| I am, I can a,b,e
|
The activity consists of drawing the self and making statements about personal characteristics. |
|
Escravos de Jó
b, d, e
|
Nursery rhyme of very simple rule that demands concentration and attention using different objects. |
| Statue of feelings a
|
Listening to a song that, when ended, the subjects must present facial expression related to a feeling. |
| Feelings memory game a, c
|
Cards with facial expressions referring to different feelings are used. |
| Body scheme a, b, e
|
Drawing of the human body by a subject as the model, discussing personal characteristics and those common with the fellows. |
| Family drawing a
|
Drawing of the family picture of each subject, with discussion and sharing of the production with the group. |
| Box of surprises b
|
Development of actions that favor skills in interpersonal relationships such as hugging the mate, for example, by raffling cards with images representing those actions. |
| Meaning of names a
|
Presentation of cards with the names and pictures of the children to build a panel. When the panel is exhibited, the reason for the selection of each name is discussed. |
| Feelings dice a
|
Giant dice that presents, on each side, uncompleted statements about the children’s feelings and tastes. The children complete the statements after playing the dice. |
| Who tells a tale adds a tail a,b,c
|
Narration started by the mediator, complemented by the children and, by the end, interpreted by all. |
| Shared reading of stories a,b,e
|
Shared reading of stories according to Aram, Fine, e Ziv (2013Aram, D., Fine, Y., & Ziv, M.(2013). Enhancing parent-child shared book reading interactions: promoting references to the book's plot and socio-cognitive themes. Early Childhood Research Quarterly, 28, 111-122. doi: 10.1016/j.ecresq.2012.03.005
https://doi.org/10.1016/j.ecresq.2012.03...
). |
| Recognizing letters d
|
Recognition of the number of letters, initial and final phoneme, the final sound, number of vowels of the children’s names written on cards decorated with illustrations with the same initial phoneme as the child’ name. |
| Image-based reading of stories c
|
Image-based reading according to Melo (2011Melo, L. E. (2011). Cognição e linguagem: Perspectivas interdisciplinares. Curitiba: Editora CRV. doi: 10.24824/978858042037.1
https://doi.org/10.24824/978858042037.1...
) |
| Monsters factory a, b, e
|
Use of play dough to build a monster factory. Debate about feelings and behaviors based on the features of the monsters. |
| Sound location c
|
Listening to different sounds that must be identified. |
| Blind man's bluff game and meow cat gamec
|
Blinded children must recognize the other children’s voices. |
| The wand of flowers c,d
|
Tales told by the mediator and children add sound using different materials: music instruments, acetate plates, objects in the surroundings, etc. |
| Sound bingo c
|
Use of cards with drawings and chips with words corresponding to the drawings whose names must start with the target phoneme. |
| Sound memory game c
|
Uses of boxes with different materials that produce different sounds. |
| Stories with activities of articulation c, d, e
|
Child tales emphasizing the target phoneme that is to be repeated by the children using several materials. The phoneme will be issued in isolate and then in syllables. |
