Learning Centers for Preschoolers
§ | Select music from a current Music and More CD to play as the conferees |
1. | Prepare signs to identify the concept areas for the current unit and for the next month. Gather books, pictures, puzzles, and other resources that relate to the concept areas to display near the signs. For example, for a Jesus unit gather books, pictures, puzzles, and other resources related to learning about Jesus. | |
2. | Print handouts: |
§ | The Art Center (Item 1) | ||
§ | The Nature/Science Center (Item 2) | ||
§ | The Block Center (Item 3) | ||
§ | The Manipulatives/Puzzle Center (Item 4) | ||
§ | The Homeliving/Dramatic Play Center (Item 5) | ||
§ | Using Books and Pictures in Learning Centers (Item 6) | ||
§ | Using Music in Learning Centers (Item 7) |
3. | Make signs for four groups: |
§ | Art and Nature | ||
§ | Blocks and Puzzles | ||
§ | Homeliving/Dramatic Play | ||
§ | Music, Books, and Pictures |
4. | Provide instructions for each group (printed below). Collect the supplies suggested with the instructions. Place the instructions and the supplies with the signs for each group. | |
§ | Review guidelines and tips on The Art Center (Item 1) and The Nature/Science Center (Item 2) handouts. | ||
§ | Choose an art activity in a leader guide for a current preschool |
§ | Locate supplies to do an art activity suggested in next Sunday’s |
§ | Discuss other items you can use in an art center. | ||
§ | Open a leader guide for a current preschool Sunday School and find a nature or nature/science activity. Talk about the suggestions for the activity, the materials needed, and ways to make the Bible |
§ | Talk about other ideas for the nature or nature and science center. | ||
§ | Call attention to guidelines and tips on The Block Center (Item 3) and The Manipulatives/Puzzle Center (Item 4) handouts. | ||
§ | Select supplies to make blocks: |
§ | Look in a leader guide for a current preschool Sunday School unit to discover the materials needed for the puzzle center for next Sunday’s session. Discuss how the materials will be used and how Bible truths will be taught to preschoolers. | ||
§ | Create a puzzle by using a felt-tip marker to print individual Bible verse words on index cards. (Use a Bible verse for the current unit.) Mix the cards, and then put the words in order to read the Bible verse. | ||
§ | Review guidelines and tips on The Homeliving/Dramatic Play Center (Item 5) handout. | ||
§ | Use the leader guide for a current preschool Sunday School unit to find the suggestions for the homeliving or dramatic play learning center. | ||
§ | Review the materials needed for an activity in next Sunday’s session. |
§ | Open the Bible to the Bible story for next Sunday and demonstrate telling the Bible story during the learning center activity. Think about a song to sing and a way to use the suggested Bible story picture. | ||
§ | Review guidelines and tips on Using Books and Pictures in Learning Centers (Item 6) and Using Music in Learning Centers (Item 7) handouts. | ||
§ | Review a session in the current unit to see how music, books, and |
§ | Provide the supplies to make a musical instrument: |
§ | Discuss how to use music, books, and pictures in learning centers to |
1. | Invite conferees to choose a place to sit in one of the four groups. | |
2. | Challenge the conferees by saying: “You are on an important team—God’s team. The goal on God’s team is to go into the world and make disciples. You are also on another team—your preschool leadership team. The goal is to love, care for, and teach preschoolers about God’s love. This is part of making disciples. As a preschool teacher you have an important job! Do you know that attitude and character are formed in the preschool years? We want preschoolers to have a positive attitude about church and God. Their experiences at church should be positive ones. To create positive experiences for preschoolers we want to teach them in a way they learn best—through play.” | |
3. | Describe plans for conferees to “visit” the different learning centers while the music plays. (Show the Music and More CD to help conferees know about music for preschoolers.) Explain that conferees will spend about 10-15 minutes in the group where they are seated and then rotate to another group when the music stops. Ask the conferees to locate the instructions for the group and begin working together. Continuing starting and stopping the music for the group rotations. (See preparation step 4.) | |
4. | After conferees have rotated to each learning center, invite volunteers to tell about an experience in one of the groups. Ask questions such as: “Did you do a suggested preschool activity? How did the activity relate to the biblical content for the session? How will you use some of the ideas for the preschoolers you teach?” | |
5. | Conclude the conference by thanking the conferees for attending. Pray, thanking God for opportunities to teach Bible truths to preschoolers. | |
§ | |
Locate the center next to a water source. | |
§ | |
Provide a safe place for drying paintings. | |
§ | |
Protect surfaces of tables. Use drop cloths under easels or on the floor during messy activities. | |
§ | |
Provide painting smocks to protect children’s clothing. | |
§ | |
Handle art tools carefully. | |
§ | |
Art materials are for creating. | |
§ | |
Use art materials as needed, not in a wasteful manner. | |
§ | |
Art materials are not to be put in children’s mouths. | |
§ | |
Keep art materials in the art center. | |
§ | |
Avoid interfering with the work of other children. | |
§ | |
Avoid models for children to copy and avoid coloring book drawings. These limit a child’s creativity. |
§ | |
Allow messes. Creative art is messy. | |
§ | |
Give plenty of time for art activities. The process of creating often takes time and thought. | |
§ | |
Involve children in clean up. | |
§ | |
Try an art activity before using with children. Potential problems can be solved if you take the time |
§ | |
Respect each child’s name. Ask the child where he would like his name written on the paper or allow |
§ | |
Make comments such as: “Tell me about your picture. I can see you enjoy painting. You |
§ | |
Help the children understand that they only need to please themselves with what they create. | |
§ | |
Teach parents the process of creative art. Help them understand that the purpose of children’s art |
§ | |
Choose an area close to a window for the nature and science center. If a window is not available, |
§ | |
Display nature items on a window sill or short shelf. Change nature items regularly. | |
§ | |
Allow preschoolers time to interact with the nature materials. | |
§ | |
Provide activities and experiences that do not require much teacher guidance. | |
§ | |
Provide a balance of individual and group activities. | |
§ | |
Permit the children to get their hands dirty. | |
§ | |
Allow children to discover a nature item before showing it to them. | |
§ | |
Give simple answers to preschoolers’ questions about nature. | |
§ | |
Avoid using the word magic when referring to natural processes. | |
§ | |
Be aware of preschoolers’ allergies. Use an allergy alert notice to notify parents about nature items. | |
§ | |
Read ingredients of prepackaged foods. | |
§ | |
Do not allow preschoolers to touch reptiles; they may carry salmonella. | |
§ | |
Place a bird’s nest in a clear, closed container. | |
§ | |
Smooth sharp edges of shells with sandpaper. | |
§ | |
Closely supervise small nature items since they could pose a choking hazard. | |
§ | |
Provide block play throughout the Bible-learning time. |
§ | |
Build only in the block center. | |
§ | |
Build on the floor. | |
§ | |
Build with blocks rather than throwing, pushing, or kicking them. | |
§ | |
Build far enough away from the shelf to allow others to use the blocks. | |
§ | |
Build only with your blocks. Never take from a friend’s structure without asking. | |
§ | |
Babies—a few small blocks (larger than the child’s fist) or a few cardboard blocks. | |
§ | |
Ones and twos—12 cardboard blocks or shoe box size cardboard blocks. | |
§ | |
Threes —60 to 70 wooden block units in 7 to 12 shapes. | |
§ | |
Fours-kindergarten—150 wooden unit blocks in 19 to 27 shapes. | |
§ | |
Place puzzles in a quiet area of the room, out of the main traffic area. | |
§ | |
Offer two or three puzzles per session. | |
§ | |
Store manipulatives such as beads and put-together blocks in their own dishpan or plastic container. | |
§ | |
Provide more than one set of the most popular manipulatives. | |
§ | |
Use puzzles and other manipulatives in other learning centers when appropriate. | |
§ | |
Use puzzles that depict realistic objects, animals, and people instead of fantasy figures. | |
§ | |
Guide preschoolers to remove puzzle pieces one at a time and place them to the left of the board. |
§ | |
Allow preschoolers to work at their own speed. | |
§ | |
Use the Bible in the learning center and use Bible story conversation, Bible phrases and verses, |
§ | |
Remind preschoolers to complete the puzzle or put manipulatives back in their containers before |
§ | |
Change the puzzles and manipulatives often. |
§ | |
Puzzles—the wooden inlay puzzle is the most common type of puzzle used with preschoolers. | |
§ | |
Photo Puzzle—enlarge one or two photographs of the children involved in Bible learning activities. |
§ | |
Construction, pull-apart, and put-together toys—nesting cups, pegs and pegboards, and assorted |
§ | |
Games—a variety of games require manipulative skills. Games for preschoolers should be played in |
§ | |
Locate the center in a corner of the room clearly visible from the door. | |
§ | |
Place the center near other noisy centers such as blocks. | |
§ | |
Consider placing a rug in the center to reduce noise. | |
§ | |
Attach an unbreakable mirror to the wall. | |
§ | |
Use pictures, stories, or visitors to give children the information they need to pretend. | |
§ | |
Make the center’s physical setting appealing and inviting. | |
§ | |
Provide adequate props for play. | |
§ | |
Guide play with conversation, but intervene only when necessary. | |
§ | |
Supervise cooking activities at all times. | |
§ | |
Locate electrical appliances next to an outlet to avoid tripping over a cord. | |
§ | |
Use short-handled wooden or plastic spoons for stirring. | |
§ | |
Place a plastic tablecloth underneath a table for easier cleanup. | |
§ | |
Inform parents of cooking or tasting activities by placing a sign outside the room door. Ask parents |
§ | |
Let children measure, pour, stir, and taste. | |
§ | |
Always wash hands before beginning to cook. | |
Guidelines for Choosing Books | |
§ | |
Can be read in 5-10 minutes (ages 3-5). | |
§ | |
Written in simple language, few words on |
§ | |
Durable with hardcover, cardboard, or |
§ | |
Simple, realistic, and colorful pictures. | |
§ | |
Contain repetitive words or phrases. | |
§ | |
Do not contain fantasy or cartoon characters. | |
§ | |
Do not contain animals or objects that take |
§ | |
Remember that the Bible is the most important |
§ | |
Provide opportunities for babies and ones to |
§ | |
Allow a child who is walking to carry the Bible |
§ | |
Guide a child to open to a Bible marker. | |
§ | |
Allow a preschooler to observe your love and |
§ | |
Sit on the floor. | |
§ | |
Hold a book so child can see it as you read. | |
§ | |
Encourage preschooler to talk about the book. | |
§ | |
Allow preschooler to turn pages. |
§ | |
Allow a younger preschooler to skip around |
§ | |
Substitute child’s name in story as appropriate. | |
§ | |
Respect the child who chooses to look at books |
§ | |
Provide time for the child to ask questions, |
§ | |
Encourage preschoolers to play out the story. | |
§ | |
Use two kinds of pictures with preschoolers: |
§ | |
Provide the opportunity to recognize things |
§ | |
Allow children to identify with situations |
§ | |
Stimulate conversation which give teachers |
§ | |
Stimulate children’s curiosity. | |
§ | |
Provide opportunities for worship as children |
§ | |
Encourage children to use their imaginations |
§ | |
Babies—place pictures in cribs or on the floor |
§ | |
Older preschoolers—use picture holders. |
§ | |
Play a recording of quiet instrumental music. | |
§ | |
Invite a musical guest to come to your room to play an instrument and sing. | |
§ | |
Record your preschoolers singing songs and place the tape in the room for them to use. | |
§ | |
Use Bible Teaching for Kids Music and More CD to locate songs suggested for the session. |
§ | |
Sing. Sing often. Sing even if you sing off-key. Preschoolers do no care how you sing; they only |
§ | |
Include the children’s names in a song whenever possible. Be sure to use every child’s name |
§ | |
Sing songs that use words and concepts preschoolers can understand. Avoid songs with |
§ | |
Accept each child’s individual response to music. Encourage each child’s creativity. | |
§ | |
Create a calmer environment with instruments by providing instruments of the same type at the |
§ | |
Use new words to familiar tunes. Create a song to fit what you need. | |
§ | |
To the tune “Row, Row, Row Your Boat,” sing: “Clap, clap, clap your hands. Andrew claps his |
§ | |
To the tune “God Is So Good,” sing: “I can thank God. I can thank God. I can thank God. Thank |
§ | |
To the tune “Mulberry Bush,” sing: “Open the Bible, what does it say? What does it say? What |
§ | |
To the tune, “Farmer in the Dell,” sing: “Jasmine comes to church. Jasmine comes to church. |