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1. Food Bingo

2. How did the children respond? What were some speaking and listening skills that they have practiced?
- After facilitation, the children were able to elaborate the picture cards more than just stating the food name. They were able to share more about what they liked/disliked about the food or what it tasted like.
- The children spoke louder during play because they realised their friends could not hear if they spoke softly.

3. What questions did you use to facilitate the communication game?
-Do you like to eat (food)?
-What do you think (food) taste like?

4. What were some challenges you faced?
-There were food or names that they were unfamiliar with so the children had difficulty elaborating.
-There were children who did not want to say more than just the food name.

5. What would you have done differently?
如果再来一次，你会做什么调整？
Go through all the cards with the children so that they know what the food are.

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The children were very excited to play this game as it is a new material to play with.
They listened to the instructions though most of them didn't follow at first.
First, we identified the pictures on the card and name them.
The children put all the cards down and started matching.
The questions asked were:
1. What is in the picture?
2. Does this picture same as this one?
3. What do we use this for?
4. When do we use this?
Since the children are new to this. I think it will be good to lessen the cards as it was too much and too many for them to play with or I can have four children playing the game at a time.

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The children showed interest in playing the communication activity game as it resembles their lesson previously about sequencing pictures. They were able to use their speaking skills as they tell the event that is happening in the picture and connect it together with the next picture.

The children also created their own transition for each picture.

Johannes: "Once upon a time..."
Hannah: "..Then he went to the playground to play at the slide."
Mayvis: "He picked apples. He made an apple cake for his birthday!"
Sharlette: "He made the walls"
Oliver: "He packed his bag. He's going to school."

They were able to use listening skills as they take turns in telling the story with their peers. In this manner, they were able to connect the next event from the previous picture that their friend told.

Guiding questions:
- What do you think is happening in the picture?
- How did the bear cry in the picture?
- What happened next?
- What can we say to start the story?

Once the children were able to use the pictures to tell a story, I can extend their learning by recording their story through drawing or give the children the opportunity to create an ending or beginning to the story using their own drawing.

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1.披萨游戏
2&3.幼儿对该游戏很感兴趣，在游戏过程中会提问:“你要吃点什么?”、“你喜欢吃什么?”、“我们都不喜欢洋葱对吗？”、“为什么?”等问题。
4.幼儿对如何制作披萨很清楚，大家都想主导其他朋友，所以有时会有点小争执。
5.我会多提供一些材料或布艺材料，让幼儿更生动的进行游戏。

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Shape Up! Math Game

Since this is a game that involves turn-taking, the children had to communicate to decide who goes first. During the game, each child flipped over a card to see and count how many sides the shape has. While a child is counting, the other child checks. During the game, some of the comments made were "wow, this shape has so many sides. Means you can take many steps" "Are you sure this is 7 sides?"

Questions:
- Do you know what shape is this?
- What's the rule of the game?
- Who's going to start the game?

To do it differently, I will attempt to pair a weaker one with a stronger one so that the stronger player can guide the weaker one and perhaps, more communication will be able to take place.

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种花
这个棋盘游戏，简单好玩。有各种不同颜色的花，两个骰子-一个是+、-的符号，另一个是点数。两人一组，以猜拳决定先后。两个骰子一起丢，看有多少点数，再看是+还是-， 如果是加，加根据点数的多少把花放在自己的棋盘上，如果是-，加要在自己的棋盘上拿掉该数的花。谁的花先种满，就是赢家。

小朋友们都喜欢玩，在游戏中，他们都很紧张多少点，就一起点数，更紧张是加还是减，如果是加，都会说：“我要拿？花“还会说再差几个就满了！你的比我的多几个等。我班的两位印度同胞也很喜欢玩。

我会问小朋友，你为什么要把花放在你的棋盘上？为什么要拿掉这几朵花？你的花比他多几朵？为什么他的花比你的多？你是怎样赢了你的同学？

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捉鱼游戏2）幼儿们非常感兴趣这个

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捉鱼游戏
2）幼儿们非常感兴趣这个游戏，在玩的过程中，他们会说：“轮到你了。四个泡泡。你捉到几条鱼？我一共捉了四条鱼等，鲨鱼来了。”
3）你们数一数一共捉了几条鱼？谁捉的鱼比较多？等。
4）有时候幼儿们捉得鱼比较多，在数得时候很乱，鱼缸有一点小，他们就重复数。最后，我让他们可以分开一张挨着一张数。
5）如果再有一次，我会让他们10条鱼放到一起这样数。

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许乐华-善良一班2.幼儿初次接触

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许乐华-善良一班
2.幼儿初次接触棋盘游戏，有很强的好奇心。我通过和每个幼儿玩一次游戏来让他们了解游戏规则。幼儿掌握游戏规则后，很积极地找朋友玩。该游戏培养幼儿的专注力和逻辑思维能力，也让幼儿理解输赢不重要，重要的是和朋友玩的过程是开心的。在玩的过程中，他们会很专注于看棋子，谨慎地走每一步，因为不想输。这个游戏鼓励幼儿理解方位词，上下左右中，还有输和赢的概念。在两个幼儿进行游戏时，其他幼儿会在旁观看，甚至给予如何走下一步的建议。幼儿初次输了游戏时，有的幼儿表现得很沮丧，有的幼儿不服输，会要求再来一次，有的幼儿会生气，选择和其他人玩。在和大家一起的沟通中，幼儿懂得了输赢不重要，玩的开心最重要。之后幼儿在玩该游戏时，出现争执的情况越来越少。经常赢的幼儿会很有信心地主动找其他幼儿甚至老师和他一起玩，遇到强的对手，他会更谨慎走每一步。
3.提问:
-这个游戏每个玩者有几个棋子？
-当你发现对方两个棋子在一条线时，你可以怎么阻止他/她？
-如果你走错了一步，该怎么办？
-下一步到你了，你觉得你可以往哪边走？
-为什么你不要移动中间的棋子？
-其他两个棋子都不可以动时，你只可以移动哪个棋子？往哪边移？
-当你输/赢了时，你会有什么感受？
3.面临的挑战:
这个游戏的交流机会较少，长句子的训练不够，幼儿不能让对方知道他接下来要走哪一步，所以幼儿玩的时候，多数时间都是保持安静，在想下一步怎么走？
4.调整:  我会加入在圆圈里加入汉字或词语，让棋子连成一句话，在玩的过程中不仅可以认字，也可以锻炼幼儿口语表达能力。

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2. We played a game of Snake and Ladders together. The children were excited to see the huge version of the game. They also counted long when their peers moved as they played. Doing this encouraged everyone else to verbalise counting, learn to count accurately and express their feelings when they get to climb the ladder or slide down the snake.
3. Questions asked during the game:
-How did you know that you land on the correct space/spot?
-What helped you to count?
-How do you feel when you have to slide down the snake or climb up the ladder?
-Which number spot is ____ at?
- Who do you think will reach the finishing spot first?

4. Challenges faced:
-We helped Alson to find appropriate words to verbalise his thoughts during the game and sometimes (TBC)

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旅行棋游戏
-幼儿选择交通工具棋子放在相应的起点处，然后掷骰子点数最多者先开始，再顺时针方向进行。第一个玩家再次掷骰子，按照点数，手拿棋子从起始处按格子走几步，没有图片停下后，下一个玩家继续。如果有图片，拿对照卡找到对应的国旗，选择一种代表这个国家特色的事物，并找出事物的卡片，说出相关的句子加以描述（合理即可）如我乘搭飞机去中国找熊猫玩耍。
-幼儿非常喜欢这个游戏，在玩时都明白游戏的规则和玩法，开始玩时，老师会参与游戏，帮助幼儿认知国旗，通过国旗认识国家的名称。在幼儿较熟知后，幼儿在进行时，忘记了国家名称，其他幼儿会提醒，幼儿在游戏中互动非常好，都希望自己先到终点蠃。
-会问这是哪个国家？你去过这个国家吗？这个国家有什么特色的事物？你喜欢哪个？为什么？你想去哪个国家？为什么？
-挑战是幼儿还无法认知全部国家的国旗和名称。如果下一次，我会在空白格子中增加几个神秘箱，里面有不同有趣的指令，如请你学青蛙跳；做个鬼脸；向前走两步等。增加游戏的趣味性。

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1.动物棋

2&3.幼儿对该游戏很感兴趣，在游戏过程中会提问：“你要怎么走？”、“这个动物可以吃掉这个动物吗？”、“为什么？”等问题。

4.幼儿对如何“走步”还是有点疑惑的，需要时刻提醒只能走“前后左右”

5.我会减少游戏面积，让幼儿更容易进行游戏。

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2. How did the children respond?
The children really enjoyed this activity as it was something familiar to the children. The children previously played this activity during the December holidays last year during Transition period. The children were very engaged and were careful when taking out the pieces from the sides of the block. The children had to communicate with one another to provide information to the peer that was removing the block from the structure. This allowed the peer to be more weary of the way they remove the block.

3. What questions did you use to facilitate the communication game?
- How do you play this game?
- What are the rules of the game?
- What can we say to your friend when they are removing a block?
- When you friend successfully removes the block and places it on top, what are some words of affirmation we can say to them?
4. What were some challenges you faced?
- One of the challenges I faced was the noise emitted by the game. The children themselves were already generating noise as they share the suspense of the structure falling after one of the blocks have been removed. The actual structure falling generates a lot of noise and is very loud.
5. What would you have done differently?
- After realising this issue, I added a cloth to this learning centre so as to nullify the sound of the blocks dropping and create less noise.

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2. The children were excited to see the Beebot being introduced. They listened how to operate the Beebot using the command buttons and how to move the Beebot around. Some children observed quietly while some took turns to answer the questions that I asked.

3. Some of the questions that I asked were:-
- Which buttons should we press for Beebot to reach the bus stop?
- How can Beebot reach the playground?
- Should we press left or right?
- Is there another way for Beebot to reach the same place?

4. Everyone wanted to have their turn to press the commands on the Beebot. Thankfully, they were able to wait for their turn during this introductory lesson as they wanted to know how to use the Beebot.

5. I would have introduced this game in a smaller group setting so that there would be more active participation.

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2. How did the children respond? What were some speaking and listening skills that they have practiced?
After playing with them and demonstarting to them how to play, they love to play the game and would find friends to play with as they need at least 1 more person to play with. Depending on their ability, the higher ability children are very aware of the next card they should put to let the game continue. The lower ability children needed a lot more facilitation on when their turn is and which card to put next.

3. What questions did you use to facilitate the communication game?
- what dinosaur is this?
- what colour is this?
- which dinosaur can we put beside?
- whose turn is it next?
- who will start first?
- who finished all their cards first, 2nd, 3rd, 4th?

4. What were some challenges you faced?
你遇到什么挑战？
- challenge would be knowing the names of the dinosaurs 🦕

5. What would you have done differently?
如果再来一次，你会做什么调整？
- I would have asked the children to help one another instead of doing most of the facilitation to let children teach their peers what they should do next.
- I would also use the number dots at the back instead as it can help reinforce numeracy skills.

6. Comment on a peer's post to share how you'd like to try out her communication game with questions.

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1. 乘搭地铁和轻轨。
2. 幼儿能很快地理解游戏规则和进行沟通。幼儿一起决定从一个地点（如盛港）到另外一个地点（如滨海湾），幼儿之间边走棋，边讨论自己为什么选择这样走。幼儿能说出从紫色线转去黄色线或蓝色线都可以到达，通过游戏，幼儿知道投骰子的数字和找对正确的路线，决定自己谁先达到目的地。
3. 问题：
-路线图上有哪些你知道的站？
-  路线图上有几条不同的线？哪些站是中转站？
-  你想去哪一个站？去那里做什么？
- 怎样才能达到目的地？
- 你不知道如何走，要怎么办？
4、挑战：
幼儿只对几个站名非常熟悉，如：圣淘沙、榜鹅、盛港、牛车水、飞机场、滨海湾熟悉。幼儿需要老师告诉他们他们想去的地方在哪一个站。
5、我会增加景点图片，在图片中增加相应的站名，让幼儿抽取到对应的卡片，走棋到相应的位置，对植物园、多美歌、乌节路、体育场等站名有更多的了解。也添加一些规则卡片，有前进、倒退和停走一次的机会，从而增加幼儿之间交流和沟通的机会。

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2. This activity was planned according to our term’s main focus: senses. After introducing the game, the children were curious on how a fly swatter works.  When they tried it on, they cannot stop swatting the word/picture cards.

This activity is quite an open-ended activity as I provided different ways how they can match the senses (by picture of senses, its uses and words) I have also used colour coded cards for the children to choose from which set they would like to do first.

Some of the speaking and listening I observed were:

Zayne - “Wait for your turn, now my turn”
Liam - After swatting and finding the same pictures together, he said “I use my eyes for seeing the beach, flowers and garden !”

3. What questions did you use to facilitate the communication game?

“Why does ears and eyes are not the same?”
“How esle we can use our nose for?”
“How do you care dor your ears?”

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2. How did the children respond? What were some speaking and listening skills that they have practiced?
They enjoyed this game. During this game, they had to ask each other whether they wanted to buy a property when they landed on a certain house. They also learn to ask for rent and they had to count the amount of money the need to pay their friend. As there are chances card, they had to learn to read or help their friends the chances on the card.

3. What questions did you use to facilitate the communication game?
How much rent do you need to pay?
What do you do if you are stuck in the jail?
What the chance card say and what do you need to do?

4. What were some challenges you faced?
Some of them did not count the amount of money they had to give to their friends and they allowed their friends to take the money from them.

5. What would you have done differently?
As the currency is in $1, I can using Singapore's currency in the different denomination.

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1. Picture of some of Kindness 2 Children playing with a Commercial Game called Giant Aeroplane Chess, as well as a Numeracy lesson game: Bingo.

2. The children were observed to engage with one another and with the teacher responsively and reciprocally as they proceeded to take turns and guide one another throughout the game. The responses and communication observed with the children had meet their needs in the moment to learn and practice their language skills, numeracy concepts, self-awareness, and relationship management skills.

3. Facilitative Questions:

- What is the next step?
- What can we do if our friend does not know how to play the game or proceed?
- What happens if you roll the dice more than what is needed to reach 'home'? - Aeroplane Game
- What number does that show? Can you help your friend? - Bingo
- What is this arrow for? - Aeroplane game
- Who wants to take turns by being the game master next?

4. Challenges:
- Some children had a hard time regulating their emotions or expectations when losing, losing a turn, listening to the ideas of a peer, or corrected by a peer.

- Some children give up easily when they were unable to subitize the dots on the dice as quickly as their peers.

5. Introduce more gameplay in lessons and intentional practice to let them practice communication skills and numeracy concepts relevant to their learning for the term and curriculum.

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1. Upload a picture of your children engaged in playing with communication games with teacher's facilitation.

2. How did the children respond? What were some speaking and listening skills that they have practiced?

3. What questions did you use to facilitate the communication game?

4. What were some challenges you faced?
你遇到什么挑战？

5. What would you have done differently?
如果再来一次，你会做什么调整？

6. Comment on a peer's post to share how you'd like to try out her communication game with questions.

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2. How did the children respond? What were some speaking and listening skills that they have practiced?
- The children have prior knowledge on the game thus it was relatively easier to facilitate in the play. I incorporated the topic of going to primary school and engaged children to think of questions to ask the peer on their right. They were tasked to listen to the questions and answer it.

3. What questions did you use to facilitate the communication game?
- What are the rules when we play this game?
- How many tiles do we take each time?
- Where do we place the tiles that we took?
- Why do we need to focus when we remove a tile?
- What will you do when you get lost in primary school?
- Why is important for us to keep our belongings in our school bag?

4. What were some challenges you faced?
你遇到什么挑战？
- The children asked similar questions thus I rephrased most of the questions asked.

5. What would you have done differently?
如果再来一次，你会做什么调整？
- I would include the question starter on each tile as they will be tasked to think of a question using the chosen question starter. Through this, the children will have ample opportunity to practice asking questions with different question starter.

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1.点餐游戏

2&3.幼儿对该游戏很感兴趣，在游戏过程中会轮流进行点餐并提问：“你要点什么？”、“我们的火锅很好吃，要不要来一份？”、“你喜欢吃冰淇凌吗？”。

4.部分幼儿会重复选择一种甜点/饮品/主食。也有部分幼儿会的量词有限，因此都是以量词“个”来描述所有食物。

5.如果再来一次，我会做如下调整:
另外准备一套以不同颜色的泡沫纸背景将主食、甜点、饮品区分开。
使用橡皮泥或立体食物模型，提升游戏的体验感。

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1.走棋游戏
2.幼儿可以从游戏中遇到的事件来说出遇到不同的动物和物品的惩罚和奖励，也能与同伴的交流中学习与同伴遵守规则的进行游戏活动。
3.你骰到了几？走几步？你遇到了谁？上面写了什么？
4.有些幼儿对于游戏规则不能很好的遵守，需要同伴和老师的提醒。
5.我会尽量选择已经熟悉游戏规则的孩子来带动不太熟悉规则的孩子进行游戏。