it in color order.

A matching game was played as a digital game to improve attention. He contributed to the following achievements with these studies: COGNITIVE DEVELOPMENT: 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 attention. Explains the object/situation/event that attracts his attention in detail. Achievement 3: He remembers what he perceives. Indicators: Says the object/situation/event again after a while. Uses what he remembers in new situations. Achievement 4: Counts the objects. Indicators: Counts rhythmically one by one forward/backwards. Shows the specified number of objects. Tells how many objects he counts. .Says the number that indicates the order. Achievement 10: Applies the instructions regarding location in space. Indicators: Tells the location of the object in space. Places the object in the right place in accordance with the instructions. SOCIAL EMOTIONAL AREA: Achievement 7: Motivates oneself to accomplish a job or task. Indicators: Starts Makes effort to finish the job on time.

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze /Kocaeli / Turkey

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze /Kocaeli / Turkey

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MARCH ACTIVITY: ELMER coloring page was distributed and colored. After the students painted, ELMER was cut out and pasted on colored A4 papers. Students were given numbers with stars and asked to cut them out. After cutting the numbers, the students practiced rhythmic counting from 1 to 10. Students were asked to paste the stars consisting of numbers, paying attention to the rhythmic counting order. The teacher said any number and the students were asked to indicate which number from the star this number was. The specified number of beads were strung on the string. Beads were glued to the ELMER elephant's nose.

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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MARCH ACTIVITY: Various mathematical studies were carried out under the name of Other Mathematics Activities. Round sheets and worksheets prepared within the scope of the number matching exercise were distributed to the children. The children were asked to cut the number of circles written with scissors and paste them on the paper. The activity was completed by counting from 1 to 10 and making stickers. They were given a worksheet with numbers from 1 to 6, marked with certain colors, and were asked to color the uncolored numbers in appropriate colors as a coding exercise. The worksheet given as a coloring page as an Elmer activity was asked to be colored as a coding exercise. It was a suitable activity as an attention and memory exercise. In another Elmer activity, the correct numbers were colored with the appropriate colors in the worksheet where the numbers and colors were determined.

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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MARCH ACTIVITY: As part of the collaborative activity, a number-shape matching activity was held. They were asked to count the objects in the picture on the given worksheet and find the correct number and mark it. The event was implemented successfully. Photos of the activity were taken, turned into a collage and added to the collaborative worksheet. In this activity, an attempt was made to help children acquire object-number matching.

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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MARCH ACTIVITY: Online games prepared in accordance with the March theme were played. He was asked to mark the appropriate answer to the question asked about the given picture. In the wheel game, they are asked to say the number before and after the selected number. In the third game, they are asked to find and mark the digit of the number shown with the sign. With this activity, it is desired to gain object-number matching.

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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APRIL ACTIVITY: A blank worksheet with an example was given as an attention-developing activity within the scope of global motor skills. They were asked to look at the sample and paint it in the same colors. The aim was to focus the children's attention on the activity within the given time period.

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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APRIL ACTIVITY: An online matching game was played in April. The aim of the game was to match numbers of the same color. It was aimed to provide students with the ability to match numbers according to their colors. Places the object in the correct place according to the instructions given in the game.

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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APRIL ACTIVITY: As part of other memory and attention activities, a worksheet with fruits and numbers was given. In this activity, they were asked to write the numbers 1 to 5 under the correct fruit. The aim of this activity was for the children to focus their attention on the situation and write the correct number under the correct fruit. In another activity, they were asked to color empty boxes, such as boxes whose colors were indicated by arrows. The aim of this activity was to make the correct match.

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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APRIL ACTIVITY: In the activity held for the virtual exhibition within the scope of the collaborative activity, it was aimed for the children to focus on the activity within the given time and color the correct number with the correct color. They completed the given activity successfully.

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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MAY ACTIVITY: In the worksheet given on visual perception as an activity in May, children were asked to find and mark the different shape in each row. The aim of this activity was to reinforce the concepts of same and different in children.

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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MAY ACTIVITY: They were asked to match shapes and their shadows in one of the games prepared as an online game. The aim of this game was to match the entities exactly according to their shapes. While playing this game, information about the shapes was repeated. The same game was played, matching shadows and animals. In this game, information about animals and the places they live was repeated.

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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MAY ACTIVITY: As part of other activities related to visual perception, children were given a worksheet with colors determined by arrows at the beginning of the line as a coding activity. The aim of this activity was to match the correct arrow with the correct colored toy.

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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Ezgi YAR - Şehit İlker Ağçay Kindergarten - Gebze / Kocaeli / Turkey

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MAY ACTIVITY: For the mosaic work done within the scope of the collaborative activity in May, they were to create the shapes on the worksheet with sticks of the same color as in the picture. The aim of this activity was to create new shapes by bringing objects together.

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Поврзаност на 

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Поврзаност на проектот со наставната програма

Образование за животни вештини:

l  Учествува во процесите на донесување одлуки за прашања поврзани со класот.

l  Ги почитува правилата за работа со групи на часовите и училишните активности.

l  Ги почитува правилата при комуникација на училиште.

l  Се изразува додека комуницира на училиште.

l  Ги почитува правилата додека си игра со другарите на училиште.

Техничко образование и информатика

l  Безбедно користење на технолошки алатки и опрема (безбедност на Интернет- Употреба на паметна табла-Користење на алатки Web 2).

l  Ги почитува индивидуалните разлики.

Македонски јазик:

l  Применува стратегии за слушање

l  Зборува за одредена тема.

l  Користи зборови според нивното значење (Соба за разговор-Вебинари).

l  Применува стратегии за говорење.

l  Пополнување на формуларите во согласност со упатствата (Пополнување на Анкетите).

l  Своите пишувања ги поддржува со визуелни елементи.

l  Ги разбира значењата на облиците, симболите и знаците.

l  Разбира писмени инструкции (Анкети).

Математика:

l  Користи математички јазик за да укаже локација, насока и движење.

l  Ги подобрува вештините за решавање проблеми.

l  Завршува повторлива геометриска шема со идентификување на елементите што недостасуваат.

Ликовно образование:

l  Своите соништа ги отсликува во својата работа

l  Интерпретира идеи и чувства во сопствената и работата на врсниците.

l  Изработува тродимензионални дела користејќи различни материјали.

l  Создава визуелно уметничко дело врз основа на неговиот секојдневен живот.

l  Сместува предмети според големината и пропорцијата во визуелното уметничко дело (Работа со сложувалки).

l  Прави цртежи засновани на набљудување за да создаде визуелно уметничко дело ().

l  Користи преден план и позадина во визуелни уметнички дела (Работа со сложувалки).

Физичко и здравствено образование:

l  Користи едноставни стратегии и тактики

l  Покажува кооперативно однесување во игри и физички активности.

Воннаставни активности:

l  Го зголемува физичкиот, менталниот, емоционалниот и социјалниот развој.

l  Ја игра играта според утврдените правила

l  Ја подобрува визуелната перцепција

l  Развива различни вештини низ игра

l  Способност за учество во групни активности каде што може слободно да се изразува и да комуницира со други поединци.

l  Се изразува во билатералната комуникација и развива вештини за полесно да комуницира со другите. (Дискусии во собата за разговор-ученички вебинари).

l  Се изразува когнитивно, емоционално, физички и вербално во билатералната комуникација преку вежби за дијалог (ученички вебинари).

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MAY EVENT: We did visual perception themed activities. On the worksheet given to the students, they found and marked what was different in each row of pictures. In the other visual perception study, I created various shapes with colored sticks. Students tried to do the same, paying attention to their colors and shapes. A shape matching game was played as a digital game. For example, matching was achieved by placing the square on top of the square and the circle on top of the circle. The following gains were achieved through these studies: COGNITIVE DEVELOPMENT: Achievement 1: Pays attention to the object/situation/event.

Indicators: Focuses on the object/situation/event that needs attention. Achievement 10: Applies the instructions regarding location in the space.

Indicators: Tells the location of the object in space. Places the object in the right place in accordance with the instructions. Achievement 12: Recognizes geometric shapes. Indicators: Says the name of the geometric shape shown. Tells the properties of geometric shapes. Shows objects that resemble geometric shapes. Achievement 5: Observes objects or entities.

Indicators: Tells the color of the object/entity. LANGUAGE DEVELOPMENT: Achievement 10: Reads visual materials. Indicators: Indicators: Examines visual materials. Explains visual materials. PSYCHOMOTOR DEVELOPMENT: Achievement 4: Makes movements that require the use of small muscles. Indicators: Holds the pencil correctly. Pencil provides control.

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Oțel Georgiana-Mihaela, Grădinița cu P.P. ”Dr. I. Rațiu”, Turda, Cluj, România

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Oțel Georgiana-Mihaela, Grădinița cu P.P. ”Dr. I. Rațiu”, Turda, Cluj, România

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In the first part of the activity, I read the story of Elmer to the children, in the language and communication field, and then I integrated mathematics in the second part, where the children had to hang as many paper clips in Elmer's trunk as indicated by the numbe

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SABİRE GÜR ADNAN MENDERES ANAOKULU ÇORUM/ TURKEY

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SABİRE GÜR ADNAN MENDERES ANAOKULU ÇORUM/ TURKEY

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ELMER ADLI HİKAYE ; çocuklara okundu, hikaye içinde geçen olaylar canlandırma yapıldı. Boyama sayfaları dağıtıldı ve sayı kadar nesne boyanması istendi böylelikle ELMER adlı hikaye entegre edilmiş oldu. Çocuklara ritmik sayma yaptırılarak hem dil gelişimi hem sosyal gelişimi hem de matematik becerileri kazandırılmış oldu.

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Răduțiu Crina Maria, Grădinița cu PP  „Dr.I.Rațiu”, Turda, Cluj, România

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Răduțiu Crina Maria, Grădinița cu PP  „Dr.I.Rațiu”, Turda, Cluj, România

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Colorful Elmer Sorting

To engage preschoolers in a fun and educational activity that enhances their listening skills, color recognition, and sorting abilities, I gather the children in a comfortable reading area, I Introduce the storybook "Elmer" and explain that Elmer is a unique elephant who looks different from all the other elephants because he is covered in colorful patches, I read the "Elmer" storybook aloud to the children, pause occasionally to ask questions about the colors they see in the illustrations, encourage children to point out and name the colors of Elmer's patches, Then I prepare a sorting Activity: Spread out the colorful sorting elements in front of the children ,place the template of Elmer the elephant, on lightning table, demonstrate how to sort items by color, allow the children to sort the remaining items and to place them correctly on Elmer silhouette, assist and encourage them as needed, making sure to praise their efforts and correct sorting. For a coloring activity as an extension I provide each child with an Elmer template to color, offer crayons, markers, or colored pencils in various colors and encourage the children to make their own colorful Elmer, reinforcing their understanding of colors.

Learning Outcomes:

Color Recognition: Children will improve their ability to identify and name different colors.

Sorting Skills: Children will practice sorting items based on a single attribute (color).

Listening and Comprehension: Children will enhance their listening skills and comprehension by engaging with the story and answering questions.

Tips for Success:

- Keep the activity lively and interactive to maintain the preschoolers' interest.

- Use positive reinforcement to encourage participation and correct sorting.

- Be flexible and patient, allowing the children to explore and learn at their own pace.

This activity not only makes learning fun but also helps children develop important cognitive and motor skills in an engaging way.

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Within the project "I LEARN BY HAVING FUN" - e Twinning we realized an INTEGRATED ACTIVITY
I learned the story "Elmer the multicolored elephant" Language Education
I colored, cut out and glued the elephant and the stars.- Practical activity
Mathematical activity - I counted and strung the beads as indicated by the number written on the star.

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March Event: first, the ELMER storybook was read to the children. At the end, the Elmer coloring page was distributed and they were asked to color it. The painted Elmer was cut and pasted onto colored A4 paper. Stars with numbers 1-10 were distributed. The children cut and pasted the stars. And then a chenille trunk was made for the elephant's nose. Colorful straws were distributed and children were asked to cut them. The stated number of straws was inserted into the elephant's trunk and the star showed which number it was. With this study, children's fine motor skills were supported and their mathematics achievements were supported.

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In March, a matching game was played online and children's visual memories were supported.

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As part of the other math activity in March, numbers 1-10 were written on paper. Separate worksheets were distributed to each student. They were given colored papers and asked to cut them into small squares. Finally, a sufficient number of colored papers for each number were glued to the relevant number section. Thus, mathematical operations were supported by giving children the opportunity to match numbers and objects.

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As part of the collaborative event in March, birds with numbers written on them and their empty nests were distributed. The birds were asked to leave colored eggs in the number written in their nests. With this study, both children's fine motor skills and mathematical skills were supported.

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April activities: As part of the global motor skills activity, boxes were drawn in front of the children and numbers were written in them. The same empty boxes were drawn again and the children were asked to place objects in the empty boxes according to the location of the boxes with numbers written on them. In this way, their attention and visual memory were strengthened, and their mathematical skills were supported by matching numbers and objects.

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In the April online game, children's attention and memory were strengthened by finding and matching objects with numbers 1-5.

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As part of other studies on memory and attention skills, circle and square shapes were cut and placed in a mixed manner. He was asked to practice left and right, with hands closed in a circle and open in a square.

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A large octopus was cut and pasted at the collaborative activity event. 8 empty glasses were glued to the octopus's 8 arms and they were asked to throw the number of colored balls into them, respectively. Afterwards, the octopus diagrams were distributed, 8 holes were opened and they were asked to pass a rope through the holes in turn. With this exercise, fine motor skills were strengthened and mathematical skills were supported.

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May activities: Firstly, in the visual perception study, children were given empty fish skeleton drawings. The teacher placed colored sticks on a fish skeleton to form its bones. Students were asked to complete the work in front of them in the same order and color. In this way, their visual intelligence was supported to focus their attention on a task.

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In our May online game, attention and visual perception skills were supported by matching animals and geometric shapes with their shadows.

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In the other activities related to visual perception, a worksheet was created to find and mark the same picture as the one in the beginning. In this way, the children worked by concentrating their attention. Afterwards, colorful abeslangs were distributed, a sample visual was opened and they were asked to do the same. Again, visual copying and attention skills were supported.

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In our collaborative activity study, worksheets with right and left hand visuals and fingertips painted in color were distributed to the children. Small colored legos were distributed and they were asked to put the lego on the fingers in the same order, whichever finger had the color in the visual. Again, a study was conducted to strengthen memory and visual perception.

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Biro Tunde Timea, Gradinita cu P.P. ,,Dr.I.Ratiu,, Turda, Romania

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Biro Tunde Timea, Gradinita cu P.P. ,,Dr.I.Ratiu,, Turda, Romania

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March event. The preschoolers got to know Elmer the elephant, listening to the story and discovering the multitude of books. And after this activity, they created Elmer using age-specific work techniques.

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Curriculum integration

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ELMER

First, after reading the Elmer book at story time, he asks the children questions about Elmer. We are asked whether we should make Elmer or not, what Elmer is like, what we should do to make him look like him, let's arrange our materials together and the necessary materials are provided with the children. Each student is given a picture of Elmer and told that they can color it any color they want. Then, they are asked to color the stars written from 1 to 10 in order and paste them on the paper. Children complete their activities and Elmer body percussion is administered.

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It’s the same as Ana Teixeira, since

we are both from Portugal.

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Isabel Anjo, EB/JI Nº1 de Albufeira, Sala 2, Portugal

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Isabel Anjo, EB/JI Nº1 de Albufeira, Sala 2, Portugal

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Moldovan Ana Maria, gradinita cu p.p. Dr.I.Ratiu, Turda, Romania

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Moldovan Ana Maria, gradinita cu p.p. Dr.I.Ratiu, Turda, Romania

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In the first part of the day I presented the books with Elmer, together we decided which book we would read and then during the math activity the preschoolers had to place as many beads as indicated by the number and at the end we made Elmer from small and colored pieces of paper .

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OTHER MATHEMATICS ACTIVITY AND COLLABORATIVE WORK: OCTOPUS AND NUMBERS

COGNITIVE FIELD GAINS AND INDICATORS: Gain 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 attention. Explains the object/situation/event that attracts his attention in detail. Achievement 2: Makes a prediction about the object/situation/event. Indicators: Object/situation /tells the clues of the event. He makes his prediction by combining the clues. Achievement 4: Counts the objects. Indicators: Counts rhythmically forward/backward one by one. Shows the specified number of objects. Tells how many objects he counts. LANGUAGE DEVELOPMENT GAINS AND INDICATORS: Achievement 5: Language uses it for communication purposes. Indicators: Establishes eye contact during the conversation. Initiates the conversation. Continues the conversation. Ends the conversation. Participates in the conversation. Waits for his turn to speak. Achievement 10: Reads visual materials. Indicators: Examines visual materials. Explains visual materials. Questions about visual materials Asks. Answers questions about visual materials. MOTOR DEVELOPMENT OUTCOMES AND INDICATORS: Achievement 4: Makes movements that require the use of small muscles. Indicators: Brings objects together to form new shapes. Cuts materials. Glues materials.

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MARCH EVENT: ELMER, ELMER and WİLBUR are integrated with the story book. After reading the story book, the ELMER coloring page was distributed and allowed to be colored. After the students painted, they were glued to ELMER cutouts and colored A4 paper. Numbers with stars were given to the students and they were asked to cut them. After cutting the numbers, students practiced rhythmic counting from 1 to 10. The students were asked to stick the stars consisting of numbers, paying attention to the rhythmic counting order. A small hole was made in the nose of the ELMER elephant and the rope was passed by the teacher. The teacher said any number and the students were asked to show which number it was from the star. Beads equal to the number mentioned were strung on the string.

With this work, while integrating the ELMER story with the language development of our students; Rhythmic counting and stringing beads as many as the indicated number provide mathematical achievements while also improving the cognitive development of our students; Our students' motor development was supported by improving their small muscle skills through painting, cutting and stringing beads. While our students were learning with this activity, they also had fun by doing different activities such as stringing beads; Our students were able to carry out their activities with the works they produced and repeat these activities at home and in different social environments.

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TOPIC: ATTENTION AND CONCENTRATION

EVENT NAME: WE KEEP RHYTHM - MUSIC AND MATHEMATICS

MOTOR DEVELOPMENT GAINS AND INDICATORS: Achievement 5: Moves accompanied by music and rhythm. Indicators: He practices rhythm by using his body. He practices rhythm by using objects. He performs various movements one after another, accompanied by music and rhythm. COGNITIVE DEVELOPMENT GAINS AND INDICATORS: Achievement 1: Object Pays attention to the /situation/event. Indicators: Focuses on the object/situation/event that needs attention. Asks questions about the object/situation/event that attracts his attention. Explains the object/situation/event that attracts his attention in detail.

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TOPIC: ATTENTION AND CONCENTRATION

EVENT NAME: KEEP IN MIND - MAKE WHAT IS IN YOUR MIND WITH LEGOS

COGNITIVE DEVELOPMENT GAINS AND INDICATORS: Achievement 3: Remembers what it perceives. Indicators: Retells the object/situation/event after a while. Uses what it remembers in new situations. Achievement 6: Matches objects or entities according to their characteristics. Indicators: Distinguishes objects/entities according to their color , matches. LANGUAGE DEVELOPMENT GAINS AND INDICATORS: Gain 7: Understands the meaning of what they listen/watch. Indicators: Follows verbal instructions. Explains what they listen/watch. Comments on what they listen/watch. Gain 8: Expresses what they listen/watch in various ways. Indicators: Asks questions about what they listen/watch. Answers questions about what they listen/watch. MOTOR DEVELOPMENT ACHIEVEMENTS AND INDICATORS: Achievement 4: Makes movements that require the use of small muscles. Indicators: Arranges objects side by side.

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ATTENTION AND CONCENTRATION ACTIVITY AND COLLABORATIVE WORK: I PAY ATTENTION TO COLORS, SHAPES, NUMBERS

COGNITIVE FIELD GAINS AND INDICATORS: 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 attention. Explains the object/situation/event that attracts his attention in detail. Achievement 8: Compares the properties of objects or entities. Indicators: Distinguishes and compares the color of objects/entities. Distinguishes and compares the shape of objects/entities. LANGUAGE DEVELOPMENT GAINS AND INDICATORS: Achievement 6: Improves vocabulary. Indicators: Recognizes new words when they listen. and asks the meaning of the words. He remembers the words and tells the meaning of the words. He uses words with antonyms. MOTOR DEVELOPMENT ACQUISITIONS AND INDICATORS: Achievement 4: Makes movements that require the use of small muscles. Indicators: Holds the pencil correctly. Provides pencil control. Draws the lines in the desired quality.

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TOPIC:VISUAL PERCEPTION

ACTIVITY: DO THE SAME WITH COLORED STICKS

COGNITIVE FIELD GAINS AND INDICATORS: 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 attention. Explains the object/situation/event that attracts his attention in detail. Achievement 2: Makes a prediction about the object/situation/event. Indicators: Tells the clues about the object/situation/event. He makes his prediction by combining the clues. Examines the real situation. Compares the prediction with the real situation. Achievement 4: Counts the objects. Indicators: Goes forward/backward one by one. Counts rhythmically. Shows the specified number of objects. Tells how many objects it counts. Achievement 5: Observes objects or entities. Indicators: Says the name of the object/entity. Tells the color of the object/entity. LANGUAGE DEVELOPMENT GAINS AND INDICATORS: Achievement 10: Visual reads the materials. Indicators: Examines the visual materials. Explains the visual materials. Asks questions about the visual materials. Answers the questions about the visual materials. MOTOR DEVELOPMENT ACQUISITIONS AND INDICATORS: Achievement 4: Makes movements that require the use of small muscles. Indicators: Stacks the objects. Arranges the objects on top of each other. Arranges objects side by side. Arranges objects inside each other.

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OTHER ACTIVITIES RELATED TO VISUAL PERCEPTION: SHADOW WORK

COGNITIVE FIELD GAINS AND INDICATORS: 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 attention. Explains the object/situation/event that attracts his attention in detail. Achievement 3: Remembers what it perceives. Indicators: Says the object/situation/event again after a while. Uses what it remembers in new situations. Achievement 5: Observes objects or entities. Indicators: Says the name of the object/entity. LANGUAGE DEVELOPMENT GAINS AND INDICATORS: Achievement 5: Uses language for communication purposes. Indicators: Starts the conversation. Continues the conversation. Ends the conversation. Waits for his turn to speak. Achievement 6: Improves his vocabulary. Indicators: He notices new words when he listens and asks the meaning of the words. He remembers the words and tells the meaning of the words. Achievement 10 : Reads visual materials. Indicators: Examines visual materials. Explains visual materials. Asks questions about visual materials. Answers questions about visual materials. MOTOR DEVELOPMENT GAINS AND INDICATORS: Achievement 4: Makes movements that require the use of small muscles. Indicators: Holds the pencil correctly. Provides pen control. Draws the lines in the desired quality.

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TOPIC: COLLABORATIVE ACTIVITY

ACTIVITY: LOOK, DO THE SAME

COGNITIVE FIELD GAINS AND INDICATORS: 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 attention. Explains the object/situation/event that attracts his attention in detail. Achievement 2: Makes a prediction about the object/situation/event. Indicators: Tells the clues about the object/situation/event. He makes his prediction by combining the clues. Examines the real situation. Compares his prediction with the real situation. Achievement 3: Remembers what he perceives. Indicators: The object/situation/event He says it again after a while. He uses what he remembers in new situations. Achievement 4: Counts objects. Indicators: Counts forward/backward one by one rhythmically. Achievement 5: Observes objects or entities. Indicators: Tells the color of the object/entity. LANGUAGE DEVELOPMENT ACQUISITIONS AND INDICATORS :Gain 10: Reads visual materials. Indicators: Examines visual materials. Explains visual materials. Asks questions about visual materials. Answers questions about visual materials. MOTOR DEVELOPMENT GAINS AND INDICATORS: Achievement 4: Makes movements that require the use of small muscles. Indicators: Sees objects. Arranges objects on top of each other. Arranges objects side by side. Arranges objects inside each other.

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SECURITY POSTER STUDY

COGNITIVE FIELD GAINS AND INDICATORS: 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 attention. Explains the object/situation/event that attracts his attention in detail. LANGUAGE DEVELOPMENT GAINS AND INDICATORS: Achievement 2: Uses his voice appropriately. Indicators: Uses his breath correctly while speaking/singing. Adjusts the tone of his voice while speaking/singing. Adjusts the speed of his voice while speaking/singing. Adjusts the intensity of his voice while speaking/singing. Achievement 6: It improves its vocabulary. Indicators: It notices new words when they listen and asks the meaning of the words. It remembers the words and tells the meaning of the words. MOTOR DEVELOPMENT ACHIEVEMENTS AND INDICATORS: Achievement 4: Makes movements that require the use of small muscles. Indicators: It holds the pencil correctly. It provides pencil control. Draws the lines in the desired quality. SOCIAL EMOTIONAL DEVELOPMENT GAINS AND INDICATORS: Achievement 15: Self-confident. Indicators: Expresses himself in front of the group.

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eTwinning DAY EVENT COLLABORATIVE WORK

COGNITIVE FIELD GAINS AND INDICATORS: 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 attention. Explains the object/situation/event that attracts his attention in detail. LANGUAGE DEVELOPMENT GAINS AND INDICATORS: Achievement 2: Uses his voice appropriately. Indicators: Uses his breath correctly while speaking/singing. Adjusts the tone of his voice while speaking/singing. Adjusts the speed of his voice while speaking/singing. Adjusts the intensity of his voice while speaking/singing. Achievement 6: It improves its vocabulary. Indicators: It notices new words when they listen and asks the meaning of the words. It remembers the words and tells the meaning of the words. MOTOR DEVELOPMENT ACHIEVEMENTS AND INDICATORS: Achievement 4: Makes movements that require the use of small muscles. Indicators: It holds the pencil correctly. It provides pencil control. Draws the lines in the desired quality. SOCIAL EMOTIONAL DEVELOPMENT GAINS AND INDICATORS: Achievement 15: Self-confident. Indicators: Expresses himself in front of the group.

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İlknur BEKDEMİR Tüpraş Mahmut Esat Bozkurt Kindergarten Çiğli/İZMİR-TURKEY

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İlknur BEKDEMİR Tüpraş Mahmut Esat Bozkurt Kindergarten Çiğli/İZMİR-TURKEY

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Befor starting the aktivity, a story about Elmir was read to the children and questions were asked about the story.Number and color matching math work was done about Elmir.At the end of the aktivity,coloring works about Elmir were distributed to the children and the children were enabled to paint their original paintings.

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Moș Lucia, Grădinița cu PP Dr.I.Rațiu, Turda, Cluj, România

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Moș Lucia, Grădinița cu PP Dr.I.Rațiu, Turda, Cluj, România

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March event. After reading the book with Elmer, the children played a mathematical game in which they made sets according to the criteria of color and size and associated quantity with number and number with quantity. At the end of the day they were divided into teams and painted Elmer.

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Patrizia Catello Kindergarten "A. Scacchi" Gravina in P. /Ialy

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Patrizia Catello Kindergarten "A. Scacchi" Gravina in P. /Ialy

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In Italy, the curriculum for preschool education is called the vertical curriculum of transversal citizenship competencies. The transversal citizenship competencies and the goals for the development of competencies for the first cycle curriculum, as outlined by the guidelines, should not be seen as separate, but in continuity over the eight years of the first school cycle. They are not directly referable to a specific field of experience but are the basis for the development of any other competency, and therefore presuppose a continuous exchange of resources and competencies between teachers of different sections. The eight citizenship competencies are continuously promoted in all learning activities through the contribution of all fields.

This project is transversal to all competencies, and from them, I have drawn some goals that respond to the project's objectives and are perfectly integrable with European key competencies. "I LEARN BY HAVING FUN" is a project that aims to enable the integral development of the objectives recommended by the guidelines of the vertical curriculum and transversal competencies for preschool education.

The importance of observation, creation, the development of logical thinking, and science has been achieved through the activities that this project has allowed to develop. In this context, the project is adequately articulated with the transversal citizenship competencies and the goals for the development of competencies for the first cycle curriculum, as outlined by the Italian national guidelines.

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In Italy, the curriculum for preschool education is called the vertical curriculum of transversal citizenship competencies. The transversal citizenship competencies and the goals for the development of competencies for the first cycle curriculum, as outlined by the guidelines, should not be seen as separate, but in continuity over the eight years of the first school cycle. They are not directly referable to a specific field of experience but are the basis for the development of any other competency, and therefore presuppose a continuous exchange of resources and competencies between teachers of different sections. The eight citizenship competencies are continuously promoted in all learning activities through the contribution of all fields.

This project is transversal to all competencies, and from them, I have drawn some goals that respond to the project's objectives and are perfectly integrable with European key competencies. "I LEARN BY HAVING FUN" is a project that aims to enable the integral development of the objectives recommended by the guidelines of the vertical curriculum and transversal competencies for preschool education.

The importance of observation, creation, the development of logical thinking, and science has been achieved through the activities that this project has allowed to develop. In this context, the project is adequately articulated with the transversal citizenship competencies and the goals for the development of competencies for the first cycle curriculum, as outlined by the Italian national guidelines.