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Activities with Tag Creativity

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EASTER EVENT

Among the planned activities at the kindergarten is the keeping of the tradition and the cultural values. Easter as one of the biggest holidays is widely celebrated, thus a whole activity day for this holiday along with a prep-days is planned
The purpose of this activity is for the children to: -learn about Easter; -stimulate creativity; -develop artistic techniques (dying eggs with colors and painting); -work in teams and cooperate with their teachers/educators. The outcome of the activity is: -decorated kindergarten rooms with a handmade ornaments made by the kindergarten group; -attained adequate knowledge about the holiday (its preparations, symbols etc.) -developed artistic skills at children.


WORLD HEALTH DAY

Children in the kindergarten learn about the World Health Day through a medicine game. The purpose is to learn the importance of going to the doctors for a control checks in order to keep the health and prevent from diseases. The outcome of this activity is that through a game, the children learn about the various types of doctor’s examinations.


CELEBRATING PLANET EARTH DAY

Within the curricula at the kindergarten are the celebrations of the various common events, among which the Planet Earth Day. The activities happen on the exact date and the children are informed in advance about it. The purpose of this activity is: -learn about the Planet Earth; -stimulate creativity; -brainstorming; -develop artistic techniques (painting); -work in teams and cooperate with their teachers/educators. The outcome of the activity is: -decorated kindergarten rooms with a handmade ornaments made by the kindergarten group; -attained adequate knowledge about the Planet Earth Day.


BAKING

Simple recipes and age appropriate tools are involved in baking with small children. Measuring ingredients, kneading doughs and designing their creations are skills that stimulate the mind and involve intelligence. It's such a beautiful experience for the children who are engaging their senses and learning vital life skills, while having fun with loved ones. Baking with small children is a fun activity that fosters creativity, learning, and bonding with caregivers. It gives children the basic cooking skills and enables them to discover different ingredients whilst producing tasty treats. The benefits of this activity are to stimulate brain development, taste perception, motor skills, language learning, creativity and confidence building. The emotional connection between children and their caregivers is also strengthened.


BIODIVERSITY

Biodiversity exploration is a journey where children are introduced to diverse life forms around them. Through fun activities, this experience teaches them to appreciate and protect the environment. Environmental awareness, brain development, emotional connectivity with nature and enhanced sense of well being are the benefits. Children start their journey to become nature-loving personalities!


EXPERIENTIAL LEARNING

Experiential learning is designed to give young children a hands-on experience that makes learning fun and relevant. It nurtures critical thinking, creativity, and emotional intelligence. It is a way to provide children with practical knowledge, strengthen their confidence and create lasting memories which enables them to be curious and confident lifelong learners. Through engaging experiences, children discover the world!


HYGIENE

For children's health and well being, training in hygiene is essential. We teach healthy habits, prevent disease and promote the skills of personal care through interactive exercises. Children gain confidence and the foundations for lifelong health when they learn how to wash hands, brush teeth or clean up after themselves. Let us empower our children to take good care of themselves and to nurture a healthy future!


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MUSIC AND DANCING

In young children, this entertaining activity provides a spark of enthusiasm and creativity. They're dancing to catchy songs, and using dance as an expression of themselves. In addition to the fun, music and dancing can improve coordination, boost confidence as well as enhance social skills. Make sure your little ones discover the joy of music while dancing to it and expressing themselves in a variety of ways!


RECYCLING

Recycling is an educational activity for young children and teaches them how to care for the environment. Kids learn to sort recyclables and understand the importance of reducing waste through hands-on experiences. Environmental awareness, accountability, teamwork and creativity are promoted through this activity.


THE NATURAL ENVIRONMENT IN VISUAL ARTS & THE VISUAL WORKSHOP IN THE CLASSROOM

The following suggested design responds to specific key words: collaboration among children, teacher-children collaboration, critical thinking, family & School (category I), creativity, inclusion-diversity (category II), artful-art based, expressiveness, assessment, events (category III Indicative aims: To observe their natural environment and derive information from it in relevance to the paintings they observed. To use in their oral speech some simple terms of art (i.e., landscapes, background, brushes, shade). To recognise that each artist expresses himself/herself through art in his/her own way, colours, shapes, forms, by making a comparison with themselves and what and how they like to paint. To examine what an art workshop consists of (space, materials) and to get familiar with the works of male and female painters. To formulate and justify their opinions. Demonstrate confidence when they engage with tasks that involve the expression through visual arts and being able to explain their creations. To experiment with different materials and colors when drawing or painting. To create visual representations with other materials, i.e., plasticine, collage. To associate their creations with the concepts of satisfaction and pleasure. To recognize art as a means of expression to which we all people have equal access. To respect the opinion of their classmates and to be equally involved in the process of dialogue with each other and with their kindergarten teacher. To participate within the group to carry out their action, leaving room for their classmates to express themselves and create. Observing and assessing paintings which have as a theme a season (i.e., autumn) The children observe 2 paintings and assess them by comparing a) the subject matter, b) the colours and c) the technique. They come to conclusions and give titles to the works. They search for relevant information and the title of the works online and compare their own study/conclusions with the information they have collected. They relate the representations in the paintings to their physical environment. They identify similarities and differences. They come to a conclusion about what the painters wanted to convey and how they conveyed it. Exploring the workshop of visual artists/painters We guide the discussion by questioning: "What materials do we draw with at school?" "What do painters need to create their paintings?" for children to make assumptions and look for information about the painters' workshop. We are conducting an online art workshop visit. The children discuss, compare their materials and practices with those of painters and conclude that they too have the ability to create paintings. They decide to rename the visual arts corner to art workshop and play the role of the painter. Visual art creations "How are we going to depict our natural environment in autumn?" We investigate children's opinions, record them and co-decide with them either through discussion or voting. The children are divided into groups, choose materials and undertake to visually render and in a different way per group the fall, i.e., painting realistically, painting abstractly, painting a landscape or a still life. They present their works in plenary. They explain and justify their choices. They compare their themes and style and decide to exhibit their works in the school. They also have to present their creations. Presentation of children's works of art for everyone For the exhibition of their works they need to make decisions. They discuss their relevant experiences and/or process relevant audio-visual material (physical/material and digital). They decide on the appropriate space in the kindergarten and expose their creations to their families. They also decide to collaborate and write (out loud as much as they can or with the contribution of the kindergarten teacher in the role of writer) their presentations. We guide the discussion with the question "what if someone doesn't know or can't read?", "what if someone can't see?". The children discuss, seek for solutions, identify the way museums address the visually impaired and decide to audio-record the description of their painting and the concept behind its creation. Assessment of the intervention The assessment of the intervention focuses both on the outcome and the process. It takes place in the form of a plenary debate where the kindergarten teacher and children participate equally. The discussion focuses on the 'what' and the 'how'. Emphasis is placed upon the way decisions are made, the type and content of the activities, the materials used and the concept of cooperation in groups. Materials/outcomes are selected to enrich children's portfolios. Children’s families who were the audience of the presentation can also be involved in the assessment (i.e., through an interview that the children will prepare with their kindergarten teacher).


THE FOREST

The following suggested design responds to specific key words: collaboration among children, teacher-children collaboration, critical thinking, community (category I), creativity, inclusion-diversity (category II), craft ship, expressiveness, play, assessment, events (category III). Indicative aims: To identify the characteristics of the forest and recognise it as an ecosystem with a complex and interconnected web of relationships and balances. To recognise water as an essential element for life, flora, and fauna within the forest. To formulate and discuss their ideas for the construction of a 3D forest model. To propose materials and justify their suggestions regarding materials that serve their decisions (i.e., model construction) To collect information about forest animals, classify their information and construct a concept map. To choose specific forest animals and decide what they need to investigate to make a presentation to their class. To create interactive games based on the information they have collected about forest animals. To choose different ways of expression, recognising the different languages ​​available to them for expressing themselves. To relate the forest and human activities and to think about possible dangers that threaten the forest, but also ways in which the forest can be protected. To identify information from an audio-visual text and explain what evidence they relied upon to formulate their conclusions. To respect their classmates’ opinion and to be equally involved in the process of dialogue with each other and with their kindergarten teacher. Cooperate within a team to achieve a common goal. Reading a story that takes place in the forest Children read with their kindergarten teacher a story that takes place in the forest. They discuss a) the content, b) the plot, c) the scenes, d) the heroes of the story. They discuss the environment where the story takes place. They refer to their personal experiences, prior knowledge and relate their own experiences to the story they read. The kindergarten teacher guides the discussion with the question "How could we transfer the setting and the heroes of the story in our classroom?". The children discuss, propose ideas and after discussion or voting they end up creating a craft with a forest theme. The kindergarten teacher sets a condition to them. Their construction should be 3D. The children end up building a model. Construction of a 3D model Plenary discussion about the materials needed for the creation of the model, what it will include, as well as how the groups will work. Collaboration of children and groups for the construction of the model. Children assess their construction and ask themselves, guided by the kindergarten teacher, whether it includes all the necessary features that consist a forest. They decide to investigate and gather information in order to assess whether they need to add anything. I.e., water and its representation, animals. Forest animals (i.e., squirel and owl) Children’s investigation leads them to gather information about the animals of the forest. They choose to deal with specific animals that live in the forest located close to their area. They depict this information on cartons. They observe, describe the animals, compare them, find similarities-differences, classify them i.e., mammals, quadrupeds. They make their figures i.e., with plasticine and add them to the model. They make use of the information about the animals by inventing games i.e., pantomime or riddles. They vote for their favourite forest animal and decide to investigate it further. Viewing of audio-visual material Finding and watching audio-visual material (i.e., fiction or documentary film) about their favourite classroom animal. The film is the product of investigation. The children, with the help of the kindergarten teacher in the role of the researcher, have discussed and decided the questions that they will attempt to discuss while watching the film. They discuss the plot, the content and their findings. Information gathered is depicted through a concept map of their favourite forest animal. Forest and human activities The kindergarten teacher guides the children's inquiries by asking them to think about the relationship between people and the forest. They discuss their views and experiences and highlight aspects of people's interaction with the forest (i.e., recreation, work, oxygen), which are many, varied, sometimes with positive and sometimes with negative impact on the forest. They decide that they need to investigate the matter further and think about implementing a related project in collaboration with the other classroom. Assessment of the intervention The assessment of the intervention focuses both on the outcome and the process. It takes place in the form of a plenary debate where the kindergarten teacher and children participate equally. The discussion focuses on the 'what' and the 'how'. Emphasis is placed upon the way decisions are made, the type and content of the activities, the materials used, and cooperation in groups. Materials/outcomes are selected to enrich children's portfolios. To assess the specific intervention, a board game can be constructed by the children based on the model they have already created and forest animal pawns they have already crafted with plasticine. They can transfer the assessment game to a digital environment.


CREATIVE IMPLEMENTATION OF THE SONG “ONE DAY IN BEIJING” («Μια μέρα στο Πεκίνο»)

The following suggested design responds to specific key words: collaboration among children, teacher-children collaboration (category I), creativity (category II), play, expressiveness (category III). Indicative aims: 1. To participate in discussions and exchange opinions on how to use the story. 2. To justify their opinion on a topic and listen to others’ opinions/ideas. 3. To respect other children while they are talking and wait for their turn. 4. To coordinate their movement with sound stimuli. 5. To describe the content of the song and locate the scenes. 6. To arrange scenes in the correct order following the time sequence of the story. 7. To compose and narrate a story according to the image they see. 8. To use imaginatively various materials to create outcomes. 9. To identify elements in images/pictures related to the theater and use them in their own dramatisation. 10. To cooperate to achieve a common goal. 11. To be able to cooperate and present the result at the completion of the activity. 12. To take on and accomplish a responsibility. Listening to a song – understanding the content, the plot and images – learning a song Children listen to the song, work out its lyrics, discuss the unknown words, describe the pictures. Comprehension is facilitated through open-ended questions. Children do not reply individually to the kindergarten teacher but discuss with each other in pairs or small groups. They search the internet for images related to the lyrics of the song and match images with the right verse. They sing the song while making relevant movements. They play pantomime "guess what scene of the song I'm doing". Creative enactment of the song (visual arts) The children participate in discursive practices with their kindergarten teacher and co-decide which scenes to perform visually. They suggest and choose the materials. Children work in groups to produce a common activity. I.e., they choose to render the environment of the song visually by highlighting its main scenes or choose to visually render 4 scenes of the song. They create them collaboratively. They present them to the plenary. Scenes are placed in the appropriate time order. They narrate the content of the song in prose. Creative enactment of a song (dramatic arts) We guide the discussion toward the following concerns: "In what other way could we dramatise the song?" How can we render its story in another way?' "In what other way can we play it theatrically?" The children first discuss and then along with the kindergarten teacher decide which scenes they will perform, identify/locate what they will need and prepare the dialogues. Children's ideas are noted and come to the final decision either through discussion or through voting. The roles are listed and distributed by lottery or by consultation. The groups work and present their final work. The dramatisation is videotaped. Children see, discuss, assess their effort, revise, refine their ideas, and replay the revised, enriched version in the next activity. Creative enactment of a song (production of audiovisual material) The videotaping of the dramatization paves the way for the digital enactment of the song. The children use the visualisation of the scenes they have already prepared in the previous activity, sing the song and through a digital application and with the help of the kindergarten teacher produce their own digital file. Assessment of the intervention The assessment of the intervention focuses both on the outcome and on the process. It takes place in the form of a plenary debate where the kindergarten teacher and the children participate equally. The discussion focuses on the 'what' and the 'how'. Emphasis is placed upon the way decisions are made, the type and content of the activities, the materials used and the concept of cooperation in groups. Materials/outcomes are selected to enrich children's portfolios.


GROWING THE GRASS

It is very important to introduce pre-schoolers with nature and its magic. Creating a grass plant farm in the kindergarten is a great idea. Kids will be able to see and touch the fruits of their labour and caregiving to the plant. The purpose of this activity is for the children to: -learn about nature; -stimulate caregiving; -develop responsibility and reliability; -learn cause and effect. The outcome of the activity is: - increased creativity; -increased math knowledge (counting days for first sprout etc.); -attained adequate knowledge about seeding and plat growing; -developed caregiving skills; -improved self-confidence.


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