Early Childhood Activity

Throughout the course of the years it has actually been seen that physical, emotional, and psychological levels of 6-9 years of age kids go through various phases. It is especially apparent for their teachers and organizers that possess external evidence about the kids and have ability to genuinely examine them. Unlike instructors and managers, parents often try to justify the choices and deeds of their small kids and make attempts to "smooth the edges" to prevent prospective disputes due to their sensation they naturally experience towards their children.

For that reason, the representatives of next generation behave differently in the house and other social environments like school that include various amazing activities beneficial for kids while opening new horizons. The early youth activity showed below is based upon denominated abilities and skills of a particular child and focused on an outlet of his imaginative and exploratory abilities. Usually, in the procedure of playing a game, kids use their accurate understanding, which is much easier to understand and remember.

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That's why it is significant that they utilize objects or all sorts of products to help them in realizing the surrounding environment in which they live and learn more about the characteristics and homes of things they are having fun with. In this case, according to the guidelines of the video game called "Bricks Mix" kids are dealing with material items such as sand, little bricks, or sticks. Preferably, the teachers need to perform the activity outdoors, i. e. in the park, on the beach, in the forest, in the yard, etc

. It would be helpful both for the photo of health of little kids and their better understanding of the scenario and conditions due to fresh air and active workouts. Likewise, if possible, the supervisor has to conduct the children initially phases offering the directions and describing the information of the activity. The latter is divided into 2 levels. First, using dry or wet sand, bricks of various sizes, short and long sticks, little stones, and water kids build houses, roadways, and fortresses.

After a certain period of time when children get better acquainted with the situation and find themselves comfortable in the given atmosphere it would be a good idea to upgrade the game. Hence, each child individually should be given a card or oral request with a certain task, for instance, to build a house with 3 or 5 towers, to build a sand road with 6 bricks on each side, to make a castle with 4 towers and 4 flags on them, etc.

While sifting, pouring, and filling empty containers with sand children get the idea of measurement and may observe visually the phenomenon when 2 small equal bowls of sand make 1 large container. Or if they put together two triangular stones or bricks they will have a rectangle or a square. Here, the major mathematical concepts are applied as the child deals with various shapes and sizes. Also, new terms should be used by the teacher, preferably associated with a certain topic or area of knowledge.

The second stage of the game is characterized with using waste materials. It means that after building roads, castles, and houses children are provided with a large amount of things left from which they can make other objects like cars, stores, trains, buses, etc. This part of the game develops the ability to properly organize the process of managing the situation or business using less energy and expenses during the shortest possible period of time. It remains essential for the teacher to follow the work of the children without interfering into the process.

It must be a positive sign for him/her when the child starts judging, analyzing, and comparing the results of his on-going work with others. In such a way he demonstrates his/her ability to productively be involved in the activity and learns how to work in team and cooperate with the peers. In order to make the results of the game more effective and have the kids remember the procedure it would be useful to talk in details about the activity afterwards.

The coordinator should encourage the children to share their experience and discuss all the aspects of the game even if it causes some disagreements and controversy. Obviously, the debate would take place due to different methods, manners, and techniques applied during the game. The teacher should keep in mind that each and every child should be listened to and heard, which is more important. Some kids would try to prove that their idea or theory is the most optimal for this kind of activity.

For example, they would argue that the train should consist of a number of short wagons instead of several longer ones as the first will be better while turning right or left. If the perspective of the child is valid the teacher should unpersuasively explain it to other children. Otherwise, they would undoubtedly feel that the mentioned above child is a favorite student of the teacher. It may not be accepted as a distinct gradation of the children may appear. However, in spite of numerous ideas expressed, it is significant to reach a compromise so no child is left unsatisfied.

The reason the game “Bricks Mix” was developed lies in that this activity comprises several essential aspects of human mind as memory, reflection, counting, etc. It is useful for six-year-old children as well as nine-year-olds because different levels of difficulty may be applied. For example, younger kids may be given easy assignments simply connected with small numbers, while the older ones may be allowed to include other objects into the game. As the latter is rather flexible the teacher can coordinate the game and establish new rules according to abilities, inclinations, and skills of children.

The activity is best possible while being outside the classroom not only during school time, but also while sharing weekend with parents, grandparents, friends, etc. BIBLIOGRAPHY 1. Lester, P. (2005). Class-Parties. Organizing a Class Party. Retrieved January 19, 2007 from http://www. class-parties. com/ 2. Christie, J. , & Enz, B. , & Vukelich, C. (2002). Teaching Language and Literacy: Preschool Through the Elementary Grades (2nd ed. ). Arizona: Allyn & Bacon . 3. Granchar, M. (1999). Children And The Rest. New York: New Way.