Enrichment of Vocabulary: Parts/Objects of the Environment
Materials:
The objects of the environment (parts of the physical space, plants, objects, furnishings, and names of materials)
Purposes:
To enlarge the vocabulary
To help in the classification of the environment
Indirect preparation for further studies
Preparation for reading classification
Age: 2 ½ and up
Preparation: None
Presentation Description:
May be done individually or with a small group of 3-5 children. If doing a group, be sure each child gets at least two turns.
Applications:
Furnishings and Surroundings: Take the child/ren for a walk around the environment pointing out and naming several different parts or objects (small and also immovable objects) Explain that you will give a command and for everyone to listen in case they are the child that is chosen. If their name is said, they may go and carry out the command. Example of commands: Touch the door Myesha, stand beside the plant Sam, pick up the pencil Mark. Dismiss the child/ren to work when you are done.
Names of the Exercises: Present in the same manner as Application 1 or sit in front of a specific shelf and do the exercises on that specific shelf. Either way, isolate one area at a time (only Practical Life for example).
The Names of the Objects Within a Particular Exercise: This is done with an individual child with a three-period lesson.
Classifications: Have children bring classifications of objects to a rug. For example-different kinds of brushes (paintbrush, scrub brush, dauber brush), things that are transparent, things made of wood, different types of spoons, etc. Once all the objects are on the rug, draw the child’s awareness to the classification and to keep an eye out for any others they see during the day.
Control of Error: None
Following Exercises: None
Pedagogical Notes:
Say the child’s name at the end of the command to keep them listening.
A good time to start this exercise is whenever a new child enters the environment. This will not only build vocabulary but will help to orient them to the room.
The possibilities for classifications of things are endless.
This can reconnect the older child to the environment and offer very specific language to the smaller components of the room/exercises.