Deethemebased

Theme Based Early Childhood Care And Education Programme – A Resource Book
THEME BASED EARLY CHILDHooD

OTHER BooKS AND RESoURCE MATERIAL oN CARE AND EDUCATIoN PRoGRAMME
EARLY CHILDHooD CARE AND EDUCATIoN
1. Early Childhood Education Programme

A Resource Book
2. Trainers handbook in Early Childhood Care and Education
3. Little Steps
4. Fun with Art and Craft
5. Minimum Specifications for Preschools
6. Kehl-Khel Mein
7. Poorv Prathmik Shiksha - Ek Parichai
8. Early Childhood Education - An Introduction
9. Readiness Activities for Beginners (Volume I and II)
10. Every Child Matters
13130
ISBN 978-93-5007-348-3
THEME BASED
EARLY CHILDHOOD CARE
AND EDUcAtION PROGRAMME
A RESOURcE BOOK
Romila Soni
i
First Edition ISBN 978-93-5007-348-3
December 2015 Pausa 1937
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FOREWORD
The National Policy on Early Childhood Care and Education (ECCE), 2013
visualises “nurturance and promotion of holistic development and active
learning of all children below six years of age by promoting free, universal,
inclusive, equitable, joyful and contextualised opportunities”. This will
help in laying the foundation for the child’s all round development and
attaining her/his full potential.
Research also demonstrates that to promote young children’s success
we need to provide quality early care and education experiences. It is a
recognised world wide fact that the first six years of a child’s life are most
critical years due to the rapid pace of development at this stage. These are
the years in which the child’s brain is developing at its fastest pace, social
and personal habits are forming and the foundation is being laid for life.
This age group particularly requires careful nurturing in a stimulating and
enriching environment so as to help them develop to their full potential as
they progress along the learning ladder.
The quality of ECCE imparted in present scenario, however varies
considerably and a curriculum offered in most of the preschools is
developmentally inappropriate. Young children are required to sit in one
place and they spend most of the time writing, working with worksheets
or engaged in rote learning. Good quality ECCE programmes have been
found to have a positive impact on children’s development. A quality
theme based ECCE programme works wonders and ensures appropriate
opportunity for holistic learning and development. The present document
is aimed at helping all ECCE practitioners to understand how to plan a
theme based ECCE programme and why it is important for this stage.
This document titled, ‘Theme Based Early Childhood Care and
Education Programme’ is being brought out specifically to meet the demand
of all those who are working in the area of ECCE. It is hoped that teachers,
teacher trainees, teacher educators, parents and other adult caregivers
will find this resource material interesting, interactive and useful.
We appreciate the efforts and hard work of the Department of
Elementary Education, NCERT in completion of this resource book. We
look forward to useful feedback from the users to help us improve this
resource book.
B.K. Tripathi
Director
New Delhi National Council of Educational
April 2015 Research and Training
PREFACE
The rate of development in the first six years of a child’s life is more
rapid than at any other stage of development. Research in neuro-science
confirms the importance of the early years in a child’s life, since a major
part of the brain development takes place by the time a child is six years of
age. Research further indicates that the development of brain is influenced
not only by health, nutrition and quality of care but also by the quality
of psycho-social environment the child is exposed to in these early years.
While the importance of early years is appreciated, it has been observed
that most of the ECCE programmes are not developmentally appropriate
for this age group. Lack of quality ECCE programme has resulted in either
a low quality programme or making ECE as a downward extension of the
primary stage curriculum.
The National ECCE Curriculum Framework 2014 emphasises the
importance of inclusion as an inbuilt and inherent component of the ECCE
programme. The basic premise of inclusive education is that all children
should get equal treatment; the ECE classroom should be bias free; and
these should be sensitive and responsive to the special needs of children,
including training of ECCE teachers and caregivers in identification of
needs of the children with disabilities, use of age-appropriate play and
learning materials, making adaptations in the physical environment and
counselling of parents.
The ECCE programme needs to ensure ‘holistic development’ of
the child and reflect the inseparable nature of care and education by
comprehensively addressing the need for care, nutrition, health and
well being of young children. At the same time, parent counselling and
education that supports the development of all domains is very crucial.
Thus, it is important to implement the ‘holistic development approach’
which provides interrelated activities covering all domains of development.
Pioneers in early childhood education suggest that age and
developmentally appropriate early childhood theme-based programmes
have the highest scope in preparing children for lifelong learning. A high
quality ECCE programme helps to foster young children for success in
the later school years. A developmentally appropriate curriculum revolves
around themes that take advantage of children’s natural curiosity,
experiences, issues and problems.
Simple themes like Me and My friends, My body, My family, Plants,
Animals, Transport, Water etc are ideal for ECCE. These themes should
be woven through all the domains of learning i.e., cognitive, language,
motor, creative, social and emotional development.
Teachers need to develop themes which are contextual and
developmentally appropriate for all preschoolers.
Well planned themes serve as a basis for integrating basic early
educational and school readiness components such as reading, writing,
math and early science readiness and are carried out in a stress free, child
friendly environment.
An enabling ECCE environment preferably has a variety of interest
or activity areas, which support the themes and provide for relevant
small group learning experiences in the classroom. The common ‘activity
or interest areas’ that may be found in different early childhood and care
settings are blocks area, dolls or dramatic play area, art area, sand and
water play area, manipulative play area, and literacy area. These areas
need to be well equipped with a variety of teacher-designed, success-
oriented early learning experiences for ALL children.
This resource handbook titled, ‘Theme Based Early Childhood Care
and Education Programme’ provides nine easy to follow themes which
integrate the ECCE programme for children in the age group of 3 to 8 years.
The suggested nine themes are: Me and My friends; My Body; My
Family; Animals; Transport; Plants; Air, Water and People who Help Us.
This resource handbook has the following characteristics:
1. It will help teachers understand how to develop themes and weave
the learning experiences around the theme. The chosen learning
experiences focus and integrate different aspects of development and
learning.
2. Each theme includes suggested learning experiences around a central
idea or concept. These are child friendly and according to the needs
and interests of ALL young children. While developing themes, the
children’s age, stage of development and experiences are taken into
consideration.
3. Themes can be used within a flexible time frame. The time span of
a theme may be from a few weeks to a month as per the need and
context. At the same time, the theme may be modified and adapted as
required.
4. This approach would allow ALL children to learn at their own pace and
style. Before organising the learning experiences, it is important to go
through and read the developmental characteristics of the children.
5. The carefully chosen learning experiences enhance positive self-esteem
in young children and a sense of ‘I can do it’.
vi
6. Each theme introduces children to a range of learning experiences that
require active exploration, reasoning, problem solving and acquisition
of specific concepts or skills. It has been developed in a manner so as
to merge play with child-initiated and teacher-created experiences.
7. The learning experiences as provided in the handbook are tested in
different settings of ECCE. They are easily adaptable to large groups,
small groups and the individual child.
Key Components of the Handbook
Web Charts
The handbook has a web chart for each theme. A web chart is a visual
map that helps the teacher to identify important concepts and skills that
emerge from a theme and integrate different domains of development. To
achieve that, the teachers need to work together and explore ideas for
integration. It is a pre planning process which helps the teachers to decide
what needs to be emphasised in each theme and the kind of learning
experiences that need to be designed.
Activities and Experiences for each Theme
The activities and experiences presented under each theme provide for
holistic development of the children. They have been determined by the
age, need, learning styles, developmental stages, abilities and interests of
all the children.
At the same time, they enable young children to achieve quality theme
based ECCE programme through:
l language and literacy experiences
l puppet play
l dramatic play
l art experiences
l cognitive experiences
l visits, nature walk and visitors to the classroom
l music and movement experiences
The learning experiences under each of the above area is introduced
and depicted by preschool, early primary class. In other words PSI stands
for first year of pre-schooling, PSII stands for second year of pre-schooling
and EPC stands for Classes I and II.
Exemplar Lesson Plan
After selecting a theme and the related learning experiences for different
age groups of children, the process of lesson planning is the next step in
the ECCE programme.
vii
The Handbook presents two
REMEMBER!
exemplar Lesson Plans for reference.
The selected learning
Theme Board experiences must be
The ideas provided for “Theme Board developmentally appropriate.
Created by Children” given in each
It is important to remember
theme are indicative in nature. They
that knowledge of
help the children connect and express
developmental characteristics
their learning. Involve children in of young children is critical
developing the theme board as the in making changes and
process of creating is more important modification in a quality ECCE
than the final product. Always keep programme.
the theme board and other bulletin The teaching learning
boards at the child’s eye level. materials and equipments also
Checklist for each theme: need to be selected accordingly.
A sample check list has been provided
at the end of each theme. It will help
the teachers assess the understanding of the children and accordingly
plan further strategies to enrich their theme based learning.
Recommended Reading
Access and exposure to quality, age appropriate books is an essential part
of quality ECCE programme.
A selected list of ‘children’s story books’ is given at the end of each
theme. Picture books and story books enhance communication with
children and also help in their language and literacy development.
With just a little bit of effort (teacher-made learning material, planning
field visits etc,) and a lot of imagination, a simple theme can become the
basis for an entire programme.
Finally remember, theme based material make learning process fun
not only for children but for teachers as well!
There are seven annexures at the end of the book – Annexure A, B, C,
D, E, F and G containing Warming up activites; A sample parent letter;
Teacher reflection; "What does your child like to do?"; “What do my class
children like to do?”; Sample lesson plans and Suggested Teacher-made
material.
We hope that the handbook will be found useful by the readers
especially those actively involved in the education and development of
young children. We also hope that it will provide an opportunity to our
pre-school teachers to re-examine their practices and share their thinking
viii
with their colleagues. It is expected that the handbook will be of special
interest for teacher trainees, preschool and early primary teachers,
parents, school managers and educational advisors. It will be our pleasure
to receive feedback on the first edition of the handbook which will be used
for making necessary changes in the future editions.
New Delhi Romila Soni

April, 2015
ix
ACKNOWLEDGMENT
The National Council of Educational Research and Training acknowledges

the valuable contributions of the following participants during Review
Workshops held in the Department of Elementary Education in the
finalisation of this resource handbook:
• Amita Puri, Army Institute of Education, New Delhi
• Anju Khanna, Chief Mentor, Ipsaa, Initiative of Shri Ram New Horizon,
Gurgaon
• Akshay Dikshit, Teacher, Sarvoday Bal Vidyalay, Fatehpur Beri, New
Delhi
• Anjali, Gyaprate. Principal, Jingle Bell, Nursery Teacher Training
Institute, Faizabad, U.P
• Anupama, Mentor Nursery Section, Jingle Bells Primary School,
Faizabad, U.P
• Arjeet Kaur, Nursery Teacher, MCD Primary School, New Delhi
• Beena Agarwal, Principal, Jingle Bell Primary School, Faizabad, U.P
• Gauri Sharma, Nursery Teacher, Jingle Bell School, Civil Lines,
Faizabad
• Jyoti Kant Prasad, Head Mistress, IIT Nursery School, New Delhi
• Kamlesh Kumari, Nursery Teacher, MCD Primary School, New Delhi
• Mamta Yadav, Nursery Teacher, IIT Nursery School, New Delhi
• Meenu Mendiratta, Nursery Teacher, MCD Primary School, New Delhi
• Moushumi Bose, Headmistress, Salwan Montessori School, Sec-5
Gurgaon
• Poonam, Nursery Teacher, IIT Nursery School, New Delhi
• Rashmi Chari, Assistant Director, In-Service Training, DAV Institute,
New Delhi
• Ruchita Sharan, Nursery Teacher, Junior School Vasant Valley, New
Delhi
• Savinder Kaur Rooprai, Headmistress, Salwan Public School, Gurgaon,
Haryana
• Shaheen Shafi, Senior Project Director, Learning Links, Mumbai
• Simi Ailawadhi, Teacher, DAV, New Delhi
• Sunaina, Nursery Teacher, IIT Nursery School, New Delhi
• Tapaswini Sahu, Consultant, Ministry of Women and Child
Development, New Delhi
• Yamuna, Deputy Director, ICDS Training, Chennai, Tamil Nadu
We are very thankful to Manju Jain, Professor and Head, DEE for
her overall guidance and continuous support. We are also thankful
to the faculty of Department of Elementary Education for giving their
valuable inputs namely — Sandhya Sangai, Associate Professor,
Padma Yadav, Associate Professor and Reetu Chandra, Assistant Professor.
Our special thanks to the staff and children of:
• IIT Nursery School, IIT Campus, Hauz Khas, New Delhi.
• Jingle Bell School, Faizabad, Uttar Pradesh
• MCD Schools, Mahila Colony, Mayur Vihar-Phase-2, Jhilmil Colony,
New Delhi
• Salwan Montessori School, Sec-5, Gurgaon, Haryana
• The Grammar School, I-Block, Ashok Vihar, New Delhi
We thank the administrative staff of the Department of Elementary
Education for providing all kinds of administrative support during the
development of the handbook.
Efforts of Shefali Gulia, Junior Project Fellow, Chanchal Dahiya, Manju
Negi, Priyanka and Shikamber Dutt are gratefully acknowledged.
xii
CONTENTS
FOREWORD iii
Part I 1–26
Chapter 1 : Understanding Developmental Characteristics 2

of Young Children
Chapter 2 : Theme Based Planning and Early Childhood 12
Care and Education
Part II 27–245
Exemplar Themes
Theme 1 : Me and My Friends 29
Theme 2 : My Body 61
Theme 3 : My Family 93
Theme 4 : My Animals 119
Theme 5 : Plants and Trees 149
Theme 6 : Transportation 175
Theme 7 : Water 199
Theme 8 : Air 219
Theme 9 : People Who Help Us (Web Plan) 240
Annexures
Annexures A : Warming up Activities 246
Annexures B : Parent Letter (A Sample) 250
Annexures C : Teacher’s Reflection (Theme Assessment) 251
Annexures D : What Does Your Child Like To Do? 254
Annexures E : What Do My Class Children Like To Do? 255
Annexures F : Lesson Plans (for Toddlers, 3 years, 256
4 years and 5 years old children)
Annexures G : Suggested Teacher Made 263
“Teaching Learning Material”
References 276
PART 1
Chapter 1
Understanding Developmental
Characteristics of Young Children
The developmental research has provided us with a picture of the normal

development of children. Although each individual child develops at
her own pace, yet all children pass through an identifiable sequence of
developmental stages i.e., physical, cognitive and emotional growth and
change. Within these stages, they often share characteristics common to
many children of the same age. However, a child may reach these stages
of development sooner or later than other children of the same age i.e.
there are some children who are advanced in one area or domain such as
language, but slow or behind in another such as motor development. The
teachers and parents need to know these characteristics in order to meet
their needs adequately and appropriately. In case concerns arise about a
specific child development, the parents and care-givers should consult a
doctor or child development professional. Early Child Development (ECD) is
based on the proven fact that young children respond best when pre-school
teachers, parents and other care-givers use specific techniques and provide
appropriate activities and experiences to encourage and stimulate progress
to the next level of development.
As you plan your ECCE Programme, you need to consider whether it
is age and developmentally appropriate. You need to check your children’s
readiness for the ECCE Programme and see if it meets the early childhood
education goals. These goals need to be based on children’s strengths,
weaknesses and interests. If any child is having any special needs, you
will need to take these factors into consideration along with the child’s
developmental characteristics, her/his readiness and age-appropriate skills
and abilities. When teachers notice early signs of difficulties, they need to
bring these concerns to the notice of parents so that the needful can be
done by contacting professionals.
As young children need developmentally appropriate experiences,
knowledge of developmental characteristics of young children helps pre-
school teachers to plan age and developmentally appropriate programmes
that would improve children’s capacity to develop and learn.
The table of Normal Developmental chart shows guidelines and
milestones that apply to most children in the age group of 2-8 year old. It
describes the pattern of development of motor, socio-emotional, cognitive and
language skills in young children. These developmental milestones are a set
of functional skills or age-specific developmental tasks. The developmental
milestones give us a general idea of the changes we can expect in the
different domains. Although skills are acquired in a predictable pattern, it
is important to remember that they are not achieved at the same time by all
children.
While looking at the characteristics of young children, the preschool
teacher can plan for age-developmentally appropriate activities and can
make modifications for the individual differences, where ever required. The
important thing to remember is that each child is unique. They cannot and
should not be compared with one another. As said earlier, although there
is a set pattern of growth, yet each child develops at her own pace and in
her own style. That is why we find differences among the children in a
class. The quality of the learning environment plays a significant role in the
early years as it affects young children’s feelings, behaviour and ability to
accomplish tasks. The theme based ECCE programme’s schedule, routines
and transitions also help to create a comfortable atmosphere.
Only after going through the developmental milestones of your children
design a template to write the preschool lesson plan. Ensure that all necessary
developmental areas are covered in your programme. Understanding the
developmental characteristics will help you to create theme based lesson
plans smoothly and ensure that a developmentally appropriate plan has
been made for your children. To make a theme based lesson plan, create
some templates so that you can incorporate the daily schedule into the
lesson plan.
A quality ECCE programme must plan and weave opportunities where
children get the feeling of success and not failure. If the teacher does
not plan and relate activities and experiences to developmental factors,
children often get a feeling of failure or frustration. Teachers should
provide lots of challenging materials, activities and experiences according
to the developmental level of each child so that the children get a sense of
achievement. If you provide very simple and easy activities to older group
of children, it will not excite and challenge them as they will do it quickly
and easily. On the other hand, if you provide difficult and complex material
to much younger group of children, they will not be able to do it and get
frustrated. Every child has special interests and learning styles. Therefore,
the teacher needs to adopt innovative and different strategies to help all
children succeed as learners.
Understanding Developmental Characteristics of Young Children

4
Normal Development Chart
Let’s see how two to eight year olds develop as it will help planning the ECE programme in a better way.
2-3 YEAR OLDS 3-4 YEAR OLDS 4-5 YEAR OLDS 5-6 YEAR OLDS 6-7 YEAR OLDS 7-8 YEAR OLDS
Motor Skills : • Runs forward • Runs around • Walks • Walks on • Moves • Gross motor
Gross Motor well. obstacles. backward on balance plank around with skills reach
Skills • Walks on • Uses slide toes and heels. forward, confidence new levels of
tiptoe. without • Walks backward, and more refinement.
• Walks upstairs assistance. downstairs, sideways. purposefully • Improved
(both feet on • Walks upstairs alternating • Swings in the body balance,
each step) (4-6 and down feet. independently, environment. body
stairs) stairs leading • Swings, climbs can hit ball • Stands on awareness and
• Throws ball with one foot. • Throws ball with bat, each foot perceptuo-
overhead • Balance on with one hand dribble and alternatively motor skills
• Kicks one foot for to person 4-6 bounce the (with eyes • Grows in
stationary ball. 5-10 seconds. feet away. ball. closed). height about
• Pushes riding • Catches small • Hops, • Throws a 6cm (2.5
toy with feet. • Catches ball ball thrown jumps, runs small ball with inches) per
• Claps with most of the from 3 feet. effortlessly. one hand and year
Theme Based Early Childhood Care

music time. • Jumps forward • Gallops more catches it with
• Jumps in place, • Kicks ball effortlessly. smoothly. both hands.
and
two feet forward • Gallops and • Rides bicycle • Gallops still
together. • Steers and hops on one with training more smoothly
pedals tricycle foot to music. wheels. • Increases
• Bounces large throwing
ball speed.
• Rides tricycle • Engages in
rapidly skipping.
Education Programme
Fine Motor • Turns pages. • Copies circle, • Copies square • Copies • Copies • Draws a
Skills • Builds tower and cross. shapes triangle. diamond diamond
of 3-4 blocks • Cuts across • Cuts on line. • Cuts out shapes. shape.
• Fills and dumps paper. • Builds tower simple shapes. • Draws, paints • Shows well
containers • Builds tower for 10 or more • Has and cuts established
with sand. of 8-9 blocks. blocks. handedness (improved) eye-hand co-
• Paints with a • Enjoys clay • Writes a few well • Likes to draw ordination
large brush, i.e. roll balls, upper case established (i.e. what she/he • Expresses
tear’s paper. snakes, etc. letters. Can do child is right or sees through
• Holds thick • Completes 3 finger plays. left handed). • Drawing painting and
crayons with pieces puzzle. • Draws simple • Has adult becomes more drawing.
thumb and • Traces writing recognisable grasp of pencil. detailed and • Drawings
fingers. template. pictures, pastes • Colours within represen- show design
• Stacks objects. • Uses both and glues easily lines neatly. tations. and balance.
• Puts small hands together and at the • Writes letters. • Fills colour • Uses scissors
objects in for simple appropriate • Writes first appropriately. and writing
Understanding Developmental Characteristics

slots, strings activities such place. name. • Writes their tools more
of
large beads. as opening • Colours within • Writes full name. effectively.
• Uses one hand on bottle enclosed numerals 1-10 • Writes • Tie shoe laces
consistently in lids, using space. • Dresses self numerals. easily.
most activities. hammering toy. • Dresses completely. • Uses scissors
• Balances on a • Buttons and self without and writing
plank. unbuttons own supervision. tools
Young Children
• Takes off clothing. • Folds and effectively
simple creases paper
unfastened 3 times.
clothing. • Uses Velcro
• Scribbles straps, tries to
spontaneously. tie their shoes.
• Draws
horizontal and
vertical lines.
5
6
Socio-emotional • Separates from • Initiates social • Gets along • Very social and • Identifies with • Begins to
Skills mother to go interaction well in small makes friends others i.e. develop a
to preschool. with another groups. more easily. outside the sense of self
• Watches other child. • Plays simple • Has poise and family. or personal
children, joins • Shars toys, table games. control. • Learns to identity.
sometimes in materials. • Resolves • Plays control their • Becomes
their play. • Enjoys dress- problems with competitive emotions. better
• Defends own up clothes, peers. games. • Tells needs and negotiators
possessions waits and takes • Distinguishes • Engages in wants instead and co-
• Cannot share turns. fantasy from cooperative of snatching or operates with
work space. • Enjoys simple reality play with rules using force. others
• Enjoys floor humour. • Talks about and roles • Understands • Understands
plays. • Begins experiences assigned. and empathises the rules and
• Enjoys praise. dramatic / events and • Provides with others abides by
• Helps adults play such as own feelings. alternative (feels sad or them.
put toys away. playing house, • Brushes solutions happy, when • Likely to
• Insists on pretending to teeth with in difficult someone define oneself
doing things be animals. supervision. situations. close is sad or through
independently. • Participates in • Takes and • Participates in happy) internal

• Uses spoon, small group, keeps the independent • Play with rules, characteristics
and
spilling little. teacher material back work for 20 takes centre such as, “I am
• Begins to directed at appropriate minutes. stage. Begins to smart and I
understand activity for place. enjoy computer am popular”
cleanliness. 10-15 minutes. games, board or “I feel
games. proud when
teachers
assigns me
responsibility
Education Programme
in school”.
Socio-emotional • Washes hands • Shows more • Brushes teeth • Symbolic play • Likes to play
Skills unassisted. independence unassisted, takes the form board games
• More supports and of acting in and computer
independent assists other plays. games
• Plays children. • Enjoys
“Mummy” or responsibility
“Papa” and
independence.
• Enjoys
company of
her/his friends
• Likely to think
about what

they can do
of
or cannot do
in comparison
with others
e.g “I got more
marks than
Atul”; “I can
Young Children
run faster
than others in
class”
Cognitive Skills • Names • Arranges • Matches • Shows interest • Loves jig-saw • Solve
pictured objects in identify and in clock and puzzles of all ssincreasingly
objects. order of size names some time like sorts. complex
(upto 4 level). basic colours. structured problems.
7
8
Cognitive Skills • Short attention • Classifies • Has more activities and • Understanding • Begins to
span, moving objects / extended attention span moves from develop
quickly from pictures in attention span. widened. ego-centric to abstract
one activity to categories. • Draws, names • Names all objective. thinking, but is
another. • Touches and and describes numerals • Shows a not advanced
• Identifies big / counts 4 or recognizable (1-10) and good grasp • Likes to collect
small objects. more objects. pictures. most alphabet of topological things.
• Touches and • Identifies • Knows own letters. relations for • Begins to
counts 1-3 and names 4 age. • Completes e.g. inside- conserve
objects. colours. • Recognises puzzle of 10 or outside; top- length and
• Matches 3 • Works on and names more pieces. below. weight
colours. puzzles (4-5 some letters • Attention span • Begins to • Tell the
• Learning is pieces). and numerals. widened. understand difference
mostly based • Asks ‘why’ for • Knows home • Time concepts the ordinal between right
on exploration. information. address. are expanding and cardinal and left.
• Identifies own • Repeats 3 • Can compare (Diwali will numbers. • Can do
drawing. numerals. 3 pictures. come after • Plays with single digit
• Names • Continue to • Can tell two weeks). numbers to addition and
objects that go have difficulty similarities and • Longer learn to count. subtraction

together. between differences. attention span. problems.
and
• Finds fantasy and • Can tell what • Attention span
difficulty in reality. material widened.
distinguishing objects are
between made of.
reality and • Learns to
fantasy. distinguish
• Understands between real
the concept of and unreal.
Education Programme
“one”.
Language Skills • Says her name. • Says full name. • Can identify • Retells story • Enjoys riddles • Creates their
• Points to • Talks in and point from picture and word own riddles.
pictures of sentences of to pictures book with games. • Enjoys simple
common 4-5 words. described. reasonable • Finds pleasure cross-word
objects when • Tells about past • ‘Reads’ accuracy. in language and puzzles, riddles
they’re named. experiences. pictures. • Pretends or literacy games and word
• Talks to self in • Continue to • Provides acts out a for e.g. riddles, games
mirror. talk out loud to rhyming words story. rhyming • Shares and
• Understands themselves as to complete a • Listens and games, tongue talks about
no, not, don’t they play with set i.e. bat, rat, takes turns twisters etc. her/his opinion
and can’t. materials. …) in group • Exchanges • Becomes
• Enjoys listening • Tells action in • Asks for discussion. ideas and interested in
to simple, picture. explanations. • Loves to talk. opinions. reading books

short story • Makes up • Well formed • Speaks fluently • Uses, newly • Tells more
of
books. words and sentence and clearly. acquired concretely
• Identifies rhymes. structure. • Uses more literacy skills what they are
pictures of • Asks for • Follows complex to record their interested in,
action words explanations. instructions in sentences. ideas in simple e.g., their likes/
(eating, • Speech is proper order. • Asks meaning short stories. dislikes and
clapping, understandable • Understands of words. • Communicate interests.
Young Children
running). but there are comparatives • Reads 10 their thoughts • Talks about
• Enjoys looking still some like big, bigger common in a much her/his
at picture sound errors. and biggest. words. better way, drawings and
books. • Likes to talk • Uses verbal • Communicates about the writings
• Verbalises with adults. directions into well with story book
wants. play activities. family they have read.
• Struggling to members and
make sense of friends and
the world. strangers.
9
10
Language Skills • Follows simple • Listens to • Understands • Communicates • Pretend- play • Can read
directions such stories for a sequencing of well with takes the form simple
as: ‘Give me longer period. events. family of expression sentences
the block’. • Sings simple • Asks when, members and through drama, • Have well
• Brings own nursery how, and why friends and rhymes, songs developed oral
shoes and rhymes. questions. strangers. and music. speech.
socks. • Understands • Demonstrates • Identifies • Likes to
• Repeat parts prepositions a variety of and points to engage in
of rhymes and (on, under, uses for a some, most, conversation.
songs. inside). language such first, all.
• Answers • Can point to as getting
simple smallest of 2 information,
questions squares. expressing
‘What is this?’ opinions
• Can identify and giving
objects when information.
told their use.
• Places objects
in, on, under,

beside.
and
• Can point to
parts of the
body.
Sources:
• Kirsten A. Hansen, Roxane K. Kaufmann, Kate Burke Walsh; ‘Step by Step: A program for Children and Families’ published by Children’s Resources
International, Inc. in partnership with Open Society Institute, New York;(2-6 year old).
• The whole child Development Guide: Edition.1. LEGO.(2004) Lego Learning Institute.
• Berk.E Laura ‘Child Development’ Eighth Edition II Linois State University. Pearson Education Inc. New Jersey. USA (2009).
Education Programme
When we understand the young children’s needs we can provide a theme
based ECCE Programme that :
● provides opportunity to every child;
● promotes their overall development i.e. physical, motor, social, emotional,
cognitive and language development;
● ensures that every child is safe, secure and feels valued;
● is balanced, flexible and purposefully planned;
● allows children to develop and learn at their own pace;
● provides a stress free stimulating and enabling learning environment;
● allows children to explore, observe and experiment;
● helps children to develop their skills and abilities;
● builds experiences on children’s previous experiences and learning;
● provides them time to respond;
● promotes active play and learning;
● provides lots of opportunities to learn through play.
All ECCE Programmes should select age and developmentally appropriate
assessment strategies because there is a wide variation in children’s abilities
during the early years.
Teachers need to design such assessment measures that are suitable
for children of ages three to eight. This will increase the likelihood that
the assessment strategies will address the strength and needs of most of
their young children. It also includes children with developmental delay and
children who are advanced in particular areas of development. Teachers
need to ensure that every child should get lots of opportunities to practice
different skills.
11
Understanding Developmental Characteristics of Young Children

Chapter 2
Theme Based Planning and Early
Childhood Care and Education
Overview: Importance of Theme Based Learning in ECCE

Young children’s curiosity and fascination for their surroundings lead
them to explore and question their environment so that they can come to
a personal understanding about their world. They observe and investigate
primarily through their senses. This curiosity can be channelled through
interesting themes so as to lead the children on an exciting adventure to
many areas of inquiry.
A good quality Early Childhood Care and Education (ECCE) programme
engages young children in a variety of theme based experiences, inspiring
them to explore their immediate world. Theme based integrated ECCE
programmes create activities and experiences around an idea or theme
and offer many opportunities where young children learn in enabling
environments which are stimulating, emotionally supportive and inclusive.
Theme based learning nurtures holistic development in every child and
empowers them to use their capacities to become successful learners.
Learning through themes helps young children connect with their immediate
world and also connect classroom learning to their lives at home and in the
community.
Role of Teachers in the Theme Based Integrated ECCE

Programme
The caregivers/ teachers in an ECCE programme are facilitators who engage
children in multiple experiences to foster their all round development. They
play the following roles:
● Observe children to identify their interests, needs and capabilities and
the pace of their development.
● Plan integrated, developmentally appropriate, and challenging learning
experiences built around a theme, to ensure that they meet the objectives
of the curriculum.
● Adapt experiences to suit the learning abilities of children with special
needs. (E.g., a visually challenged child could be given multi-sensorial
experiences)
● Organise a supportive learning environment by taking care of aspects
such as the physical environment, equipment, scheduling of learning
experiences and events and the grouping of children.
● Respect the child and the social environment the child comes from.
● Focus not only on planning and conducting the themes but also on the
continuous process of assessing the children’s progress, and using the
assessment to modify/review the teaching strategies.
● Create nurturing and positive relationships in the classroom.
● Interact with children in a calm, respectful and friendly manner.
● Ensure social inclusion of children with disability in the ECCE classroom.
Planning for a Theme Based Approach
Developmental Domains
Young children’s growth is better understood in five developmental domains
namely
Physical and Motor
Creative and Development
Aesthetic
Appreciation
Cognitive
Development
Language Social and Emotional

Development Development
Before beginning to plan a theme, it is important to know that young

children develop in several areas or domains simultaneously. Also, we must
always remember that these domains of development are interdependent and
interrelated to each other. Each of these domains is equally important to all
children. It has been said that when a child’s self-esteem is positive and she/
he feels good about herself, it influences her/his intellect. Research studies
on neuro-science also suggest that social and emotional development and
intellectual or cognitive development of young children go hand in hand.
The interdependency of all the developmental domains, of social with
cognition, language and motor skills, ensures that children are developing
holistically. A good teacher needs to implement the theme based ECCE
programme in a balanced manner throughout the day and plan every 13
learning experience carefully to include opportunities for learning for every
child in all the developmental domains.
Theme Based Planning and Early Childhood Care and Education
The theme based learning experiences which integrate all the five
domains ensure that skills and concepts are learnt in meaningful contexts.
*An effective theme plan draws upon the progression of concepts,
skills, knowledge and attitudes in each area of development. For
example, once the children have begun to differentiate between
the number of sides and corners of a triangle or rectangle, what
concept or understanding should be planned for next?
For each theme, three types of learning experiences should be developed,
namely—teacher-structured activities, child-initiated activities and
opportunities for free play.
Assessing Children through Themes

A good teacher knows how to observe and assess her children through the
different learning experiences she has planned and be fully aware of what
is being learned by each of her children.
On the basis of observations and assessment the teacher can modify the
learning experiences to address the individual learner’s need. For example,
while children are playing a game where they hop like a kangaroo, jump
like a frog, swim like a fish and they lose interest, the teacher can make the
children sit down in a circle and tell them a story using the same animals.
In this way along with the physical development, the socio-emotional and
language development is also taking place simultaneously.
Remember!
A child who is tired, tense, under stress and whose emotional and social
well-being are threatened is not likely to listen carefully, cannot express
freely and cannot learn as the one who is happy and confident.
Planning the Theme
1. Identifying Themes
While choosing a theme or an individual unit of inquiry organised around a
central idea, the following are proposed as useful criteria.
Each unit/theme or topic may consider the following elements:
● Engaging: Should be of interest to the children, and involving them
actively in their own learning.
14 ● Relevant: Should be linked to the children’s prior knowledge and

experience, and current circumstances, and therefore placing learning
in a context connected to the lives of the children.
Theme Based Early Childhood Care and Education Programme
● Challenging: Should extend the prior knowledge and experience of the
children to increase their competencies and understanding.
● Significant: Should contribute to an understanding of the trans-
disciplinary nature of the theme or topic, and therefore to an
understanding of commonality of human experiences.
The first step in planning for a theme based ECCE programme is to
identify the theme/topic for each month.
Some of the suggested themes/topics are:
● Identity and relationships: Myself, my family and community
● Maintaining well-being: Food, body, health, hygiene and cleanliness,
safety
● Nature: Plants, animals, birds, fruits and vegetables
● Physical environment: Air, water, earth, universe and seasons
● Social environment: My country, festivals and celebrations,
neighbourhood, transport.
Under each theme, the goals and indicators of development and learning
are organised in order to ensure that all the domains are addressed in an
integrated manner. This helps to ensure that the activities and experiences
are balanced, developmentally appropriate and enough opportunity is
available for revisiting of concepts, skills and dispositions. Activities should
be planned for different age groups of children with increasing order of
difficulty.
(Reference - The National ECCE Curriculum Framework developed by Ministry

of Women and Child Development (MWCD), 2014)
This resource handbook titled, ‘Theme Based Early Childhood Care

and Education Programme’ provides nine easy to follow themes which
integrate the ECCE programme for children in the age group of 3 to 8 years.
The suggested nine themes are: Me and My friends; My Body; My Family;
Animals; Transport; Plants; Air; Water and People Who Help us.
2. Brainstorm for Ideas

(a) While brainstorming ideas for theme plans the children need to be
involved in the process and encouraged to talk about their interests.
When children are involved in planning, it helps teachers take into
account the varied learning styles of young children and their individual
differences. Their previous experiences are also taken into account. This 15
provides better learning experiences for all children.

(b) Teachers need to collaborate and map the theme together. This helps
in creating a holistic plan, encompassing a wide variety of activities
addressing progression in learning across age groups.
Examples of theme mapping are given in the Web Charts provided in this
resource book. The Web Charts are brain storming and pre planning tools
that visually depict the vertical progression of a theme across Preschool
I and II and Early Primary Class (Classes I and II). Key Concepts and
Skills are mapped for each level and the learning indicators defined.
A sample Learning Progression Chart for 3 themes Me and My friends;
My Body; My Family, is given in the handbook. The indicators are organised
according to different domains of development. You will notice how concepts
progress through the different age groups and increase in complexity.
See Fig 2 for a snapshot from the progression chart
Domain of
PS I PS II EPC
Development
Classify objects on Classify objects on Classify objects on
the basis of one the basis of two the basis of three
attribute attributes attributes
(Shape, colour, size). (Shape, colour, size). (Shape, colour, size).
Cognitive
Name and match Identify primary and Identify primary and
Development
primary colours. secondary colours secondary colours
by their names. by their names.
Match objects with Match objects with
colours. colours.
3. How to Choose Activities and Organise Learning Experiences

Entry Point: An entry point into the theme acts as the trigger or hook which
engages the children and gets them interested in exploring, questioning
and discovering the different areas of learning. An interesting story, movie,
rhyme or poem, song, skit, game connected to the theme can all act as entry
points. They weave the theme together, helping it unfold and develop.
Learning Experiences/Activities: A good learning activity is
● Based on a concrete experience, which enables children to manipulate
and explore material or experience something first hand
● Linked to the learning objectives in focus
● Meaningful and relevant to the child’s life and immediate surroundings
● Age appropriate
● Engaging and connects to the child’s interests and environment
16
● Conducive to the application of knowledge and skills
● Timed, keeping in mind the focus and attention levels of children
THEME – My Body
Web Plan on My Body – PS-I
• Match
CLOTHING similar clothes
FOR MY on the basis of
BODY simple design/
pattern • Observe and explore
• My clothes • Match and their body parts
• Primary identify primary • Identify and name few
colours (Red, colours body parts
Blue & Yellow) My Five senses
• Observe and • Use related
• Simple line vocabulary words for
Pattern • Match and explore the
five senses the same
• Textures copy simple
patterns • Point & name
few body
parts
• Match
textures External Body Parts
• Head
• Eyes
• Nose
• Mouth
My Body • Arms
• Hands
• Legs
• Fest
• Fingers
FOOD
• Food good for my GROWTH
body • My weight
HEALTH & HYGIENE
• My height
• Personal care
• Movement. “What I
• Personal Safety
cab do with my body”.
• Identify common
foods • Observe others and follow
• Discuss during • Use related vocabulry • Get aware through
conversation activities and
experiences
• Observe
• related vocabulary
Figure 2
These indicators then become the basis for selecting the learning 17
experiences which will integrate and address the different domains of
learning and move the theme forward
Sample Activity ( For the theme My Body)
I. COGNITIVE EXPERIENCES
I. Sense of taste: PS I
• During snack time encourage children to tell the taste of what they are
eating.
• Bring samples of food articles with distinct tastes for the children, for
example, lime, imli, sugar, salt, neem etc. Let each child try and identify the
different tastes and associate them with the food articles.
PS II EPC
• Use snack time to discuss the taste of various eatables with the children.
• Bring samples of food articles for the younger age-group. Ask each child
to close her/his eyes and let her/him identify the tastes of different food
items. For younger groups bring familiar food items, fruits etc.
Developing Activities and Experiences

Read carefully the developmental characteristics of children between the
ages 3 to 8 year old, given in Chapter 1, before planning activities and
experiences for young children. This will help you to understand children
and design age and developmentally appropriate activities.
● Plan for EVERY CHILD.
● Develop/Identify age and developmentally appropriate activities catering
to all domains of development.
● Prepare age and developmentally appropriate material for ALL children.
● Plan for visits and visitors for each theme.
● Plan for circle time activities which will help children share their
experiences and learning.
● Plan for each activity area i.e. doll’s area, manipulative area, language
and literacy area, blocks area, dramatic play area etc.
● Plan activities for each domain
● Collect rhymes and stories related to the theme
● Look for and gather relevant resources
● Plan warming up or introductory activity to begin the theme
● Plan individual, small group and large group activities
18 ● If group of teachers are working, divide responsibilities
● Talk to the community for help/assistance

● Determine how to assess the theme, each child’s progress and the
activities.
● Plan interesting activities for winding up the theme and summing up
learning
Some Strategies to Keep in Mind while Planning

● Circle Time (Whole Group Activity)
Morning circle time is meant especially to encourage children to express
verbally and share their ideas and feelings. This is the time where one
can do some introductory or warming up activity to launch the theme
followed by finger play/poems and rhymes. Then have a ‘discussion’ on
the theme. Ideas for discussion are given under each theme. Morning
circle time is where one can also talk about the weather, calendar etc.
● Small Group Activities
Many times it is not feasible to give the same activity/material to all the
children at the same time. Plan for small group experiences that can
maintain individual and active involvement of the children in a learning
experience. Activities organised in a small group are very helpful when
the range of skill levels among the children requires special adaptations.
Small group activities are very good for handling individual differences
in children and also for children who have short attention span. Small
group activities also offer each child maximum number of turns and
thus ensure that each and every child gets involved and remains in the
learning experience.
4. Materials for Theme Based Learning

● Plan for ‘teaching learning material’ for each theme. Prepare Teaching
Learning Material for each domain, for different age groups and for All
children.
● Reach out to the community for help. E.g., collect waste fabric pieces
from the tailor for colour/pattern matching activity; collect waste pieces
of wood from the carpenter for preparing writing template and shape
puzzles; and so on.
● The teaching learning material needs to be age and developmentally
appropriate.
♦ One needs to remember that each child has individual abilities and
learning needs.
♦ Have variety of materials for each theme as this will help to readily
19
adapt to individual as well as group learning needs.

♦ Teaching Learning Material needs to be appropriately matched and
challenging to children’s individual skill levels.
♦ Teaching Learning Material needs to be versatile and safe for
children.
♦ Activity or interest areas should have such learning materials that
promote children’s learning even when a teacher is not available to
guide.
5. Duration of the Theme and Activity

The duration of the theme varies according to the age, need, interests, the
resources available and the objectives of the theme. The tentative duration
of each activity need to be planned in advance. One needs to be flexible as
the attention span of children is very short. Young children cannot sit still
for one activity for more then 10/15 minutes.
Some teachers plan for weekly themes whereas some plan for fifteen
days and some plan a theme for a month. If the theme is broad, related
sub-themes for each theme can be thought of for example, one can talk
about ‘jungle animals’ for a week, the next week it is ‘pet animals’ and
then the following week it is ‘water animals’ and so on. Always plan for
child-initiated or free-choice activities as freedom and play are fundamental
to young children’s learning. If one finds that children are involved and
enjoying some activity in a small group, instead of asking them to wind up,
allow them to continue the activity/experience.
As a good teacher should do, end each experience/activity while the
children are still enthusiastic and actively involved.
6. Creating a Lesson Plan

Organise the theme and the related learning experiences in a simple lesson
plan or flow chart to see how it will unfold in a sequential flow. The plan will
also ensure that the theme-related activities for all developmental domains
are covered over a course of a week.
A sample lesson plan is given in this resource book. This is provided
as guidelines and is not to be followed rigidly. Adapt it to suit your specific
requirements and the context.
7. Implementing the Theme

Some Things to Remember!
20 ● Be flexible while implementing the theme. Be alert to “learning
moments” – an interesting question, a shared experience, a prop, idea

or opportunity which helps further the theme, even if it is not in the way
you planned it.
● Adjust the activities and experiences related to the theme as the need
arises.
● Allow children to talk about their ideas.
● Organise the teaching-learning material.
● Set the classroom environment and display board.
● Plan the stimuli in the activity areas.
● Be spontaneous in your planning.
● Give attention to every child.
How will I know that the theme based programme promotes holistic learning?
Am I observing and assessing children continuously and regularly?
8. Continuously Observing and Assessing your Children

Evaluation of a theme based ECCE programme becomes easier because
the teacher can observe her children’s depth of understanding, ability to
express, their creativity and ability to share and work together in meaningful
contexts and through multiple ways.
● Observe children as they engage in the different learning experiences
throughout the theme.
● Ensure you are clear about the learning/development indicators you
are observing. In this handbook, the indicators are identified for each
theme and learning activity.
● Prepare assessment checklists for every theme and every domain.
● Focus your observation on small groups of children at a time, in order to
ensure deep and authentic observation. Multiple learning experiences
addressing the different domains of development will ensure that you
observe all the children equally.
● Write anecdotes for what has been observed. Remember to be objective
in your observation. Ensure that personal opinion and assumptions
do not bias the observations, for the authenticity of the observation will
be lost.
● If you are observing and assessing your children regularly, then it will
help you to focus on children’s strengths, on what children can do, and
what more is required.
● Continuous assessment helps you to adapt and modify your teaching
strategies, teaching learning material, activity area and so on and this
re- planning ensures that learning needs and gaps are identified and
21
addressed timely.

ONGOING OBSERVATION, QUESTIONING AND LISTENING TO CHILDREN
All children are observed often and regularly, with the ECCE teacher/caregiver focusing on the whole
class to focusing on one child or activity, and from non-participant observing from without to
participant observing where listening and interacting with the child is required.
SYSTEMATIC PROCEDURES
Anecdotal records are briefly written notes based on observations of children. These records need
to be systematically compiled and organised.
Create anecdotal records and make interpretations of how and where children spend time, their social
relationships, their use of language, modes of interaction. Information about health and nutrition
habits may be recorded too.
SYSTEMATIC SAMPLING OF CHILDREN’S ACTIVITIES

Choose selected samples of children’s art work, scribbling and writing to conveying their ideas,
photographs of their work, video/audio recordings, dictated stories, records of group
participation work etc.
DOCUMENTATION PROCEDURES
Developmental Progress Checklists, Portfolios, Summary Reports.
DEVELOPMENTAL PORTFOLIO
PROGRESS CHECKLIST Collections of children’s work that are SUMMARY REPORT
designed to demonstrate successes, growth, Outlines children’s
Comprises lists of
higher order thinking, creativity and progress through narrative
information, data,
reflection reports by ECCE
attributes or elements,
criteria that guides Portfolio maintained for each child to be teachers/caregivers.
ECCE teachers and kept at the ECCE centre. Includes Developmental Progess
caregivers to observe ♦ Cover page with name and detail in the Card with narratives to
children centre share with parents and
Specific developmental ♦ Child’s personal details along with a later to be shared with
screening checklists photograph. Primary school .
used for identification ♦ Information sheet and feedback from
of developmental delay parents discussing children’s interests
or impairments for and strengths.
preventive measures and ♦ Medical health form.
referrals ♦ Children’s artwork, drawing and writing
samples .
♦ Photographs of models made by a child
♦ Photographs of children at play.
♦ Noting of interesting discussions held
with the child.
♦ Ongoing developmental progress (Reference - The National
checklist form. ECCE Curriculum
22 ♦ Copies of summary progress reports
Framework developed
by Ministry of Women
given to parents. and Child Development
(MWCD), 2014)

9. Concluding the Theme
Reflection - Evaluate the theme:
● Review all the children’s work.
● What are the challenges and concerns?
● What kinds of activities and games were very helpful in making children
understand the theme?
● What changes and modifications you will be doing in your next theme?
Share information with fellow teachers, discuss and modify accordingly.
Considerations for Inclusive Teaching in a Theme-Based
ECCE Programme
Promote inclusion in your classroom and make it actually happen in
the pre-school/primary school.
A comprehensive and inclusive theme based ECCE programme requires
lots of thought, imagination, planning and team work. In an ECCE centre/
classroom, children represent a range of age and ability levels. They all have
different learning styles and needs. An effective theme based programme
covers all developmental domains and includes a wide range of age
appropriate activities to spark the interest of children. We need to remember
that children learn best in an emotionally supportive and stimulating
environment that fosters self-esteem and confidence. Make the necessary
strategies and environmental adaptations (wherever required) to meet the
needs of children with special needs.
The inclusion of ALL children whether they are differently abled or not,
is the core principle of effective teaching in the ECCE Programme. Some
ways in which this inclusion can happen is:
● Respect every child and show interest in them. Give importance to the
uniqueness of each child.
● Acknowledge every child in the ECE centre/school. Listen to each child
carefully.
● Try to learn about each child.
● Encourage all children to participate in activities where each child meets
children of her/his age with different abilities.
● Encourage each child’s learning.
● Check whether any child needs additional time for an activity and
support to understand the topic.
● Adapt activities to accommodate all children’s learning. Such as
making modifications in your daily schedules/programme, learning
material adaptations, simplification of an activity and use of any special
23
material/equipment etc.

● Encourage all children to interact with materials.
● Provide opportunities and help each child to make friends.
● Consider each child’s interest while giving small group activities.
● Before putting the theme plan in action in the classroom, meet the child’s
previous teacher, her/his parents, caregivers and discuss your goals.
● Show appreciation for every child’s efforts.
● Observe and respond to children’s needs.
● Encourage all children to interact with each other.
● Remember that each child’s learning style and pace is different. So be
patient and sensitive to each child’s learning style. Teachers need to
understand children with different abilities and their learning styles
and accordingly modify the activities.
● Design a wide range of flexible strategies to meet the needs of children
with disabilities and also to address each child’s strengths and interests.
● Ensure theme plans guidelines are met.
● Implement activities for a wide range of abilities and learning styles.
● Provide a flexible classroom plan to help make the learning experiences
a success.
● Provide both teacher-initiated and child-initiated activities.
● Link children’s early educational experiences so as to connect previous
learning with new learning.
● Monitor each child’s progress.
● Include both large group and small group activities.
● Keep all the materials in boxes with labels/pictures so that children can
have easy access to classroom material.
● Use familiar words to get the children’s attention.
● Encourage all the children to join the circle time activities and always
offer another choice to such children who find it hard to work with
the groups.
● Communicate to parents through a monthly letter and inform them
about the theme of each month.
● Involve parents in the implementation of the theme based activities.
Final Checklist before Commencing a Theme

Look again at the classroom and ask yourself:
24
● Have I arranged the activity areas?
● Are all displays at the eye level of children?
● Is all my Teaching Learning Material ready for this theme?
● How will I connect with all of my children who come to my class? Have
I planned for individual differences?
● How am I going to introduce the theme? Have I planned for an interesting
Entry Point to my theme?
● How am I going to close or wind up my theme?
● How will I observe and assess my children?
● How will I know about my theme’s success? Have I made time for self
reflection and discussion of my success and challenges with other
members of the school?
If all is in place you are set to launch into the exciting world of themes with
your children!
vv NOTES vv
25

26

PART ii
EXEMPLAR THEMES
Points to remember
● Think about what you want your children to learn and to know by the
end of every theme.
● Many children find it difficult to talk about their likes, talents. Help
your children feel good and special. You also need to be sensitive to
cultural differences.
● Many activities can be done in large /small groups and individually and
can be repeated to reinforce the concept/skill.
● Emphasise the importance of working in a group. It helps in cooperative
learning.
● For older children, the subjects can be easily covered through themes of
children’s own interests.
● Children must be given first hand experiences. They need to be given
fun, interesting and purposeful activities that they would enjoy in a
playway method.
● The activities at PSI and PSII need to be short and simple as children at
this stage have short attention span. The activities should be such that
the children don’t even realise that they are learning.
● Complexity of activities should be age appropriate.
● While reading a story, the book must be held at the child’s eye level.
● Read with clarity and enthusiasm.
● Let children know that print has meaning. Have a ‘print-rich
environment’.
What and how do you assess

● You need to look at the objectives of the theme and use these objectives
to interpret and build on experiences.
● Look for how children are progressing across themes:
For e.g., how they are working; solving puzzles and mazes, colouring,
writing, sorting and so on.
● Collect evidences of children’s work. This is very important especially
in the early years as their learning and development vary ie. each child
has a different learning style. (Refer to developmental milestones)
● Compare the activities with the practical implementation in the
classroom.
28 ● Plan further activities based on your experiences and children’s

responses.

Theme 1
Me and My Friends
Young children come to the ECCE

centre from various backgrounds.
Children need to be provided with such
experiences where they are encouraged
to like themselves and develop a positive
self-esteem.
The theme ‘Me and My Friends’
is very important for young children
as doing activities and games around
this theme make them feel good about
themselves.
This theme needs to be taken
preferably in the beginning of the
preschool academic year as the activities
related to it help young children to adjust
better in the preschool and they are also
able to relate to and work effectively with
others in the ECCE centre. Before being
able to relate to others, a child must first
be able to relate positively to oneself.
Children need to be provided with lots of
concrete experiences for developing positive feelings about themselves.
When young children come for the first time to ECCE centres, they need
to feel valued, loved, respected and cared for. Children need an environment
and activities where they feel positive about themselves and their learning.
The theme “Me and My Friends” helps children to understand their
immediate learning environment. You can begin the theme with a warming
up activity where children will stand in a circle and you throw a soft ball to
each child and ask, “What is your name”? Let each child reply with her/his
name only. Another warming up activity that can be done with the children
is by singing “लो बसंत आया फूल खिला’’ take each child’s name by singing
“ लो बबिता……’’ or “ लो ज्योति…’’ This would make the children feel important
and thus improve their self esteem.
(Think about what you want your children to learn and to know by 29
the end of this theme).
THEME – Me and My Friends
MY SENSES SELF MOTIVATION

• I see colours, shapes, • Doing new things;
patterns, designs putting toys back to
• I hear sound, music, the storage
noises. • I use my senses to
• I taste different food know about things
and drink. • Playing and doing
• I smell pleasant and things by myself
unpleasant smells.
• I touch different things
Me and My
Friends
FEELINGS
• Happy
SELF-ESTEEM • Sad
• Playing • Afraid/Scared
• Learning • Surprised
• I am special • Angry
• I do many things • Excited
ACCEPT EACH CHILD FOR HERSELF OR HIMSELF.
30

• Match primary colours of PS I • Shares feelings, ideas
different objects
and emotions
• Identify primary colours
• Expresses emotions
• Name one/two colours
through body
• Match shapes and simple
movements and facial
line patterns.
expressions
• Identify different sound
• Responds to music,
(using things around)
toys books, games etc.
• identify pleasant and
• Accepts and adjust to
unpleasant smell
the new environment
• Identify (hard-soft and
hot –cold things)
FEELINGS
• Happy
• Sad
• Angry
Me and My
MY SENSES
• I see colours, shapes, Friends
line patterns.
• I hear sound , music
noises MY FRIENDS
• I taste different food • Name of self and
and drink friend
• I smell pleasant and • Play preferences
unpleasant smells. • Sharing
• I touch different things SELF ESTEEM AND MOTIVATION • Turn taking
hard -soft and hot- • Plays and Learn
cold • Feels special
• Does new things.
• Uses senses.
• Builds Confidence
• Tells name
• Tells like/dislike
• Co-operate
• Listens to others
• Learns new vocabulary
• Tells her name.
• Celebrates birthday, events.
• Draws and colour
• Enjoys free play
• Shows interest in picture books,
story books 31
• Reading and writing Readiness
Me and My Friends
• Differentiate colours of • Share feelings, ideas
different objects and emotions
• Name few colours • Express emotions
• Identify shapes and through body
patterns. movements and facial
PS II • Identify different sounds expressions
(using things around) • Responds to music,
• Identify food and drink toys books, games etc.
MY SENSES • Identify and name pleasant • Accept and adjust to
(same as PSI) and unpleasant smell the new environment
• I see colours, shapes, • Differentiate sounds • Shows sensitivity to
patterns, designs • Differentiate two-three the feelings of others.
• I hear sound , music shades of one colour • Share experiences
noises • Identify object from a
• I taste different food set of different identical
and drink pictures
• Pleasant and FEELINGS
unpleasant smells. • Happy
• I touch hard -soft • Sad
and hot-cold things • Afraid/ Scared
(Complexity level
increases)
Me and My • Angry
• Excited
Friends
MY FRIENDS
• Name of self, teacher
and friends
• Play preferences
SELF ESTEEM AND MOTIVATION • Sharing
• Play, learn and do things by myself. • Turn Taking
• I am special
• I do something
• Doing new things, putting toys back to
the storage.
• Tells name in full sentence
• I use my sense to know do about things.
• Tells like/dislike
• Reading and writing readiness activities
• Share their belongings
• Co-operate during activities
and play.
• Wait for her/his turn during
• Explore variety of resources (books, toys etc) activities
• Listen attentively to others • Hear and separate sound in
• Learn new vocabulary familiar names of classmates
• Tell his/her name. • Bond with others
• Celebrate birthday, events • Sit and play with others
• Draw and colour • Make Choices
• Complete the activities given
• Make Choices
• Build confidence (move, speak, walk etc)
• Shows interest in environment print, picture books,
posters , readiness worksheets
• Respond in complete sentences
• Shades of colour
• Name few colours • Share feelings, ideas and emotions
• Identify shapes and • Express emotions through body
patterns. movements and facial expressions
• Seriate shapes, draw given • Responds to music, toys books,
EPC shapes games etc.
• Identify different sounds • Accept and adjust to the new
• Sensory awareness and environment
discrimination • Shows sensitivity to the feelings of
MY SENSES
• Compare shapes, sounds others.
• I see colours, shapes,
etc • Share experiences
patterns, designs
• Understand the relation • Express the thoughts, feelings,
• I hear sound , music
between sense organs and experiences, ideas through drawing,
noises
their functions dramatizations
• I taste different food
• Increasing span of learning • Describe their own feelings
and drink
• Identify a picture/
• Identify pleasant and
different from a set
unpleasant smells.
identical picture
• I touch hard -soft
and hot-cold things
FEELINGS
(Complexity level
• Happy
increases)
• Sad
• Afraid/ scared
• Surprised
• Angry
SELF ESTEEM AND MOTIVATION Me and My • Excited
• Plays learn and do things by
myself. Friends MY FRIENDS
• I am special • Complete names of self,
• I do something teacher and friends
• I use my sense to know do about • Preferences to play
things. • Caring
• Play, learn and do things by myself • Turn-taking
• Reading and writing • Co-operation
• Doing new things, putting toys back to the storage. • Tell teacher’s name, friends name
• Listen attentively to others • Tells name, age, address, class etc
• Play the games by using sense. • Tells like/dislikes
• Learn new vocabulary • Share their belongings
• Tell his/her complete address and name. • Co-operate during activities in small
• Celebrate birthday, events. & large group
• Draw and colour • Wait for her/his turn during activities
• Complete the given activities • Hear and separate sound group in
• Confidence(move, speak, walk etc) familiar names of classmates
• Shows interest in environment print, story books and other • Bond with others
age-appropriate reading, writing material • Sit and play with others
• Explore variety of resources(books, toys etc) • Make choices about their belongings
• Shows interest in reading and writing appreciation and surroundings
• Fluent and clear verbal expressions • Identify with others (outside the family).
Theme/Unit Plan on Me and My Friends
I. LANGUAGE AND LITERACY EXPERIENCES

• Talking about oneself
• Sharing feelings during circle time
• Talking about their likes and dislikes
• Making children feel how each of them is special and important
• Talking about their favouite food, colour, clothes etc
• Rhymes and songs on myself
• Stories or thoughts that are children’s own ideas
• Name game
• Creating story using facial expressions of different emotions
II. VISITS/VISITORS
• Dentist
• Barber
• Grandparent(s)
• Nurse
• Nature walks to observe the surroundings
III. SOCIAL AND EMOTIONAL DEVELOPMENT

• Friendship tree: Make a “friendship tree” by hanging objects from
different regions/States on branches of a tree. Encourage the
children to identify each object and match it with children from
that region/State in the classroom
• Making friends
• Using mirrors
• Making greeting cards
• Matching emotion cards
IV. DRAMATIC PLAY

• Pretend play
V. ART EXPERIENCES
34
• Colouring my name
• Clay modelling
• Scribbling
• Drawing self portrait
• Tracing each other’s body/hand
• Thumb and finger printing
• Hand printing
• Looking at reflections in a mirror and drawing their face
• Creating “ME” posters
• Painting with my favourite colour
VI. COGNITIVE EXPERIENCES

• Match and identify, sorting colours using colour dominoes,
children’s clothes, classroom objects
• Match numbers/patterns/dots
• Follow and complete the pattern
• Name self-corrective puzzles
• Reasoning cards
• I spy games
• Photo matching
• Sensory activities
• Match, identify and name shapes
VII. BIRTHDAY CELEBRATIONS

• Designing a birthday chart
• Singing a birthday song
VIII. MUSIC AND MOVEMENT

Music Experiences
• Body percussion sounds
• Music to jump, hop, run, skip and listen to
• Rhymes and songs created from children’s own ideas
• Using handmade musical instruments
IX. STORY TELLING TIME

35
X. CONCLUDING THE THEME
Me and My Friends
ME AND MY FRIENDS
Theme Objectives
To provide experiences and opportunities to young children to learn:
1. I am a person and I have a name.
2. I am special.
3. I am growing. I am still discovering how to do new things.
4. I use my senses to accomplish many things.
5. I love to play.
6. I do many things by myself or with my friends.
7. I have feelings.
8. I share and co-operate.
MATERIAL
1. Ball 14. Ink pads
2. Recorded voice of children 15. Square pieces of chart paper
3. Name cards with string 16. Water colours
4. Envelope 17. Ice-cream sticks
5. Jute bag 18. Potter’s clay
6. Flash cards with each child name and 19. Coloured plasticine
photograph on it
7. Seeds (rajma, channa) 20. Colour dominoes
8. Mirror 21. Cardboard cookies
9. Crayons 22. Bean bag
10. Paper 23. Cut-out of words
11. Magnifying glass 24. Sand paper
12. Bukram 25. Fabric pieces
13. Bottlecaps beads
RELATED VOCABULARY
1. Names of external body parts 8. Name
2. Friend 9. Favourite
3. Happy 10. Feelings
4. Sad 11. Sound
5. Eye 12. Taste
6. Ear 13. Finger
7. Hand 14. Words related to feelings and
36 emotions

Theme Board
● Cut various shapes such as circles, squares, triangles, and rectangles
on thick white chart paper.
● Let each child select one shape.
● Provide each child with her / his photograph and let her/him paste it
on a chosen shape.
● Write each child’s name on her / his shape card.
Then, let children display their ‘shape name cards’ on the main display
board. (at the eye level of children). Encourage older children to draw a
picture of her/his friend and write their name and what they like about them.
Focus your observations on all areas of child’s development.
...contd. 37
Me and My Friends
ACTIVITIES AND EXPERIENCES
I. L
ANGUAGE AND LITERACY ACTIVITIES AND
EXPERIENCES (CIRCLE TIME) PS I PS II
Recite the Poems:

1. This is my eye
“This is my eye
This is my ear
This is to see
And this to hear”
2. In this big world
“In this big world
I can clearly see
There is only one of you,
And there is only one of me”
3. I am Special
(To the tune of “Are you sleeping”?)
“I am special, I am special,
Look at me, look at me,
A very special person,
A very special person
That is me, that is me”
(Let children stand in a circle and let each child point to herself/himself
while reciting the poem).(Collect songs, stories, poems and finger plays that
help to enhance each child’s self-esteem by focusing on the child’s name).
4. Who is here today?
(To the tune of “The farmer in the dell”)
Who is here today?-2
Everybody clap your hands
Who is here today?
Ria is here today!-2
Everybody clap your hands
38 Ria is here today!”

(Substitute “Ria” with the names of the children in your class)

Discussion on the Theme (Circle Time) PS I PS II EPC
(Discussion on the theme can be broken into parts as per need)

Tell the children that today/this week you will be talking about things they
like to do.
● Encourage children to tell their names.
● Encourage interaction among children as hearing is an important part
of language development. Let them talk about their likes and dislikes Respond to
children’s
such as ‘I like mango;’‘My favourite colour is red; and so on. Let them comments and
talk about things they like to do. questions.
● Encourage children to share what they do such as’ ‘I can sing a poem’;
‘I can draw’; ‘I can comb my hair; ‘I can button my shirt etc’; Record each
child’s verbal
● Talk to them about how each one of them is special. response.
● Discuss how eating healthy food and playing outdoors helps to keep our
body active and so on.
All about me
This is me
My favourite Story
My favourite
Colour
I love
My Friend
My favourite My favourite Animal

Thing to do
My name is ________
More points for discussion: See that

● The animal/bird I like children
actively
● My favourite clothes, food, colour, shape. participate in
the discussion.
● What did I do yesterday
● What I wear during different seasons ?
● Let children say (turn wise) - “I am special because……..” Let older
children write few sentences on the same. (Record their answers).
● Encourage older children to talk about their feelings and relationship
with others.
39
Me and My Friends
Reading Readiness
Use a child’s name while doing and generating activities.
1. Say your Name
● Make children sit in a circle on the floor.
● Let each child say her / his name turnwise.
● Then talk about how important everyone’s name is.
● Take a large ball and roll the ball to a child and let the child with the
ball say her / his name.
● Ask the child to roll back the ball to you and the ‘ball name game’
continues.
● When you’re playing the game with preschoolers – roll the ball to a
child and then ask the children in a circle to say that child’s first name.
That child then passes / rolls the ball to another child in a circle and
everyone says her name. The ‘ball name game’ continues until each
child’s name is called out.
● With older children, play this game by rolling the ball to a child and
encourage children to say the child’s full name.
● When children know how to play this activity record each child’s voice
while she / he is telling her / his name. Help them in saying something
else also like their favourite toy/colour/food and friends.
2. Name Pocket Bag
● Prepare a ‘Name Pocket Bag’ with bukram / jute (a kind of fabric) with
Observe at least 25 – 30 pockets on it.
children are
taking the ● Attach or paint letters ( A-Z) on these pockets.
correct card.
● You may attach lower case letters also along with the uppercase letters
for older children.
● Place this ‘Name Pocket Bag’ near the entry door of the classroom.
● Ask children to pick up their ‘name card’ from the bag and wear it.
● At the time of ‘good bye circle’ ask them to keep their ‘name card’ back
in the bag by matching the initial letter on the pocket.
3. Guess Whose Voice Is This?
● Make children sit in a circle
● Play the recording of children’s voice and encourage them to guess and
tell the name of the child whose voice they hear.
4. Guess Who
40 PS II EPC
Make “Guess Who” riddles describing individual children.

5. Name Envelope
● Prepare name cards alongwith a string for each child. Write each child’s Give hints
name (using print script) on a name card along with a logo. Let them or suggest
wear it while entering the classroom and keep it back on the prescribed clues that
hook / place at the time of departure reflect each
child’s positive
characteristics
Sonam Reetu Kamal
only.

● Take envelopes and put cut out of each letter of the child’s name in
separate envelopes. Then write the child’s name using script manner on
the envelope. Then give each child her / his envelope and ask her/ him
to take out the cutouts of letters and make her/his name as shown on
the envelope.
See that each
child matches
and complete
her/his name.
E R
R E E T U
U T E
Note and record each child’s progress and growth in different areas.
6. Mummy went shopping Observe

Keep sandpaper letters in a string bag. Make children sit in a semicircle. the level of
Start by saying awareness
and their
“Mummy went shopping vocabulary.
Now she is back
Help her to unpack her bag”
Ask a child (taking turns) to take out one letter without looking at it.
Then, when she has a letter, ask her, - “What is this”? Ask her to say the
sound and match with the picture kept in a tray. With older children do
with word cards and pictures. (Do with one word at a time, reading and
See whether
discussing with all children) each child
7. Passing the “letter bag”: Make the children sit in a circle and pass identifies letter
and says its
the bowl with letter/chits in it. Start clapping the hands and when the sound.
clapping stops, the child will pick up any letter- chit and say a sound
word related to it and it will go on in the same manner.
8. Antakshari: Children can be asked to play the game Antakshari. Ask
one child to start a game by saying a word for example, Bat. Then the 41
next child has to make a word with the sound of the last letter i.e.
T-Tub;B-Bus and so on.
Me and My Friends
9. Colouring My Name/Friend’s name: Draw each child’s name in large
letters. (Write a large capital of the first letter of each child’s name).
Encourage the child to colour/decorate the letters of her/his name.
10. Creating Games and Activities Where Children Match Photos/Logos
with A Written Name
Example: Make flash cards of names of children and their photograph
on separate cards. Help the children match the cards with names to
the cards with pictures. Help older children distribute notebooks by
reading their friends name.
Observe 11. Listing what I can see: Ask children to look around and make a list
children in of all the coloured things they see. Older children can write whereas
different younger children may just name the objects.
situations with
different play 12. Divide children in pairs. Discuss what you do in school every day (sing,
partners. read, sit, play……. and so on). Make a list of all the things, and act out
each of these in the class.
13. Chinese whispers: Make all the children sit in a circle. Ask a child
to whisper a message to the child sitting next to him. This child will
whisper the same message to her/his neighbour and so it continues.
The last child should speak out the message loudly. The first child has
to decide whether the message is right or wrong. If it is wrong then each
child will repeat the message she/he passed on to find out where the
message changed. The child who changed it would then be the next
leader.
14. Who is at the door: Make all the children sit in a semi-circle and ask
one child to be the leader. Make her stand with her back to the children.
The teacher taps one child who would get up and tap a stick on the floor.
The leader asks “Who is at the door”. The (visitor) child who tapped on
the floor says, “It’s me, please open the door”. The leader then has to
guess who the visitor is by recognizing the voice. If he fails to make a
correct guess in three chances, the visitor becomes the leader.
15. Divide children in pairs. Ask children to look at each other and describe
her/his friend like this______ for example,
● Babita’s hair is soft like silk
● Babita’s eyes are black like……..
● Babita’s nose is………… EPC
16. Encourage children to think about the words that are very important to
them e.g., mummy, Papa, Bhaiya, Nani and so on. Write the words on
separate cards. Then ask children to draw a picture for each word.
42

Writing Readiness (Fine Motor Development)
1. Print each child’s name on a piece of paper in bold letters. Then give
seeds (rajma, channa) to the children and ask them to cover the letter of
their name with these.
2. Provide different coloured beads and objects (with holes) such as red
bottle caps, green lids etc in separate bowls. Divide children in small Observe that
groups. Give them shoe strings and encourage them to string only red children are
able to classify
objects/beads and so on. red beads and
3. Ask older children to create patterns by stringing alternate colour of string them.
beads such as one red, one yellow, one blue, and so on.
Observe that
4. Give children old magazines and child friendly scissors and let them children are
cut-out their favourite colour and shapes. Ask older children to cut the able to use the
bold letters from the magazines they find in their name. Then using scissors.
those letters ask them to paste their name on the paper. Similarly, you
can write each child’s name on a broad strip. Collect dice and add letters
to the dice. You may need many dice. Take coloured buttons. Throw the
dice. If a child gets the letter on a dice, she will cover it with button on
the name strip. You can play this game in a small group.
5. Let older children trace over sand paper letters.
6. Joining Dots: Let PSII children join dots to form a letter/picture etc.
7. Encourage older children attempt to write their own stories and poems.
II. VISITS AND NATURE WALKS

1. Plan and take the children for a nature walk in the neighbourhood and
let them explore on their own. Encourage the children to observe the
surroundings.
2. During nature walks ask older children to look for five things they can
see, five things they can hear and five things they can feel. Ask them to
try and find a few things they can smell.
(You may focus on just one sense for younger children)
Observe
III. SOCIAL AND EMOTIONAL DEVELOPMENT PS I & II whether
children share
1. Help children make friends with each other. EPC and co-operate
in play.
2. Provide mirrors for the children to use during free play and also on the
walls in various locations. Preferably every classroom should have a
full-length mirror. Let children look at themselves and move in front of
the large mirrors.
43
Me and My Friends
3. For older children, the teacher can stand facing a group of children and
perform a series of movements and ask them to do the same.
4. Help children make greeting cards for their friends, family, birthdays
and festivals.
5. You can also make identical set of expression cards. Mix up the cards
and let children match the cards of expressions like ‘happy to happy’ or
‘sad to sad’.
6. Encourage older children to invent their own games.
7. Talk to children about the feelings and emotions that we all feel- happy,
sad, angry, surprised, scared and so on. Show pictures of emotions and
encourage children to express their feelings. PS I PS II EPC
Record
children’s IV. DRAMATIC PLAY (SMALL GROUP ACTIVITY)
interaction
1. Keep clean clothing, a purse, dupatta and other accessories in
with each
other. carton box and let children pretend and dramatise in their own way
(Ghar-Ghar). PS I PS II EPC
V. ART EXPERIENCES AND ACTIVITIES

Observe 1. Encourage children to choose their favourite colours and paint/draw
whether pictures of their choice.
shy children
find ways of 2. Encourage children to draw something and paint it with their favourite
entering into colour – e.g. a red umbrella/flower, yellow flower, green fruit etc. Provide
dramatic play. an A-4 size paper to older children and ask them to draw themselves.
3. Colour collage: Collect coloured fabric pieces and help the children
Ask children to
tell you about make a colour collage.
their drawing. 4. Self Portrait: Provide children with cut out of a face and let them
decorate the face by attaching wool for hair, drawing eyes, nose and
mouth on it. Encourage the children to describe their portraits and ask
older children to verbally label the parts of the face.
After
discussing each This is me
child’s drawing/
work, display
at eye level of
children.
Name ________________
Logo _________________
44 5. Let older children place their left hand on the paper and trace on the
outline. Later let them cut the traced / drawn picture of the hand and

write their name on it. Create a ‘Name tree’. After tracing they compare
their hands with hands of their friends (comparisons).
6. Let children observe their reflections in a mirror and then encourage
them to draw their face. Ask older children to draw their friend’s face.
You may also ask older children to look at their friend face, then close
her/his own eyes and try to draw their friend’s face. Ask them to open
their eyes and see what they have made. Children love to do this activity.
7. Provide magnifying lens to older children. Encourage them to look at
their fingers using the magnifying lens and compare it with their thumb
and finger print.
8. Thumb Impression: Provide inkpads and square pieces of chart paper.
Let children press their hands / fingers on the inkpad and then press
them on the paper to make thumb impressions. Later ask older children
to create their thumb impression into animals, flowers, etc.
9. Hand Prints: Let children press their hands on the paint and do hand
printing on the given paper. Encourage older children to create their
hand prints into birds, flowers etc.
10. Cut small circles and draw different emotions on it and paste these on
the ice-cream sticks. Talk about these emotions and let the children
make such faces.
● Create a story using these faces.
Walk around,
observe and
visit each child
11. Clay Modeling as they work.
Set up a special space for clay Observe

My Friend’s name
modeling, Provide potters clay, children’s
is_________ eye-hand
coloured plasticine or coloured home
made play dough and let the children and he Likes coordination.
create various objects on their own.
This is a very good activity that can
help young children to release some of
their pent up feelings and emotions. 45
Me and My Friends
OR PS II EPC
Help the children make charts of ‘My favourite things’ by drawing or

cutting out pictures from old magazines.
12. “Me/Friend’s posters” (Can be collaged or drawn).
13. Provide water colours, big brushes and paper. Encourage the children
to mix two colours (at a time) to see what colour do they get?
14. Make simple handmade musical instruments and decorate them with
paper tearing and pasting and glitters.
15. Associate different emotions with appropriate colour, EPC
Happy-Yellow, Sad-Blue, Angry-Red.
PS I PS II EPC
AND ACTIVITIES
1. What do you feel?: Ask the child to close her/his eyes and give a
feely bag with different objects in it. Let children feel it, identify it and
then take out the objects and talk about it. Similarly let them feel and
identify different objects in a sand box, or in rice filled plate.You may
use rajma/channa also.Provide letter cutouts to older children and hide
them in rajma filled bowl and ask them to find letters/numbers and
talk about it.
2. Sound boxes: Take 5 boxes and put 30, 20,10,5 or 2 pebbles respectively.
Make all the children sit in a semi-circle. Call one child at a time and
ask her/his to listen to the sounds and arrange the boxes from loudest
to softest. Initially, give only 3 boxes which are distinctly different in
sound to a child. Gradually, the number of boxes can be increased to
make the activity complex.
3. One-to-one correspondence: (a) Provide hooks to hang the water
bottles/bags in the class. Make it a habit that each child will hang her/
his bag on the hook i.e. one hook-one bag. (b) Ask one child to distribute
one plate/napkin/biscuit to each child in the classroom.(c) Make five
holes on the ground and ask the child to put one marble in each hole.
(d) Lay five cookies in a row and ask a child to place one cookie under
each cookie
4. Tasting: Ask a child to close her/his eyes and lace a little bit of one of
the foods on her/his tongue. Let the child taste and identify what it is.
You could ask the question, “How do you know?” and encourage the
child to discuss the taste.
5. Touch and feel: Keep the objects in a tray. Make children sit in a semi-
46 circle. Call children one-by-one and place different objects in front
of them. Ask each child to feel the objects and classify them in two
categories, e.g., hard/soft; rough/smooth etc.
6. Feel and tell: Make the children sit in a circle and select one child as
a “leader”. Ask the leader to run and place an object behind any child.
Without looking, each child has to find out if there is something behind
her/him and then identify the object and explain it merely by touch.
7. Aha and chi-chi: Make the children sit in a semi-circle. The teacher
calls out the name of any object. If that object has a pleasant smell the
children have to say “aha”, but if it has an unpleasant smell then child
have to say, “chi-chi”, for example, if teacher says “rose” then children will
say “aha”, if teacher says rotten egg then the children will say “chi-chi”.
8. Counting: Make children sit in a circle and clap while counting 1 -10.
9. Find the similar one: Make the children sit in a semi-circle. The teacher
will start the activity by showing a bangle and moving her finger around
it and ask, “Which other objects in the room have a similar kind of
shape” (indicating but not using the word ‘shape’). The children will
name the objects and then the shapes.
Observe
10. Tall and short: Divide children into groups of 5. Ask the children to how children
keep running around, while the teacher claps or plays the dhapli. When use words
the teacher stops clapping, the children have to stand in a line in order to describe
colours, size
of their height.
and shapes.
11. Matching colours
(a) Let the children match colours using colour dominoes.
(b) Make children stand in a circle. Show one colour card e.g. yellow and
call out “Who is wearing a yellow colour dress or has something yellow?”
Children who have anything yellow with them will come to you. PS II
12. Loud and soft: Let children be seated in a circle and ask them to be
very quiet. Make a loud or soft sound like clapping hands, whispering,
dropping a book, shouting, bursting a balloon, slamming a door,
walking, jumping etc. Let each child in turn identify the sound that you
have made as loud or soft. Children take turns to make loud and soft
sounds and the rest of the class describes.
13. Guess who: Make ‘Guess who’ riddles describing individual children.
Suggest clues that reflect the child’s positive characteristics. Encourage
children to guess the name of that child.
14. I hear sound PS II EPC
● Let the children sit in a circle. Ask them to close their eyes and keep
absolutely silent for a moment and listen to the sounds they can hear.
Then ask them what they have heard. Give clues and make the child
aware of sounds in their environment.
● Ask older children to sit in a circle, blindfold one child. Ask another 47
child to move around the room making sounds. The blindfolded child
must follow the direction of the sound and find the person.
Me and My Friends
15. Number cookies
This activity promotes matching, sorting, problem solving, one-to-one
correspondence and teamwork among children.
Cut about 36- 40 circles from heavy cardboard.
● Decorate these circles as cookies for example- draw chocolate chip
dots on some; lines and colour on others and so on.
● Make a few cookies, similar to each other.
● Make happy faces on a few cookies.
● Then plan maths games that can be played with these cardboard
cookies.
● Let the younger children match the identical cookies by colour /
design/ number of dots on the cookies.
● With older children, provide 5/10 cookies and let them arrange the
cookies in a row and count them by touching each cookie.
● Ask older children to sort the cookies according to their colour/
number of dots/pattern on the cookies.
● Similarly you can make different emotions, dots and patterns on
cookies for older children.
16. Pattern making
● Let children place cardboard cookies in a pattern for e.g., Dotted cookie,
colour cookie, lined cookie and so on.
● Let the younger children follow the pattern given and complete it.
Similarly provide cut-outs of coloured shapes and give a pattern to
children in a small group. Let children copy the pattern, extend the
pattern and create patterns on their own.
17. Name Puzzles: Make a ‘self-corrective’ puzzle of each child’s name,
Observe how
using both first and last names
do children
solve and Examples:
complete
puzzles. Ria Kumar
Kumar Ira
Ira Gupta
Gupta

18. Let children use magnifying glass (with you) for a closer look at eyes,
fingers, tongue, teeth and so on.
19. Play with manipulative toys such as self-corrective puzzles, reasoning
cards etc.
20. Select a child as a leader. Let her (along with you) look around and
identify an object in the room. This child then gives the other children
48 clues such as “with my little eye, I can see something that is big and
blue. The other children must keep guessing from these clues.

21. Photo matching: Provide two photocopied photos of each child in a Help children
small group. Now encourage the children to match the photos. Older communicate
children can do it in a bigger group. Similarly you can keep their photo with each
identify cards in the centre (all mixed up) and ask children to find their other during
small group
own. activities.
22. Make figures using shape cut-outs(circle, oval, triangle and square)
23. Tall-short friend: Divide children in small groups. Take the height
of each child by making her/him stand against a wall. Take strips of
newspaper and paste one end on the wall to mark the height of each
child. Put a label of each child’s name on the top of the strip.
Ask-
● Who is the tallest friend in each group?
● Who is the shortest friend in each group?
● Vijay is taller than Rashmi and Ria and so on.
24. How many? Divide children in small groups. Give each group a bowl of
beads, bottle caps etc. Ask children of each group to pick up a handful
of bottle caps. Then ask them to count how many she/he picked up and
then after counting put the bottle caps back to another bowl. Let older
children write I picked up________ bottlecaps. Ria picked up ______bottle
caps.
25. Measure the hand: Give each child a square piece of paper. Then ask a
child to place her/his hand on it and let her friend trace around it. Then
ask children to compare whose hand is the biggest and the smallest.
VII. BIRTHDAY CELEBRATIONS

PS I PS II EPC
1. Design a ‘big birthday chart’ where each child’s birthday is displayed
along with her / his photograph with a logo.
2. Help older children write their names and birth date on the ‘birthday
chart’.
Photo of the child
My name is _________
My birthday is on _________
49
3. Play or sing some birthday songs, provide some new snacks to eat, and
read a new story to celebrate the birthday.’
Me and My Friends
VIII. MUSIC AND MOVEMENT PS I PS II EPC
(WHOLE GROUP ACTIVITIES)
MUSICAL EXPERIENCES:
Let children
use the Sing the following rhyme with older children:
handmade
musical 1. मैं तो सो रही थी
instruments
while singing
“ मैं तो सो रही थी
rhymes and मझु े मर्ु गे ने जगाया
songs.
बोला कुक्डू कँू कँू कँू
मैं तो सो रही थी
मझु े बिल्ली ने जगाया
बोली म्याऊँ - म्याऊँ
मैं तो सो रही थी
मझु े अम्मा ने जगाया
बोली उठ उठ उठ ”
2. किसने बनाया फूलों को
Observe
whether किसने बनाया फूलों को, फूलों को, फूलों को ।
all children
are involved ईश्वर जो ऊपर है ।
and recite
finger plays,
ईश्वर जो ऊपर है ।
poems and किसने बनाया चिडि़यों को,
rhymes with
actions and किसने बनाया चिडि़यों को,
expressions.
किसने बनाया चिडि़यों को,
किसने बनाया मछली को,
किसने बनाया मम्मी को,
50 किसने बनाया मम्मी को,
किसने बनाया मम्मी को,

किसने बनाया बच्चों को,
किसने बनाया हम सबको को, हम सबको , हम सबको।
3. मकड़ी ककड़ी लकड़ी
“हमने तीन चीजें देखीं
दादा तीन चीजें देखी
एक डाल पर थी एक मकड़ी
लकड़ी पर बैठी थी मकड़ी
लकड़ी मकड़ी ककड़ी
मकड़ी ककड़ी लकड़ी
ककड़ी लकड़ी मकड़ी
हमने तीन चीजें देखीं
दादा तीन चीजें देखीं
एक खेत में थी कुछ बालू
बालू पर बैठा था भालू
भालू खा रहा था आलू
बालू भालू आलू
भालू आलू बालू
आलू बालू भालू
4. Good morning everybody
(To the tune of ‘Are you sleeping?’)
“Good morning everybody – 2
How are you all -2
We are all fine teacher -2
51
Thank you so much”
Me and My Friends
5. Friends
(To the tune of ‘Jingle Bells’…… By Deborah R.)
“Friends are here, friends are there
Friends are everywhere
Lots of laughter come and play
All throughout the day
Friends have fun in the sun
And even in the rain,
Friends love to play and share
To show how much they care”
6. Feelings
(To the tune of ‘if you’re happy……… By Lisa Sunbury)
“If you’re sad and you know it,
Cry boo hoo….
If you’re loving and you know it,
Give a hug….
If you’re angry and you know it,
Give a stretch……
7. Hello Chant
‘Hello, hello
We sing in may ways
Hello, hello
Let’s sing it now today”
Play music and let children skip, hop, jump, run, relax and listen to
the music.
Use a tambourine or drum and sing the ‘hello chant’ moving in a circle.
Say / Sing ‘ hello’ in different languages , such as in Bengali (नमोषकार) Tamil
(येन्नगां )े Telegu (नमसकाराम)ू , Malayalam (एन्दा विशेषम), Rajasthani (खम्मा घणी)
8. Provide adequate space, play music and let your children move their
bodies to music.
9. This is the circle that is my head.
“This is the circle that is my head.
This is the month where words are said.
52 These are my eyes with which I see.
This is my nose that’s a part of me.
This is the hair that grows on my head.
These are my ears on the side of my head.
My happy smile is here to stay.
I am glad to be in school today.”
10. Cleaning Day
“I went to visit a friend one day,
She only lived across the way
She said she couldn’t come out to play
Because it was her cleaning day.
This is the way she cleans away,
Because it was her cleaning day.”
11. Out in the garden each fine day
“Out in the garden each fine day
With my friends I like to play
I hop like this, I jump like this,
I skip like this on each fine day.
Out in the garden each fine day
With my friends I like to play
I run like this, I dance like this,
I clap like this on each fine day”
12. If You're Happy and You know It
“If you're happy and you know it,
Clap your hands.
If you're happy and you know it,
Clap your hands.
If you're happy and you know it,
And you really want to show it.
If you're happy and you know it
Clap you're hands”.
Other verses:
…..stamp your feet 53
…..shout hooray!
Me and My Friends
…. turn around
…. jump up high
…. come and dance
…. wave your hands
13. All By Myself
(To the tune of “Three blind mice”)
Make children move in a circle and perform activities to words.
“All By Myself
All By Myself
See what I can do
See what I can do
I can brush my teeth
And hair so neat
I can put my socks
And shoes on my feet
I can get my napkin
And snack to eat
All By Myself
All By Myself
All By Myself
All By Myself
See what I can do
See what I can do
I can clean- up my toys
And ride my bike
I can kick a ball
And throw in the sky
I can read a book
And sing songs I like
All By Myself
All By Myself”
54

Movement Experiences and Activities PS I PS II EPC
(Gross Motor Development)
1. Follow me – “I am the leader” Observe
whether
• Make children stand in a circle children run,
• Select one of them to be the leader. hop, jump,
climb, skip and
• ncourage her / him to jump, hop, wave and say to other children,
E move with
“ I am the leader – Follow me” great ability.
• All the children then try to follow the leader.
• ontinue the game by giving turns to other children to become the
C
leader.’
2. ‘I can do’ cards: Make ‘I can do’ cards with pictures or drawings of
skills/actions that the majority of the children in your class can do.
E.g. ‘pictures of child jumping; painting, running, building blocks, etc.
As you hold the card up and show it to the children, they do the skill/
actions or pretend to do it.
3. Tippy – tippy tap: Select one child as a leader while the remaining
children spread out in the field. The leader calls out “tippy-tippy tap”.
Children say: “Which colour do you want?” Leader: “I want….” (Naming
any colour). Children begin to look for any object of that colour and the
“leader” chases them, trying to catch them. The child who gets caught
before having found an object of the named colour is considered ‘out’
and becomes the next leader.
4. ‘Let’s hop’: Call out ‘Let’s hop’ and let children do hopping,
crawling, jumping, dancing, tip-toeing, walking backward
and so on.” PS II
5. Five corners: Make five corners using different emotions and play like
colour game. When the emotion is called out, children run and stand on
that emotion.
6. Find a partner: Give children cards of different emotions, Play some
music and the children dance, When the music stops they have to find
a partner with the same emotion card.
7. Emotion card race: Give the children different emotion cards, turn by
turn. Ask the children who have cards with happy faces to run.Similarly
do the same with other emotions.
8. Emotion hunt: Hide emotion cards in different places in
a class. Let the children hunt for them.
PS II EPC
9. Say and act: Recite the poem and encourage older children to repeat
after you and let them ‘act out the words’. 55
Me and My Friends
I can do it myself
“Cap on head, just like this, pull it down, you see.
I can put my cap on, All by myself, just me.
One arm in, two arms in,
Buttons, one, two, three.
I can put my shirt on, All by myself, just me.
Toes in first, heels down next,
Pull and pull, then see;
I can put my shoes on, All by myself, just me”.
10. Throw at a target
• H
ave different coloured balls or bean bags such as red, yellow, blue
and green.
• Cover and prepare the target box also in different colours.
• A
t one time focus only on one colour. Let the children throw a red
Provide
ball/beanbag into a red box and so on.
opportunity
for a variety 11. Musical colours: Attach coloured circles (red, yellow, blue) on chairs/
of physical floor. Play musical colours (similar to musical chairs). When you stop
activities.
clapping/music and call out, “Green” children are supposed to sit on
the ‘green circle chair’.
12. Who is wearing red colour?”
(To the tune of “Farmer in the Dell”)
Make children hold flags of different colours.
Let children move in a circle and say the following lines along with you.
“Meena’ is wearing red,
Oh Meena is wearing red
Herry ho the Derry ho,
Meena is wearing red”.
Let children search for the child wearing or holding red. Point to the
child wearing red and so on. (Change name and colours accordingly).
13. Me, Me, You!
This game is played like the traditional game ‘Kokla Chipaki’.
Make children sit in a circle.
Select one child as a leader and ask her/him to walk around outside
the circle, lightly tapping each child on the head.
56
And with each tap, she/he says, “ME ME” until she/he feels like
saying, “YOU”, and at that point she/he starts running around the circle.
The child who was tapped as ‘YOU’ will jump up and run to catch the
leader before she/he is able to sit on the vacant spot.
14. Say Hello: Ask children to form a circle. Throw a bean bag to a child.
Talk about
The child catches the bag and says ‘hello’ to another child in the circle what it means
and throws the bag to him/her (e.g. if Babita catches the bag she says to share ideas.
“hello” to Reema, and throws the bag to her). Continue the game till all
the children have said hello.
15. Copy cat: Make children stand in a circle. Make one child the “copy
Discuss the
cat”. She/he can wear a cat mask. When the “cat” makes an action “feelings good”
like wiggling her/his fingers or stamping the floor, the rest of the when someone
children must copy the action. Then the “cat” gives the mask to another likes what you
are doing well.
child who wears the mask and becomes the new “cat” whose actions
others copy.
16. Come next to me: Make all the children sit in a circle. Start the game
by saying, “There is a place next to me and I want Jaya to come and sit
next to me, Jaya please come”. The child must get up and come and sit
next to you. Now the child sitting on the right of where Jaya was sitting
will call another child to come and sit next to her. Let the game continue
in this manner till all the children have moved from their original places.
17. Zip-zap: Make all the children stand in a circle. Let children introduce
themselves to the group. All the children should know each other’s
names. Now stand in the middle and point to a child and say “zip”. The
child has to call out the name of the child standing to her right. When
you point to a child and say “zap” then the child has to call out the
name of the child to her left. Keep moving around and point to all the
children by turns. Do it slowly at first and then start calling out quickly.
If a child makes a mistake she/he should step out of the game. Carry
on the game until only two children are left.
18. Body percussion: Divide the children into groups of four or five. Let
each group make one kind of sound like blowing, whistling, clicking
the teeth, snapping fingers, stamping, clapping, rubbing hands etc.
Teach each group their sounds in a simple rhythm. Give them enough
practice. Now to begin the game, call one group to make their sound
keeping to the rhythm of a simple song they all know. In this manner
each group makes its sound when called, in time to the rhythm or turn.
Then you call out “every one join”, and the whole group makes their
sounds together.
PS I & II EPC
IX. STORY TELLING TIME
Make children sit close to you. See that children with special needs sit in 57
front or nearby so that they can see the facial expressions and visual aids
Me and My Friends
Observe how used by you. Tell a story of the related topic (see the list of story books given
children retell a at the end of the theme). As you read the story move your index finger under
story using text the words. (This teaches your children that the print letters together stand
as support? for words).
X. CONCLUDING THE THEME

Encourage the children to talk about:
• What are the things you like to do?
• What is your most favourite thing?
• What was your favourite game/song/story?
• Which is your favourite colour? Why?
• What is the colour of your teeth?
LIST OF CHILDREN’S BOOKS

1. मेरी भावनाएँ (NCERT)
2. बहादरु दोस्त (NCERT)
3. बंटू मेरा दोस्त (NCERT)
4. बस मैं और मेरी दीदी (NCERT)
5. Browny Bear loves fruits and vegetables
6. बदल गयी मीनू
7. Browny Bear keeps his room dirty
8. यह क्या हुआ (NCERT)
9. नन्हे मनु ्ने गीत (CBT)(Age group 5-8)
10. कुतब ु की सैर (NCERT)
11. मरे ा स्कू ल (CBT) (Age group 5-8)
12. मैं क्या बनूगाँ (CBT) (Age group 5-8)
13. मेरी चीजें (NCERT)
14. मेरा पलंग (NIPCCD)
15. क्या सही ? क्या गलत ? (N.B.T.)
16. क्यों? (N.B.T.)
17. Happy Sunday (N.B.T.) (Age group- 6-8 years)
18. A visit to the city market (N.B.T.) (Age group- pre-school)
19. Anandi’s Rainbow (N.B.T.) (Age group- 6-8 years)
58 20. Flitter–flutter (N.B.T.) (Age group- years)
21. Good friends: A tale from Tanzania (N.B.T.) (Age group-6-8 years)

22. Greet when you meet (N.B.T.) (Age group-pre-school)
23. Lalu & the red kite (N.B.T.) (Age group-6-8 years)
24. I like the world (N.B.T.) (Age group-pre-school)
25. Mangu’s top (N.B.T.) (Age group-6-8 years)
26. Guess what I’m doing (N.B.T.) (Age group-6-8 years)
27. Whatever you give.(N.B.T.) (Age group-pre-school)
28. What is right? What is wrong? (N.B.T.) (Age group-pre-school)
29. We Indians (N.B.T.) (Age group-6-8 years)
30. Unusual courage (N.B.T.) (Age group-6-8 years)
31. Tumpa and the sparrows (N.B.T.) (Age group-6-8 years)
32. The elephant and the dog (N.B.T.) (Age group-pre-school)
33. Shera & Mithu (N.B.T.) (Age group- years)
34. Red & Blue pencils: the same but not the same (N.B.T.)
(Age group-6-8 years)
35. Matsya: The beautiful fish (N.B.T.) (Age group-6-8 years)
36. Mitha & her Magic shoes (N.B.T.) (Age group-pre-school)
37. Muthu’s Dreams (N.B.T.) (Age group-6-8 years)
38. Red kite (N.B.T.) (Age group-6-8 years)
39. Yellow balloon red balloon (N.B.T.) (Age group-6-8 years)
Audio CD – 40 (CIET)
40. मैं भी
41. लालू और पीलू
42. मेरी किताब
43. मन करता है
44. सफाई हम करें गे
59
Me and My Friends
SAMPLE CHEKLIST FOR THE THEME : ME AND MY FRIENDS
Name of the Child
Dates
Detailed
Teaching
Comments
strategies
Y/N (How well
for further
the child is
action
doing)
1. Can tell her/his name
2. Can tell her/his friends name
3. Can talk about her/his favourite things
4. Can talk about her/his feelings
5. Recognises her/his name with photo/logo
6. Can tell when she/he is feeling proud
7. Enjoys doing thumb/finger printing
8. Identify different shapes
9. Tell the names of the cut outs shapes.
10. Can follow directions
11. Has the child developed her/his fine and gross
motor skills
12. Identify the letter sound
13. Can match the letter cards (covered under
theme)
14. Can say the sound of a specific letter that has
been covered in a theme
15. Can draw/cut pictures of things that begin with
that letter sound
16. Can sing along with the rest of the children
17. Can find the letter and highlight it on the paper
18. Can create any model from clay
19. Shows balance and control for ball skills
20. Has learnt new words
21. Is the child sharing interest in story books and
other environment print?
22. Are the child’s language skills improving?
♦ Listening
♦ Speaking
♦ Reading Readiness
♦ Writing Readiness
23. What did the child learn about colours-
♦ Match
♦ Identify which
♦ name
60 24. Has learnt the rules of the classroom
25. Has learnt the daily schedule

Theme 2
My Body
The Theme ‘My Body’ helps young children to become aware of their bodies.
You need to support children’s physical well-being by providing them
activities and games in all the areas of development. You need to provide lots
of opportunities and experiences to children so that they can learn about
body parts (external), its function, health and hygiene. Activities, songs and
stories related to different parts of the body make children aware of their
bodies and body functions.
The Theme ‘My Body’ provides ample scope for children to explore and
discover their bodies. A warm up activity for the theme ‘My Body’ can be with
an action song like,“Put your right hand in, put your right hand out”. Children
stand in a circle and sing the song with actions.
(Think about what you want your children to learn and to know by
Theme: My Body
BODY PARTS
Head Hair Skin
Eyes Teeth Ears
CLOTHING Legs Nails Neck
• Sense Organs
Clothing for seasons Chest Lips Knees
• Functions
Types of clothing Hips Shoulders Toes
Colours Arms Elbow Hands
Patterns Fingers Back Nose
Textures Feet
My Body
FOOD GROWTH
Good Nutrition Weight
Food experiences Height
(vegetable, fruit, etc.) What I can do
Physical development
HYGIENE AND HEALTH

Cleanliness
Safety
Play
Exercise
Outdoor games
Indoor games
Motor development
62

Web Plan on My Body - PS-I
• Match similar clothes on

the basis of simple design/ • Observe and explore My Five senses
pattern. their body parts • Observe and
• Match and identify • Identify and name few explore the five
primary colours body parts senses
• Use related vocabulary • Point and name
words for the same few body parts
CLOTHING FOR MY BODY
• My clothes
• Primary colours
(Red, Blue and Yellow) Match and copy EXTERNAL BODY PARTS
• Simple line Pattern simple patterns • Head
• Texture • Eyes
• Nose
• Mouth
• Arms
• Hands
Match textures • Legs
My Body • Feet
• Fingers
• Lips
FOOD GROWTH
• Food good for my • My weight
body • My height
• Movement-“What I can
HEALTH & HYGIENE do with my body” ?
• Personal care
• Identify common • Personal safety
foods
• Discuss during
• Get aware through
conversation
activities and
experiences
• Observe
• Related vocabulary
• Observe others and follow
• Use related vocabulary
63
My Body
• Sort the clothes or
Web Plan on
cloth pictures My Body - PS-II • Identify and name
• Describe body parts
• Talk about functions
of few body parts
• Identify and name • Use related words/
CLOTHING colours vocabulary
FOR MY BODY
• For different Seasons

Match and identify EXTERNAL BODY PARTS
• Primary and Secondary textures (Rough/Smooth) • Head
colours (Red, blue, • Eyes
green, orange, yellow, • Ears
pink etc) • Nose
MY FIVE SENSES
• Mouth
• Textures Identify, name and • Teeth
differentiate familiar • Tongue
• Pattern objects using sense • Neck
organs • Shoulder
• Arms
• Hands
• Legs
Follow or copy the given • Feet
pattern Complete the • Toes
pattern My Body • Fingers
• Stomach
• Chest
• Skin
• Hips
• Knee
FOOD
• Lips
• Food good for my
body
• Healthy and unhealthy HEALTH & HYGIENE
food • Personal care
• Care for surrounding GROWTH
• Personal safety • My weight
• Harmful objects • My height
• Get aware about • Benefits of play and exercise
good food through • Movement-“What
(Indoor and Outdoor) I can do with my
discussion and
activities body” ?
• Identify and name • Measure height and
healthy and unhealthy weight
food.
• Get Aware
• Observe
• Discuss
• Identify
• Describe the pattern Web Plan on My Body - EPC
• Copy the pattern
• Extend the incomplete
pattern • Identify and name all My Five senses
body parts • Observe and describe
• Talk about their function the functions of
• Use related vocabulary different senses and
CLOTHING FOR words its functions
MY BODY
• Pattern (dots, floral,

stripes etc)
• Name the different
EXTERNAL BODY PARTS
colours
• All colours Same as PS II and add
• Shades of colour
• Eyebrows
• Seriate any colour
• For different Seasons • Nails
upto five levels
• Chin
i.e.(darkest to lightest)
• Texture • Forehead
• Hair
• Eyelashes
• Cheeks
• Identify • Elbow
• Sort/Classify different • Knee
texture My Body • Ankle
• Wrist
• Thigh
FOOD
• Food good for my
body
• Healthy & unhealthy
food
• Different kinds of GROWTH
food I eat • My weight
HEALTH & HYGIENE
• Personal care • My height
• Care for surroundings • Movement-“What can
• Personal safety I do with my body”.
• Awareness • Harmful objects • Measure and compare
• Observe good healthy • Benefits of play and exercise height and weight
practices (Indoor & Outdoor) • How do we grow?
• Discuss • Importance of fresh air
• Draw and colour body
parts
• Use related
vocabulary • Get aware • Observe
• Discuss in a group • Estimate
• Observe others how they • Measure and compare
take care height/weight
• Use related vocabulary • Draw
MY BODY
Objectives
To provide lots of opportunities for young children to learn that –
1. Every individual is special in her/his own way.
2. Every individual has a body with many parts. Each body part has a
function.
3. Our bodies need healthy food, play, exercise and sleep to grow.
4. Eating fruits, vegetables and drinking milk keeps our bodies healthy.
5. Our body can move in many ways and do many things.
6. Our five senses help us to discover the immediate world.
7. Personal care and hygiene are important for our body.
8. We wear cloths to protect our body.
MATERIALS
1. Magnifying glass 15. Old X-rays
2. Blunt scissors 16. Picture reading charts related to “body”
3. Socks of different colours, patterns 17. Crayons, markers
4. Glue/adhesive 18. Picture books related to human body
5. Chart paper 19. Ink pad
6. Child height mirror 20. Poster colours, brushes
7. Hand mirror 21. Papers/Old newspapers
8. Shoe lace 22. Balloon
9. Dolls 23. Clay
10. Soap and towel 24. Room freshener
11. Bottle caps and string 25. Old clothes
12. Ribbon 26. Buttons
13. Story books 27. Balance beam
14. Cartons /boxes 28. Plastic tub
Three ways to use a body

1. Gross motor movements as in music and movement, dramatic play,
dancing and outdoor play.
2. Fine motor or small muscular movement as in finger plays, tripod
activities, body percussion and playing instruments.
66
3. Stillness as in concentrating while colouring a picture book, sorting
different colours, seeds, shapes and so on.
Theme Board
First of all make children sit in two groups. Provide both groups a body
(outline) shape on a chart paper. Let them colour it with crayons. Then
provide cut outs of eyes, nose, ears, lips and let them attach to the drawn
and coloured body. Give wool to attach to the hair. You may make one for
girl and another for boy.
After the children name

the different parts of
the body, you may label
them with a thick black
marker. 67
My Body
I. LANGUAGE AND LITERACY ACTIVITIES AND

EXPERIENCES (CIRCLE TIME)
PS I
● Finger Plays
1. अँगूठे ने कहा चलो बाग में चलें
“ अँगूठे ने कहा चलो बाग में चलें
पहली ने कहा हम क्या करें गे, क्या करें गे ?
दसू री ने कहा हम पेड़ पर चढेंगे, पेड़ पर चढेंगे,
तीसरी ने कहा हम आम तोड़ेंगे, आम तोड़ेंगे
चौथी ने कहा हम गिर जाएँगे, हम गिर जाएँगे
सब ने कहा हम नहीं जाएँगे, हम नहीं जाएँगे ”
2. Tommy Thumb -2
“Tommy Thumb -2
Where are you?
Here I am – 2
How do you do ?”
Other verses
♦ Pointer finger-2
♦ Middle finger-2
♦ Ring finger-2
♦ Little finger-2
All fingers-2
Where are you?
● Poem/Rhymes PS II EPC
3. “When you’re happy and you know it, clap your hands
(Use different action words for different body parts)
If you’re happy and you know it tap you knees……
(Wiggle your arms; nod your head, etc.)
4. This is my body (To the tune of “Where is thumbkin”)
“This is my body
This is my body
It’s the only one I’ve got-2
68 I’m going to take good care of it-2
Yes I am, yes I am”
5. Put your hands way up
“Put your hands way up,
Put your hands way out,
Put your hands way down,
And give a clap, clap, clap.
Put your right foot out and in,
Put your left foot out and in,
Now put both your feet out,
And kick, kick, kick”.
6. One finger and thumb keep moving
“One finger and thumb keep moving
One finger and thumb keep moving
One finger and thumb keep moving
And we’ll all be happy and gay.
Two fingers, two thumbs keep moving etc.
Two arms, two fingers, two thumbs, etc.
Two legs, two arms, two fingers, two thumbs, etc.
One head, two legs, two arms, two fingers, two thumbs, etc”.
PS I PS II EPC
Discussion on the Theme (Circle Time)
(Vary the conversation/questions according to the age – group) Invite
children into
Tell the children that all the activities and games for the day/week will be
discussions.
about ‘body parts’.
Engage the children in a conversation and ask questions such as – Listen to
children
● Who has taken a bath in the morning? How do you feel before and after carefully
a bath? and answer
children’s
● Do you use soap? Why?
questions.
● What did you eat in the morning?
● How do we clap? Allow children
to express
● Which part of the body do we use for running? their opinion.
● How do we eat food?
● How do you brush your teeth and how many times a day do you brush
your teeth?
● What do we do with our eyes? How do we keep our eyes clean?
69
● Which vegetables/fruits do you eat? How does it help to keep your
body healthy?
My Body
Talk about the external parts of the body and what each part can do.
Encourage children to show you the external body parts as you talk/sing
about them.
Invite children to brainstorm a list of the things they can do with their feet
and legs.
Talk about our senses.
● Discussions with children help them to further improve and plan
‘My Body’ theme programme.
● Observe and listen to children as they label and name body parts.
● Observe children as they follow daily a self care routine such as
washing hands before and after meals or after using toilets etc.
Ask children to bring items that they use to clean their body.
Listening and Speaking Skill

Listen to 1. For critical listening, activities like listening to clues to complete a
children’s
thought are also useful. For example, “We take the toothbrush, put
remarks/
comments as toothpaste on it and then…..” Let the children complete the sentence.
they look at 2. Creating/Making an ‘All About Me Book’ PS -I &II EPC
photos, picture
books in the This is a book the child starts at the beginning of her/his school year
literacy area. and keeps on adding throughout the year.
Observe Ensure that language needs of all children are addressed and provided
children as enough support.
they label body
parts. Simplify this book for Pre-school (I) by including:
● Hand, foot, finger and thumbprints
● Chart of height and weight
● Pictures of favourite food, colours, shapes (cut from old magazines)
● Any story
● A picture of child’s family
● Address, phone number, birthday
Encourage
children to ● What she /he likes to do
re-call and PS II EPC
3. Story – making
sequence
events. Make children sit in a circle and ask them to create a story “When I was a baby”
● Ask older children to tell you a story about themselves as babies. Later
you can put the stories into each child’s ‘All About Me’ book.
70 ● With still more older group of children i.e., primary class children,
let them tell story sentences about when they were babies. Put these
sentences on a strip of paper.
● Then encourage the children to read each line.
● For older children, this activity can be extended. Encourage them to
create a book of a simple story and illustrate each line.
● Write the child’s name as author and put their books in the library area.
Reading Readiness PS II EPC
Provide a square piece of newspaper and encourage children to circle all the Observe
/b/ sound words in that piece of paper. children as they
label and point
● Let children colour all the pictures where names begin with the /b/ body parts.
sound.
● During morning meeting ask all the older children to sign Bb while
entering the class.
● Draw a big Bb along with the related pictures. Ask the children to colour
inside the drawn letter B.
● Provide Bb colouring sheet and let children colour the letter using Blue,
Brown or Black colour.
4. Label the ‘Our Body’ poster. Ask the older children to see, read and copy
the names onto their paper where they have already drawn the shape of
a body.
5. I Spy: I Spy with my little eye something beginning with B (or buh). This
game is excellent for developing perception of letter sounds.
6. How many words can you see that begin with ‘b’ and ‘n’?
7. Write theme related simple vocabulary on the chalk board regularly or
daily one ‘word’ on the word wall.
Praise children for their efforts
Make word cards for a few new words and let children match them,
copy them and read them.
Remember!
Remember preschoolers should not be expected to colour within the lines.
Observe each
child without
Writing Readiness (Fine Motor Development) judging. Record
the smallest
1. Lacing PS I PS II EPC
details.
● Provide different cardboard cutout shapes. Punch holes on the sides to
tie laces.
● Let children select coloured shoe string or yarn.
● Encourage children to lace the shoe string in and out of the holes in the
71
given shape.
My Body
● This activity helps children to develop fine motor skills.
2. Thumb Face Puppet
● Use a ball pen to draw eyes and a mouth on the child’s thumb.
● You may also make paper roll puppet for each finger and do finger play.
3. Tracing around hand PS II EPC
● Let older children trace around their hand and attach a paper stick and
make a puppet.
● Take children for outdoor play and let older children trace around
children’s shadow and then ask them to paint it.
II. VISITS PS I PS II
1. Listening Walk: Take a listening walk. After coming back to the

classroom, encourage children to say the sounds they heard. (Ask which
body part did they use to hear the sounds?)
PS- I & II EPC

III. SOCIAL AND EMOTIONAL
DEVELOPMENT
● Circle time: morning meeting (daily skill work, calendar, rhymes,
colours, shapes, finger plays etc.)
Observe children while they wash their hands and follow safe hygiene
routines.
IV. DRAMATIC PLAY (SMALL GROUP ACTIVITY)

1. Doll’s Area
● Provide dolls that are easy to wash. Provide clothing for the dolls and
which should also be washable.
● Provide zippers, buttons on clothing of dolls that should be easy to take
off and put on (it helps to develop fine motor skill of young children).
2. Bathing of Dolls
Observe
children’s ● Provide a small plastic play tub with one or two inches of water in it.
individual
interests. ● Provide plastic baby dolls (preferably) and let children bathe the baby
dolls. Also, provide several small towels for drying the baby doll.
● In-between intervene and talk about body parts (external).
Observe children’s play and record the conversation.
3. Mirror Play
72
Fix long length mirrors in every classroom. In case it is not there then
provide hand mirrors for the children to use during free play.
You may also intervene and talk to them about the different parts of
their faces.
V. ART EXPERIENCES
PS I PS II EPC
1. Finger prints
Spread rectangular pieces of chart paper or a big chart paper on the Observe and
record how
table suitable as per the childrens height.
finger painting
● Provide ink pads or put any coloured poster paint on a plastic plate. and clay
modelling help
● Show children how to make thumb and finger print. Then, let the children to
children make thumb and fingerprints by placing their index finger first relieve stress.
on the ink pads/poster paint and then on the paper.
● Place a water tub with soapy water nearby so that children can wash
their hands after they finish with finger printing.
● After their prints get dried up, provide a magnifying glass and encourage
children to examine their fingerprint. Look at the excitement and record
the comments.
● Tactile Finger printing: Mix one tablespoon salt into paint and let
children move their finger and enjoy a tactile-finger-painting. (Which
body part is associated with the sense?)
2. Footprints
Similarly do the same for foot prints!
● Place chart paper or brown paper on the floor. Tape the corners so that
the paper will not move. Then ask the children to remove their socks
and shoes.
● Let them step into the tub to which you have added poster paint. Place
this tub on a newspaper. Then, help each child to walk on the spread
sheet of chart paper. At the other end of the paper, place a tub of soapy
warm water. Ask them to step into that tub and some other caregiver
will help the child by drying her/his feet.
● Let children look at each other’s prints and discuss the similarities and
differences they see.
● To extend this activity with older children, encourage them to use the
magnifying glass to look at the skin on their hands, arms and foot. Ask
them to compare the skin with their finger/foot prints.
● This activity encourages children to experiment with a magnifying
glass while at the same time provides a sensory experience. This helps
children to discover more about their bodies.
73
● Let children do foot or hand prints set in plaster/clay. Let it dry and ask
them to colour it.
My Body
3. Let older children draw/trace around their friend’s bodies while they
are lying on paper.
Keep samples of each child’s drawings and other work in large file folders
i.e., Portfolios.
4. Make a face PS I PS II EPC
● Provide children paper plates or round cut outs from chart paper.
Provide cutouts of eyes, nose, mouth, ears and buttons. You may also
provide fabric cutouts. Encourage children to make a face. Provide wool
for hair.
● Let older children colour the face and create the features using coloured
crayons, markers. Once all the faces are completed, talk about them
and discuss about the facial expressions on the faces. Then display all
the paper plate faces on the display board.
Our Face
Observe how
5. Clay/Plasticine Play: Provide homemade coloured dough and let
each child children develop sense of touch and create things on their own.
playing with
6. Senses collage: Divide children in five groups. To one group-give a
others.
picture of ears drawn on a chart paper; second group – Eyes; third
group – Nose; fourth group – Hands; fifth group – Mouth/Tongue. Let
children do paper tearing in their given part of the body. Go to each
group and ask what you are doing? Which part of the body is associated
with which sense and so on.

PS I
1. Sense of taste
● During snack time, encourage children to tell the taste of what they are
eating.
● Bring samples of food articles with distinct tastes for the children, for
74 example, lime, imli, sugar, salt, neem etc. Let each child try and identify
the different tastes and associate them with the food articles.

● Use snack time to discuss the taste of various eatables with PS II EPC
the children.
● Bring samples of food articles for the younger age-group.
Ask each child to close her/his eyes and let her/him identify
the tastes of different food items. For younger group, bring
familiar food items, fruits etc.
2. I see colour PS I PS II
● Start with primary colours – red, yellow and blue. Ask children to look
for as many red things in the classroom. Do with other colours also. Let
children match and name the colours.
● For older children, link the colour game with sizes – “Who’s first to see
something green that is bigger than a plant?”
Let children
3. Smell the flowers: Provide fresh flowers, small plastic/paper flower and interact with
ask the children to smell them. Let older children identify and smell the material.
flower. Ask children which body part they use to distinguish between
the fresh and paper flowers.
4. Sequential thinking cards can also be made. These can depict any
familiar activity, for example, bathing, brushing teeth, combing hair,
playing, reading etc., in four to five cards. Jumble them up and give
them to the children. Let the children arrange the cards in a sequential
order as per their daily routine.
5. Match the textures
● Place variety of fabric pieces made out of different textures. Ask children
to touch, feel and match the same textured fabric.
● Provide a variety of clothes made up of different textures. Let children
wear them, feel them and enjoy pretend play.
● Provide summer and winter clothes; and raincoats to children. Let the
children wear and explain related seasons.
6. Music Jinglers
● Prepare five Music Jinglers with metal/plastic lids. Attach one bottle
cap with string to a lid. Music Jinglers will have two bottle caps and so
on. Encourage the children to play and arrange the Music Jinglers in
order from the one that makes the softest sound to the one that makes
the loudest sound.
7. Matching and sorting socks
● Ask parents to send old and washed pair of socks of all sizes.
● Place all the socks in a shoe box or in a plastic basket.
● Then ask the children to match the socks according to their colour, size,
75
pattern/print and texture.
My Body
● Colour Dominoes: Let children sit in small groups and match colours
using colour dominoes.
8. How I have grown
● Let children bring their baby pictures from home.
● Then click individual pictures of children when they first come to your
class.
● Take a current picture of each child.
● Put each child’s photo in a sequence and create a special photo wall in
the classroom.
● During circle time, encourage each child to tell you about how she/he
has grown e.g., my hands are bigger, I am taller, and so on.
Observe how
● Let them look at themselves in a mirror and see how they’ve changed.
do children
solve and ● Talk to them about all the things they can do now.
complete
puzzles ● Imitate: Let each child find a partner and stand face to face. Let them
play a game of copy cat. One child will create/do an action and touch
the body part and her/his partner will copy it.
9. Let’s Measure PS I EPC
Ask children to ● Cut different sized footprints and laminate them.

describe what ● Let the children sort these footprints into big and small. Discuss which
they have done.
is the smallest and which is the biggest?
● Encourage them to line up from smallest to biggest and vice-versa.
● Weigh and measure each child. Repeat this activity often so that
comparisons can be made.
PS II EPC
10. Follow the Directions
The teacher calls out, “crawl under the table”….. “give me two beads”…..
“move two steps to the right”….. and so on.
11. Make some picture cards of food items with distinct tastes. Let the
children classify these as salty, sour, sweet and bitter.
12. Face Puzzle: Collect large picture of children’s faces from magazines,
newspapers and posters etc. You may collect the entire body picture as
well. Paste each picture on a cardboard and then cut into 4-5 pieces.
For younger children cut the puzzle into 2-3 pieces. Then, keep each
puzzle into separate envelopes. Then give it to the child to complete the
face/body. Similarly, a body puzzle can also be made.
13. Foot Puzzle: Cut the print of the feet into separate right and left feet
76 and create material for matching activity. (Create as many pairs as
possible)
Let children communicate with each other during small group activities.
14. Children’s Height chart: Measure each child’s height. Then use
coloured ribbons or crepe paper, create a graph to represent the
children’s height. EPC
15. Provide different items to measure such as lunch box dolls, toy cars,
story books etc. Show them the measuring tape, a rule and demonstrate
how to measure. Help children to see whose lunch box is the shortest,
which doll is tallest, which toy car is longest etc.
16. Ask children to choose their partners and record each other's height and
weight in their measurement books. Once they know how to measure,
encourage them to measure each other possessions such as toys, lunch
boxes, shoes, socks, pencil box and any other items children want to
include.
VII. MUSIC AND MOVEMENT (WHOLE GROUP ACTIVITIES)
Move furniture if needed to provide enough space for movement.

PS I PS II EPC
MUSICAL EXPERIENCES
Play the music and children will move their bodies to the music, march to
the music and so on.
Demonstrate and encourage children to do simple yoga excercises/asanas
like Setubandh (bridge), Ardha chandra (crescent moon) and Vriksh (tree) etc.
1. शरीर के अंग
मेरा एक सिर है सोचने को,
मेरी दो आँखें हैं देखने को ।
मेरे दो कान हैं सनु ने को,
मेरी एक नाक है सँघू ने को ।
मेरे दो हाथ हैं काम करने को,
मेरे दो पैर हैं चलने को ।
2. सनु - सनु - सनु
सनु सनु सनु भाई कानों से,
देख देख देख अपनी आँखों से ।
सँघू , सँघू अपनी नाक से,
कर, कर काम अपने हाथों से ।
बोल,बोल, बोल कुछ महँु से,
दौड़, दौड़, दौड़ अपनी टाँगों से ।
77
3. एक-एक-एक
एक एक एक,
My Body
नाक हमारी एक ।
दो दो दो,
कान हमारे दो ।
दो दो दो,
आँखें हमारी दो ।
एक एक एक,
नाक हमारी एक ।
4. बिल्ली खुशी से गाती है
बिल्ली खश ु ी से गाती है
जब वह मजं न करती है
जो नहीं मजं न करते हैं
उनके दाँत गंदे होते हैं.....
बिल्ली खश ु ी से गाती है
जब वह महँु को धोती है
जो नहीं महँु को धोता है
उसका महँु गंदा होता है...
(Continue adding other body parts and actions)
5. Listen to the music and do this
“Clap your hands, clap your hands
Listen to the music
And clap your hands.
Wiggle your fingers, wiggle your fingers
Listen to the music
And wiggle your fingers
Stamp your feet, stamp your feet
Listen to the music
And stamp your feet
Shake your shoulders, shake your shoulders
Listen to the music
And shake your shoulders
Nod your head, nod your head
Listen to the music
78 And nod your head
Bend your knees, bend your knees

Listen to the music
And bend your knees.”
6. Head, Shoulders, Knees and Toes
Let children
“Head, Shoulders, Knees and Toes, touch and
point to the
Knees and toes, parts of their
Head, Shoulders, Knees and Toes, bodies.
Knees and Toes,

And Eyes and Ears and Mouth and Nose.
Head, Shoulders, Knees and Toes,
Knees and Toes!”
7. Touch Game
Let children
“Touch your nose.
count different
Touch your chin. parts of their
bodies.
That’s the way this game begins.
Touch your eyes.
Touch your knees.
Now pretend you’re going to sneeze.
Touch one ear.
Touch two lips right here.
Touch your elbows where they bend.
That’s the way this touch game ends.”
8. Hoogey woogey
“You put your right foot in,
You put your right foot out,
You put your right foot in,
and you shake it all about.
do the Hoogey Woogey,
and turn yourself around,
That’s what it’s all about”.
2. left foot 3. right hand 4. left hand 5. right
shoulder 6. left shoulder 7. head 8. rear end
9. elbows 10. knees 11. nose 12. thumb 13. whole self
14. make up your own. 79
My Body
9. Counting senses
By Risa Jordan
“Counting senses
I see with my eyes,
I hear with my ears,
Two eyes, two ears.
I taste with my mouth,
I smell with my nose,
One mouth, one nose.
I touch with my hands,
I feel with my toes
Two hands, two toes.
My senses tell me
I’m truly alive.
Senses, one, two, three, four, five”
10. Hoogey Woogey – Left–Right
● Mark each child’s hand to designate ‘left’ and ‘right’ using ‘blue’ and
‘black’ colour. Then make them stand in a circle and sing ‘Hoogey –
Woogey’. Sing “Put your blue hand in”…. and “Put your black hand
in”…. “Put your blue leg in”…… and so on.
MOVEMENT EXPERIENCES AND ACTIVITIES

1. Create body sounds to accompany the songs in rhythm such as clapping
hands, snapping fingers, clicking tongue, tapping feet etc.
2. Play music to skip, jump, run, walk, hop, exercise, relax and listen to.
Ask children to walk with the drumbeats.
PS I
3. Play music and provide ample space. Encourage children to move their
bodies creatively. PS II EPC
4. Obstacle Path
● Set up a small and simple obstacle path indoors for small children to
crawl through (plastic tunnels), climb over (small chowkis) and walk
over small sturdy chairs.
● For older children, set up an obstacle path indoors/outdoors with big
80 cardboard boxes, balance beams, tyres and plastic tunnels.

5. Make “I do” cards with pictures or drawing of movement and skills
that majority of the children in your class can do. As you hold the card
up, the children will perform the action. For example “I can jump” is
written and there is a picture showing a person jumping.
6. Colour dance: Spread and paste coloured squares on the floor. Let each
child stand on a coloured square. Play music and ask children to walk
from square to square, Stop clapping or music and then ask children
to say the name of the coloured square on which they’re standing. Play
music–fast/slow.
7. Play music or play the tambourine/daphali and call out the movement.
Encourage children to move their body accordingly.
● Make your body as small as rat. Watch
children’s body
● Swim across the room. movements
● Make your body as tall as you can by stretching it high. and body
language.
● Move across the room fast; move slowly.
● Walk across the room taking big steps; take small steps.
● Walk on your toes.
● Let the children do movement on their own.
● For younger children, simplify the movements and demonstrate a few
movements.
11. Walk on the Line/Balance Beam
● Draw or attach eight-to-ten foot strip of coloured tape on the floor or
place it on the balance beam.
● Let children walk on the line/beam – forward, backward or heel to toe.
● You may also tape it in a broad zig-zig manner for the older children.
● This is a great way for children to learn body balance and coordination.
12. “Simon Says……….”
Play the game of “Simon says”. Make the children stand in a circle. As
the teacher calls out, “Simon says”, touch your head, children should
perform the action. Children who do not follow Simon’s command
correctly or who follows a command not preceded by “Simon Says” are
out of the game. Instead of saying ‘Simon Says’ use the child’s name
and give simple directions.
Following are some simple directions
Padma says –
● Wiggle your fingers 81
● Close your eyes
● Touch your chin
My Body
For older children
Reetu says –
● Touch your chin to your right shoulder.
● Put your right hand on your head.
● Move your head back and forth.
13. Body Percussion
“Johnny works with one hammer”
(To the tune of ‘He’s a Jolly good fellow)
(Replace child’s name and continue the action.)
“Reetu works with one hammer,
one hammer, one hammer,
Reetu works with one hammer,
Then she works with two.
Two...
Three...
Four...
Reetu works with five hammers,
five hammers, five hammers,
Reetu works with five hammers
Then she goes to sleep”
PS II EPC
14. Throw Blue Balloons
Ask children to say the initial sound they hear in ‘Body’. Then give them
balloons and ask them to blow only blue balloons (what initial sound
they hear in blue balloon). Blow up only blue balloons and encourage
children to hit the balloons back into the air with various body parts
such as hands, elbows, head, knees, etc.
15. Touch your friend
Let children stand in pairs. Calls out any body part, e.g., ‘Head’. Then
each pair needs to touch the heads of their partners and so on.
16. Stand Back-to-Back
Let children sit in pairs on the floor back to back. Then encourage each
pair to stand up without taking help of arms.
17. Hit the can: Paste pictures of sweet, salty and sour things on 6-8
cans and label them also. Provide a ball and when the teacher call out,
82 ‘Hit sweet can’ the children will hit the appropriate can with the ball.
Younger children can look at the pictures and older children can read
the label.
VIII. STORY TELLING TIME
Collect theme related story books (refer to the list). Create on your own.
IX. CONCLUDING THE THEME

(Reflections)
Encourage children to tell you about –

● What they have learned about their body?
● Let’s name the parts of our body.
● Let’s name the parts of our face.
● Look at the picture of an animal. How are our bodies different from the
bodies of animals? How are our bodies same as animals’ bodies?
● What was your favourite activity/game/song/story?
● Match the sense organs cards with related things/objects.

1. नाम था उसका आसमानी (NCERT)
2. चिलबिल सिलबिल (NCERT)
3. बदल गयी मीनू
4. Rupa the Elephant (NBT) (Age group- 6 to 8 years)
5. Body Parts (Tricolor books)
SAMPLE CHEKLIST FOR THE THEME : MY BODY

Name of the Child:
Dates:
Detailed
Teaching
Comments
Strategies
Y/N (How well
for further
the child is
action
doing)
1. Use the names and points to body parts.
2. Talk about similarities between herself/himself
and others.
3. Sing songs while learning the body parts.
4. Listens to stories.
5. Talk about pictures, theme display, story books.
6. Learnt new words.
83
other environment print?
My Body
Detailed
Teaching
Comments
Strategies
Y/N (How well
for further
the child is
action
doing)
♦ Listening
♦ Speaking
9. Participate in theme discussions and asks
questions
10. Match and classify according to who wears the
clothing
11. Listen and respond to simple questions
12. What did the child learn about colours –
♦ Match
♦ Identify
♦ Name
13. Can recognise facial features.
14. Identify different shapes.
15. Tell the names of the cutouts of shapes.
16. Name atleast two ways to use her/his hands.
17. Identify the letter sound.
18. Can tell the sound of a specific letter that has
been covered in a theme.
19. Can find the letter and highlight it on the paper.
20. Can match the letter cards (covered under the
theme).
21. Demonstrate understanding of hygiene and
sanitation practices.
22. Sing along with the rest of the children.
23. Talks about actions s/he can do with her/his
body; hop, balance, jump and so on.
24. Takes an active role in self care.
25. Does action rhymes.
26. Walks, marches, hops, gallops, jumps etc., on
teacher direction using the available space.
27. Shows balance and control for ball skills.
28. Uses a range of writing tools - such as crayons,
paint brushes etc.
29. Uses scissors to cut on bold outlined pictures
and shapes.
84
30. Draws/cuts pictures of things that begin with
that letter sound.

Lesson Plan (PS I)
My Body
Theme: My Body
Concept: Emotions
hildren will be able to name, identify, match and differentiate the feelings of Happy, Sad, Angry, Afraid,
Objectives: C
Surprised.
Days 9:00- 9:10-9:30 9:30-9:50 9:50-10:10 10:10- (Motor Development) 11:20-11:40 11:40-12:00
9:10 (Morning (Language (Cognitive 10:40 Gross Fine (Language (Language
Group Time) Development) Development) Development) Development)
10:40-11:00 11:00-11:20
Monday F • Welcome • Circle time • What makes N • Free Hand print Show and tell Story and
R • Cleanliness Mood tree: you happy? U outdoor play Create faces activity rhyme
check ups Have a cut- • Colour the • Play (five of different
E out of big T emotions
• Prayer pictures that emotions)
E tree shape. makes you R Five corners
and group
singing • Have cards happy I
P which depict T
happy, sad
L and angry I
Tuesday A -Do- faces and • What makes O Find a partner Draw and Picture Story and
discuss. you sad? colour how reading rhyme
Y N
you are feeling (Birthday
• The children • Match the
sad faces. today Scene) Match
come in the
F T the initial
morning and
letter “A”
O pick a card I
R related to M
E
85
86
10:40-11:00 11:00-11:20
Wednesday S -Do- how they feel • What makes Emotion cards Try to depict Join the dots Story and
E today and you angry- race any one to match rhyme
hang it on the odd one emotion using the different
T tree. out activity. clay. emotions
T • Have a • Circle the (pattern
L discussion picture writing)
I on what which is not
makes them angry.
N happy, sad
Thursday -Do- • What makes Emotion Draw, cut Mirror activity Story and
G and angry. you afraid? hunt/ Mirror and paste Name Pocket rhyme
• To close the Insert an Activity faces showing Bag
discussion activity different
(in
the children emotions
small
Friday groups) -Do- sing a song What Free outdoor Make finger
to make surprises you? play on puppet of any
them all Sorting of equipments one emotion

Dramatisation on the story
happy picture cards
and
of different
emotions
Saturday -Do- Recap all the activities done during the whole week
• Do all my children get the opportunities to experience activities and games under all domains?
• Am I observing and assessing my children continuously and regularly?
• Am I noting down/recording the observations?
Education Programme
Lesson Plan (PS II)
My Body
Theme: My body
Concept: My Five Senses
Objectives: Children will be able to identify, name and talk about the functions of five senses.
10:40-11:00 11:00-11:20
Monday F • Welcome • Sense organ Face puzzle: N Walking on a Tactile finger Complete Story and
R • Cleanliness (eyes) Provide 2-3 U straight line printing the sentence rhyme
check ups • Discussion different face (Listening Skill)
E puzzles in T
E • Prayer • Identification small groups R
and group of body
singing parts I
P T
L I
A O
Y N
F T
O I
R M
E
87
88
10:40-11:00 11:00-11:20
Tuesday S -Do- • Sense organ • Music jingles Create body Senses collage Music and movement activity
E (ears) sounds with
• Discussion rhythm
T
Wednesday -Do- • Sense organ • Smell the Simon says…. Bathing of Provide a Dramatisation
T
(nose) flowers dolls and play piece of paper,
L in doll’s area newspaper
• Discussion
I and
encourage the
N
children to
G circle all the
“e” (Reading
Readiness
(in
Thursday small -Do- • Sense organ Tasting of Hit the can Clay play Play with Story and
groups) (tongue) different food (game) thumb face rhyme
• Discussion items (naming puppet
the food item

which they
and
are tasting)
Friday -Do- • Sense organ Match the Touch game Tracing Matching the Story and
(skin) textures around a sense organs rhyme
• Discussion friend's body with related
objects
Saturday -Do- Recapitulation What is
and picture missing?
reading
Education Programme
Progression of Learning (A Sample)
AREA OF
My Body
PS 1 PS II EPC
DEVELOPMENT
Physical ( Fine Motor) Try to fill colour in a given drawing Fill colour in a given drawing with Fill colour in a given area/drawing
increased fine motor movements with increasing accuracy
String thread in big beads String thread in small beads Put a stiff thread/wire through holes
arranged in a complex design.
Tear large pieces of paper for paper Tear small pieces and easily do paper Do the activity effortlessely
tearing/pasting activity tearing/pasting activity
Trace given shapes Draw given shapes
(Gross Motor) Respond to rhythm / beats while Respond to rhythm / beat with body Respond by simple dance movements
clapping with the adult who leading movement like swaying, jumping etc. in time with and to the beat of music
the group
Cognitive Point and name a few body parts Name all body parts and talk about Name all body parts and talk about
functions of a few body parts their functions
Solve and complete two-three pieces Solve and complete four-five pieces Solve and complete 6-8 pieces jigsaw
jigsaw puzzle jigsaw puzzle puzzle and talk about it.
Name and identify familiar objects Name, identify and differentiate Describe the functions of the different
using different sense organs (sound, familiar objects using different sense sense organs
smell, taste, touch, sight) (see) organs (sound, smell, taste, touch,
appearance)
Match textures of different kinds Match and identify different textures Identify, sort/classify different textures
Locate the direction of a sound Seriate sound from loud to soft Seriate sound from loudest to softest
and name them
Do simple matching games Identify a picture/object different from Identify a picture/object different from
a set of identical pictures a set of identical pictures
89
90
AREA OF
PS 1 PS II EPC
DEVELOPMENT
Classify objects on the basis of one Classify objects on the basis of two Classify objects on the basis of three
attribute (Shape, colour, size) attributes (Shape, colour, size) attributes (Shape, colour, size)
Seriate shapes
Name and match primary colours Identify primary and secondary Identify primary and secondary
colours by their names. Match objects colours by their names. Match objects
with colours with colours
Identify and name shapes Identify and name different shapes Match shapes with common objects
in the environment (For example:Table
top is a rectangle)
Measure and Compare height, Measure and Compare height,
weight, size weight, size
Match and copy patterns Match, Copy and Complete patterns Describe, Copy and Extend
Language Identify their own name cards with Identify their own name cards with Identify their name cards without
the help of their photograph. logo (picture of their own choice that logo/photo.
becomes like a symbol for their name)
Tell their first name Tells their full name and street name Tell their full name, age, class and
house address

Sign their name as early attempts of Copy their names Write their name independently
writing
and
Identify few letters especially those in Begins to read letters/print on toys/ Read letters/print on the toys /
their own names posters/ labels etc., as images posters/ labels etc., independently
Match few letters Match, identify and name letters Name letters. Identify familiar words
that come in story book and word
walls
Education Programme
AREA OF
PS 1 PS II EPC
DEVELOPMENT
My Body
Identify family members in a photo Talk about their family members/ Talk about their maternal/paternal
and name them family events family members/ events
Use vocabulary related to family, Use active conversation/ vocabulary Use active conversation/ vocabulary
e.g., father, mother, brother, sister, related to family relationships, e.g., related to family relationship, e.g.,
grandfather, grandmother maternal aunt, uncle, paternal aunt, maternal aunt, uncle, paternal aunt,
uncle, grandparents etc uncle, grandparents etc
Point and name a few body parts Name all body parts and talk about Name all body parts and talk about
the functions of a few of them their functions
Use simple vocabulary related to Use more extended vocabulary Use still more extended vocabulary
body, e.g., head, eyes, nose, mouth, related to body, e.g., neck, shoulder, related to body, e.g., eyebrows,
ears, legs, fingers elbow, knee, ankle, wrist, chest eyelashes, lips, cheeks, hips, thigh, etc.,
Listen and recite simple short familiar Listen and recite simple rhymes with Recite a simple poem/rhyme with
rhymes with actions appropriate actions appropriate dramatic expressions.
Enjoy listening to the same stories Enjoy listening to and retelling the Give words to create stories
repeatedly same stories repeatedly
Discriminate between various Identify a familiar object from its Identify familiar people/ animals /birds
common sounds in the environment sound easily and objects from their sounds.
Identify the beginning sound of a Identify both the beginning and end
word and make another word with sounds of a word and make other
the same sound words with these sounds
Identify and name familiar and Describe the objects, characters in Indicate the theme of the picture and
common objects and describe any the picture in simple, short sentences make descriptive statements
activity in a picture depicting a familiar
scene.
91
92
AREA OF
PS 1 PS II EPC
DEVELOPMENT
Show interest in picture books/ Show interest in reading and writing Show interest in reading and writing
posters readiness activities activities
Use familiar vocabulary words with Use familiar vocabulary words with Use familiar and some new
friends, teachers and other-care givers friends, teachers and other-care givers vocabulary words with friends,
teachers and other care-givers
Social Emotional Say, “That’s mine, when claiming for Share toy/material in a small group Cooperate and share with others
any preferred toy/object”
Recognise feelings (happy, sad, afraid)
Recognise feelings - (happy, sad, angry, Recognise feelings (happy, sad, angry,
afraid, surprised, excited) afraid, surprised, excited)
Expresses and shares feelings and Expresses and share feelings, ideas, Express and share feelings, ideas,
emotions (body movements and facial experiences and emotions (body emotions and experiences through
expressions) movements and facial expressions) drawings and dramatisations (body
movements and facial expressions)
Show sensitivity to the feelings of Show sensitivity to the feelings of
others others
Accepts and adjusts to the new Accept and adjust to the new Accept and adjust to the new
environment environment environment

Begins to cooperate during activity Cooperate during small group activity Cooperate during small and large
and play and play group activity and play
and
Wait for her and his turn Wait for her and his turn
Show their work to teacher/ care- Talk with friends/adults about their Talk with friends/adults about their
giver work work
Creativity Draw, colour, tear and paste Draw, colour, tear and paste Draw, colour, tear and paste
(free hand /scribble)
Education Programme
Theme 3
My Family
Talking about the theme

“My Family” helps the
young children to deal
with separation anxiety.
This gives your children
the opportunity to talk
about the most important
people in their life i.e.,
their family members
such as papa, mummy,
dada, dadi, nana, nani,
brother and sister.
Activities and
experiences related to
this theme encourage
self-awareness among
children. It also helps
children to explore their family heritage. When children are involved in the
discussion and talk about their parents, they develop an understanding of
how important is each family member’s work and how a family functions.
This helps them to better understand and appreciate their family members.
Stories and rhymes related to this theme reinforce the children’s self-esteem
and regard for their family.
This theme will provide opportunities to learn about family members
through lots of interesting games and activities like making family collage,
portraits, dramatisation and enacting roles of family members, celebrating
grandparents day, joining family puzzles and so on.
Begin the theme by using a puppet to talk to the children about their family
members. Manipulate the puppet and let the puppet talk to each child about
her/his family, Who lives in their house? What are their names? and so on.
Theme: My Family
LANGUAGE
FAMILY MEMBERS SPOKEN
• Relationships
• Interaction
My Family
BODY PARTS
Head Hair Skin
MY PET Eyes Teeth Ears
Legs Nails Neck
Chest Lips Knees
Hips Shoulders Toes
Arms Elbow Hands
Fingers Back Nose
Feet
FAMILY
OCCUPATION
FAMILY FAVOURITES
• Food
• Games
• Celebrations
• Vacations
This theme encourages self-awareness and increase learning about family.

94
The activities of this theme also help ease the separation anxiety among
young children.

PS I
FAMILY MEMBERS
• Relationships • Discuss family
– Name immediate members and size
family members • Identify family
• Picture reading in
around me memebrs
mother tongue
– Belongingness, love • Observe variation in
and care language and size
– Helping each other
• Interaction
• My family (size) LANGUAGE
• Importance SPOKEN
WHERE MY FAMILY
members and relative
lives?
Awareness
MY PET
• Discuss love, care and
My Family • Discuss
empathy
• Sound (pet)
Match and identify VACATION

FAMILY FAVOURITES
textures (Rough/Smooth) • Talk about
FOOD CELEBRATION
FAMILY OCCUPATION • Speak about • Awareness
• Make observations food eaten • Name
and encourage to in the family
speak • Favourite
food of the
child
• Name Festivals
• Match Festivals
95
My Family
PS II
FAMILY MEMBERS • Match colours
• Relationships • Identify clothing
♦ Number of family • Seriate pictures
members in order • Use related
♦ Importance of family • Problem solving vocabulary
• Interaction (puzzle, maize • Observe v ariation in
♦ Family order (big to etc) language
small, small to big) • Draw and colour
family members
MY PET
• Pet in immediate • Observe places
LANGUAGE SPOKEN
environment people live in
• Respect each others
• Name • Classify clothing
language
• Describe
Where my family
• Name the pets in the
members and relative
immediate evironment
lives?
• Describe the pet
animals
My Family • Talk about
• Name
FAMILY OCCUPATION
• Make observation
• Encourage to speak
• Different occupation
FAMILY FAVOURITES Vacation
• Appreciate work
FOOD • Recall
• Identify different • Awareness of CELEBRATION
occupations different food • Name
• Match what goes • Favourite food • Draw and colour
together (Doctor- • Salty, sweet • Favourite festivals GAMES
stethoscope) and sour • Indoor/
• Sharing outdoor
• Structured
games
• Observe and celebrate played in
different food the family
96 • Classify different types of food
• Identify different tastes
through sensory experience

• Draw and colour family members
EPC • Sequence family members age wise
• Counting the number of family members
• Write the name along with the relationship
FAMILY MEMBERS • Problem solving (puzzles, maize etc)
• Relationships • Identify similarities in family members
♦ Extended family
♦ Number of family members
♦ Importance of family • Talk about where
♦ Describe relationships Respect each others
their family members
(family tree) language
live
• Interaction • Name the different
♦ Family order (biggest to small) places
♦ Discriminate LANGUAGE SPOKEN • Transport used
♦ Respect • Mother tongue • Compare (tall/short)
♦ Values • Classify clothing
MY PET Where my family

• Pet in immediate members and relative lives?
environment
• Name
• Sound and movement My Family VACATION
• Draw
• Identify • Draw
• Develop • Recall
• Reason FAMILY FAVOURITES
• Apply
• Listen GAMES
• Indoor/outdoor
FOOD Celebration • Structured games
FAMILY • Favourite • Name • Believe
OCCUPATION food • Draw and
• Make observation • Sharing colour
• Encourage to speak • Taste • Favourite
• Appreciate different festivals • Gross and fine motor games
occupation • Celebrate • Problem solving (puzzles, maize)
• Conflict management between
• Observe family members
• Identify and name the food
occupation • Classify the • Visual
• Match what goes food discrimination
together (tailor/ • Sensory • Recall
sewing machine experience; • Listen
Sweet,
• Role play
sour, bitter 97
• Distinguish between
occupation and salty
My Family
MY FAMILY
Objectives
To provide opportunities for young children to learn:
● A family is two or more people (To know what makes up a family)
● Families have relations other than those who live together such as
‘dada-dadi’; ‘nana-nani’; aunty, uncle and cousins.
● Each member of a family is connected by love and each member of a
family is important.
● Members of a family work and play together. They also help each other.
● Families have special foods that they eat.
● They celebrate festivals together.
● Some families have pets and they take good care of it.
MATERIALS
1. Brown paper bags/brown wrapping 13. Old magazines with picture of homes
paper 14. Chart paper
2. Cutouts of leaves 15. Glue
3. Family photographs 16. Potato
4. Bingo cards 17. Water colours
5. uttons/plastic circles/cutouts of
B 18. Bear family cards
coloured shapes
19. Plastic jars with lid
6. Cotton/woollen gloves
20. Cutouts of coins
7. Glove puppet
21. Envelope
8. Crayons
22. T
raced cutouts of hands of family
9. Paper plate members
10. Shoe lace 23. Clothing
11. Pictures of animals and baby animals 24. Maze
12. Pictures of people 25. Story books on the theme “My family”
Theme Board
While discussing on the theme with your children, encourage them to think
about all the members of their family. Also, help them understand how
family members help each other.
98

● Get the children involved in making a ‘family tree’ out of used brown
paper bags or brown wrapping paper.
● Crumple/crush the paper to add texture to the tree.
● Staple it to the bulletin board in the shape of a tree.
● Cut big leaf shapes for the tree (let the older children cut the tree shapes
themselves).
● For the younger children, write down the names of children along with
their logos and the names of their mother, father (may attach a family
photo also) on the leaves.
● Let the older children write their names on some leaves and on others
their family names.
● If the children bring family photos, let them place these all around
the tree.
My Family
(For this activity, send a note to parents at least one week before and ask
them to send family pictures/collage of family photo to share with the class).
99
My Family
PS II EPC
II. LANGUAGE AND LITERACY ACTIVITIES AND
● Finger Plays
1. “ यह है मेरे अच्छे पापा ”
यह है मेरे अच्छे पापा
यह है मेरी प्यारी मम्मी
यह हैं दादा लम्बे वाले
यह हैं दादी प्या‍री-प्या‍री
यह तो मैं हूँ सबसे छोटा/ छोटी
देखो कितना प्यारा-प्यारा / प्यारी-प्यारी
यह है मेरा परू ा परिवार
जिससे मझु को बहुत है प्यार
(Modify and adapt the rhymes according to the need).
2. This is my Father
“This is my father
Good and kind
This is my mother
With a gentle mind
This is my brother
Grown so tall
This is my sister
Playing with her doll
This is the baby yet to grow
This is the family standing in a row”.
3. My special family
(To the tune of “Where is Thumbkin”)
“Mummy is special
Mummy is special
Yes she is-2
Mummy is special
100 Mummy is special
Yes she is
Yes she is”
(Replace mummy with other members”).
4. The Grandmother’s Glasses
“These are Grandma’s glasses
This is Grandma’s hat
and this is the way she folds her hands
And lays them in her lap”. PS I PS II EPC
DISCUSSION ON THE THEME ‘MY FAMILY’ (CIRCLE TIME)

● Ask each child who is in their family. How many brothers and sisters in Encourage and
all? engage your
children in a
● During circle time, let children brainstorm about ways to help their
whole group
family. conversation
● Discuss the members of each child’s family. activity on the
theme.
● Discuss the importance of family and the people who make a family
(include all types of families e.g., joint and nuclear).
● Discuss the various activities families do together. e.g., “What things
do we do with our families? What work and responsibilities does each
family member have? How do we help each other in a family?”
● Encourage children to talk about the kind of food their family eat, which
is the most favourite family food cooked in their home.
● Encourage children to find out more about their family. S/he can talk to
the family members e.g., “When is your birthday? What is your favourite
food?”
● Send an invite to children’s parents for ‘family circle time’ activity. Plan
a grand parent’s day also.
● Let the older children talk to their parents and ask where was s/he
born?
● Let older children discuss any family traditions.
(Send a note home explaining this theme to parents and ask them to
send a photograph of their family).
Puppet Play
1. Finger glove puppet
● Take a cotton/woollen glove.
● Make faces of family members and attach to the gloves. You may sing
101
the family theme song using the family glove puppet.
My Family
● You may also ask parents to send an old pair of glove to school and then
involve older children to make the faces of family members.
● Cut circles for faces and attach features using buttons for eyes etc. Add
wool for hair.
● You can also develop single hand glove puppet and use while doing
‘conversation activity’, singing rhymes and story-telling activity.
2. Family Puppets: Let older children cut pictures of family members
from old magazines. Let them paste these on thick chart paper and then
when dry attach a stick from behind to make stick puppets.
PS I PS II EPC
1. Show and tell
● Make children sit in a circle.
● Let them stand up one by one and encourage them to talk about their
family picture.
● Encourage older children to ask questions about the pictures if they
want.
● You can also use this activity for winding up or closing the theme.
2. The teacher should try to familiarise herself with the name of the
children’s parents of her classroom. During the circle time and transition
activities, she should use their names for example: “If your father’s
name starts with ‘A’ you may go to the block’s area”; “If your mother’s
name starts with’M’, you may go to the Doll’s area”. PS II EPC
3. Let children speak a few sentences- “I love my family because………”
Note down or record the children’s answers. Display these at eye level
and later transfer to their portfolios.
PS I
Reading Readiness
1. Paste pictures of three girls and one boy and ask what is different?
2. Ask children to look at the pictures of their family members.
PS II
Ask them to say their names, then say the initial sound that
comes in each name.
3. Family BINGO PS II EPC
This is a ‘reading readiness activity’ and also for those children who
are just beginning to read. This activity can be done in small groups as
well as in a whole group. You can take the help of parent volunteers in
preparing the BINGO cards.
102 ● Make sufficient bingo cards for every child. You may also pair up two
children and give one bingo to one pair.

● Write the name of family relationships on the card.
● Make the cards in such a manner that on each card the name of the
relationship is written in a different order (to avoid rote learning). Cover
the cards with plastic or laminate the cards.
● Write the initial letter in upper case letter and the remaining letters in
lower case letters. (You may also print these names on the computer to
same time).
● Collect large buttons, coloured/plastic circles or counters, cutouts of
coloured shapes and give it to each child according to the names of the
relations.
● Then play the game just like Bingo (Demonstrate the activity to children).
● You will call out the name and at the same time show the name on their
cards.
● The first child who will cover all the names on her/his card will say,
“BINGO”.
● To extend this activity to the ‘Literacy corner’ where one or two children
can play this game, prepare and laminate relationship name pieces
which the child can play on her/his individual ‘bingo board’. Keep this
‘bingo board’ along with the name pieces in the language area for one/
two children to play.
4. Finding Similarities and Differences
● Have plastic or cardboard letters (both upper and lower case). Arrange
groups of letters, all of which are identical except for one which is
different. Ask children to find out which is different and remove the
different letter.
E.g. F F F P
M M N M

● For PSII and EPC ask children to say the sound of the letters.
● For EPC ask children to say the sound and what words start with that
sound.
5. Encourage the children to draw and colour their family members.
Encourage each child to say something about each family member
that they have drawn. The teacher should write whatever the child
says about that person on the drawing. After this activity collect all the
pictures together and bind it into a class-book, keep this class-book in
the language and literacy area.
6. Let children draw a picture of a house on a white sheet or they may 103
also create a paper house using paper folding. Ask each child to write
My Family
her/his name and address and also draw herself/himself on the paper
house. Explain to the children that when you call out any of their
addresses then that particular child has to stand when she/he hear the
address.
7. Let children draw a picture of their family. Ask them to write a few
sentences, telling about what their families like to do.
Teachers need to encourage ‘reading readiness activities’ such as read
aloud stories, bed-time stories at home also and support the role of
parents. She needs to provide interactive activities that children bring
home from school to share with their family members. Parents who read
bed-time stories and other books to their children every day and talk
and show what they are reading promote a joy of reading and literacy
achievement.
8. Sound hop: Place circles with letters on it on the floor. Let children
jump on the circle as they say each sound of a letter/picture.
9. Alphabet Sensory Play: Keep magnetic or sand paper letters (F, M, P,
B, S, D, N) in a small tub filled with sand. Let children find the letter,
and say the sound. Let older children identify the letter and say their
sound and make words with it.
10. Make 4-5 Letter Jars (clear jars). Paste upper case and lower case letters
on them. Have cutouts of letters. Let the children match the letters to
the jar and put inside the jar.

1. Lacing PS I PS II
● Let children make a face on a given paper plate using crayons or cut-
outs.
● Then you help punch holes around edges of the plate.
● Give shoes laces to children and encourage them to lace the face shape.
(Demonstrate how to push the shoe string through the punched holes)
2. My Family Book PS II EPC

Observe
and assess ● Encourage children to draw pictures of their family members and pet if
children’s any. Ask them to colour these pictures. Those who do not want to draw
problem
and colour, let them cut pictures from magazines. Encourage older
solving skill.
children to tell a story.
● Invite parents to your class (turnwise) and ask them to share their
experiences related to their culture and tradition with all the children.
104 3. Find my house
PS II EPC
Create your own maze for the writing readiness activity. Make a simple

wide path maze for PS II and a curvy path for EPC children. Let children
first trace the path with their index finger for practice and then give
them thick crayons to move on the maze. You can also create other path
mazes based on the story “Goldilocks and the three bears”.
4. Give children opportunity to copy and write their name.
5. Use ‘Name Tags’ and ‘Name writing activity’.
III. VISITS AND VISITORS

1. Plan grand-parents, day.
2. Invite parents/grand-parents to read a special story in the classroom
(ensure that the stories need to be at the children’s level).
3. Let them talk to the children about members of the family.
4. Let family members bring a pet to the classroom.
IV. SOCIAL AND EMOTIONAL DEVELOPMENT

1. Clean up: Encourage children to keep their toys and materials back to
the storage after they finish playing with them. Let children help each
other.
2. Set the table: Encourage children to lay the table for the snack time.
(Putting place mats, plates, spoons etc).
3. Create a hygiene related snakes and ladder board game and let children
play in small groups. Ask parents to do a similar activity at home.
V. DRAMATIC PLAY
1. Set up a dramatic play area such as a house with kitchen utensils,
dolls, table and chairs, dress-up clothes, bags etc.
2. Provide different types of clothes/ and other accessories in a pretend
area. Let children try wearing them and do the role play.
3. Keep small hand towels/napkins in the dramatic play area and help
them learn to fold napkins and hand towels.
4. Provide dolls and toy utensils and let them enjoy enacting and playing
roles.
5. Water play: Let children give bath to their baby doll. Provide clothes
and towels for the dolls.
6. Telephone talk: Recognising and dialling numbers and portraying the
character of any family member.
105
7. Older children can create a role play with the help of the teacher based
on ‘family’.
My Family
VI. ART EXPERIENCES AND ACTIVITIES PS I PS II EPC
1. Get children involved in making a “Book Mark” on the

theme “My Family”.
2. Potato Family PS II EPC
Provide half cut potatoes in a small group, have a list of each child’s
family members ready with you. Write each child’s name and her/his
family’s name at the top of the paper. Let each child pick up the half cut
potato and dip the cut end of the potato in the paint and then press it
on the paper (she/he will print each member of the family on the paper,
the number of the potato will be according to the number of the family
member). Let the paint dry. Now ask each child to draw facial features
to the potato print. Let the older children write the name of each of the
family member, under each potato print.
3. Let the children draw their family picture. Let them label their mother,
father, brother, sister and grand-parents.
4. Encourage children to draw pictures of their families, friends and pet.
Observe and 5. Encourage older children to write the names of their family members on
assess the their individual drawings. For younger children, write each children’s
development
and progress of
name in front of her/him on her/his individual drawings. (Keep few
children’s fine examples of each child’s drawings right from the beginning of their
motor skills schooling in her/his development portfolios).
as well as her/
his emotional 6. Help children make birthday cards for their family members.
expression. 7. Provide old magazines with plenty of pictures of homes in it. Tell children
Observe the that they have to look for pictures of houses in the magazine. Divide the
cutting skill of children in small groups and ask them to cut pictures of houses (with
children. blunt scissors). Let children paste these pictures on the chart paper
to form a house collage. Ask children to draw picture of their homes.
Provide their addresses and encourage them to copy the address at the
bottom of their drawing.
8. Make masks of happy and sad faces. Encourage the children to express
a happy or sad face to match the mask the teacher is holding up.
VII. COGNITIVE EXPERIENCES AND ACTIVITIES

PS I PS II
1. Who is missing?
Show pictures of family members or bring dolls from the doll area to
represent families — mummy, papa, dada, dadi, sister, brother etc.
Name each one and place all in front of children. Ask children to close
106 their eyes. Remove 1 or 2 people and hide them. Ask who is missing?

2. Household Sounds: Collect common household objects that make a
distinctive sound. Keep all these in a small box/ basket. Let children
see these and discover their sounds. Ask children which is the loudest?
Which is the softest? Keep this box hidden behind some book or
cardboard. Take out one object and without showing it to children,
produce a sound. Ask the children to try to guess which object is making
the sound. EPC
3. Read the story book “Goldilocks and the three Bears” – As you read,
invite the children to count the items (e.g. three bowls, three chairs,
three beds).
4. Who am I?
Play a guessing game e.g., say, “I am thinking of a family member who
helps in getting me ready for my school; gives me bath, helps me brush
my teeth, who cooks dinner, who takes me to the park, etc. (Remember
there is no right or wrong answer).
5. Match the mother: Provide pictures of animals, their baby animals,
human and baby. Encourage children to match animals with their
babies. PS II
6. Match the people: Have cutout pairs of people pictures such
as, woman, man, new born baby, toddler, grandparents, pets. Paste one
set of people picture on the file folder. Keep the other set out. Let the
children match the people pictures.
PS II EPC
7. Sorting clothing: Keep lots of pictures of family
clothing or have real clothing and other accessories and keep them in
a big carton/box. Involve a small group of children to work together to
sort these by type. For example, all baby socks in one pile, all shirts in
one pile and so on.

Brushing/
Eating Brushing Go to
Combing
Breakfast Teeth school
hair

8. My Family’s Day
Give sequential thinking picture cards and encourage children to
place then in an order. You may increase the number of cards for older
children or when the children are able to do with four cards.
Provide ‘family cards of bears’ to children. This includes three bears in
three varied sizes (big, small and smallest) along with three varied sizes of
chairs, beds, bowls and clothing picture cards. Encourage the child to place
107
three bears and accordingly sort the chairs, beds, bowls and clothing into
the bears.
My Family
9. Find the partner: Children are given a card each with names for e.g.,
Dada, Dadi, Papa, Mummy….. Play some music; the children will dance.
When the music stops they have to find their pair e.g., Dada looks for
Dadi etc.
10. Sorting pictures: Give many pictures from old magazines of mother,
father, child (boy/ girl). Let the children place the picture chart paper in
different columns e.g., all father in one column and so on.
11. Sorting of socks: Collect a variety of socks. Have a discussion about
the similarities and differences in these varied socks. Ask children the
different ways in which these socks can be sorted. Ask: “Which is the
shortest socks? Which socks should come next?” Ask the children to
arrange the socks from the shortest to the longest.
12. Use photos of family members, pictures from magazines (standing
position) to indicate tall/taller/tallest; short/shorter/shortest.
13. Keep one big carton box as a laundry box and keep different types of
clothing (washed) in it. Encourage children to sort by type and size.
Later ask them to arrange in order from biggest to smallest.
14. Guess, who is missing?
The number of pictures you use will vary according to the developmental
abilities of your children.
● Cut pictures of different family members from old magazines and paste
them on a mount board.
● You can use the pictures from different cultures or you may use the real
photos also.
● Make them sit in a semi-circle.
● Let children look at the pictures.
● Ask children to close the eyes. Remove one of the family member pictures.
● Ask the children to open their eyes and let them tell you which picture
is missing.
● Later, let the children remove one picture.
● For older children, increase the number of pictures.
15. Block building
Provide small coloured interlocking blocks and encourage children to
create houses during small group activity time. You can also add people
and pets as props to extend imagination.
16. Coins in a jar
108 ● Take two small plastic jars along with a lid. Paste picture of one coin on
one jar and two coins on another jar.

● Make a slit in both the lids for the coins to go through.
● Collect one and two rupee coins. (Be careful and warn children not to
put the coins/beads in their mouth).
● Label one and two on respective jars (along with one and two pictures).
● Instead of real coins, you may cut coloured cardboard coins.
● Make children sit in groups. Place two jars in each group and coins in
another open bowl.
● Then encourage children to pick up one rupee coin money cutout and
put it in the 1 rupee labeled jar and two rupee coins in the two rupee
labeled jar.
17. Family puzzle: Let children bring photos of their family members, paste
these photos on the cardboard and make 4-5 pieces of puzzles out of it.
Keep each child’s family members puzzle in a separate envelope.
Divide children in small groups, give these family puzzles to each child
and encourage them to complete the puzzles.
Similarly for PS I you may provide family member puzzles
(two piece puzzles).
18. Family hand banner: Ask children to trace their family members’
hand. Also, ask them to write the name of their family PS II EPC
members on it. (Send home the required directions.
Ask children to bring their family banner next day to the classroom).
Then encourage each child to talk about their family banner. Let children
find out the biggest and smallest hands (traced cutouts) in their family.
Later ask them to seriate the traced hands in order. Display the family
hand banners in the literacy area.
19. Plan a graph at the child’s level (the number of family members each
child has). Ask each child to tell the number of family members in
her/his family. Now encourage and help the children to see the graph,
“Which family has the most family members?” and “Which family has
the least family members?”
20. Tall, short and Seriation: Let children sort family members pictures
into tall and short and seriate them from tallest to shortest.
21. Pair the children and ask them to talk about their families to each other
and find out the similarities in their families. Then ask them to share
what they found with their friend.
22. Provide cutouts of family members and let children touch and count
them. Provide couting sets.
109
My Family
VIII. MUSIC AND MOVEMENT
MUSICAL EXPERIENCES PS I PS II EPC
1. घर - परिवार
चल मेरे घोड़े , तबड़क – तबड़क,
चल मेरे घोड़े .........................
जाना है मामा के घर, लाना है छोटा हल
चल मेरे घोड़े .........................
नाना का घर है बड़ी दरू , नानी देगी मोतीचूर
चल मेरे घोड़े .........................
मामा का घर है आगे-आगे, मम्मी आएँगी भागे-भागे ,
चल मेरे घोड़े .........................
मौसी मेरी भोली-भाली, उसके साथ बजाएँ ताली
चल मेरे घोड़े .........................
2. ‘दादी अम्मा ने बोया दाना’
“ दादी अम्मा ने बोया दाना
गाजर का था पौध लगाना
गाजर हाथों-हाथ बढ़ी
सोच तोड़ इसे ले जाऊँ
हलवा गरमा-गरम बनाऊँ
खीची चोटी जोर लगाया
नहीं बना भई नहीं बना
काम हमारा नहीं बना
और बल ु ाओ एक जना
फिर बढिु ़या का बढु ढ़ा आया
दोनों ने मिलकर जोर लगाया
3. ‘घर बनाएँगे प्यारा ’
“ घर बनाएँगे प्यारा, एक घर बनाएँगे-2
घर में होगा एक कमरा, कमरे में बैठी अम्मा ।
अम्मा के साथ-साथ खाना खाएँगे
घर बनाएँगे प्यारा, एक घर बनाएँगे-2
110 कमरे में बैठे पापा,
पापा के साथ-साथ घमू ने जाएँगे,

कमरे में बैठे दादा
दादा के साथ-साथ टी.वी. देखगें े
घर में होगा एक कमरा , कमरे में बैठी अम्मा ।
कमरे में होगा ........
भइया के साथ-साथ मस्ती करें गे
धमू मचाऐ ंगे
कमरे में बैठी बहना
बहना के साथ-साथ गाना गाएँगे
घर में होगा एक कमरा, कमरे में बैठी अम्मा ।”
4. ‘ पापा ’
“ पापा पापा मेरे पापा
दरू -दरू ले जाते पापा
मम्मी-मम्मी मेरी मम्मी
रोज़ खिलाती मेरी मम्मी
दादा-दादा मेरे दादा
सच बोलना सिखलाते दादा
दादी-दादी मेरी दादी
कहानी रोज़ सनु ाती दादी
भैया-भैया मेरे भैया
मझु े रोज़ समझाते भैया
मेरे घर में सब हैं प्यारे
अच्छे-अच्छे न्यारे -न्यारे । ”
5. I am a Member of my family
by Jo Eklof
“ I am a member of my family
We live together peacefully
We help each other really 111
I am a member of my family”
My Family
Additional verses
We love each other…………………
We’re kind to each other………………….
We laugh with each other…………………
We take care of each other……………….
We play with each other………………....
We smile at each other…………………..
We hug each other………………………
We cheer up each other…………………
6. My Mamma’s Cookies: Chanting Game
Clap and sing this chant. You may also encourage children to do it in a
pattern from simple to complete, for e.g., “clap-click-clap-click-clap”.
Include teacher-made musical instrument or tambourine (dhaphli) to
emphasis the musical beat. Let children repeat after the teacher.
“Mamma baked some cookies for the cookie jar
I ate a cookie from the cookie jar
Sister ate a cookie from the cookie jar
Brother ate a cookie from the cookie jar
Papa ate a cookie from the cookie jar
We all love cookies from the cookie jar”.
(You can encourage children to add the names of family members.)
7. Brush brush your Teeth
“Brush brush your Teeth
Brush, brush, brush teeth
Brush them everyday
Father, mother, brother, sister
Brush them everyday”
Additional verses:
♦ Wash, wash, wash your face…..
♦ Comb, comb, comb your face…
8. Every Mouse and Bumblebee
“Every mouse and bumblebee
112 Every mouse and bumblebee

Every bird up in a tree

Every caterpillar and lady bug
Loves to feel his mother’s hug
Every bear so fat and funny
Loves his mother more than honey
Just as woodland creatures do
Mother that’s how
I Love You”.
9. We are a family
by Jackhartmann
“We’re big – We’re big
We’re small – We’re small
We’re young – We’re young
And we’re old – We’re old
We’re all different people living together with love.
We laugh – We laugh
We play – We play
We learn – We learn
everyday – everyday
We’re all different people living together with love.
Together with love.
And we – we
are –are
a–a
family – family
living – living
Together – together
Together – together
Chorus
We are a family – family
Wherever we may go
We are a family – family
I can feel our love – grow
I can feel love grow”. 113
My Family
10. Sing the song
(To the tune of “Mulberry Bush”)
“This is the job we do at home,
Do at home, do at home.
This is the job we do at home,
My family and me!
This is the way we wash the clothes
Wash the clothes, wash the clothes
This is the way we wash the clothes
My family and me!”.
Additional verses:
♦ Wash the dishes….
♦ Fold the clothes…
♦ Sweep the floor…
(Keep on adding the jobs which the children name)
11. Five little monkeys jumping on the bed

“Five little monkeys jumping on the bed
One fell off and bumped his head
Mama called the doctor
And the doctor said,
No more monkeys jumping on the bed.
Four little monkeys jumping on the bed
Three little monkeys jumping on the bed
Two little monkeys jumping on the bed
114 One fell off and bumped his head
One little monkey jumping on the bed
Put those monkeys right to bed”.
12. The farmer in the Dell

“The Farmer in the dell
The Farmer in the dell
Heigh-ho the derry-o, the farmer in the dell.
The farmer takes a wife
The farmer takes a wife
Heigh-ho the derry-o, the farmer in the dell.
(You may choose husband, friend/ wife)
The wife takes a child
The wife takes a child
Heigh-ho the derry-o, the wife takes a child
The child takes a dog
The child takes a dog
Heigh-ho the derry-o, the child takes a dog
The dog takes a cat
The dog takes a cat
Heigh-ho the derry-o, the dog takes a cat
The cat takes a rat
The cat takes a rat
Heigh-ho the derry-o, the cat takes a rat
The rat takes the cheese
The rat takes the cheese
Heigh-ho the derry-o, the rat takes the cheese
The cheese stands alone
The cheese stands alone
Heigh-ho the derry-o, the cheese stand alone
115
My Family
Movement, Experiences and Activities PS I PS II EPC
1. Prepare ‘Smiley shapes’ and spread them on the floor. Let children
jump from one smiley shape to another.
2. Write each child’s name with a logo on the smiley shape. Keep the smiley
shapes on the floor in a circle or keep them on the chairs. Play music
and ask children to walk around the circle of smiley shapes. When you
stop playing the music, children will run to sit on her/his name smiley
shape.
3. Mummy says (Played like Simon says): Mummy says, “Touch your
ear”; and so on.
4. Mother may I: This is an old game. Make one child as a mother and the
remaining will act as her children. Before making a move children will
ask, “Mummy may I take two steps forward”? The child as a mother will
say, “yes, but only if you brush your teeth”. (Replace mummy with other
members of family).
5. Throw socks in a basket: Collect old socks. Let children roll them
up. Keep a basket or a tub at a distance. Let children throw the rolled
up socks in a basket. (You need to make it clear for the children to
understand that they have to fold and put their clothes away at home).
6. I’m a driver: Line up the chairs together as a car and encourage
children to take turns as if s/he driving the family car.
IX. STORY TELLING TIME PS I PS II EPC
X. CONCLUDING THEME
● Ask children to share the family book with the class.
● Ask them to explain the roles and responsibilities of their family
members.
● Develop a checklist and use it to record children’s participation.

1. भोलू भलु क्कड़ (NCERT) 3-6 year old
2. कुतबु की सैर (NCERT) 4-8 year old
3. किसना (NCERT) 4-8 year old
116 4. सात चिडि़याँ (NCERT) 4-8 year old
5. सावन का मेला 4-8 year old

6. Goldilocks and the three bears 3-6 year old
7. मेरी बहन नेहा (NBT) 4-6 year old
8. अम्मा सबकी प्यारी अम्मा (CBT) 3-6 year old
9. मेरी माँ (CBT) 3-6 year old
10. मर्
ु गी माँ और चनु मनु 3-6 year old
11. Mother is mother (CBT) 3-6 year old
12. Families (Thomson Press) 4-6 year old
13. My mother (CBT) 3-6 year old
14. अम्मा नानी का चश्मा (Barkha Series) 4-8 year old
15. Goldilocks and the three Bears 3-6 year old
16. बाँस का घर (N.B.T.)
17. A house of bamboo (N.B.T.) 6-8 year old
18. A visit to the city market (N.B.T.) Pre-school
19. The sun and the moon (N.B.T.) 6-8 year old
SAMPLE CHEKLIST FOR THE THEME : MY FAMILY

Name of the Child:
Dates:
Detailed
Teaching
Comments
strategies
Y/N (How well
for further
the child is
action
doing)
2. atch and sort things according to mother
M
and father items.
3. Use crayons to draw the week’s theme. E.g,
“My Family”.
4. Dramatics make-believe situations for e.g.
“Being a mother/teacher/father”.
5. What new words did the child learn?
6. Show balance and control for ball skills.
7. What did the child learn about colours:
♦ Match colours
♦ Identify colours
♦ Name colours
♦ Sort colours
8. What did the child learn about shapes:
♦ Match shapes
♦ Identify shapes
♦ Name shapes 117
♦ Sort shapes
My Family
Detailed
Teaching
Comments
strategies
Y/N (How well
for further
the child is
action
doing)
9. Thread beads.

10. Count atleast ten everyday object readily.
11. Can identify numbers 1-5.
12. Did the child learn about pre-number
concepts? (covered under the theme)
13. Is the child showing interest in story books
and other environment print?
♦ Listening
♦ Speaking
that letter sound.
17. Say the sound of a specific letter/word that has
been covered in a theme.
theme).
19. Create her/his own story.
20. Sing along with rest of the children.
21. Use the appropriate vocabulary to describe
the relationship in a family.
22. Identify and talk about oldest to youngest in
her/his family.
23. Share information about their families.
118

Theme 4
My Animals
Young children have a natural curiosity about animals. They love to talk and
listen to stories about animals. Many concepts can be taught /learnt from
a well planned theme of animals like colour, size, shape, number and so on.
Children become aware of physical characteristics of animals, what they
eat, where they live, uses of animals, babies of animals and also develop
sensitivity and an understanding of animals.
The world of animals is a big world and thus many sub-themes from this
single theme can be developed such as, common animals, water animals,
insects, farm animals, birds, jungle animals etc., depending on the age,
needs and interests of the children.
But it is important to remember that a well planned ‘animal theme’ must
include visits or excursions, a visitor to the ECCE Center who will bring
animals for study and observation. This will give the children first hand
experiences. Ideas and sub-themes under the main theme animal has a
wide range. Examples for sub-themes may include, farm animals (cows,
buffaloes, hens, roosters, pigs, goats); zoo animals (elephants, tigers, lions,
monkeys, bears etc); pets and domestic animals; jungle animals; insects
(bees, spiders, ants, butterflies); animal babies; birds (specific birds common
to locale); animals that live underground and so on.
It is necessary to satisfy the children’s curiosity about animals by
creating an interesting plan around animals that include opportunities for
studying and learning about the size, colour, sound, number, shape, food
etc., along with the physical characteristics, habitats and uses of animals.
By talking about animals through a well integrated thematic plan, children
develop sensitivity and also understand the need for proper care of animals.
To begin with, children can be asked to bring any picture of an animal or
a toy animal or any book on animals. All the items can be kept in the centre
during “morning circle time”. Select any animal and encourage the children to
say what they know about that animal. They may also be asked to talk about
their favourite animal followed by finger plays or poems and rhymes
Theme: Animals
CARE OF ANIMALS
ANIMALS
Food
• Jungle
Water
• Pet
Veterinarian
• Farm
• Water
Animals
PRODUCT FROM
ANIMALS SHELTER
(How animals help us) (Animals live in various
places or environments)
• Open and Nature
• Houses
• Fenced areas
BABIES OF
ANIMALS
MOVEMENT OF ANIMALS
• Run
• Crawl
• Fly
• Jump
• Hop
• Swim
120

PS I
• Match similar animals

ANIMALS AROUND US • Identify local animals and birds
• Name of the animals and • Name common animals and birds
birds in our surroundings • Classify between animals and birds
• Animal sound • Size of animals (big and small)
• Animals/birds inside • Initial sounds of common birds and
home/outside home animals
CARE OF
ANIMALS
• What we can do?
MY PET
• Discuss love, care and
Animals
empathy • Talk about
• Sound (pet)
SOUNDS AND MOVEMENTS • Identify

• Sounds and movements of local • Imitate
animals and birds • Express
121
My Animals
PS II
• Discuss
• Explore
• Identify • Use New Words
• Name • Identify
• Seriate • Develop
• Initial and ending • Sensitivity
• Sounds
• Use new words
• Seriation • Related vocabulary
• Tall, taller, tallest • Gross Motor control
• Short, Shorter, CARE OF ANIMALS • Body Coordination
Shortest • Food we give to eat. • Think
(hay, chapati, peelings, etc.) • Imagination
• Water
• Caring and Protecting
ANIMALS AROUND US
• Types of animals
(Pet, jungle, farm and
MOVEMENT OF ANIMALS
water animals)
• Fly as a bird
• Hop as rabbit
• Crawl as a snake
• Swim as a fish
Animals
SHELTER
• Homes of animals BABIES OF ANIMALS
(Nest, cage, tree, cave etc.) • Farm, Jungle and Pet
• Need of shelter HOW ANIMALS HELP US Animals
• Cow gives us milk
• Hen-egg.
• Dogs-take care of houses
• Observe
• Name • Match
• Match • Identify
• Identify • Observe
• Draw and colour • Awareness • Compare
• Colouring • Related vocabulary • Related vocabulary
• Related vocabulary • Identify initial and end
sound
• Identify
EPC • Related vocabulary
• Concentrate
• Fine and large motor skill
• Think • Think
ANIMALS AROUND US • Classify • Creativity
• Types of animals • Describe • Explore
♦ Jungle, pet , farm and water • Seriation • Body movement
animals • Visual discrimination • Co-ordination
• Related vocabulary • Use new words
• Why do they live in jungle, • Read and write
water or as a pet
• Load carrying animals MOVEMENT OF ANIMALS
• Music, creative
• Match movements
• Think • Name • Sound and dance
• Match • Read and write
• Read and write • Related vocabulary
• Describe
• Classify • Discuss
• Reason • Aware
• Visual discrimenation • Enhance vocabulary
BABIES • Sensitize
• Recall babies
• Introduce more
SHELTER
• Need of shelter CARE OF ANIMALS
• Natural and open house • Medical treatment
(den, holes) • Veterinary doctor
• People make houses for
keeping pets
• Name of the animal houses CHARACTERISTICS
Animals OF ANIMALS
• Camel has a hump
• Zebra has stripes
SOUND AND MOVEMENTS • Fish breathe through gills
• Sounds and movements of • Lion has a mane
local animals and birds • Elephant has trunk
• How animals protect
themselves
PRODUCT FROM ANIMALS
• Identify • What animals give us?
• Imitate ♦ Milk, wool, egg and meat
• Express ♦ Uses of these products
• Discuss
• Awareness
• Match
PLANT EATERS FLESH EATERS • Relate
Giraffe Lion • Awareness
• Read • Enhance vocabulary
Cow Tiger • Read and write
Goat Vulture • Write
• Related vocabulary • Classify
Buffalo
VISITS
• Pet stores
• Home where pets can be
observed
VISITORS • Zoo
• Parent with a pet
• Story-teller
• Veterinarian
ART
• Drawing, colouring, pet
collage, finger painting,
clay modelling, tearing
Sample pasting, animal mask
Sub theme
on Pets
MUSIC AND
MOVEMENT
• Rhymes about pets
• Creative movement SOCIAL AND
• Gross motor games EMOTIONAL
or pets EXPERIENCES
• Care and needs of
particular pets
• Pet babies (care, food)
COGNITIVE EXPERIENCES
• Size of pets
• Colours LANGUAGE AND LIBRARY
• Sounds EXPERIENCE
• Kinds of pets • Talk about pet animals
• Pictures, cards, slides of pets
• Puppets of pets
• Dramatisation of stories on pets
124

ANIMALS
Objectives: To provide experiences and opportunities for children to learn:

1. Animals have various kinds of physical characteristics, habitat, body
parts and food.
2. Animals are found all over the world.
3. There are farm animals, wild animals, zoo animals, domestic animals
and birds.
4. Animals move in different ways.
5. We can see wild animals in a zoo.
6. Children understand how animals help humans.
MATERIALS
1. Brown paper/green paper 13. Soap

2. Leaves 14. Sponge
3. Ice-cream sticks 15. Towel
4. Match box sticks 16. Plastic toy animal
5. Nylon string 17. Crayons
6. Cut-out of animals 18. Water colours
7. Cut-outs of story cards 19. Masks of animals
8. Puppets of animals 20. Bird feathers
9. Pictures of animals 21. Animal puzzles
10. Tub 22. Dominoe cards
11. Sand 23. Flash cards
12. Tambourine (daphali)
THEME – RELATED VOCABULARY
1. Animal 4. Zoo
2. Bird 5. Jungle
3. Baby 6. Pet
7. Farm
8. Action words related
125
My Animals
Theme Board
This bulletin board is focused on animals. Two bulletin boards may be
developed, e.g., ‘Jungle animals in the zoo’, ‘Pet animals’. Involve children
in making these bulletin boards. When the children are involved in creating
this board they will be able to explore and understand the topic better.
● Crumple the used brown paper to give the effect of the trunk of a tree.
Attach leaves made with green paper.
● Use ice-cream sticks or match box sticks for creating a fence across the
bottom of the bulletin board.
● Attach a nylon string across the top of the board over the tress. Attach
‘monkeys’, ‘owls’, ‘birds’ using clothes peg.
● Give children cutout of animals and let them place these on the board.
● Finally title the board¬¬: “Our Jungle animals” or create a zoo scene
and give a title “Welcome to the Zoo”; “Our little pets”.
Animals
126


FINGER PLAYS PS I PS II EPC
1. This little cat said meow-meow

“This little cat said meow-meow
This little dog said bow-bow
This little pig said grunt-grunt
This little cow said moo-moo
This little fish made bubbles
They were so good,
I took them all home!”
2. This Little Cow
“This little cow eats grass.
This little cow eats hay.
This little cow drinks water.
And this little cow does nothing.
But lie and sleep all day”.
3. Five little owls
“The first little owl has great, round eyes
The second little owl is of very small size
The third little owl can turn her head
The fourth little owl likes mice, she said
The fifth little owl flies all around,
And her wings make hardly a single sound”
4. Here is a bunny
“Here is a bunny
With ears so funny
And here is his hole in the ground
When a noise he hears
He picks up his ears
And jumps in his hole in the ground”. 127
My Animals
If possible, slides of animals may be used during
PS I PS II EPC
the discussion about them. Do not talk about
more than 5 to 6 animals at a time with young group of children.
Conversation/Discussion Ideas (Morning circle time)
Before beginning to talk on animals, ask the children what they know about
animals, who has a pet; who has visited a zoo etc.
Take notes on white/black board in front of the children. Let them see that
what they are talking, you are writing those things.
● Animals have different kinds of physical characteristics.

● Animals move in a variety of ways.
● Animals live in various places or environments and in various kinds of
homes (trees, jungle, zoo, desert, on the land, underneath the ground,
near garbage, in water).
● Animals eat a variety of food.
● Animals grow and change.
● Animals make different sounds (these sounds may have a particular
purpose).
128 ● Many animals are useful to humans.
● Animals protect themselves in various ways.

● Common animals that children have seen in their immediate
environment. Try to let
♦ Jungle animals children see
animals and
♦ Pet animals (before the pet arrives in the classroom discuss about birds eating
safe ways to watch and care for it) and drinking
♦ Zoo animals water.
♦ Farm animals
♦ Birds Help children
♦ Water animals find answers to
questions how
● Discussion of a particular animal by children animals move,
(Provide a variety of picture books and information books on animals in get their food
the language area. Encourage children to look at the books, turn pages, and protect
themselves.
ask questions etc.)
After doing the conversation, revisit the white board and read the words
and let the children follow you. Provide the “wild animal theme word
list” to each of the children. Let each child read aloud those words. Then
introduce “wild animal word wall words”. Introduce 4-5 words per
week. Write and hang these words where everyone can see them.

PS I PS II EPC
1. Picture talk/Show and tell
● Display pictures of zoo animals. Say, “I went to the zoo and saw a “_____”.
Let the child select a picture and talk about that animal. Similarly, give
toy animals to children or ask parents to send any small toy animal Ask open-
ended question
along with their child, one week before the theme has started duly -what do you
labeled with the child’s name. Encourage children to talk about their see in the
toy animal turn-wise. After the theme is over, return the toys to the picture? “What
children. is happening”
● A set of animal pictures or flash cards can be used for naming the
animals where each child will choose the animal card and talk about Observe and
assess their
that picture (same animal picture cards can be used for classification
cutting skills.
activity).
● Older children should be provided with old magazines, old story books,
discarded workbooks where they can find animal pictures and then cut
for preparation of learning material. (This will also serve for fine motor
development activity where children will use blunt scissors).
Classification activities at the verbal level also help develop critical
listening.
2. Odd one out: E.g., tiger, dog, cat, apple
129
3. Sounds of Animals: Encourage children to think about the sounds
animals make. Involve them during circle time and encourage them to
My Animals
talk about animals they have seen and heard. “What sound they make?”
Do they all make the same sounds?” Sing animal sound rhymes.
4. Let the children sit in a circle. The teacher should pin a picture of an
animal/bird on the back of any child’s shirt/dress in such a way that
the child does not get to know what the picture is. Let her/him go round
the circle with her/his back towards the children so that they can see
the picture. The child with the picture has to now guess what is in the
picture by asking the other children for clues, for example, ‘Is it an
animal?’ ‘Does it have big ears?’ ‘Is it seen in the forest?’ etc. When the
child gets the correct answer all the children should clap.
5. Play a game of ‘rhyming’ with the children. Let them sit in a semi-
circle. The teacher can start the game by giving a simple, familiar word
for example, ‘cat’. Each child by turn has to give a word that rhymes
with this word. For 4-5 year old children, it is not necessary that the
word they give is meaningful since they do not yet have a large enough
vocabulary.
6. Animal riddles
Helps the
child develop ● Animal riddles- The teacher or the children can give the class a riddle
sensitivity to for a particular animal. The children guess what animal it is and answer
the sounds of
words. the riddle e.g.,
लाल-लाल चोंच है मेरी
हरा-हरा कोट
बताओ मेरा नाम (तोता)”
● Develop simple one-line riddles and ask children, “I say Quack, Quack.
Who am I?” OR “I am an animal with a long trunk. Who am I?” The riddle
should include some significant clues, for example, “quack” and “trunk”.
● Older children can be encouraged to create an “animal riddle book” and
keep on adding riddles during the year.
7. Record common animal sounds and encourage the children to identify
the animals.
8. Rhyming Game: Name a word. Take turns naming PS II EPC
Do children
a word that rhymes. When you run out of words the
understand
what a rhyming chain is broken. Start the game again e.g., Cat-Bat, Rat-Hat, Goat-Coat,
word/game Bhalu-Aaloo….
consists of?
9. Ask for a particular word that rhymes with the word you give
♦ What is that animals name that rhymes with
● Bat? (Cat)
130 ● Log? (Dog)
10. Story-telling:

● Read aloud stories about animals. Ask children to
● Flannel board story with cutout figures of animals. act out a story
● Dramatisation of story by children.

● Collect age appropriate stories on “Animals” and make children sit in a
close circle for story-telling.
● Speak slowly and clearly so that all children (Language delay, etc.) can
understand. Read the story again at a slower pace if required.
● Involve parents for story-telling/puppet play.
Ghar Ki Khoj (NCERT Publication)

● This is a sequence based story. The story talks about different animals.
You may add more animals. You may also create cutouts of the story
characters and use it for the flannel board story.
The story book, flannel board and the cutouts or the story cards/pieces
can be kept in the language area for the children to enjoy whenever they
wish. You can also involve children to dramatise the story. This helps to
develop memory and sequencing skills.
11. Puppet Play

● Make variety of animal stick puppets for dramatisation, for demonstrating
animal sounds and other characteristics. Involve the children to
make animal puppets. You can also use these for categorising animal
characteristics.
● Take a small paper or thermocol cup and cut a small circle on one
side so that a child can put her/his index finger into that hole to
make the elephant’s nose. Attach ears on both the sides and also
attach eyes.
● Take a paper plate and let children draw face features of a lion on it.
Help children in attaching fingers to the outer rim of a paper plate.
Attach a stick to it. You may have plenty of stick puppets and create a
parade of animal puppets.
● Box puppet.
PS I PS II EPC
Reading and Writing Readiness
1. Make “Animal Scrapbooks”: Let children collect as many pictures
as possible for each animal. Help them paste these in the scrapbook.
Older children collect information about animals along with pictures of
animals. For older children, encourage them to write something about 131
each animal.
My Animals
2. Paste plenty of animal and bird pictures on separate thick small cards
beginning with different letters for e.g., dog, duck, dolphin, elephant,
eagle, alligator, ant, cat, cow, lion, leopard, lamb and so on. Make
a pocket bag containing pocket for each letter. Paste or sew fabric/
sandpaper letter (A-Z) on each pocket. Show an animal/bird picture
to children and ask them to identify it. Let the children say its sound.
Then ask her/him to put in an appropriate pocket in the bag (Hang the
bag on the wall for everyone to see it). You may use this pocket bag for
matching letters, matching body parts, matching vehicles to letters and
so on.
3. Send a note home to the parents and also tell them to encourage children
to look at print in the environment such as signs, labels and logos.
Ask the parents to send some items with words (animal pictures, food
etc.) to school for their child.
4. Display the print which the children have brought at their eye level.
Encourage each child to read the environment print s/he has brought
to school. Move your index finger under the words as the child reads the
words. Make each child’s ‘My first book of words’. Paste all the pictures
with words onto her/his book.
5. Children can be asked to play the game of Antakshari. Let them sit
in a semi-circle. The teacher can start the game by saying a word, for
example, ‘cat’. The next child has to make a word with the last sound of
the word i.e., ‘t’ and so on.
6. Buried sandpaper letters PS II EPC
● Take a small tub and fill it with sand.
Draw children’s ♦ Take 5-6 cutouts of letters made out of sandpaper and bury them
attention to
the letters and
in the sand tub. Place it on a table easily accessible to the child or
words. place it on a floor.
● Call one child at a time and let her/him search for letters.
♦ After taking out the buried tracing of letters, the child can do
For visually Matching of letters
impaired
children, use ● The child can sort the letters as upper case (capital) and lower case
large magnetic (small) letters.
letters or large
sandpaper cut ● Older children can match the upper case with lower case letters.
outs of letter.
● Children can trace their fingers on each sandpaper letter.
7. Call out any animal’s name e.g., ‘DOG’, ‘DUCK’ and ask the children to
say the initial sound. Ask the older children to say other names that
start with the same sound.
132
Let the children use the letter stencil and trace it. Later, ask them to fill
colour inside the letter.
8. Make worksheets for older children where on one side there are pets
and on the other side there are pictures of their food or homes. The
appropriate name/word is written under each picture and encourages
the children to match the picture of an animal with their home/food.
9. Let the older children write the name of their favourite animal EPC
on the cover of the book along with related vocabulary inside
10. Write names of animals on cards, encourage children to read the name
Each child’s
and draw the picture. Involve children in making and writing greeting ‘book of words’
cards or quick notes. can be placed
in the Library
11. Phoneme Blending
Area where
Prepare animal picture cards such as cat, dog, pig, rat, speak out aloud, the children
“I am going to say an animal’s name, listen to the sound carefully and can readily
access it and
guess the name of the animal”. Teacher says each phoneme sound (/c/-
also share it
/a/-t/) and children have to guess the name of the animal. The picture with friends
of the animal can be shown.
12. Initial sounds (Phonological awareness)
● Place animal picture cards that starts with two different initial sounds For children
for e.g., ‘c’ (क) and ‘d’ (ड) (picture of cow, cat, crow, dog, duck, donkey) who have
difficulty
● Let the children identify each picture and say the initial sound. Show in auditory
one picture at a time and ask for the initial sound. discrimination
repeat the
● Later with older children ask them to sort pictures of animals on the initial sounds.
basis of initial sounds.
13. Pass the Picture (Phonological awareness)
● Make children sit in a circle.
● Keep animal picture cards in a small container/box.
● Explain the activity to children.
● Play the music or daphali and the children will start passing the
container or box. When the music stops, the child who is holding the
box will take out one picture and tell everyone the name of an animal,
initial sound of that name and also say a word that starts with the same
beginning sound for e.g., The child picks a picture of a dog so s/he
may say, “dog-drum”. To play the daphali/music again and the activity
continues until all the children gets a chance to name a card.
14. Listen to the initial sound in your name: If your name begins like
‘Bear’, ‘Butterfly’, ‘Buffalo’ then please stand up. If your name begin like
Monkey and Mouse, then go to the blocks area.
15. Create an animal alphabet book and let children say the name of an
animal, the initial letter sound. Ask older children to recognise the first 133
letter of each animal in the book.
My Animals
16. Encourage the children to make letters from the play dough and match
the initial sound with the pictures of animals. Encourage older children
to name the letters they’re making.
Observe children and consider ways of enriching their play with print.
II. VISITS and VISITORS

1. Plan visits for places where animals are found or call people from the
community, parent who can bring animals/pets to the ECCE Center.
You can plan a visit to a ‘farm’, pet store etc. You may also call a story-
teller to tell/create a puppet play on animals; a parent can bring a pet;
you can plan a visit where they can see fishes in an aquarium.
2. Invite a veterinarian or a pet store owner to give bath to a pet in front of
the children.
III. SOCIAL AND EMOTIONAL PS I PS II EPC
DEVELOPMENT
● Help children learn that we all should take care of animals and not hurt
them (through activities and discussions).
IV. DRAMATIC PLAY PS I PS II EPC
1. Set up a small zoo somewhere in the preschool or in the classroom for

all the children to visit. Keep all the soft toys, toy animals and arrange
accordingly. Also, keep baby toy animals.
2. Provide a small tub or container filled with water and let the children
play with plastic water animals.
3. Provide a small tub of water. Tie a small magnet to a string attached
to a stick. Cut small simple fish shapes out of thermocol or styrofoam
sheets. Attach a safety pin or paper clip to each fish. Let children do
fishing.
PS I PS II EPC
V. ART EXPERIENCES AND ACTIVITIES
Observe 1. Involve children in making animals mobiles e.g., ‘pet mobile’ for the
and record week when you are talking about pet animals that you can hang from
children’s
attention span. the ceiling.
2. Tearing and pasting coloured/newspaper pieces onto a picture of an
animal.
3. Finger painting in a picture of animal such as cat, fish etc.
134
4. Rolling animals made from toilet paper roll.

5. Pet Collage: Picture of pet animals cut from old magazines and creating
a collage.
6. Clay modelling and play with plasticine.
7. Involve children in making masks of animals. You may use it during
story-telling, ask children to retell the story or simply use them during
movement activities.
8. Provide lots of fabric pieces (you may get these waste from tailor) in
different patterns such as striped, dots etc. Collect leather scraps also
and encourage older children to do collage work of animals using these
materials.
9. Collect pictures and let children create ‘farm animal collages’.
Observe each
10. Make ‘Bird collage’ from collection of seeds. child without
judging.
11. Use bird feathers for painting and collage.
12. Colouring inside a picture of animal—pet, jungle animal etc.
13. Involve children in making and decorating animal masks and use them
during story-telling, dramatisation and music and movement activities.
14. Get children involved in making ‘Book Marks’. For the ‘animal’ theme
book, show pictures of animals on the Book Mark.
15. Provide cut-outs of shapes and help children create different shaped
fishes. Attach eyes.

AND ACTIVITIES PS I PS II
1. Place few toy animals in the block area. You may also keep some grass,
leaves, twigs, shoes, boxes etc, in the block area. Encourage children to
build a zoo with blocks and other materials.
2. Provide two to four pieces of animals puzzles
PS I PS II EPC
for children. (Cut pictures of animals from old
magazines/ newspaper and paste them on the pieces of mount board.
Cut them into two/three/four/five pieces and give it to the children
according to their ability).
Older children can do the seriating cards in ascending and

135
descending order.
My Animals
3. Paste pictures of some animal in different sizes on the thick board for
e.g., elephant in different sizes on five cards. ‘Seriating Cards’ are ready
for ordering activity. Ask the children to look closely at the pictures.
Demonstrate the activity and then ask the children to arrange the
‘elephant cards’ from biggest to smallest and vice-versa.
4. Have cut-outs of puppies and let children sit and count the puppies.
Observe who
is counting. Sing a altered version of the rhyme “Mary had a little lamb”. Sing –
“Reetu had five little puppies, little puppies; little puppies, Reetu had
five little puppies, let’s count them as they run one, two, three, four and
five.”
Play a touch and count game in which children pretend to count Reetu’s
puppies as they sing the rhyme. Substitute the number in the rhyme
and continue the song.
5. Have five pictures of animals and arrange them in a row. Also have
pictures of baby animals and ask them to match and keep the baby
animal under each animal.
6. Categorisation games
● Let children sort animal picture cards into categories such as pets,
jungle, water, birds, insects and animals that live underground. Collect
pictures of many kinds of animals and paste them on the square pieces
of cardboard. Let children sort these cards into categories–animals that
fly or that do not fly; animals that provide food for us; and so on.
● Divide children into small groups. Distribute these cards among each
group. Call out a characteristic of any animal and let the children
raise and show their card (or cards) of animals that have particular
characteristic. For example, call out: “Hold up and show your animal (or
animals) if it eats grass” or “Hold up your animal (or animals) if it lives
in water”.
● Place a variety of animal pictures on the floor/table. Let children classify
these according to their habitat, e.g., farm animals, pet animals, simple
animals etc.
7. Make children aware of how animals are useful to us. Make self-
corrective picture puzzles of animals and their uses. Let the children
match the two sets of cards, for example, the picture of a bull is to be
matched with a bullock cart, that of a cow with milk, and so on.
8. Odd-one out or visual discrimination: Paste pictures of three animals
and one bird on a cardboard strip e.g., elephant, monkey, tiger and hen.
Then ask children to identify each animal and ask which is the odd-
one-out and why? Make many such visual discrimination strips.
136
9. What comes next?: “Monkey, rabbit, rabbit, monkey, rabbit, rabbit
…….” Ask what comes next? (children say, “monkey”).
10. What did I repeat?: “Cow, cat, cow, dog…….” What did I repeat?
(children say “cow”).
11. What is missing? : Place four to six pictures of animals on the floor/
table. Show the pictures to the children. Then ask them to close their
eyes. Remove one picture. Then ask the children which is the animal
picture missing.
12. Sequential story on animals: Print the story and depict it on five cards.
Let children place the story in the correct order and say the story.
13. Animal Dominoes: Paste pictures of animals on the cardboard. Each
dominoe card has two animal and bird pictures. Let children play this
in a small group. This is a matching activity where you distribute one
dominoe card to each child and keep one dominoe card in the centre.
Let each child (turn-wise) match her/his animal to the dominoes kept
in the centre of the circle.
14. Animal Homes (Sorting): Sort out flash cards of different animals
along with their habitat. You can also use flannel board for this. Divide
the flannel board into land, water, sky and let the children tell which
picture goes where.
15. Animal number match: Make self-corrective puzzles (1-10) with sets of
animal designed to link with numerals.
16. Sea-shells Counting: Collect small sea-shells as materials for counting,
classifying and numeral game marker. Similarly you can give pictures of
animals to count.
VII. MUSIC AND MOVEMENT EXPERIENCES

MUSIC EXPERIENCES PS I PS II EPC
1 जंगल में जानवर खेलते हैं Observe that

children move
“ जंगल में जानवर खेलते हैं to the beats,
हम भी खेलेगें वैसे–वैसे rhythm and
music.
हाथी सँड़
ू उठाता है
उठाता है, गिराता है
हाथी सँड़
ू उठाता है
उठाता है, गिराता है
हम भी करे गें वैसे
जंगल में जानवर खेलते हैं
हम भी खेलगें वैसे–वैसे
शेर गरज कर आता है 137
आता है, जाता है
My Animals
हम भी गरजेगें वैसे
हम भी खेलेगें वैसे–वैसे
खरगोश उछल कर आता है
आता है , जाता है
हम भी उछलेगें वैसे
हम भी खेलेगें वैसे–वैसे
जंगल में साँप रें गता है
रें गता है, रें गता है
हम भी रे गेंगे वैसे
हम भी खेलेगें वैसे ”
2 जंगल से निकले दो भालू
जंगल से निकले दो भालू -2
हाथ में के ले और आलू -2
आलू खाते, के ले खाते,
पेट हिलाते, दमु मटकाते
चले शहर की ओर-2
भालू बोले–अब हम मेले जायेंगे,
वहाँ खबू उधम मचायेंगे-2
एक छोटा था, एक मोटा था - 2
पेट में कुछ-कुछ होता था
हा-हा-हा
के ले खाकर , छिलके फें के
कुछ दाएँ फैं के , कुछ बाएँ फैं के -2
कुछ ऊपर कुछ नीचे फें के -2
और वह छिलके फें कते गए फें कते गए
फें के पीछे फें के आगे-2 फिर वह जोर-जोर से भागे – 2
पैर पड़ा जो छिलके पर
मोटा गिरा धड़ाम हा-हा-ही
138 चले शहर की ओर”

3 हम तो बंदर की शादी में जाएगं े
“हम तो बंदर की शादी में जाएंगे
खबू मस्ती करे गें, धमू मचायेंगे ।
कुत्ता भैया आएगा, सीक-कबाब लाएगा ।
प्यार से वो बोलेगा, भौं – भौं –भौं
हम तो बंदर की शादी में जाएंगे
बिल्ली मौसी आएगी, रसमलाई लाएगी
प्यार से वो बोलेगी, म्यााऊँ - म्याऊँ - म्याऊँ
चिडि़या रानी आएगी, दाल का दाना लाएगी
प्याऱ से वो बोलेगी, चीं – चीं – चीं
खबू मस्ती करें गे, धमू मचायेंगे ।
शेर दादा आएगा, माँस का टुकड़ा लाएगा
प्यार से वो बोलेगा, गरु ्र – गरु ्र – गरु ्र
4. शेर निराला
“ शेर निराला, हिम्मत वाला
लम्बी–लम्बी मछ ँू ों वाला,
तेज नोकीले दाँतों वाला ,
सबका दिल दहलाने वाला ,
हटो–हटो आया शेर,
भागो–भागो आया शेर । ”
5. धम्मक-धम्मक आता हाथी
“धम्मक-धम्मक आता हाथी
धम्मक-धम्मक जाता हाथी
जब पानी में जाता हाथी
भर – भर सँड़ ू नहाता हाथी
कितने के ले खाता हाथी
यह तो नहीं बताता हाथी ”
6. भालू की शादी
“ भालू की अब होगी शादी 139
बारात में जाएगा कौन ?
My Animals
वहाँ बिल्ली मौसी नाचेगी–नाचेगी
ल – ल –ल – ल
घड़ी पहनकर घोड़ा आया
कोट पहनकर घोड़ा आया
कोट पहनकर हाथी , टोप पहनकर बंदर
बंदर के संग साथी
वहाँ बिल्ली मौसी......
चला है कुत्ता यँू टम – टम – टम पर
बिल्ली पैदल जाती
बाकी सब बाराती
वहाँ बिल्ली ......
बबली है बाबा की बेटी
मक्खन खाती लेटी
हाथों में सोने की चूड़ी
रोज उड़ाती हलवा-परू ी । ”
7. Five little monkeys jumping on the bed..
“Five little monkeys jumping on the bed,
One fell off and bumped his head.
Mama called the doctor and the doctor said,
“NO MORE MONKEYS JUMPING ON THE BED!”
Continue 4, 3, 2, and then
One little monkey jumping on the bed.
She fell off and bumped her head.
Mama called the doctor and the doctor said,
“There are NO MORE MONKEYS JUMPING ON THE BED”
(Adapted traditional variation: Children jump like monkeys and using
fingers 5,4,3,2,1)
8. Old Fat Mohan had a Farm (To the Tune of “Old MacDonald Had a
Farm”)
“Old fat Mohan had a farm,
E—I—E—I—O.
And on his farm he had some cows,
140 E—I—E—I—O.
With a ‘Moo Moo’ here and a ‘Moo Moo’ there

Here a ‘Moo’, there a ‘Moo’, everywhere a ‘Moo
Moo’
Old fat Mohan had a farm
E—I—E—I—O.
Continue with other animals
Sheep... Baa-Baa...
Pigs... Oink-oink...
Ducks... Quack-quack...
Chickens... Cluck-cluck...
Horses... Neigh-neigh...”
9. The Ants Go Marching
“The ants go marching one by one, hurra, hurra.
The ants go marching one by one, hurra, hurra.
The ants go marching one by one,
The little one stops to suck his thumb,
And they all go marching down
Into the ground to get out of the rain
BOMB! BOMB! BOMB!
Two...tie his shoe...
Three...climb a tree...
Four...shut the door...
Five...take a dive...
Six..pickup sticks...
Seven...pray to heaven...
Eight...shut the gate...
Nine...check the time...
Ten...say ‘THE END’’
10. On a Farm
(To the tune of "London Bridge is Falling Down")
“Animals live on a farm, on a farm, on a farm
Animals live on a farm, with a farmer
Cows and pigs live on a farm, on a farm, on a farm
Cows and pigs live on a farm, with the farmer 141
Goats and sheep live on a farm, on a farm, on a farm
My Animals
Goats and sheep live on a farm, with the farmer
Hens and chicks live on a farm, on a farm, on a farm
Hens and chicks live on a farm, with the farmer
For younger children and children with language delays, use short and
simple songs that has simple melody. Introduce small verse and repeat.
Rhymes that have repetitive text often help such children. You can modify
the rhymes based on the topic.
Movement Experiences and Activities PS I PS II EPC

Substitute other actions for those children who have motor development
delays and children who are physically challenged.
1. Show the animal movement pictures with words and describe what the
animal is doing. Move your fingers underneath the words. Invite older
children to read the simple text written under the animal picture and
ask, “Can you do like this?” “Let’s do it”. Then encourage children
to perform the same action. If required, demonstrate some of the
movements.
2. The tiger and lamb game: Let the children stand in a circle holding
hands. Let one child be the Tiger (outside the circle) and another the
Lamb (inside the circle). The Tiger tries to come inside and catch the
Lamb but the children hold hands to prevent him. He has to break the
circle and catch the lamb whom he chases. Some simple rhymes can be
used in a repetitive way in such games.
3. Let children say the new words they have learnt and do the movements
for e.g., wiggle, sway, fly, stomp.
4. Let the children move their bodies creatively as you play/sing animal
action rhyme. For example, ask a child, if you could be any bird or
animal, what you would like to become.
5. Let them create their own ways to move their bodies.
6.
Mark a starting point and an ending point on the ground. Then,
encourage children to follow directions as you call out-
“Take three monkey jumps
Take two elephant steps
Take four lion leaps
142
Take five rabbit hops and so on.”

7. Play the game Simon says. Instead of Simon says, substitute with a
child’s name, e.g., Shreya says, “trot like a horse,” “Rahul says, “Sway
like an elephant” and so on.
♦ Hop like a rabbit
♦ Run like a goat
♦ Jump like a monkey
♦ Kick like a donkey
♦ Walk like a penguin
♦ Waddle like a duck.
8. My Silly Cat
● Let children stand in a circle and select one child as a cat. The child who
is the cat goes to each child and says meow in different tones and tries
to make them laugh. When the cat succeeds in making any child laugh
then both the children change places. The other child then becomes the
cat.
9. Obstacle Path
● Set up an obstacle path and let children crawl through it. You may call
out the name of any animal and the children have to find a way to get
to the end of the obstacle path moving like that animal.
10. The teacher calls out the name of an animal and the child does the
action of that animal. For example, Frog-Jump, Kangaroo-Hop, Bird-
Fly, Fish-Swim etc.
Complexity of games varies from age to age
PS I PS II EPC
VIII. STORY–TELLING TIME
IX. CONCLUDING THEME

Encourage children to tell you about-
● What they have learned about animals and birds?
● Let’s name some jungle animals.
● Which is your favourite animal/bird?
● Let’s name some water animals.
143
● How do animals help us?
My Animals
1. Ghar ki Khoj (NCERT Publication)
2. Rupa the Elephant (NBT) (Age group 6-8 years)
3. चिड़ि‍या घर की सैर ( एन. सी. ई.आर. टी. )
4. नाम था उसका आसमानी ( एन. सी. ई.आर. टी. )
5. बंदर जी की दम
ु ( एन. सी. ई.आर. टी. )
6. नन्हे- मनु ्हे गीत ( सी. बी. टी.)
7. चूहे की बारात ( एन. सी. ई.आर. टी. )
8. लालू और पीलू (Ratna Sagar Publication)
9. चलो सर्क स चलें ( एन. सी. ई.आर. टी. )
10. भारी कौन ( एन. सी. ई.आर. टी. )
11. प्यारे -न्यारे बोल ( एन. सी. ई.आर. टी. )
12. तोता और बिल्ली ( एन. सी. ई.आर. टी. )
13. कौवे का बच्चा ( एन. सी. ई.आर. टी. )
14. Tom and the naughty crow (NBT) (Age group 6-8 years)
15. Sonali’s friend (CBT)
16. A tail of tuffy turtle (CBT)
17. The three Billy Goats (Reader’s world)
18. Barber at the zoo
19. Doug the Pug (Scholars Hub)
20. Tat the cat (Scholars Hub)
21. Busy Ants (Nehru Bal Pustakalaya)
22. The fat caterpillar (Frank educational)
23. A visit to the zoo (NBT) (Age group 6-8 years)
24. The Three fishes (Khaas Kitaab)
25. King of the forest (McGraw Hill)
26. The lion and the rabbit (CBT)
27. Three Monkeys (CBT)
28. आज़ाद करो (N.B.T.) (Age group 6-8 years)
29. इनकी दनि
ु या (N.B.T.) (Age group 6-8 years)
30. उदास मछली की कहानी (N.B.T.)
144 31. एक थी बकरी (N.B.T.)
32. कहानी दो कुत्तों की (N.B.T.)
33. कहानी एक तितली की (N.B.T.)
34. कौवे की कहानी (N.B.T.)
35. क्या हुआ ? (N.B.T.)
36. खरगोश और कछुए की दौड़ (N.B.T.)
37. छोटी चींटी की बड़ी दावत (N.B.T.)
38. जंगल में धारियाँ (N.B.T.)
39. टिलटिल का साहस (N.B.T.)
40. जैसे को तैसा (N.B.T.)
41. तितली का बचपन (N.B.T.)
42. तितली और उम्मीदों का संगीत (N.B.T.)
43. दष्टु कौआ (N.B.T.)
44. धानेश के बच्चे ने उड़ना सीखा (N.B.T.)
45. नन्ही खो गयी (N.B.T.)
46. नन्हे खरगोश की बद्ु विमानी (N.B.T.)
47. नन्हे सिंह ने दहाडना सीखा (N.B.T.)
48. नेवला भी राजा (N.B.T.)
49. नौ नन्हे पक्षी (N.B.T.)
50. पहेली (N.B.T.)
51. पँछ
ू (N.B.T.)
52. मधम ु क्खी के अनोखे भ्रम (N.B.T.)
53. मेढ़क और साँप (N.B.T.)
54. शेरा और मिटठू (N.B.T.)
55. शोर मचा जंगल में (N.B.T.)
56. सिंह और काँटा चूहा (N.B.T.)
57. हमारा प्यारा मोर (N.B.T.)
58. हाथी और कुत्ता (N.B.T.)
59. हाथी और भँवरे की दोस्ती (N.B.T.)
60. A baby Hornbill learn to fly (N.B.T.) (Age group 6-8 years)
61. A baby Lion learn to Roar (N.B.T.) (Age group 6-8 years)
62. A crow’s tale (N.B.T.) (Age group pre-school)
63. A helping hand (N.B.T.) (Age group 6-8 years)
64. A real Giraffe (N.B.T.) (Age group 6-8 years)
65. A tale of two dogs (N.B.T.) (Age group 6-8 years) 145
66. A visit to the zoo (N.B.T.) (Age group pre-school)
My Animals
67. Animal world (N.B.T.) (Age group 6-8 years)
68. Busy ants (N.B.T.) (Age group pre-school)
69. A flat for rent (N.B.T.) (Age group 6-8 years)
70. A tale of trouble (N.B.T.) (Age group 6-8 years)
71. Forever friends (N.B.T.) (Age group 6-8 years)
72. Friends of the green forest (N.B.T.) (Age group 6-8 years)
73. Frogs and a snake (N.B.T.) (Age group 6-8 years)
74. How Munia found gold (N.B.T.) (Age group 6-8 years)
75. My life: The tale of a Butterfly (N.B.T.) (Age group 6-8 years)
76. Name that animal (N.B.T.) (Age group pre-school)
77. Nine little birds (N.B.T.) (Age group 6-8 years)
78. Owl ball (N.B.T.) (Age group 6-8 years)
79. Sammy the snail (N.B.T.) (Age group 6-8 years)
80. Set me free (N.B.T.) (Age group pre-school)
81. Tails (N.B.T.) (Age group 6-8 years)
82. Tom and the naughty crow (N.B.T.) (Age group 6-8 years)
83. Tit for tat (N.B.T.) (Age group 6-8 years)
84. Tortoise wins again (N.B.T.) (Age group 6-8 years)
85. Vasu meets a tadpole (N.B.T.) (Age group 6-8 years)
86. Who is sharper? (N.B.T.) (Age group 6-8 years)
Audio CD’s
(ACD-1)
1. चिडि़या और कौआ
2. आसमान गिरा
3. टोपी वाला और बंदर
(ACD-40)
1. बंदर और गिलहरी
2. लालू और पीलू
3. बंदर गया खेत में भाग
(ACD-8)
1. बाल गीत ( गलु ्लक मेरे गीतों की )
146 2. चूँ – चूँ गाना गा चिरै या
3. चहिु या दौड़ियो रे
SAMPLE CHEKLIST FOR THE THEME : ANIMALS
Name of the Child:
Dates:
Detailed
Teaching
Comments
strategies
Y/N (How well
for further
the child is
action
doing)
1. Can identify animal pictures
2. Can describe the colours of animals
3. Can sort the animals pictures by their habitat
4. Can name her/his favourite animals
5. Can sing songs /rhymes on animals
6. Can tell a story about animals with/without
help of pictures /story books
7. Can seriate animals/birds pictures in order
8. Did the child learn pre-number concepts?
9. Can identify numbers 1-5.
10. Retell a simple story in sequence
11. Participate in dramatic play
12. Describe the characteristic of each animal
covered under the theme
13. Can to act and move like animals
(gross motor)
14. Shows interest in story books and other
environmental print
15. Shows improvement in the following skills:
♦ Listening
♦ Speaking
16. Can follow direction
17. Can identify letters and highlight them on paper
that letter sound
20. Did the child learn new words?
21. Can name the animals that begin with the
same letter-sound
♦ Match
♦ Identify
♦ Name
♦ Sort/classify
23. Complete animal self-corrective number puzzles 147
My Animals
Theme: Animals
Name of the Child:
Dates:
WITH CLUE/ NEEDS MORE

S.NO. ALWAYS
PROMPT SUPPORT
1. Talk and use language while doing
activities in small groups
2. Name familiar animals
3. Demonstrate proper use of scissors
4. Point and recognise print when it is
displayed in the classroom
5. Provide appropriate words/labels to
different objects
6. Say the sounds of letters
(covered under the theme)
Another example of checklist
148

Theme 5
Plants and Trees
The theme of Plants and Trees help children to appreciate nature as well
as learn about life cycle of a plant. While giving gardening activities and
sowing seeds in the pre-school garden, encourage young children to look
after and care for plants. They enjoy watching the growing stages of plants.
They learn to discover how a tiny seed grows into a plant. In addition to this,
the theme provides many opportunities for children to learn about plant life
and also know about concepts such as size, colour, texture, number and
shape (related to plants). Through the theme ‘Plants’ children become aware
of our dependence on plants as a source of food, shelter and clothing as well
as aesthetic beauty in our surroundings.
Begin the theme by encouraging children to say ‘What a plant is’. Let them
draw/write. In a circle time; generate a list of ideas children know about
plants. Sing a song on plants with actions.
Help children learn and understand what they need to know before
moving on to new concept/theme.
Theme: Plants and Trees
• Colour
• Fruits
• Size
• Vegetables
• Shape
• Flowers
• Texture
• Seeds
• Growth food
Plants and
Trees
• Clean air PARTS OF PLANT
• Pollution free • Roots
environment • Stem
• Leaves
• Flower
• Fruits
• Seeds
• Branches
• Shelter
• Clothing
• Wood
• Medicines Growth and Germination
• Beauty
150

PS I
• Talk and share about food
• Match common fruits and vegetables
• Identity common fruits and vegetables
• Name common fruits and vegetables
• Sort common fruits and vegetables
• Observe and explore
(colour, and size of
leaves)
• Differentiate between
sweet and sour
WHAT DO WE EAT? • Identify common
• Fruits flowers by their smell
• Vegetables
• Seeds (rajma, lobia)
PROPERTIES
• Colour
PARTS OF PLANTS
• Leaves Plants and • Size
• Shape
• Stem
• Flower Trees • Texture
• Taste
• Fruit • Smell
• Explore and observe

• Observe and talk the plants around us
about different types • Ways to take care
of leaves, flowers and GROWTH of plants (through
fruits discussion and
• Identify main parts of activities)
plants
• Observe similarities
• Develops simple • Observing and looking
vocabulary related to after classroom/school NEEDS
plants and trees garden • Care
• Air
• Water
• Sunlight
151
Plants and Trees

• Talk about food • Observe and explore
• Match common fruits and (colour, shape and size
vegetables of leaves )
PS II • Identify fruits and vegetables • Develop vocabulary
• Name fruits and vegetables related to shape, size
• Classify fruits and vegetables and colour
• Describe and distinguish • Differentiate between
cooked and raw vegetables rough and smooth, hard
• Gardening and soft
• Observation • Differentiate between
• Exploration sweet and sour
• Discussion • Discussion about plants
• Dramatisation WHAT DO WE EAT? and trees
• Fruits
• Vegetables
• Cooked and Raw
USES Vegetables PROPERTIES
• Food • Colour
• Medicine • Size
• Toys • Shape
• Wooden furniture • Texture
• Taste
Plants and • Explore and observe

Trees the plants around us
• Ways to take care
PARTS OF THE PLANTS of plants (through
• Leaves discussion and
• Stem activities)
• Flower • Recognise plant as a
• Roots living thing
• Fruits
• Seeds
• Branches GROWTH
Needs
• Care
• Air
• Show and talk about
• Water
plants • Look after • Sunlight
• Identify parts of plants classroom garden • Soil
• Observe similarities • Plant a seed
• Develop vocabulary
and sounds related to
plants and trees
• Identify edible leaves
• Talk about food • Observe and
EPC • Matching of common fruits explore(colour, shape
and vegetables and size of leaves)
• Identification of common • Develops vocabulary
fruits and vegetables related to shape, size and
• Naming of common fruits and colour
vegetables • Differentiate between
• Gardening • Classify Seeds, leaves, flowers rough and smooth
• Observation • Differentiate between
• Exploration sweet and sour.
• Discussion • Discussion about plants
• Dramatisation and trees
WHAT DO WE EAT? • Classify leaves
• Fruits
• Vegetables
USES
• Cooked and raw vegetables PROPERTIES
• Food
• Fruits which can be peeled, • Colour
• Medicine
which can be eaten directly • Size
• Toys
• Seasonal fruits and • Shape
• Wooden furniture
vegetables • Texture
• Fuel
• Paper • Taste
• Fruits with one seed, few
and many seeds
PARTS OF PLANTS
NEEDS
• Leaves
• Stem
Plants and • Care
• Growing and changing
• Flower
• Roots
Trees • Air
• Sunlight
• Fruits
• Water
• Seeds
• Soil
• Branches
HOW TREES
GROWTH HELP US?
• Shelter for birds • Explore and
• Show and talk about
and animals observe the plants
plants
• Protect us from around us
• Identification of parts
rain and sunlight • Ways to take care
of plants
Life cycle of plants (through
• Observe similarities
of a plant discussion and
• Develops vocabulary
activities)
and sounds related to
• Recognise palnt as
plants and trees
a living thing
Observe and discuss • Observe seasonal
changes
• Changes due to
lack of care
THEME: PLANTS AND TREES
Objectives
● Plants need air, water and sunlight like us.
● Plants give us fruits, vegetables, flowers and many other things.
● New growth begins – seeds sprout, leaves shoot, flowers bloom and then
the fruit comes.
● We need to care and look after the plants.
● Plants vary in colour, size, texture and shape.
● We eat different parts of a plant.
MATERIALS
1. Seeds from fruits and outdoor plants 15. A4 size white papers
2. P
hotographs of fruits, picture book 16. H
eavy books/wood pieces for pressing
of plants leaves
3. Chart paper 17. Glue
4. Crayons, markers, pencils 18. Magnifying glass
5. Water ariety of different seeds (rajma, channa
19. V
6. Small empty containers etc)
7. Two green plants 20. Watering can/cup and water
8. Leaves, bark, branches 21. Variety of leaves
9. Collecting basket 22. Flowering pots
10. S orting trays/egg or fruit carton for 23. Spoons

sorting 24. Small tub
11. Plastic container/Clear plastic cups 25. Small paint brushes
12. Flower pots 26. Paper plates
13. Scissors 27. Variety of gardening toy tools
14. Story books on the theme 28. O
ld magazine (pictures of flowers,
people gardening etc.)
Theme related vocabulary (Let children add more and record those vocabulary)
1. Leaf 6. Garden
2. Seeds 7. Tree
3. Fruits
4. Vegetables
154 5. Flower

Theme Board
Collect natural material (twigs, leaves, bark etc). Create a garden scene.
Involve children in pasting pressed leaves etc. Draw a tree and paste
crumpled brown paper to make a tree trunk. Paste pictures of fruits/flowers.
Paste real grass at the bottom of the board. Show a picture of a gardener
watering the plants in the garden. Ask the children to think what else can
be added to the picture!
Plants and Trees

FINGER PLAYS PS II EPC
1. Five little peas
“Five little peas in a pea-pod pressed
One grew, two grew, and so did all the rest;
They grew and grew and did not stop,
until one day the pod went POP!”
2. Five little leaves were hanging
“Five little leaves were hanging on a tree
Brown, red, orange, yellow and green
“Whoosh!” came a breeze of cold fall air 155
And four little leaves were hanging there”
Plants and Trees

POEMS AND RHYMES
3. My Garden
“I dig, dig, dig,
And I plant some seeds.
I rake, rake, rake,
I pull some weeds”
4. Leaves are falling
(By Joyce Montag)
(To the tune of Row, Row, Row your Boat)
“Leaves, leaves falling down
Falling to the ground
Red, yellow, orange and brown
Leaves are falling down”
5. The apple tree
“Way up high in the apple tree
Two red apples, I did see
I shook that tree as hard as I could
Down came an apple
Mmmmm, those apples tasted good
(Substitute apples with bananas, oranges and so on)
PS I PS II EPC
Instead DISCUSSION (CIRCLE TIME)
of giving
readymade Encourage children to participate in discussions and ask related questions.
answers, Do the discussions according to the age-group of the children).
ask children
to think– it ● Why are plants important to us?
should be an
integral part
● Different parts of plants – roots, leaves, stem, seeds
of your daily ● Use of plants. What are the things for which plants are used in our
discussions
daily lives?
e.g., think and
tell; what will ♦ Plants provide food (vegetables, fruits, grains) and medicines.
happen….?
♦ Trees provide wood.
♦ Some plants provide clothing (cotton).
♦ Plants provide shade, shelter.
♦ Many plants are food for animals too.
156
• Ask children what does a plant need to grow. Do a few simple classroom
experiments to help children see and understand what plants need to
grow. Ask open-ended questions such
as, what happens to plants when it
rains? Needs of plants (air, water,
sunlight and soil in order to grow).
Also talk about how weather effects
the growth of the plants. Talk about
evaporation (at children’s level) when
plants are being watered.
● Trees are important for our environment.
● Why plants and trees are important to people. (Tell children that trees
make the air clean. For older children say trees provides oxygen in the
air and explain.)
● Plant a tree sapling in the school’s garden and let the children take
turns in doing things such as digging a hole, placing the sapling, filling
it with soil and giving water.
Puppet Play – “Glove Scarecrow”

Make a glove scarecrow puppet. Attach wool for hair and sew buttons for
eyes and coloured paper for nose. You can keep this scarecrow puppet in a
dramatic play area where children can use it.
PS II EPC
LISTENING AND SPEAKING EXPERIENCES
1. Rhyming words
Let children sit in semi circle and play the game of rhyming words.
First child: - आलु
Second child: - भालू
Third child: - कालू
First child: - ककड़ी
Second child: - मकड़ी
Third child: - लकड़ी
(Think of a rhyming word and continue the activity)
2. Picture reading: Talk about pictures, posters and books related to the
theme “Plant”.
3. Vegetable sequence name game: Let children sit in a circle. One child
will say the name of any vegetable, the next child will say what the
previous one said and add her vegetable name; then the third child will
say what was said earlier and add one more. The vegetables sequence 157
game will continue in the same manner. After 4-5 names, start the game
again.
Plants and Trees
4. Match the seeds: Let children bring few seeds from their home or give
each child 1-2 seeds of different kinds. Let younger children match
their seeds. Let PS II children start describing (it is red, it is white), (it
is round, oval etc.)
5. Encourage children if they can guess which seed they are talking about.
Let older children sit in pairs/groups and describe their seeds with
each other.
6. Show and Tell: Let children talk on what they have collected during
‘nature walk’ e.g., leaves, flowers, seeds, etc.
PS I PS II EPC
Reading Readiness
1. Sound discrimination and word making (orally): Ask children to
say the initial sound of tree (T – ट); flower (F – फ); seed (S – स); plant
(P – प). Then ask them to give more words related to that initial sound
such as T – ट - Tomato, Trunk, Turnip, Toy, Tub and so on. P – प -
Pumpkin, Peas, Potato, Pan, Pot and so on.
2. Listen and Tell: “What comes next?” tree, tree, flower, tree, tree …..”
(the child says “flower”)
3. What did I repeat “tree, flower, tree, fruit” (the child says “tree’)
4. Plant Scrapbook:
● Let children collect plant pictures from old books/magazines – Older
children can divide the scrapbook into trees, flowers, fruits, vegetables
and so on. Let older children label the pictures.
● Let children make a story book of plant growth process. Encourage
them to draw pictures of the step by step process each day.
5. Letter matching: Have cut-outs of coloured flower shapes. Write upper
case letter (A, B, C) on each of them. Similarly have cut-outs of leaves
and write similar upper case letters on them. Let children match the
flowers and leaves (letters). For older children, write lower case letters
on cut-outs of buds (a,b,c) and let them match the upper case to lower
case letters after doing the first step activity.
158 PS II EPC
6. Letter/Picture Dominoes: Let children match the letter with the

picture and say the sound.
Ff Mm
7. Visual discrimination: Ask children to identify and tell which ‘letter’ is

different and why. Encourage children to say the sound of letters.
LTLL ttft PPPT
8. Create or Print worksheets having pictures of different types of leaves

(with words on one side) and on the other column have the same leaves
but differently placed. Let children match the leaves.
9. Create vegetables word wall cards and display at the children’s eye
level. Draw children’s attention and read together.
EPC
10. Talk about a garden and create a garden in the classroom
Talk about letter sound ‘G’ and related activities such as colouring inside
‘G’, visual discrimination activities, what else starts with ‘G’. Similarly
do with letter ‘S’– sunflower and so on.
11. My Attendance: Cut leaf-shaped name cards for each child. Every
morning keep these leaf name cards at the bottom of the flannel board.
Ask each child to find her/his own name card and place it on the top of
the flannel board as s/he enters. Count the leaf name cards loudly with
the children to take attendance.

1. If the children are already doing horizontal and vertical stroke, letPS
them
I
do again and join the stroke T T T T T
● Encourage them to find T in the environment.
● Let them say the sound of T.
● Which words start with the sound T t
2. Let children lace the picture of a tree/apple etc. PS II EPC
3. Let children practice horizontal strokes. Then encourage them to join

vertical and horizontal strokes to make T, F, L.
4. Give dotted lines for children to draw over T. 159
Plants and Trees

5. Provide dotted pictures of a flower, tree, banana and let children connect
the dots using crayon. Let children draw vertical strokes under each
drawn flower.
II. VISIT AND VISITORS

How many 1. Create a ‘Garden Shop’ in the ECCE Centre.
different kinds 2. Call a school Gardener in the classroom or visit them.
of trees grow
near your 3. Plan a visit to nearby garden/park/plant nursery.
school? How
many children 4. Plan a visit to a florist shop.
tell that the 5. Go for a nature walk and let the children observe different kinds of
trees are
plants.
different?
6. Plan and organise morning circle time outdoors. If possible, plan a trip
to a nearby green park. Encourage children to look around and observe
green things. Talk to the children that today you are going to play games
on ‘green colour’. Encourage them to tell you about how they feel when
they look around the greenery in the park.

DEVELOPMENT
1. Involve children to look after and water the plants.
2. Adopt small school garden/plants in the nearby park. Plan the visits
in your weekly schedule and take your children to this area. Let them
observe the changes in plants (adopted) throughout the year.
3. Let the older children observe the plants, leaves in different seasons.
4. Discuss how to take care of the seeds. Involve children in making a
poster about caring for your garden/plants. (Explain to the children not
to use too much water, otherwise their seeds will not sprout)
Observe IV. DRAMATIC PLAY PS I PS II EPC

children (SMALL GROUP ACTIVITY)
performance
and record the 1. Provide gardening tools such as spade, watering can, flower pots, gloves,
interaction.
etc., and let children pretend as gardener.
2. Let children pretend to be growing seeds. Ask them to curl up while you
tell a story or sing a song about seeds planted in the ground (the sun
shines, rain comes slowly, the seeds start to grow and sprout).
3. Create an indoor sand table/indoor garden.
160

V. ART ACTIVITIES AND EXPERIENCES PS I PS II
1. Flower Printing: Collect dried flowers or fallen flowers. Let children dip
the flowers into paint and do printing with flowers.
2. Plant/leaf rubbing: Tape a fresh leaf to the table. Cover with a sheet of
chart paper. Let children rub a crayon over the paper to bring out the
design of leaf veins.
3. DO paper tearing and pasting activity on the picture of a flower/tree.
4. Cut pictures of flowers and let children do matching PS II EPC
activity.
5. Leaf impression: Go on a nature walk. Carry a small basket. Let
children collect fallen leaves (both dry and green). Provide poster paints
in bowls. Let them dip the backside of leaf in paint and press it on a
paper. Similarly provide cotton swabs to dip in the paint and then apply
on the backside of leaves and have a leaf impression. Encourage older
children to create pictures with the dried leaves.
6. Create ‘grape fruit plant’ using Lady Finger (bhindi) printing or finger
printing.
7. Provide wax crayons, paint and paint brushes for colouring inside a
drawing of tree/leaf/fruit etc.
8. Let children play with play dough and plasticine (shaping, twisting,
pounding and rolling the clay/dough).
9. Leaf Collage: Make children sit in small groups. With the collection of
different types of leaves, let them create a collage on a chart paper. Thay
can also create a collage of dried flowers.
10. Let children visit nearby garden/park and draw flowers/plants.
11. Tearing and Pasting: Let children find green paper in old magazines
and then ask them to tear small pieces of these green paper and paste
within the outline of a tree.
12. Do toothbrush spray painting using the stencil of a tree /flower stencil.
13. Bouquet: Help children to create a bouquet with the flowers/plants
they collected.
14. Seed shakers: Collect some seeds and put in empty containers. Let
children decorate the container with glitters, markers or paper. When
dry, let children use these seed shakers, while doing rhymes and musical
activities.
15. Let children do hand printing on the chart paper and later help them
draw or paste stems and leaves and create handprint flowers.
161
16. Let children do paper folding to make flowers.
Plants and Trees

17. Let children use the dried leaves and flowers to create greeting
cards etc.
18. Let children create pictures with leaves.
19. Let older children use blunt scissors to cut on bold outlined pictures of
fruits, leaves, trees and shapes.
20. Paper Folding or Origami: Provide square pieces of coloured paper and
encourage children to do paper folding to get a tree and flower. Let them
paste these on a paper/scrapbook and create a drawing around it.
21. Seed Mosaic: Draw a tree on the paper and let children paste different
non-edible seeds on it.
22. Get children involved in making a “Book Mark” on the theme “Plants”
and let the children colour it. They can draw a leaf, a tree, a flower and
a fruit.
23. Let older children create a flower plant with play dough/ plasticine
or potter’s clay. Help them to label the parts of the plant. Similarly
encourage them to draw the things that plants needs to grow (sun,
water, soil and label it.)
24. Flower Pots: Let older children decorate flower pots.
VI. COGNITIVE ACTIVITIES PS I PS II EPC

AND EXPERIENCES
1. Encourage children to look at seeds with a magnifying glass.
2. A memory game can be played in small groups with a pack of picture
cards which can have pictures of vegetables and fruits. The game can
be played by taking a few cards at a time and laying them out face down
on the floor. Each child by turn picks up one card and turns it face up.
If it is a picture of a vegetable, she/he has to remember where the other
vegetable card is and make a pair. The child with the maximum number
of pairs of cards wins the game.
3. Put rajma, channa seeds into plastic packets and make two identical
sets (packets) of each seeds. Encourage children to match the seeds
packets. For older children, encourage them to tell say the name of
seeds.
4. Keep rajma, channa, peanuts, wheat in front of children and ask them
to sort these seeds into separate bowls or egg cartons.
5. Flower colour garden: Create cut-outs of coloured flowers and place
these in the sand tub. Let children do a matching activity.
162 6. Go on a nature walk, observe different kinds of plants; collect different
kinds of leaves and sort them into –

• Big and small leaves
• Green and coloured leaves
• Smooth and rough leaves
• Oval and edge shaped leaves.
Provide a magnifying glass and encourage children to look closely at
the leaves.
7. Soak whole moong dal and then on the next day put this in a wet muslin
cloth and let children observe the sprouts. Later, you can prepare a
sprout salad in the classroom.
8. Let children observe closely what happens when they put water in the
plant, where does it go.
9. Take a nature walk and let children collect leaves for pressing. Keep the
leaves between newspapers pressed with a wooden piece.
10. Seed sound boxes: Collect empty soft containers or any other plastic
jars (Ask parents to send these). Put matching seeds in two jars from
example 2 litchi seeds, 5 rajma seeds, 10 water –melon seeds, etc. Make
at least five boxes (total ten for matching). Seal the lids with cello tape
or adhesive. Let children shake the containers and match the similar
ones.
Let children shake each container and seriate (order) them in order of
their sounds i.e., loudest to softest and vice-versa.
11. Match Coloured flowers: Create cut-outs of coloured flowers and let
children match the coloured flowers.
12. Tasting Fruit: Take any one/two fruits (banana, apple, orange etc).
Talk to children about these fruits. Cut/peel the fruit. Let children taste
the fruit, for example apple and talk about it such as sweet, to describe
how it tastes.
13. Play a game in which all the children sit in a circle. One child starts
by saying,” I went to the market and bought an onion”. The next child
should say, “I went to the market and bought an onion and a potato”.
The third child has to repeat onion and potato and add another name
of a vegetable or fruit on her/his own. The emphasis in this game is on
memory and sequential thinking. Children can remember about five to
seven names of vegebtale or fruits at a time.
14. Tasting Activity: Let children taste seeds such as PS I PS II
peanuts, peas etc.
15. Collect real/artificial flowers and leaves. Let children do colour matching
with these.
16. One-to-One Correspondence: Ask children to draw
PS II EPC 163
one stem for each flower and then draw one leaf to each flower.
Plants and Trees

17. Visual memory: The teacher walks around the classroom and touches
three-four objects. Then she/he asks each child to touch the same
three objects and add another to the series. Let the game continue until
someone forgets to touch an object.
● Let children feel the grass on their hands.
● Let children talk – “I like green because……………..”
18. Left to Right Direction: You may also cut long strips of paper. Divide
the paper in a centre by drawing a line. Prepare stamp pads of various
shapes and pictures. The teacher stamps three to four designs/shapes
in a row on the left of the paper and then encourage children to follow
the pattern and duplicate the design on the right side.

19. Create a flower with patterns on the petals: Let children match
the cut-outs of pattern onto the flower and then match number circle
as well.
5
5 2
2

20. Matching Dots: Have cut-outs of at least 26-30 leaves from green chart
papers. Attach to it red dots (using red papers). Similarly, have another
set of 26-30 leaves from green chart papers. Now paste to it yellow dots
(using yellow glazed paper). Then ask the children to match the dots
with another leaf.

21. Sunflower number cards: Create sunflower number cards. Write/print
number in the centre of the sunflower. Provide seeds in a bowl and let
children place that many seeds to represent the numbers written in the
centre of the flower. Click photos of the children. Let children create
164 paper plate flowers. Paste photos of children in the centre. Attach a

stem and leaves and display these on the board or create a classroom
flower garden.
1 2 3

22. Counting leaves: Distribute one twig with leaves to a group of children
and let them count leaves in that twig. Older children can draw a picture
and write the number of leaves in that twig.
23. Veggie-fruit–Salad: Cut cucumber, carrots, apples, banana in circles.
Attach a long half cut cucumber for stem and cabbage for leaves. Let
children create flowers with these veggie-fruit circles and let them eat
as a salad during snack time.
24. Seed and fruit match
● Keep real seeds in a plastic bag or keep a seed picture card. Then
paste the picture of cut fruit (showing seeds) on a separate card.
● Let children observe the seed bags/seed cards closely. Then invite
children one by one and let them match the seeds with the fruit.
Later make children sit in small groups and play a matching game
by finding the seeds and its fruit.
25. Go on a nature walk and count the items that you have collected.
26. Matching and sorting (Plants, vegetables in shape, colour and
size): Provide different types of leaves and let children sort them
according to shape, colour, size, etc.
27. Follow the pattern: Make any pattern with real flowers, seeds, leaves
and twigs and let children copy it.
28. Feel the leaf: Make children sit in small groups. Keep identical set of
leaves in each group. Let children feel the leaves carefully and match
the similar textured leaves.
165
29. Let children taste different parts of plants. Encourage them to tell the
name of edible parts of plants.
Plants and Trees
30. What will happen?
• If the plants and trees do not get water?
• If the plants do not get sunlight?
31. Let’s Experiment: Show children two green plants. Keep one plant
indoors and label NO WATER on it and keep one plant outdoors with
label “WATER” on it. Ask children to predict what will happen to these
plants. Let children water the plant daily where it is labelled “water”.
Let children daily observe both the plants and compare. Talk about what
happened to both the plants. (Also do and recall under the theme water.)
32. Seriation: Let children compare the sizes of plants. Provide seriation
cards of flowers, plants and let them seriate from tallest to shortest.
Give them five different sizes of flowers and let them seriate from biggest
to smallest or vice-versa.
33. Classification: Cut pictures from old books and paste plant pictures
on square pieces of cardboard. Encourage children to classify the plant
pictures into separate categories such as – plants we eat and plants we
do not eat; fruits/vegetables and flowers; plants that grow below the
ground and above the ground.
34. Flower Colour Seriation: Have 4-5 different coloured flowers (painted)
in different shades i.e., same sized flowers but vary in its shades (darkest
yellow, dark yellow, light yellow and the lightest yellow). Ask the child to
arrange these in order from darkest yellow to lightest yellow. Do it with
other colours as well.
35. Complete the pattern: Place one flower, one leaf, one twig, and then
ask the children to complete the same pattern. Let older children copy
and extend patterns using physical objects e.g., using coloured shapes,
buttons etc. Completing the pattern can help children understand the
concept of order.
36. Flower Size Seriation (Big-Small): Have 5-6 different sized real flowers
or pictures of flowers. Explain to the children and then ask them to
arrange the flowers from biggest to smallest. Let the children also name
the parts of the plant (stem, leaf, flower, etc).
37. Choose a different leaf: Place four identical leaves and one different
leaf and let children identify the different leaf. You may also develop
visual discrimination cards for this instead of actual leaves. Paste three
to four pictures of fruits and one vegetable and ask the children to
identify which is different and why.
38. Number Flower Mats: Make flower cut-out from a chart paper and
number them from 1-5. Take rajma or bean seeds in a bowl. Give each
group of children these flower cut-outs and ask them to place the
166 correct number of seeds on the corresponding number on the flower.
When they are able to correspond 1-5, encourage them to do 6-10.

39. Flower game: Have plenty of small cut-outs of different flowers. Have
one ice-cube tray for two children and one dice. Let each pair take
turns rolling the dice and then place the correct number of cut-outs
of flowers in their ice-cube tray. Whichever pair will fill their trays will
win and may start again. Next time the cut-outs can be of leaves, seeds,
fruits etc.
40. Flower pot (one to one correspondence): Draw or take a print of 10
flower pots. Have at least 5-6 such master boards (each having 10 pots
on it). Make children sit in a small group. Have cut-outs of flowers in
each group along with one dice. Each child in her/his group throws
a dice and put the corresponding number of flowers on the pots. The
purpose is to put one flower in each pot on the master board. Whichever
child cover her/his master board pots with flowers will be the winner.
41. Colourful Flowers: Let children create a small flower book. Let them
collect pictures of different flowers and paste in a book. Let them match
the same coloured flower e.g., yellow marigold, red rose, green bud,
pink bougainvillea, red hibiscus, white lily and so on. Older children
can write the names underneath the pictures.
42. Watching seed growth
● Let children observe the growth of a bean (rajma) seed (that they’ve
brought on the first day). Let them look after the plant by watering it.
● Let older children record their observations in writing and drawings.
Encourage children to watch the growth of seeds until they bear
beans.
● Let children count their leaves as it is growing.
● When beans/rajma grows, let children open it and count the seeds.
● Let children compare the fresh seeds with rajma.
● Later, let children grow different seeds in their home/school. Let
them observe the day-by-day growth of various seeds.
43. For older children put parts of a plant in a paper bag and let
each child take out a part of a plant and talk about it.
44. Give children magnifying glasses and let them examine and EPC
feel the leaves. Ask them to describe the leaves.
45. Carry a small shopping bag during a nature walk. Let children collect
things they found along the way. Ask children to unpack the bag and
let them have sorting and counting of things. Write on the blackboard
or chart.
Reetu found: 5 leaves, 2 flowers, 1 feather.
167
Vijay found: 10 leaves, 5 bits of bark, 2 twigs.
Plants and Trees

46. Provide old books, posters and magazines and encourage children to
find and cut pictures of food that come from plants.
47. One-to-one Correspondence: Place five leaves in a row and give five
pebbles to children. Ask them to keep one pebble below each leaf.

48. With older children, before you cut the fruits, ask them to guess and
predict how many seeds will be inside, then cut the fruit, and count the
seeds.
49. Let children draw or paste picture of the stages of growth of rajma (kind
of bean) and label it. Cut the stages and ask children to arrange the
picture from first to last (serially).
VII. MUSIC AND MOVEMENT EXPERIENCES PS I PS II EPC
Encourage children to sing action songs on ‘plants’ theme.
1. एक बुढ़िया ने बोया दाना

“ एक बढ़ि ु या ने बोया दाना
गाजर का था पौध लगाना
गाजर हाथों-हाथ बढ़ी
सोच-तोड़ इसे ले जाऊँ
हलवा गरमा-गरम बनाऊँ
खींची चोटी जोर लगाया
फिर बढ़ि
ु या का बढु ढा आया
दोनों ने मिलकर जोर लगाया
168
फिर बढ़िु या का बेटा आया

तीनों ने मिलकर जोर लगाया
फिर बढ़ि
ु या की बहु आयी
चारों ने मिलकर जोर लगाया
फिर बढ़ि ु या का पोता आया
पाँचों ने मिलकर जोर लगाया
बन गया भई बन गया
काम हमारा बन गया ”
2. चना किसने बोया रे ?
“चना किसने बोया ?
किसने बोया, किसने बोया रे ,
चना मैंने बोया
मैंने बोया, मैंने बोया रे ।
चना कै से बोया ?
कै से बोया, कै से बोया रे ,
चना ऐसे बोया
ऐसे बोया, ऐसे बोया रे ।
चना कै से सींचा ?
कै से सींचा, कै से सींचा रे ।
चना ऐसे सींचा
ऐसे सींचा, ऐसे सींचा रे ।
चना कै से बढ़ा ?
कै से बढ़ा, कै से बढ़ा रे ।
चना ऐसे बढ़ा
169
ऐसे बढ़ा, ऐसे बढ़ा रे ।
Plants and Trees

चना कै से काटा ?
कै से काटा, कै से काटा रे ।
चना ऐसे काटा
ऐसे काटा, ऐसे काटा रे ।
चना कै से खाया ?
कै से खाया, कै से खाया रे ।
चना ऐसे खाया
ऐसे खाया, ऐसे खाया रे ।
चना कै से नाचा ?
कै से नाचा, कै से नाचा रे ।
चना ऐसे नाचा
ऐसे नाचा, ऐसे नाचा रे ।
3. बागों में जब फूल खिले , फूल खिले
“ बागों में जब फूल खिले, फूल खिले
मैं तितली बन नाचूँ , नाचूँ
मैं तितली बन नाचूँ , नाचूँ
तक धिन – तक धिन – तक धिन – तक धिन – तक धिन – तक धिन – तक धिन तक धिन
बागों में जब फूल खिले , फूल खिले
मैं चिड़ि‍‍या बन उड़ जाऊँ
ऊपर - ऊपर - ऊपर - ऊपर - ऊपर - ऊपर - ऊपर
ऊपर - ऊपर - ऊपर
बागों में जब फूल खिले, फूल खिले
मैं रस्सी ले कूदँू , मैं रस्सी ले कूदँू
मैं रस्सी ले कूदँू , मैं रस्सी ले कूदँू
बागों में जब फूल खिले, फूल खिले
मैं झलू े पर झलू ँ ू – झलू ँू
ऊपर – नीचे , नीचे – ऊपर
ऊपर – नीचे , नीचे – ऊपर ”
4. पेड़
“ बड़ा पेड़, छोटा पेड़
पतला पेड़, मोटा पेड़
कै से तन कर खड़ा पेड़ ।
देखो कितना बड़ा है पेड़ ।
170 अरे रे रे रे रे मत काटो पेड़,
ये तो अपना साथी पेड़ । ”
5. Plant a seed
(By Kay McAlpine)
“Plant a seed
plant a seed
in the ground
in the ground
water it each day
pull out all weeds
watch it grow
watch it grow”
6. Now we are seeds

“Now we are seeds
so-so small
Then we are big trees
see how tall
Bend your body
Touch your toes
Stand up straight
And lift your nose
Sideways bending
Sideways bending
Arms so wide
Bending low from
side to side"
7. Old MacDonald had a farm EIEIO

(By Anne Kuhlman)
“Old MacDonald had a farm EIEIO
And on his farm he had some veggies, EIEIO
And on his farm he had a carrot, EIEIO

With a carrot here and a carrot there, here a carrot, there a carrot,
everywhere a carrot
Old MacDonald had a farm, EIEIO”
171
Plants and Trees

8. The Gardener plants the seeds
(To the tune of “Farmer in the Dell”)
“The gardener plants the seeds-2
Herry ho the deryy ho
The gardener plants the seeds”
♦ The rain falls on the ground….
♦ The sun bright and warm….
♦ The seeds begin to grow….
♦ Flowers grow everywhere….”
VIII. STORY–TELLING TIME PS I PS II EPC
● Tell children stories on Plants and Trees. Let them dramatise any one of
them.
● Collect theme related story books (refer to the list). Create your own
story.
● Plan a story circle outdoors (if weather permits).

● Ask children:
♦ hat do plants need to grow? How do you know?
W
Let older children participate in discussions and write 5-6 sentences
about ‘What do they know about plants?
● Observe children’s participation in class discussions and the rajma
activity.
♦ hat are the main parts of a plant? Let’s draw them. Let children
W
read ‘the word wall’ with you.
♦ Which fruit/vegetable do you like most?
♦ Which vegetables are red/green/yellow in colour?
♦ How trees are important for our environment.

1. आमवाली चिड़िया (N.B.T.) (6-8 years old)
2. आम की कहानी (N.B.T.) Pre-school
3. छोटे पौधे- बड़े पौधे (N.B.T.) (6-8 years old)
172
4. नन्हा पौधा (N.B.T.) (6-8 years old)

5. पेड़ (N.B.T.) (6-8 years old)
6. फूल और मैं (N.B.T.) (6-8 years old)
7. फूल और मधम
ु क्खी B (N.B.T.) (6-8 years old)
8. बुल-बुलबुली की बगीया (N.B.T.) (6-8 years old)
9. A friend forever (N.B.T.) (6-8 years old)
10. Flowers & I (N.B.T.) (6-8 years old)
11. Neelu and Peelu (N.B.T.) (6-8 years old)
12. Patterns from nature (N.B.T.) (6-8 years old)
13. The story of a mango (N.B.T.) (Pre-school)
14. A tree (N.B.T.) (6-8 years old)
15. Why? (N.B.T.) (6-8 years old)
16. What is a tree (N.B.T.) (6-8 years old)
17. The little red hen (Planting wheat ) (English Fairytale by Byron Barton,
1993) Ages – 4-8
18. Jack and the Beanstalk (English Fairytale)
SAMPLE CHEKLIST FOR THE THEME : PLANTS AND TREES

Name of the Child:
Dates:
Detailed
Teaching
Comments
strategies
Y/N (How well
for further
the child is
action
doing)
1. Use her/his observation to learn about the life
cycle of a plant
2. Listen and participate in a discussion
3. Can talk about how a seed grow into a plant
4. Can identify and name different parts of a plant
5. Can explain the need of plants
6. Learnt new words (……………………….)
7. Helped in planting a sapling (How?)
8. Can follow directions.
9. Copy and extend pattern
10. Use language to describe pattern
11. Create and design using leaves, twigs,
pebbles etc
12. Has developed her/his fine and gross motor 173
skills
Plants and Trees

Detailed
Teaching
Comments
strategies
Y/N (How well
for further
the child is
action
doing)
♦ Match
♦ Identify
♦ Name
theme)
15. Can say the sound of a specific letter (covered
in a theme)
that letter sound
17. Sing along with the rest of the children
♦ Listening
♦ Speaking
19. Is the child showing interest in story books and
other environmental print?
20. Place leaves and other materials in a sequence/
order
21. Can identify fruits and vegetables
22. Can arrange the plant growth cards in a
sequence and also talk about it
23. Can match seeds of similar kinds (example:
Rajma to Rajma, Channa to Channa)
24. Use appropriate colour for the given fruit/
vegetable drawing
25. Classify leaves on the basis of colours/shape/
size…
26. Has developed sensitivity towards natural
environment
27. Understand how plants and trees help to keep
the air clean
28. Can touch and count seeds
174

Theme 6
Transportation
Transportation is a theme that includes all types of vehicles such as bus,

car, truck, rickshaw, train, aeroplane, ship etc. This theme is related to
children’s everyday lives. This theme will help young children to know about
different types of land, air, and water transport through activities, games
and songs such as sorting vehicle pictures, completing puzzles, number
and letter train and so on. Children also learn about the different parts of
a vehicle both inside and outside. Activities on safety measures will help
children understand that it is important to follow rules while they are out on
the road. All traffic rules should be followed to avoid accidents and chaos.
To begin with ask children about their previous travel experiences.
Encourage children to share their experiences.
THEME: Transport
TYPE OF TRANSPORTATION
• Cars/buses
• Trucks
• Cycle
MODES OF TRANSPORT • Airplanes, helicopter
• Air • Trains
• Land • Auto-rickshaw
• Water • Ship, boat etc.
• Cycle Rickshaw
• Bullock-cart
• Tonga
Transport
PARTS OF VEHICLE
(Inside the vehicle)
• Horn • Railway station
• Brake • Airport
• Steering • Train tracks
• Pedal • Runway, Hanger
• Seats (airplane halt)
• Seat belt • Ticket booth
• Wheel • Yard
PARTS OF VEHICLE
(Outside the vehicle)
• Wheels
• Lights SAFETY
• Rear and side mirrors • Seat belts
• Wipers • License
• Doors • Traffic lights
• Traffic rules
• Speed breaker
• Safety checks
• Regular maintenance of
roads, tracks and runway
176

Web Plan on Transport— PS I
• Match vehicles
• Name local vehicles
• Identify different cars
• Talk and tell about vehicles
• Discuss the
occupations
VEHICLES I KNOW • Name them
• Toy vehicles
• Local vehicles
• Vehicles in my house
• Vehicle which we use while coming
to school OCCUPATIONS
• Related vocabulary • Driver
• Pre-number concepts (near-far, • Conductor
more-less, slow-fast) • Related
vocabulary
• Importance
Transport Safety
• Traffic lights
• Rules while travelling
• Road safety rules
PARTS OF VEHICLE • Related vocabulary
• Wheels
• Horn
• Light
• Doors and
windows
• Aware of traffic lights
• Discussion on safety
rules
• Identify traffic signals
• Match vehicles with parts

• Name parts
• Identify parts
• Discuss inside and outside parts
• Classify (size and shape) 177
• Initial sounds of the word
Transportation
Web Plan on Transport— PS II
MODES OF TRANSPORT • Identify various transport
• Air transport • Match various means of transport
♦ Aeroplane • Speak about transport
♦ Helicopter • Distinguish and classify
♦ Basketballoon • Problem solve (puzzles)
• Water transport • Develop vocabulary
♦ Boat
♦ Ship
♦ Yacht
OCCUPATIONS • Name
• Land transport
• Driver • Match
♦ Car
• Conductor • Classify
♦ Bus
• Traffic policeman • Talk and tell
♦ Scooter
• Engine driver • List
♦ Cycle
• Related vocabulary • Sounds
♦ Train
• Add according to your • Initial and ending
♦ Auto
local needs sounds
♦ Rickshaw
SAFETY
• Traffic lights
• Match • Road safety rules
• Classify • Related vocabulary
• Identify • Role of the traffic
• Talk and tell police
• List
• Sounds
Transport
• Discussion
• Aware
VEHICLES I KNOW • Identify
• Local vehicles • Initial and ending
• Vehicles in my house sounds
• Vehicle which we use • Relation
while coming to school
• Vehicles which move on PARTS OF VEHICLE
road/track, water and • Wheels
fly in air • Horn • Match
• How do the vehicles • Light • Name
run? (by animals, by • Doors and windows • Identify
engine, by human being) • Pedals • Differentiate
• Seat • Discuss
• Steering • Comparison
• Break • Initial and ending sounds
• Related vocabulary of the words
• Writing • Draw (wheels etc)
• Pre-number and number • Count
concepts • Listen
• Identify various transport
Web Plan on Transport— EPC • Match pictures of transport
• Classify
• Speak about transport
• Discussion • Discussion • Show and tell
• Name • Awareness • Distinguish and classify
• List • List (give examples) • Problem solve (puzzles)
• Match • Read • Develop vocabulary
• Related vocabulary • Relate
• Sound
• Word building
• Sentence making MODES OF TRANSPORT
• Recognise the name of • Air transport
familiar vehicles ♦ Aeroplane
IMPORTANCE OF ♦ Helicopter
• Draw and write words VEHICLES ♦ Basketballoon
• Geometrical shapes • Uses ♦ Spaceship
and pattern • Vehicles carrying ♦ Rocket
the goods and • Water transport
passengers ♦ Boat (row, motor)
• Vehicles for different ♦ Ship (steamer, ferry)
TYPES OF VEHICLES ♦ Yacht
purpose
• Land transport ♦ Submarine
• Water transport • Land transport
• Air transport ♦ Car
♦ Bus
♦ Scooter
♦ Cycle
♦ Train
PARTS OF VEHICLE ♦ Auto Rickshaw
• Use of following ♦ Bullockcart
♦ Horn Transport ♦ Horsecart
♦ Break ♦ Camelcart
♦ Steering ♦ Ambulance
♦ Pedal ♦ Firebrigade
♦ Police car
♦ Seat
♦ Seat belt
♦ Wheels
♦ Light SAFETY
♦ Mirrors • Use of seat belt and OCCUPATIONS
♦ Doors helmet • Sailor
♦ Windows • Role of traffic police and • Mechanic
♦ Number plate traffic signals (discussion • Captain etc., and other according
♦ Classification related to local needs) to your local environment
inside/outside • Importance
• Discussion
• Name • Aware • Name
• List • Identify • Match
• Classify • Read and recognise • Classify
• Discuss words • Talk and tell
• Relate • Relation • List
• Geometrical-shape, size • Understand the rules • Sounds
• Estimate of traffic • Initial and ending sounds
THEME: TRANSPORT
Objectives
To provide lots of opportunities for young children to know/learn:
1. There are many kinds of transport such as buses, trucks, trains,
aeroplanes, scooters, bikes, cars, ships and so on that help people move
from place to place.
2. All the vehicles need to be maintained and inspected regularly.
3. There are different occupations related to modes of transportation.
MATERIALS
1. Pictures of different types of 11. Glaze paper
transports 12. Clay/Plasticine
2. Strips of paper 13. Match boxes
3. Old books 14. Buttons
4. Magazines 15. Bottle caps
5. Newspapers 16. Old tyre
6. Cut-outs/ pictures of vehicles
7. Toy vehicle
8. Cardboard
9. Chart paper
10. Carton boxes
Transport vocabulary (Not to be used as a list for spellings)

1. Road 7. Tracks
2. Wheels 8. Trains
3. Tyres 9. Traffic
4. Steering wheel 10. Travel
5. Helmet 11. Passenger
6. Car 12. Pilot
(Let the children add more and note them
down)
Theme Board
By involving children in the development of the theme board, children get to
180 know what they want to know about vehicles. Theme boards help children
to learn new things and gather information about different types of vehicles.

• Create a track around the theme board by using strips of paper.
• You may also create three separate boards namely land transport, air
transport and water transport.
• Provide old books, magazines, newspapers to look for pictures of
vehicles.
• Help the children draw/cut-out pictures of vehicles. Then involve them
to create a collage for the theme board, interact with children about
importance of safety and traffic rules.
• Encourage children to create stories on the theme board.
Transport

FINGER PLAYS
1. This is a chug-chug train
“This is a chug-chug train
Puffing down the track
Now it’s going forward
181
Now it’s going back
Transportation
Now the bell is ringing,
Now the whistle blows
What a lot of noise it makes,
Everywhere it goes”
POEMS
2. The Little Train
“The little train,
Goes up the track.
It says, “Toot, toot,
And comes right back”
3. Airplanes
“Oh, look, see our airplanes
(look up)
Away up in the sky
( point)
Watch us gliding through the air
(fly around the room)
This is how we fly”.
PS I PS II EPC
Observe that • Talk about what kind of vehicles children see in their immediate
each child surroundings. Then take pictures of different types of transport, show
participates in them to children and ask questions about each vehicle such as “Which
the discussion
one travels on the sea?”, “Which vehicle comes when there is a fire?”;
and so on. Sing a rhyme/finger play on transport.
Observe and
listen that • Make a classification board and ask them to keep appropriate pictures
child uses for land, water, air. On different days talk about land, water and air
new words to transport. Show them pictures.
describe many
objects, actions • Collect small toys on modes of transport during morning circle time.
Make children sit in a circle and keep all the toys on the floor. Show
the toys and say that you are going to talk about and play games on
vehicles and their parts. Let children take the toys and examine them.
Show and talk about parts of vehicles.
• Let each child select a vehicle picture and ask her/him to tell everyone
about that vehicle.
182

Listening and Speaking Skill PS I PS II EPC
1. Show and Tell: (Send a letter to parents in advance informing them about
“Transportation Show and Tell activity”)
• et each child bring a favourite toy vehicle from her/his home or let
L
her/him select from the class toy vehicles. Encourage each child to
talk about her/his toy vehicle to their friends or provide pictures
of different types of transportation to every child and let them talk
about their vehicles.
2. Make sounds or play recorded sounds of various modes of
PS I
transport. Ask children to identify and name the vehicle.
3. Classification activities at the verbal level also help to develop critical
listening. For example, spot the odd one out: car, house, bus, scooter.
4. Rhyming words: Make children sit in a semi-circle.
Provide a word and let each child provide a rhyming PS II EPC
word. Keep changing the word if children find it
difficult after 3-4 words, for example- Bike-Mike-Like-Hike; Boat-Coat-
Note-Goat.
5. Complete the sentence: Let the children complete the sentence. “I
went on my cycle and brought………”; “I opened the car and……”.
PS I
Reading Readiness
1. Matching vehicles: Make a master board by pasting different types
of vehicle pictures on it. Have cut-outs of the same separately. Ask
children (in small groups) to match the cut-out of vehicles with that on
the master board. Encourage children to identify and name the vehicles.
183
Transportation
2. Visual Discrimination (Odd one out) PS II EPC
Draw /paste 3-4 pictures of land vehicles on a cardboard strip. Paste

one picture of air/water transport on it (three should be identical and
one different). Make children sit in a semi-circle. Call them one by one
and ask them to spot the picture that is different. Ask them “Why is it
different?”
3. Alphabet Road: Draw two roads on a thick chart paper. One is upper
case letter road and another is for lower case letter road. Pre-cut vehicle
shapes on a cardboard and write upper case letters and lower case
letters on them. When you call out, “Drive your vehicle on upper case
road, children will drive their cardboard vehicles on that and vice-versa.
4. Transport Letter Matching: Have cut-outs of engines or any other
vehicle. Write letters on them. Then provide separate identical letters and
ask children to match letters with the letters written on the engines. For
older children, write upper case letters on the engines and let children
match lower case letters with that.
5. Draw and make some ‘signs’ like STOP EXIT NO ENTRY GO
etc. Use these signs in your play. You may also write the names of some
common stores and restaurants along with their pictures. This will help
and encourage children to read signs they see on the roads and streets.
6. Auditory/Sound Discrimination: After doing “show and tell” activity,
ask children to say the initial sound that they hear in the words – Bus,
Truck, Car, Aeroplane, Van, Scooter, Bike, Train and so on. Ask them
what else starts with that sound.
7. Making Driving License: Provide a rectangle piece of paper and let
children copy their names on it. Attach a string to each driving license.
Talk to children about this.
8. Matching Letter (T,V,B,C,S,A,H): Make identical sets of upper case and
lower case letters. Let children match the letters and say their sounds.
9. Auditory-Visual Association: Have strips of thick chart paper. Paste
vehicle pictures having the same initial sound with one picture having
different sound e.g., aeroplane, ambulance and helicopter on one strip.
Let children identify each picture and say the initial sound. Then ask
them to find the odd one out. Make several sound strips like this.
184

10. Alphabet Train: Make an alphabet train (using chart paper) and display
at eye level. Do the sounds of all letters and related vocabulary.
Writing Readiness (Fine Motor Development) PS II EPC
1. Automobile lacing: Have cut-outs of different vehicles on thin cardboard

with punched holes around the edges of each vehicle. Take a shoe string
and let children lace the string on the transport shapes.
2. Colouring in letters
3. Joining dots: Make worksheets for individual children. Draw dotted

pictures and dotted letters and let children trace over them.
4. Create letter stamps (both upper and lower case) for those letters that
are being used for transport theme (initial letters in different vehicles
names). Let children print these on the drawn relevant pictures on white
papers.
II. VISITS
(i) Visit to automobile service station
(ii) Visit to children’s traffic training park.
(iii) Visit to fire station.
VISITORS
(i) Bus driver
(ii) Fire engine driver
(iii) Pilot
(iv) Auto-mechanic (think according to your own local needs)
(v) Parents showing how to care for their vehicles (cycle, scooter, bike,
car washing etc) 185
Transportation
III. DRAMATIC PLAY PS I PS II EPC
(SMALL GROUP ACTIVITY)
1. Provide carton boxes. Let children decorate the boxes. Attach them
together and also attach a string in the first box. Let them pull this
wagon/train and do pretend play. One/two children can sit in the box
and other children can pull the box.
2. Arrange chairs in a row. Make paper tickets. Make a conductor and a
bus driver/ let other children be passengers. Let them plan and play
bus ride/train ride etc. Let the conductor blow a whistle. Call out, “The
bus/train is about to leave”. You may sing a song or play a song for
children.
IV. ART EXPERIENCES PS I PS II EPC
1. Help older children make paper aeroplanes and boats from magazine
paper or glaze paper. Let the children get their boats to move on water
by blowing on them.
2. Transport Mobile: Cut and paste pictures of different vehicles. Punch
a hole in the centre of each vehicle and then tie it to the coat hanger.
Suspend all vehicles from the hanger. Then finally hang the coat hanger
from the ceiling.
3. Dip and Run: Provide old toy vehicles to children and let them dip the
toy car in paint and move the car on the paper and see the print of the
wheels.
4. Colouring the traffic lights: Provide red, yellow and green paint and
give big round cut-out circles. Let children paint the traffic lights. Attach
stick to the bottom of these circles. Use this traffic light during pretend/
dramatic play with toy cars, buses etc, and also in the block area.
5. Colour Vehicle: Attach (using string) 2-3 crayons in front of a toy
vehicle. Provide paper and encourage children to move “the colour
vehicle” on the paper. You may also attach a small sketch pen and make
your vehicles drive with colour on the paper.
6. Ask children to draw and colour their favourite vehicle.
7. Collect objects that are round in shape (e.g., toilet paper roll cut into
two pieces, big buttons, paper circles etc). Now ask children to paste
these on a big round piece of thick paper. Tell them you are going to
paste things shaped like wheels.
8. Provide clay, plasticine to make wheels and other objects.
9. Provide old empty match boxes and small round objects like buttons/
186 bottle caps/lids etc., and help children to create wagons/trains out of
them.

10. Involve older children in copying and drawing common road signs out
of chart paper and crayons.
V. COGNITIVE EXPERIENCES PS I PS II EPC
1. Matching tyres/wheels: Draw/paste pictures of varied sizes

of tyres (5-6) on a cardboard strip and have an identical set PS I
of cut-outs separately. Then ask children to match the tyres

according to their size with the tyres/wheels on the cardboard.
2. Matching Car Keys: Draw different cars on cut-outs and write numerals
on it (1-10). Ask children to place and match the correct number key
onto each car. Let older children seriate the car cards from biggest to
smallest number.
3. Transport Dominoes (Matching): Paste one picture of vehicle on half
side of the card and a picture of another vehicle on the other half. Each
card should have a different vehicle picture on either side. Make atleast
25-30 dominoe cards. Distribute one transport dominoe to each child.
Place one dominoe in the centre of the circle. Children having a card
with the identical picture as that of the dominoe will come forward and
place their card alongside to form a pattern. Let remaining children also
come forward and match their transport dominoe in the same manner.
4. Automobile colour matching game PS I PS II
• Take an old file folder. On the right side of it, make 5 columns and
paste four colours at the top (see figure). On the same side below
the pasted coloured squares, draw four different types of vehicles in
a separate coloumn (car, bus, aeroplane, boat). Draw four squares
under coloured square so that you’ll be having four rows.
• Then on the left side of the folder, paste a chart paper pocket
in which you will keep the cut-outs of all four types of coloured Observe that
vehicles. Cover the folder with plastic. You may also play this game children play
using dice with older children. and experiment
with a variety
Match vehicles and colours Blue Yellow Red Green of colours
textures and
shapes
187
Transportation
5. Number train: Draw five rectangles in the form of a train. Then
ask children to draw four wheels for each rectangular box. Also ask
them to draw four square windows inside each train coach. Ask older
children to draw five train coaches and start drawing one animal
in the first coach until you have five animals in the last coach.
Encourage children to use the terms first coach, second, third, fourth
and fifth coach when asking children to share about their drawings.

6. Transportation counting: Give each
1.
child in the small group a counting sheet.
Give each child a bottle cap. Ask them 1
to print a wheel (with the help of bottle 2
cap) in front of number written. Ask the 3
children to print correct number of wheels 4
next to each number on the counting grid.
7. Key Sorting: Collect lots of old car keys in a box. Encourage children
to sort the car keys in their own way (size, holes etc).
8. Shape Train
● Provide cut-outs of many different coloured shapes. Encourage
children to create different transport vehicles (engine, train, car,
bus, boat etc.) from these given shapes.
● For older children, give one rectangle and two circles to each child.
Then ask each child to write her/his name on the given square. Ask
them to attach two black circles to the rectangle. When everyone is
finished, you can help children to assemble the ‘name shape train’
and display on the wall.
9. Compare: Let children compare the lengths of two toy vehicles and say
which is longer and which is shorter. Let older children compare the
lengths of more than two toy vehicles. Ask them which is the longest
and which is the shortest.
10. What is Missing: Place 5-6 pictures of different vehicles in front of
children and ask them to close their eyes. Meanwhile remove one picture
and then ask children to open their eyes. Ask them: Which vehicle is
missing?
11. Show a big picture of a vehicle and give children (in a small group) an
opportunity to count how many wheels are seen in it.
188 12. Self-Corrective Transport-Number Puzzle
● Cut a piece of cardboard in the centre so that it looks like a puzzle.
Prepare 10 puzzles and each with a different cut. Paste /draw
number digit on one part of the cardboard piece and the other part
should have same number of transport pictures.
● Shuffle the cards and spread them in front of the child. Ask the
child to put the puzzle together (as the puzzles are self-corrective,
the children will be able to join only those two cardboard pieces
which interlock with each other).
13. Transport Puzzle: On a piece of cardboard stick a picture of a vehicle
and cut it into 2 or more pieces depending on the age of the child. If the
children are of younger age group, then the puzzle should have only two
parts.
14. Transport Classification Board: Take a cardboard of size 12”x7”.
Divide it into 3 parts — air, land, water and colour accordingly. Make
the children sit in a semi-circle. Call one child at a time. Place the
cardboard in front of her/him and give her/him the vehicle cut-outs
such as boat, aeroplane and scooter. Ask her/him to place these on the
chart according to where they are found, for example, boat in the water,
aeroplane in the air, etc.
15. Number Train: Cut-out of 5-10 engines or any other vehicle shapes.
Write numbers 1-10 on them. Have number cut-outs (1-10) separately.
Ask younger children to match numbers to the numbers on the engines.
Observe
Ask older children to line the number engines in order (1-10). whether
16. Sorting Coloured Vehicles: Cut different coloured vehicles from chart children
paper or paste coloured paper on different cut-outs of vehicles. Ask can make
comparisons
children to sort these vehicles by colour, shape and size. among vehicles
17. Feel the vehicle: Pass the ‘toy vehicle bag’ during circle time. Let each
child take a turn, put her/his hand in the vehicle bag and as the child What do
reaches her hand inside the bag, ask if she/he can guess which vehicle children know
about patterns?
it is.
Ask childen to
18. Pattern with keys describe the
pattern
● Make a row of pattern with keys and ask children to copy the same
below it.
● Ask older children to extend keys pattern. E.g., big key, big key,
small key, big key, big key………. and so on.
19. Wheel colour match: Similar to automobile colour matching game. This
activity is simpler. Involve younger children to match different coloured
wheels.
20. Ordering/Seriating Vehicles: As children under the age of four are
unable to classify with accuracy, they still need lots of readiness 189
activities in grouping set of objects. Provide different sized toy vehicles
and ask them-
Transportation
● Find the smallest or biggest car/scooter etc.
● For older children let them arrange the vehicle (pictures or toys) from
biggest to smallest. Ask them to use the vocabulary or ordering. You
may also ask them to give ordinal numbers — first, second, third and
so on.
● Give me the longest engine.
● Ask children to arrange vehicle pictures from biggest to smallest,
tallest to shortest and vice-versa.
VI. MUSIC AND MOVEMENT PS I PS II EPC

MUSICAL EXPERIENCES
1. लाल बत्ती रुको- रुको
“ लाल बत्ती रुको- रुको
पीली कहे जरा ठहरो
हरी बत्ती कहे हमें चलो
आगे बढ़ो भई आगे बढ़ो
मैं तो हूँ इक मोटरगाड़ी
चार मेरे पहिए भारी-भारी
बत्तीे हो कोई रंग सही
मैं फिर भी रुकँू गा नहीं
न भैया न तू ऐसे ना करना
सड़क के सभी नियमों का
तू सदा ही पालन करना ”
2. यातायात के साधन
सड़क बनी है लम्बीे चौड़ी,
उस पर दौड़ी मोटर गाड़ी ।
सड़क किनारे बाएँ चलना,
बीच सड़क पर कभी न जाना ।
जाओगे तो गिर जाओगे,
देखो सड़क मिले जब खाली ।
होशियारी से कदम बढ़ाओ ,
परू ी सड़क पार कर जाओ।
190 3. एक छोटी किश्ती मेरे पास
“ एक छोटी किश्ती मेरे पास

मैंने बनवाई, नीली रंगवाई
और पानी में तैराई ।
एक मेढ़क बैठा पानी में
उसने देखा, मझु को घरू ा
और कूदा किश्ती में
मेरी किश्ती डगमगा गई
उलट गई, पलट गई
और डूबी पानी में ” Observe that
children move
4. बच्चोंे की यह रे ल है their body in
“ छुक- छुक, छुक- छुक, छुक- छुक- छुक a variety of
controlled
चलते-चलते जाती रुक ways.
बच्चों की यह रे ल है
बच्चों का यह खेल है
बच्चों का यह मेल है
चलती-फिरती रे ल है
चलते-चलते जाती रुक
छुक- छुक, छुक- छुक, छुक- छुक- छुक
नहीं कोयला खाती है
इसे मिठाई भाती है
नहीं छोड़ती यह धआ ु ँ
मड़
ु जाती आये कुआँ
छुक- छुक, छुक- छुक, छुक- छुक- छुक
इसमें नहीं लगा है इजं न
सीटी देता है (जगमोहन)
लेलो टिकट और चढ़ जाओ
रे ल सफ़र का मज़ा उड़ाओ
छुक- छुक, छुक- छुक, छुक- छुक- छुक ”
5. मोटर चलाओ भई माेटर चलाओ
“ मोटर चलाओ भई मोटर चलाओ
लाल बत्ती देखो तो मोटर को रोको ।
हरी बत्ती देखो तो मोटर चलाओ 191
मोटर चलाओ भई मोटर चलाओ
Transportation
साईकिल चलाओ भई साईकिल चलाओ
लाल बत्ती देखो तो साईकिल रोको ।
हरी बत्ती देखो तो साईकिल चलाओ
साईकिल चलाओ भई साईकिल चलाओ ”
6. मोटर कार
Observe that
children sing, “ मेरे पापा लाए कार,
repeat simple
songs
लंबी चौड़ी मेरी कार ।
चाबी घमु ाओ तो चल जाए,
ब्रेक लगाओ तो रुक जाए ।
पीं-पीं हार्न बजाती है,
सबको सैर कराती है। ”
7. बस
बस चली भई बस चली
लाल-पीली बस चली।
घर्र घर्र घर्र घर्र शोर मचाती,
पों पों करती बस चली।
मनि
ु या बैठो बस में तमु ,
सैर करें गे हम और तमु ।
चलते-चलते रुक पड़ी ।
डीज़ल पी कर फिर चल पड़ी ।
8. रे लगाड़ी
छुक-छुक करती आती रे ल,
दरू शहर पहुचँ ाती रे ल ।
सीटी खबू बजाती रे ल,
स्टेशन पर रुक जाती रे ल ।
9. दो हैं पहिये
“दो हैं पहिये, दो हैं पैड़िल
पीछे गद्दी, आगे हैंडिल
पैरों की ताकत से चलती
इसको कहते सभी साइकिल ।”
10. चली बैलगाड़ी
“ चली बैलगाड़ी सड़कों पर,
चरर-मरर चूँ चरर-मरर ।
192 बड़े काम की है यह गाड़ी,
बोझा ढोओ, करो सफर । ”
11. Wheels of the bus……
“The wheels of the bus go round and round,
Round and round, round and round,
The wheels of the bus go round and round
All through the town.
Other verses:
The wipers of the bus go swish, swish, swish.
The doors of the bus go open and shut.
The horn of the bus goes beep, beep, beep.
The driver of the bus says, “Move on back.”
The people of the bus go up and down”
12. Row, row, row your boat
“Row, row, row your boat
Gently down the stream,
Merrily, merrily ,merrily merrily ,
Life is but a dream.
Drive drive drive your car
Up and down the street,
Merrily, merrily, merrily merrily
Do you drive carefully?
Fly fly fly your plane
Way up in the sky
I am flying so high
Chug chug chug your train,
Up and down the track
Going and coming back”.
13. This is the way we pump a tyre
“This is the way we pump a tyre
We pump a tyre
And it goes
Higher higher
Puncture makes the tyre low 193
And it goes shh-hhh…..”
Transportation
14. Aeroplane Song
(To the tune of “Wheels of the Bus” by Ann Scalley)
“The pilot on the airplanes says
Fasten your belts
Fasten your belts, fasten your belts.
The pilot on the airplane says fasten your belts
When flying through the sky”.
The luggage on the plane goes up and down…..
The people on the plane goes bumpity bump…..
15. Early in the morning

“Down by the station
Early in the morning
See the little engines
All in a row
Up came a drive
He pushed the little lever
Puff-puff, toot-toot
Off we go!”
16. One lonely bus driver all alone and blue

“One lonely bus driver all alone and blue
He picked up a passenger and then there were two.
Two people riding, they stopped by a tree
They picked up a passenger, and then there were three.
Three people riding, they stopped by a store
They picked up a passenger, and then there were four.
Four people riding, happy and alive,
They picked up a passenger, and then there were five.
Five people riding, open swung the door
Four passengers got off the bus,
The driver’s alone once more”
17. Engine On The Track

“Here is the engine on the track (hold up thumb )
194
Here is the coal car, just in back (pointer)

Here is the box car to carry freight (middle)
Here is the mail car. Don’t be late. (ring )
Way back here at the end of the train. (little )
Rides the caboose through the sun and rain”.
18. Get A Ticket

“Get a ticket, ticket, ticket for the train.
Get a ticket, ticket, ticket for the train.
Don’t stand out in the wind and rain.
Get a ticket, ticket, ticket for the train”
Additional verses make the following substitutions:
Bus; Climb aboard, you can ride with us.
Plane; Don’t stand out in the wind and rain.
Boat; The water’s too cold to swim or float.
Bike; It’s way too far to walk or hike.
PS I
Movement Experiences and Activities

1. Collect and use tyres for swings (seats); for climbing and also for
balancing frames.
2. Games like mamaji, oh mamaji: Let children form a circle. One child
becomes “Mamaji’ and goes to the centre. The chidren walk in the circle
and sing, “Mamaji, oh mamaji, where will you take us?” Mamaji can
name any place e.g., ‘Mumbai or Zoo’. Then the children will say, “How
will we go?’ Mamaji says, “By train”. The children move in the circle and
imitate the sound and movement of train.
3. Let children throw the ball in the tyre kept at a PS II EPC
distance.
4. Provide old tyres and let children roll the tyres in an open outdoor area.
5. For older children, draw a line on the ground with chalk powder and
encourage them to roll the tyre along the line.
6. Hang a tyre from a tree according to the height of children. Provide
balls or beanbags and ask children to throw a ball through the tyre. As
children practice, increase the distance gradually.
7. Let’s fly like an airplane: Ask children to stand in a circle and spread
their arms as wings of an aeroplane. Then as you call out, “fly high….”
They will move in a circle, raise their arms high and make a noise and
195
then lower their arms accordingly.
Transportation
8. We will go to the market: Make all the children stand in a big circle
with the teacher in the centre. The teacher stands in the centre of the
circle and says “We will go to the market by “bus”, and the children
run around the circle making the sound of a bus. Suddenly the teacher
will call out, we will bring four apples and all the children have to form
groups of four. The teacher will keep on changing the name of the
vehicles and the number of the fruits/sweets. Accordingly the children
will enact and form groups of that number.
9. Let’s become a train

● Divide children into small groups and let each group form a train
by keeping their hands on the shoulders of the child standing in
front. Play the music and encourage the groups to move around
the class without removing their hands from the shoulders. Make
one child as an engine for each group and keep on changing the
engines.
● You may also cut different coloured tickets from chart paper. One
child can act as conductor to give the tickets. Let children join the
train by taking the ticket.
10. Fly the airplane

● Keep the paper aeroplanes (premade) ready with you. You may also
involve parents and older children to make it.
● Keep a large carton-box at a distance and encourage children to
throw their aeroplanes into it. Tell them that they are now pilots
and fly an aeroplane.
11. Cycle day

Talk about the importance of saving fuel. Arrange traffic lights (made
earlier) in the outdoor concrete area. Let small group of children (turn-
wise) ride tricycles and follow the simple traffic rules.
PS I PS II EPC
How do
children react
VII. STORY TELLING TIME
and responde ● Collect theme related story books (refer to the list). Create your own.
to stories
● Involve children in creating a story on transport.
VIII. CONCLUDING THEME

● Ask children:
♦ Which are the vehicles they like most and why?
♦ Which is your most favourite way to travel?
196
♦ How are vehicles different from each other? How are they same?

1. मेरे स्कू ल की येल्लो बस (C.B.T. ) 5-8 year old
2. लढ़
ु कता पहिया (C.B.T) 5-8 year old)
3. My First Aeroplane Journey (N.B.T) Age-group 6-8
4. जब आये पहिए (N.B.T.) Age-group 6-8
5. बस की सैर (N.B.T.) Age-group 6-8
6. मेट्रो का मज़ा (N.B.T.) Age-group 6-8
7. रे ल चली, रे ल चली (N.B.T.) Age-group 6-8
8. रे लगाड़ी चले छुक-छुक, छुक-छुक (N.B.T.) Age-group 6-8
9. आधे गोल चक्कर (N.B.T.) Pre-school
10. Fun with metro (N.B.T.) (Age-group 6-8)
11. My first Railway Journey (N.B.T.) (Age-group pre-school)
12. The coming of wheels (N.B.T.) (Age-group 6-8)
13. My yellow school Bus. (C.B.T) 5-8 year old)
14. The runaway wheel. (C.B.T) 5-8 year old)
By engaging in developmentally appropriate activities, children will be able to:

♦ Match vehicle pictures that go together
♦ Tell why these pictures/objects that go together.
♦ Identify sounds of different vehicles.
♦ Identify sounds of many letters/sounds that come during the theme.
♦ Classify pictures/items.
SAMPLE CHEKLIST FOR THE THEME : TRANSPORTATION

Name of the Child:
Dates:
Detailed
Teaching
Comments
strategies
Y/N (How well
for further
the child is
action
doing)
1. Can describe different modes of transport
2. Learn vocabulary associated with vehicles
3. Describe where the vehicles travel
4. Can talk about her/his travel experience
5. Can identify various modes of transport 197
Transportation
Detailed
Teaching
Comments
strategies
Y/N (How well
for further
the child is
action
doing)
6. Can name various modes of transport
7. Participate in dramatic play
8. Use drawing, colouring and writing tools
9. Create using a range of materials
10. Craft skills: Tearing, Pasting and Cutting
11. Create pattern/design from given shapes
12. Identify and name the shapes in the pictures of
vehicles
13. Identify and name the colours of the shapes in
the given pictures of transport
14. Count with one-to-one correspondence
♦ Match
♦ Identify
♦ Name
motor skills?
17. Can match the letter cards (covered under a
theme)
18. Can say the sound of a specific letter (covered
under a theme)
that letter sound
20. Can find the letter and highlight it on the
given print
♦ Listening
♦ Speaking
23. Does the child show interest in story books
and other environmenal print?
198

Theme 7
Water
The theme ‘water’ helps children to learn that water is very important and
is basic for us to stay alive. Although water is one of the natural resources
most familiar to young children, they may have never tried to explore it.
We have found that children enjoy water-play and their attention span also
gets widened during water-play activities. Water act as a sensory medium
e.g., adding detergent powder to water to make bubbles, adding different
food colour to water. These are just a few suggestions to utilise water for
exploring and discovering. Many different concepts can be taught relating to
the theme ‘water’. This theme provide lots of play activities, discussions and
simple experiments that help children learn about water, its importance,
properties of water, forms of water, uses of water, the water cycle (in a simple
way) and other general uses of water. We need to save water and help our
children to understand this right from early childhood.
To begin with, during the circle time a story could be told about a child
who went swimming. Gradually the story will lead into a discussion for some
other uses human beings have for water.
THEME: WATER
• Polluted water
• Contaminated water
USES
• Drinking
PROPERTIES • Washing
• Colourless • Cleaning
• Odourless • Bathing
• Tasteless • Cooking
• Shapeless
Rainbow
Save Water
Water
Water Cycle
SOURCES
• Rain
• Well
• Lake
• River
• Stream
• Sea FORMS OF WATER
• Tap • Solid
• Hand-pump • Liquid
• Water tank • Gas
• Water fall
IMPORTANCE AND NEED

• Me and you EXPERIMENTS
• All human beings • Water is tasteless
• Plants and trees • Water is colourless
• Animals • Water is shapeless
• Birds
While doing the theme ‘water’, encourage the children to recall their
200 experiences and activities they had done under the theme ‘Plants’
and ‘Air’.

PS I
• Observe
• Describe • Related vocabulary
• Gross Motor control
• Body Coordination
Observe • Think
• Imagination
• Sensory experience
(experiments)
• Identify
Sinking/Floating
USES
PROPERTIES • Drinking
• Colour • Bathing
• Taste • Washing
Water
Water Play
SOURCE
• River
• Tap
• Rain CONSERVATION
• Saving water
WHO NEEDS WATER?
• Me and you
• Observe • Plants
• Think • Animals
• Identify • Think
• Describe • Observe
• Identify
• Match
• Name
201
Water
• Listen
PS II • Speak
• Distinguish
• Observe • Differentiate
• Describe • Related vocabulary
• Observe
• Identify • Reasoning
• Describe
• Name
Sensory USES
• Drinking
• Bathing Three forms
• Washing of water (solid,
• Cleaning liquid, gas)
PROPERTIES
• Colour
• Taste
• Smell Water Play
POLLUTION
SOURCE • Clean and
• River dirty water
• Tap • Cause
• Rain Water
• Well
• Visual
discrimination
• Observe • Identify
• Think • Observe
• Identify • Reason
• Describe
Sinking floating
• Reason
WHO NEEDS WATER?

• Me and you CONSERVATION
• Plants • Observe • Saving water
• Animals • Describe
• Birds • Reason
• Explore
• Think
• Identify • Observe
• Match
202 • Name
• Reason

• Listen
EPC • Speak
• Distinguish • Experiment
• Observe • Differentiate • Observe
• Describe • Development • Describe
• Identify related vocabulary • Identify
• Explore • Reasoning • Observe • Explore
• Match • Describe • Application to
• Sorting • Reason real life
• Explore
Sensory • Classify
USES
• Drinking Three forms
• Bathing of water (solid,
PROPERTIES • Water Play liquid, gas)
• Colour • Washing
• Sinking/floating
• Taste • Cleaning
• Smell • Cooking
• Shape
POLLUTION
SOURCE • Clean and
• Stream dirty water
• River • Cause
• Tap
• Rain Water • Effect
• Well
• Visual
discrimination
• Identify
• Observe
• Observe
• Think
• Reason
• Identify
• Explore
• Describe WATER CYCLE
• Reason
WHO NEEDS WATER?

• Me and you CONSERVATION
• Plants • Observe • Saving water
• Animals • Think
• Birds • Describe
• Draw
• Explore
• Identify • Think
• Match • Observe
• Name • Reason
• Reason • Follow
203
• Explore
Water
THEME: WATER
Objectives
1. Water is used by humans for many purposes. Water is useful for
cleaning, drinking, helping plants to grow.
2. We get water from different sources.
3. Water has three forms.
4. Water is precious and we should not waste it. Importance of water in
daily life.
5. We also have fun with water.
6. Water is colourless, tasteless, odourless and has weight.
7. We all should use it wisely.
Teachers should not attempt to investigate the components of water with
young children.
MATERIALS
1. Measuring cups and spoons 12. Eye droppers
2. Funnels 13. Sponges
3. Buckets 14. Bath toys/animals/ boats
4. Plastic containers/Tub 15. Jug
5. Raincoats 16. Jar
6. Clothes of doll 17. Cloth
7. Frying pan 18. Sponge
8. Washable toys 19. Detergent
9. Glasses 20. Umbrella
10. Ice-cubes 21. Cork
11. Clear jars/glasses 22. Feather
Theme vocabulary
1. Water 7. Swimming
2. River 8. Shape
3. Tap
4. Lake
204 5. Cloud
6. Water animals

Theme Board
While talking to your children, ask them to think about sources of water-
“Do you know from where we get water?” “How your mother use water at
home?” Let children cut pictures of a river, lake, well etc., from magazines
and books. Help them arrange their pictures on the chart paper. Create a
scene where people are using water wisely; a gardener is watering plants;
animals drinking water from the lakes; people enjoying swimming. Label
the pictures. After completion, talk about the theme board. Ask what else
can be added to the theme board.
Water
I. LANGUAGE AND LITERACY EXPERIENCES

(CIRCLE TIME)
FINGER PLAYS
1. Thunder Finger Play
“Thunder crashes
Lightning flashes
Rain makes puddles
205
So I can make splashes.”
Water
2. In soapy water
“In soapy water
I wash my clothes
I hand them out to dry
As children
The sun it shines
share their
ideas and The wind it blows
thoughts,
write the The wetness goes into the sky.”
main points of
discussion on
the chalkboard
Discussion on the Theme (Circle Time) PS I PS II EPC
so that they Picture reading charts can be prepared where the uses of water are being
can relate that
writing has shown or the cut-outs of pictures showing the uses of water can be put on
some meaning a flannel board as these are discussed. (Uses for water— drinking, cleaning,
(sight reading) washing, swimming bathing, washing automobiles, cooking, watering
plants and so on)
Invite children ● Gradually also show
into discussions them water is needed to
e.g. “think”;
dissolve things.
“Do you have
any idea” (Let children do it
themselves—some items
that dissolve in water
and those that do not.)
● Animals that live in
water.
● Objects that absorb
water and those that do
not.
● Talk to children from where we get water (river, stream, tap, well, hand
pump etc).
● While doing the evaporation activity towards the end talk about water
cycle (display and talk at their level).
● Plants/animals need water.
● Many forms of recreation are water related (fishing, swimming etc).
● There are different forms of water — liquid, ice, steam (show them the
activities).
● Roll the ball and do conversation: Get some pictures of water activities
e.g., cleaning, drinking, washing, bathing, swimming etc., and involve
206 children in discussion. Allow children to express their thoughts. Ask
children how do they use water at their home.

● Explain while doing the activities and games under cognitive development You may also
that water: sometimes say,
♦ has weight “Okay children
it’s thinking
♦ is a liquid time!” Think-
♦ is colourless but can be coloured by adding food, colour, ink. “what will
happen if we
♦ is shapeless but takes the shape of any container into which it is so not close
poured. the taps?” and
so on.
♦ has natural taste but changed by adding sugar, salt etc.
♦ evaporates (goes into the air).
♦ temperature can be changed by heating and cooling.
Relate water concepts and evaporation while recalling the theme

“Plants — caring for classroom plants; asking children why plants need to
be watered; let them observe how plants are growing well with sprinklings
of water.
Check whether any child needs additional time, re-inforcement of

activities and support to understand the theme.
PS I PS II EPC
Reading Readiness
1. Colour fishing: For younger children, make raindrop shapes of different
colours. Let children match the coloured raindrops. They may also use
the fishing pole and pick the colour, identify it and name the colour.
2. Letter fishing: Create small raindrop shapes and write letters/numbers
on it. Attach a paper clip on each of it. Take few pencils and make a
fishing pole out of it (make 3-4 fishing poles). Call out a letter and let
children catch the letter using a fishing pole. Let children match the
letter, say the sound and name the letter.
3. Print a letter “W” and talk about its sound and other related vocabulary
words.
4. Letter clouds: Have cut-outs of clouds. Write upper case letters on
each cloud. Also have cut-out raindrops and write lower case letters
on that. Let children match the corresponding raindrop i.e., lower case
letter to the cloud.
5. Word flash cards: Using words like water, ice-cubes, drop, sink, tub,
rain, cloud, bucket, umbrella etc., prepare flash cards for older children.
Let them say the initial sound. Read together with children.
Am I watching my children to see the progress they are making in
language development? 207
Water
II. VISITS
1. Fire station
2. Garden/park
3. Service station (Car/Scooter wash)
4. Water fountain, swimming pool (if any)
5. A nearby lake or river.
VISITORS
1. Gardener with a water can
2. Fire-fighter
3. Parent to wash scooter/car
4. Someone who will bathe a pet in the classroom

DEVELOPMENT
1. Encourage the children to wash their hands before and after every meal
2. Discuss the importance of using water wisely and closing the taps
after use.
3. Take the children to the school garden in small groups and help them
water the plants.
4. Involve older children to make posters on ‘Save Water’.
IV. DRAMATIC PLAY PS I PS II EPC

(SMALL GROUP ACTIVITY)
1. To encourage children to think about the uses of water, ask them to
Encourage
children to talk dramatise the different uses. Each child can act out one use and the
about their play others can guess the use. For example, one child can mime the act of
drinking water; another can mime the act of bathing, and so on.
2. Provide small umbrella, rain-coats; gumboots (child size) etc., and let
Make video
children do pretend play.
of children in
dramatic play 3. Let children wash doll’s clothes and hang some to dry in the sunshine
and some in a shady place. Let them compare drying times.
4. Indoor water play: Provide two-three small tubs of water inside the dry
pool or inside a classroom. Spread a plastic sheet below it. Provide small
plastic bottles, plastic funnels, write numbers such as 1, 2,3,4 as levels
208 and attach these to bottles. Ask children to fill water upto the marked
number.

V. ART EXPERIENCES Observe how
children are
1. Water colour painting: Mixing different paints with a dropper by using holding the
water and then painting with water colour. dropper
2. Clay modelling (Potter’s clay).
3. Coloured drops on a drawing: Draw a water drop on a paper. Provide
eye dropper and coloured water to a small group of children. Let children
use the eye dropper to drop coloured water on the picture.
4. Eye dropper art: Add different food colour to three cups. Add little
water to these. Provide eye droppers in a small group and give white A4
size sheets of paper to children. Let children use the eye dropper to drop
the coloured water into a paper.
5. Painting with water: Let children use big easel brushes and paint with
water and watch how the water evaporates.
6. Let children colour the picture of an umbrella.
7. Paper folding of a boat
VI. COGNITIVE EXPERIENCES PS I PS II EPC
(Demonstrate all experiments in a small group of

children)
1. Blow bubbles: Put detergent or provide bubble mix to a tub of water for 209
sensory experiences. Let children blow and play with the bubbles.
Water
2. Toy wash: Take out all the washable toys and take them PS I
outside. Let children wash these just with water and
have fun.
3. Let children explore water: Provide kitchen utensils
PS I PS II
or plastic toys such as funnels, measuring cups,
sponges, squeeze bottles etc., to play with water.
4. Water Tasting: Add sugar, salt, lemon any squash or powdered drink
to drinking water. Let children taste them.
Discuss the
5. Let children wash doll clothes with water. Let the clothes hang on a
differences string at the child’s level.
6. Provide powdered drink or any squash. Let children mix, stir water into
this mix. Help them serve in small glasses.
Ask children
to observe the 7. Bring ice-cubes in the classroom and let children observe these. Talk
drops of water how ice cubes are formed. Then carefully put the ice-cubes in a frying
on the steel
pan on a low heat (you may use an electric kettle). Ask children to
plate
observe the ice-cubes as it first change to water and then to steam as
the water boils. Cover/hold a steel/aluminium plate above the pan to
Record each collect some of the moisture (steam).
child’s response
and reaction 8. Ask children to wash her/his handkerchief in the water and then ask
some children to put their handkerchiefs out in the sun to dry and the
others inside. Let them observe which handkerchief dries more quickly.
Later ask them why?
9. Take two-three clear glasses of water. Ask children to
Watch PS II EPC
observe. Talk about the colour of water (colourless).
children’s
enthusiasm in Then add drops of liquid food colour (red, yellow,
learning and green and blue) to each of the glass. Ask children to name the coloured
doing activities water (do one colour at a time).
● With older children keep dropping the colour and talk about the
colour. E.g: “I am adding yellow colour to this glass of water— How’s
the colour now-right it’s yellow and now I am adding some more
drops of yellow and now it is dark yellow and so on.
10. Take a container of slightly muddy water. Let it stand for a while.
After sometime sedimentation will take place. Show the children the
impurities settled at the bottom of the container. Talk to the children
Let each child
experience it about clean and polluted water.
and discuss the 11. Ask a child to fill the bucket with water using a mug. Ask “How many
results
mugs does it take to fill one bucket?” For older children, provide a set of
measuring cups and three different sized plastic bottles. Ask how many
cups it takes to fill a bottle and so on.
210 12. Sponge Play: Provide variety of sponges for sensory experiences. Let
children soak sponges in water and then squeeze them into another
empty tub. Ask them which ones hold the most water?
13. Collect a few things such as sponge, a big piece of cloth, a container
full of dry sand, a small empty bucket etc. Let the children handle each
object before and after adding water to it and compare their weights.
The children will observe that all the objects will be heavier after the
addition of water. What’s the weight: Let the older children record
the weight of materials when they compare the objects in dry and wet
states. Let children discuss the results (more than, less than)
14. What will happen? Will it sink or float: Collect lots of objects (leaves, Encourage
pebbles, paper clips, cork, coins, sponges, beads, twigs, marbles, children to
wooden pieces etc). Provide a small tub of water and encourage children experiment
(under
to explore and discover what kind of objects float and what kind of supervision)
objects sink in water. Let them experiment with different materials what dissolves
with sinking and floating. Encourage children to predict what they think in water and
what do not
‘Will happen–will the particular item sink or float?’ Gradually they’ll
come to know and discover that heavier objects sink and lighter objects
float.
Let children
15.
Cut twenty umbrella shapes and write 1-10 PS II EPC observe these
numbers and make two sets of it. Let children match colour changes
the number on the umbrella shapes.
16. One-to-one correspondence: Draw 5-6 pictures of umbrella (in one
row), clouds on a worksheet. Ask children to draw one stick for each
Record
umbrella; similarly ask them to draw slanting lines for rain under
children’s
each cloud. verbal response
17. Water colour change: Add different food colour to water and pour in
the different plastic ice trays and place these in the freezer (do all these Ask children
in front of children). After one hour take out and put coloured ice-cubes to observe.
in different clear glasses. Pour plain water in glasses. Ask –“Which
substance
18. Watching Ice: Pour water in a ice tray and place it in a freezer. Let gets dissolved
children observe and inspect after every twenty minutes to observe the in water and
ice. Let children observe how it is changing. Finally, when it is frozen, which ones
sink at the
take the ice out and place it in front of children and let them see how it bottom of
melts. the glass/jar.
Let children
19. Evaporation add other
(a) Take two clear glass containers/bottles and fill both of them with substances to
continue the
water. Cover one with a lid and leave the other container uncovered
experiment
near a sunny window. During the theme, ask the children to
observe each day the water level in the uncovered container/
bottle. Then ask them to compare the water level in both bottles.
With older children, you may introduce the word “evaporation” in
211
the discussion.
Water
(b) Ask the children to observe the blackboard as you wipe it with a
damp cloth. Ask them to watch how dampness disappear as the
water evaporates. (Do not use the word evaporates; instead ask
Does water where the dampness/water has gone?)
feel heavy?
20. Will it dissolve or not?
● Provide 4 clear jars with lids or glasses, sand, salt and a large jug of
water.
● Pour water into each jar/glass. Add one of the elements to each
glass/ jar and cover it tightly.
● Ask children to predict what will happen when you stir the water
with a spoon or shake each jar.
● Then shake them (one at a time).
21. Give an empty bucket to a child. Ask children what happen to the
bucket when we fill it with water. Let few children pour water into the
bucket till it becomes too difficult to hold. Ask them what happened?
The weight of the water can be easily understood.
Discuss evaporation at the child’s level wherever you get an
opportunity such as whenever clothes have to be dried in school,
watching puddle and so on.

MUSICAL EXPERIENCES
1. बरसात
“ पानी बरसा छम, छम , छम,
छाता लेकर निकले हम ।
पैर फिसल गया गिर गये हम
ऊपर बस्ता नीचे हम । ”
2. इच
ं ी मिंची मकड़ा
“इंची मिंची मकड़ा, ऊपर चढ़ गया ,
ऊपर बरसा पानी, मकड़ा भीग गया ।
इंची मिंची मकड़ा, नीचे आ गया ,
नीचे भी था पानी, मकड़ा भीग गया ।
इंची मिंची मकड़ा, रोने लगा,
ऊपर निकला सरू ज, मकड़ा सख ू गया ।
212 इंची मिंची मकड़ा, ऊपर चढ़ गया,
नीचे ऊपर उसका, जाला बनु गया ।
3. हैया हो हैया
“ हैया हो हैया, हैया हो हैया,
पानी में चले मेरी छोटी सी नैया
नाव चली, नाव चली, नाव चली नाव,
आगे को चली, पीछे को चली ।
इधर को चली, उधर को चली ।
हैया हो हैया, हैया हो हैया,
ऊपर को चली, नीचे को चली ।
दाएँ को चली, बाएँ को चली ।
हैया हो हैया, हैया हो हैया । ”
4. पानी
“ पानी बिना चले न काम,
पानी आता सबके काम ।
पानी से हम रोज़ नहाते,
कपड़े धोते, खाना पकाते ।
पौधे जब मरु झाने लगते,
पानी से फिर हरे हो जाते ।
5. नाव बनायें
“ नाव बनायें
अब तैरायें
ताली पीटें, मौज मनायें,
बादल आये, बादल आये ।
पानी बरसा, टप-टप-टप
चलो नहायें, छप-छप-छप
लड्डू खायें, गप-गप-गप
छाते बरसाती ले आयें
बादल आये, बादल आये ।
बँदू गिरती, छम-छम-छम
बिजली चमकी, चम-चम-चम
ढोल बजायें, ढम-ढम-ढम
झल ू ा डालें पग बढ़ायें
बादल आए, बादल आए।
213
6. बच्चो मेरी सनु ो कहानी
“ बच्चो मेरी सनु ो कहानी
Water
मैं हूँ पानी, मैं हूँ पानी
मझु को पी तमु प्यास बझु ाते,
कपड़े धोते और नहाते ।
7. Rain, Rain go away
“Rain, rain go away
Come again some other day
We want to go outside and play
Little ___(child’s name) wans to play.”
8. Splish, splash
By Jean Warren
“Splish, splash
In the tub
In the tub
I just love water play
I could splish and splash all day
In the tub
In the tub”
9. Drip, drop
“Drip, drop
See the rain falling down
Let’s take out our
Raincoats and umbrellas
And jump in the puddles
With a splash, splash
Splish, splash all around”.

“Row, row, row your boat
Merrily, merrily, merrily merrily,
Life is but a dream;
Drive drive drive your car
Up and down the street,
214

Do you drive carefully?.....
Way up in the sky
I am flying so high….
Chug chug chug your train,
Up and down the track
Going and coming back”.
11. Water, water from the stream
(To the tune of “Twinkle, twinkle little star…”)
“Water, water from the stream,
When it boils it turns into steam
Water, water it’s so nice
Freeze it cold, it turns to ice
Cool the steam, warm the ice
It’s water again, clean and nice”.
Movement Experiences and Activities (Gross Motor

Development)
1. Water balloon toss
2. Sponge toss
3. Holding a water cup and walking
4. Puddle jump: Spread a small newspaper which the children have
painted blue and say-“This is a small water puddle”. Make children
stand in a line and encourage them to jump across the puddle (take
turns).
5. Pass the ice-cube: Divide children into two teams. Ask them to stand Watch
in a line. Give an ice-cube to the first player of each team. Ask the children’s
body
first child to rub the ice cube in her/his hands as long as s/he can do movement
it to make it melt and when it becomes too cold for her/him to hold
s/he can pass the ice-cube to the next child standing in a line. The team
who is able to melt the ice-cube first will be the winner. The game will
continue but now the ice-cube will be given to the new child who has
not experienced the ice-cube.
6. River– Land: Spread a durry or a mattress on the floor and say, “this is
a river”. Make children stand in a circle around it. Call out “River” and 215
children will jump on the “durry” and when you call out “Land” children
will jump on the floor.
Water
7. Play music and let children move their bodies creatively.
8. Water relay race: Divide children into two to three teams. Keep one
small bucket of water in front of each team (at the beginning of each
line). Provide small plastic cups in each bucket. Mark a finish line and
here keep large empty plastic buckets. Call out “GO” and blow a whistle
and the first child of each team will fill a cup/glass of water and run to a
finish line where empty buckets have been kept. The child will pour the
water in the empty bucket and run back to her/his team and hand over
the plastic cup to the next child to continue race. The team who will fill
the empty bucket first will be the winner.
Observe
children
for pretend VIII. STORY-TELLING TIME
reading
● Tell stories on “Water”. Divide older children into groups and ask them
Are the story to create a story on water.
books/picture ● Collect theme related story books (refer to the list). Create your own.
books displayed
or easily
accessible? IX. CONCLUDING THEME
Ask children:
● Did you like playing in water?
● How do you use water at home?
● Where do we get water from?
● What will happen if we waste water?
● What will happen if there is no water?

1. चुलबुली बूँद (C.B.T. Age group-5-8)
2. The bubbly drop (C.B.T. Age group-5-8)
3. A Story about Water (Age-group pre-school)
4. पानी ही पानी (N.B.T.) (Age group-6-8)
5. काले मेघा पानी दे (N.B.T.) (Age group-6-8)
6. मोर भाई (N.B.T.) (Age group-6-8)
7. Waiting for the rain (N.B.T.) (Age group-8-10)
216

SAMPLE CHEKLIST FOR THE THEME : WATER
Name of the Child:
Dates:
Detailed
Teaching
Comments
strategies
Y/N (How well
for further
the child is
action
doing)
1. Can talk about how water is important for us?
2. Can understand and follow instructions to save
water
3. Enjoy water related experiments
4. Can talk about uses of water
5. Can talk about sources of water
6. Participates actively in discussions, can think
and reason
7. Can identify and provide possible answers/
solutions to simple problems in meaningful
contexts
E.g; “What will happen if we do not close the taps
after using them?”
8. Develop sensitivity for natural environment
(…………………...)
10. Has the child develops her/his fine and gross
motor skills
11. What did the child learn about colours:
♦ Match
♦ Identify
♦ Name
theme)
been covered in the theme
that letter sound
♦ Listening
♦ Speaking
217
17. Is the child showing interest in story books and
Water
Detailed
Teaching
Comments
strategies
Y/N (How well
for further
the child is
action
doing)
19. Communicate ideas while conducting
explorations
20. Is able to associate experiments based on
properties of water
21. Use language to describe the water cycle.
22. Identify/Name the objects which sink/float in
water
23. Answers open ended questions such as what
will happen if there is no water
24. Closes the tap after using it
218

Theme 8
Air
The theme ‘Air’ has lots of simple interesting experiments and games that
provide opportunities for children to learn that air is all around us. There
are lots of ways to help young children learn about ‘air’. Although air is
invisible and we cannot see it but we can feel its effects and notice how
different things moves when there is air. Plan age-appropriate activities
to help children understand the theme “air” and participate in hands-on
activities to sustain it. The activities and experiences in this theme are
planned to reveal the concepts such as:
● Air is everywhere
● Air takes up space
● Air moves things
● Air presses on everything from all sides
• Air has weight
To begin with the theme ask children to blow on the back of their hands.
How do they feel? They become aware of air’s movement.
THEME: AIR
Through simple experiments

♦ Colourless ♦ Air occupies space
♦ Odourless ♦ Air has weight
♦ Shapeless ♦ Air is colourless
♦ Cannot be seen ♦ Fire needs air
♦ Can be felt ♦ Air is everywhere
♦ Air is everywhere
Air
Importance and need

♦ Me and you Uses
♦ All human beings ♦ Breathe
♦ Plants ♦ Plants
♦ Animals ♦ Animals
♦ Birds ♦ Birds
♦ Insects ♦ Balloons
♦ Tyres
♦ Bubbles in Water
♦ Light fire
♦ Drying clothes
• While doing the theme ‘Air’, encourage the children to recall their experiences
and activities they had done under the theme ‘Plants’ and ‘Water’.
220 • As ‘Air’ is a difficult concept, the experiments and activities, need to be simple.
Children need lots of hands-on experiences.

PS I
• Listen
• Speak
• Explore
• Related
vocabulary
IMPORTANCE
Properties through • Breathe
experiments and
simple activities Air ♦ Me
♦ Plants
• Cannot be seen ♦ Animals
• Can be felt
• Air is everywhere
• Sensory
experience USES
• Identify • Balloons
• Observe • Tyre
• Explore • Drying clothes
221
Air
PS II
• Listen
• Speak
• Sensory
• Explore
experience
• Develop
• Observe
vocabulary
• Identify
• Reasoning
• Describe
• Describe
• Explore
USES
Properties through • Breathe
experiments and
♦ Plants
• Cannot be seen ♦ Animals
• Can be felt ♦ Birds
• Air is everywhere • Balloons
• Tyre
• Drying clothes
• Water
• Observe
CONSERVING FRESH AIR • Identify
• Air is polluted by • Think
♦ Smoke from vehicles • Explore
♦ Crackers • Describe
• Reason
EFFECT
♦ Ill health
222

EPC
• Listen
• Speak
• Explore
• Develop
• Sensory vocabulary
experience • Match
• Observe • Sorting
• Identify • Reasoning
• Describe • Describe
• Explore
Properties through USES

experiments and • Breathe
• Cannot be seen ♦ Plants
• Can be felt ♦ Animals
• Air is everywhere ♦ Birds
• Air has weight • Balloons
• Tyre
• Drying clothes
• Water
• Bubbles
• Light fire
CONSERVING FRESH AIR

• Air is polluted by • Observe
♦ Smoke from vehicles • Identify
♦ Crackers • Think
♦ Burning waste • Explore
• Describe
• Sort
• Draw
EFFECT • Reason
♦ Ill health
223
Air
THEME: AIR
Objectives
To provide opportunities for children to learn that:
● Air is everywhere although it cannot be seen
● Air moves things
● Humans, plants and animals need air
● Air has weight
● Air occupies space
MATERIALS
1. Leaves 12. Clear plastic container
2. Pieces of paper 13. Soap bubbles
3. Water, tub 14. S eeds (coriander or any other small
4. Balloons seeds)
5. Handkerchiefs 15. Art supplies
6. Toy sail boats 16. Glue sticks
7. Feather 17. Crepe paper
8. Tissue paper 18. Cotton balls
9. Crayons 19. Drinking straws
10. Brush 20. Hair-dryer
11. Whistle 21. Pinwheels
Air related vocabulary (Let children add vocabulary and record those)
1. Move 5. Heavy
2. Air 6. Wind
3. Blow 7. Light
4. Float
Theme Board
Involve children in making and decorating kites. Provide cut-outs of clouds
and let children colour. Also blow up some balloons and attach to the theme
board. Paste a picture of an airplane, the tree swaying in air, a yacht, a
child flying a kite, a man sitting under a fan. Involve children in pasting
224 these pictures and creating a theme board on “Air”. Talk to the children
about the scene.

Air
225
Air

● Finger plays
1. In my small garden
“In my small garden (cup hands)
Small and green
Baby seeds are hiding (make yourself small)
Safe and asleep
Open wide the garden (open hands)
Hold the seeds high,
Come Mr.Wind? (blow in the hands)
Help seeds to fly”.
● Poems
2. Air, air,air, air
“Air, air, air, air
Air is everywhere
We cannot taste it or see it
But we know it’s there”.
Ask children
simple cause and
effect questions. Discussion on the Theme “Air” (Circle Time)
For example:
“Why does a ● Discuss with children about a windy day prior to the discussion.
paper blow away
if you keep it ● Switch off the fan of the classroom and spread some torn pieces of paper
under a moving on the floor. And then ask children what will happen if you switch on
fan?” the fan? Children’s expected answer will be -“paper pieces will be flown
“What will
away”. Ask them what makes the paper fly. Then switch on the fan and
happen if you
make a hole in a let the children see the pieces of paper flying. Explain to children that
balloon? And so wind can move things (wind is moving air).
on”
● Encourage children to think about different ways they (ask them to
demonstrate) can make the air move, for example let them create a
breeze such as blowing, using paper as a fan, etc. Encourage children
to say whether they know what are the other machines that move air
(fan, exhaust fan, hair dryers etc). Let them blow air from their mouth
on their hands.
226
● Explain that we can only feel air and since it is invisible we cannot see
it. Take an empty container and ask them what is inside. Let each of
them examine it. Children’s expected answer is ‘nothing’. When they Record children’s
say nothing-explain to them that the container has air. Air is invisible descriptions and
but it is actually a substance that fills the space. answers of their
observation of
● Explain to children that when strong winds are there it moves heavy simple classroom
objects effortlessly. Though we cannot see air but we can see the effect experiments and
of moving air e.g., ‘clothes on the string move in the wind; a flag moves discussion
in the wind’. Encourage children to think and talk about the objects
they can see moving in the air. Listen to children
carefully while
● When talking about the need for air, ask children to close their nose for doing the
a few seconds and to tell how they feel. When talking about importance discussion-“Have
of air ask children to stand in a circle. Ask them to take a deep breath you seen air”?
and feel it and then ask them to exhale and leave breath slowly. Then “Where is air”?
“Can you feel
again ask them to inhale and exhale. After practice ask children to feel air”? And so on.
their chest rise and fall. Ask a group of children to take turns lying on Record all the
the floor or putting their heads on the table so that other children can verbal answers
watch their chests go up and down as they breathe. Explain to them
that they are taking the air in and then breathing it out. Explain that Guide the
plants and animals also need air like us. (Do simple experiments like discussion to
keeping one plant inside the almirah and one plant outside.) Discuss bring out the
idea that living
what would happen to people, plants and animals if there is no air.
things must have
● Involve older children in making simple kites and ask them to fly the air to stay alive
kite. Show and talk to children how air helps to move things.
● Encourage them to discover how they can feel air. Ask them when they
run; do they feel the wind on their face, hair?
● Discuss about the things that travel in air (expected response is —
aeroplanes, birds, kites and so on). Explain at this time that seeds also
travel in air (recollect the theme plants and trees). Very often different
seeds fly away with air in different directions. This is how seeds get
carried away by the wind and it helps plants to spread. Provide small
coriander seeds to the children and let them blow strongly to see
how the wind carries the seeds (do this activity under the Plant Theme
as well).
● Ask children “What do you observe on a windy day?” “What happens if
we stand below the ceiling fan on low speed and then on high speed?”
Note down the responses.
● Take children out on a windy day and ask them to find out things that
are being moved around by air.
● Talk about air transport. Recall the theme Transportation.
♦ Relate water concepts to air when talking about evaporation. 227

♦ Relate plants and trees (seed scattering) to moving air.
Air
Observe and Reading Readiness PS I PS II EPC
record how
children match 1. Sounds of letters- Let children say the initial sound that they hear in
shapes and the words — Air, Wind, Cloud, Kite, Blow, Fan and say the other words/
letters vocabulary related to the initial sound.
2. Let children find and look for these letters in the given piece of newspaper/
story and encircle it, for e.g., find A a, W w, C c etc., and make a circle
around it or highlight it.
3. Draw upper and lower case letters and let children fill colours inside it
and say their sounds.
4. Let children match and sort the letters.
5. Matching upper case to lower case letters
PS II EPC
B b D d
● Make balloon shaped coloured cards and write upper case letters on big
balloon cards and lower case letters on small balloon shape cards. Ask
children to match upper case letters to lower case letters.
● For young children, ask them to match the similar PS I PS II
coloured balloons.
● You may also place three same colour balloon cards and one different.
Then ask them to identify the odd one out.
6. Provide visual discrimination cards with letters/words and EPC
encourage children to identify the odd word/letter.
Air Air Sir Air Mind Wind Wing Blow Blow Blow Flow

FPFF AAAA

7. Letter/Sound Association
228

● Let children identify and name each picture. Then ask to say the initial
sound of each picture.
● Let children identify and name each of the above pictures in a card.
Then ask them to say the initial sound and thereafter them which of
the two pictures have the same initial sounds and which picture’s initial
sound is different. Make more such auditory visual association cards.
8. Make one master board and on the left side paste pictures with letters
written on it (use double sided tape).
MATCH THE SOUND/LETTER
229
Air
● Have cut-outs of many pictures with same initial sounds. Ask children
to identify the first picture and say the initial sound. Then ask them to
identify the pictures having the same initial sounds and place them in
the given slots. (You may use the board for other letters also as you are
using double sided tape; use the back side of the board also).
9. Match the initial letter of words
Kite Apple
Wind
Blow Bubbles Kitten
Air
Fan Kettle Flower
Feet Fall Water Wagon Ant Balloon
10. Encourage older children to write or talk about things that fly.
11. Encourage older children to write about the uses of air, based on their
daily experiences in their own words.
Writing Readiness
1. Let children trace their index finger over sand paper letters such as– A,
K, W, C, B etc.
2. Have kite shaped cards and punch on the edges and let the children
lace the kites.
3. Let children colour inside a picture of a kite, copy/write their names on
the kites.
4. Let older children write/copy the word K-I-T-E on the kite that they
have drawn.
5. Let children join the dots on the pictures provided with dotted lines.
6. Let children create letters from potter’s clay/play dough.
II. VISITS
1. A nearby park/garden to observe trees and plants moving in the breeze.
2. Service-station. (Make arrangements with the service station manager
before hand to have a demonstration of the tyre change and how they
fill air in the tyre etc.)
230
3. Puncture shop.

VISITORS
1. A parent to bring their scooter/car for wash (to observe how water
evaporates).
2. Parents to fly kites in the school ground.
3. A parent bringing equipments such as vaccum cleaner, hair dryer, hand
fan and show the uses of air.
4. A balloon seller to show how he fills air into balloons.
III. SOCIAL AND EMOTIONAL DEVELOPMENT

1. Provide soapy water and allow the children to make bubbles and watch
them float in the air.
2. Provide soapy water in a tub and ask children to wash dolls, toys and
other washable items.
IV. DRAMATIC PLAY (SMALL GROUP ACTIVITY) Observe that

children have
1. Let children do role play. Provide an old inner tube and tyre pump of a control over
bicycle for the mechanic/repairman to inflate. Provide toy cars, hollow the small
muscles in
blocks for the children to role play or help them create a car/bus with
their hands
chairs and a cardboard steering wheel.
V. ART EXPERIENCES
1. Colouring in a picture of cloud. Let older children write their names in
a cloud.
2. Paper bag kite: Take brown paper bags. Let children paste different
shapes (out of glaze/newspaper) on the brown paper bag. Punch a hole
on the top of the bag. Tie a long string in the hole. Go outside and fly
the kite.
3. Blow painting: Have thin chart papers and cut into kite shapes. Do it Ask children
in a small group. Provide spoonful of water colour paint on each kite where the
shape. Ask children to use a straw to blow the paint on the kite shape. water has
Then attach the straws on the kite to make the cross shape (as on kites) gone?
and display the kites in the classroom.
4. Let older children create kite shapes (triangles, diamonds) using
different blocks in the block building area. Encourage children to make
different sized kites like big and small.
5. Paper pinwheels: Provide a paper pinwheel to each child and let them
run with it and see how air is moves the pinwheel. Involve older children 231
in making paper pinwheels.
Air
6. Help children make and decorate paper airplanes. Encourage older
children to write their names on it and let them go outside and fly them.
Observe 7. Let the children draw pictures of balloons and colour/decorate them.
children to 8. Paint with water: Let children paint with water and let them see how
see that they
water evaporates.
complete a task
9. Cut different shape of things that move in the air for example: birds,
butterflies, balloons. Let children fill colour in these. Attach dangling
string to the back and let children fly the shapes.
10. Make paper fans to move air. Decorate these fans. You may also use
small paper plates stapled to thin sticks and let children use these as
hand fans.
PS II EPC
By engaging 1. Matching of kites: Have small cut-outs of different shaped kites and
children ask the children to match the kite shapes. Similarly you can do for
in simple colours.
‘Air’ related
activities, (a) Matching of different coloured balloons.
continuously (b) Matching of different shaped balloons.
record
children’s 2. Make different patterns on cut-outs of kites/clouds. Have identical set
verbal response and let children match the patterns.
and observe
their reactions
3. Let the children create breeze with the help of small hand-held fans
which they can make themselves by folding paper. Books, notebooks or
cardboard pieces can also be used for the purpose.
4. Take two candles and light them in front of the children. Now get a child
to blow at one. Before blowing ask the children what would happen if
we blew at the lighted candle. Let them predict. After blowing let them
observe how one gets extinguished while the other does not. The teacher
should be careful and take precautions so that no mistake occur while
doing this experiment.
Watch their ● Instead of blowing out the candle, ask a child to cover it with a
attention glass. Again ask the children to guess what would happen? Discuss
span and with them how, without air, the candle gets extinguished.
concentration
while doing 5. Take a discarded can with a lid. Make holes in it. Now fill it with water.
these activities. The children will find it very intriguing to see that if you close the lid
water stops pouring from the holes and if you open it, water pours out.
How does this happen? Let the children do the experiment themselves.
6. Count the bubbles: Make number self-corrective puzzles. Draw numbers
and appropriate bubbles and cut each number card in a different cut-
232
out.

1 2 3
7. Blow up a balloon in front of young children. Talk about its colour and
shape. Then ask “What will happen if I let it go?” And then leave the
balloon. Blow up another balloon. Talk about its colour and shape. Ask,
“What will happen if I leave the blow hole open” (let the air come out
slowly). Hear the airy sound.
8. Take a glass of water, fill it to the brim and put a cardboard cover or
paper sheet over it. The cover will get stuck and even if you invert the
glass, the water will not flow out for some time. (Air puts pressure).
9. Have cut-out of small shaped kites. Write a number on the top half (use
sand paper) and draw the corresponding number of dots on the bottom
half of the kite. Provide seeds/rajma in a bowl and ask children to place
the same number of seeds/rajma on the dots. Ask children to trace the
written number with their index finger.
10. Coloured Kites: Let younger children match kites of each colour. You
may also cut the coloured kite in half and then let children complete the
puzzle and match the colours.
11. Kite Shades
● Draw same sized kites on five different cardboard pieces. Paint
them in different colours from the darkest to the lightest shades.
● Ask older children to seriate the kite from darkest to lightest.
12. Pre-Number Concepts (Big-Small): Draw kites, clouds, flowers, leaves
of different sizes on five-six cards. Ask the children to seriate the kites
or flowers in order i.e., from biggest to smallest (for this, colour all the
objects for one activity in one colour i.e., all flowers in pink colour; all
leaves in green; all fans in blue and so on…)
13. Water Play: Collect objects such as cotton balls, twigs, leaves, pieces
of ribbon etc. Give straw and ask children to move each object in a
water tub by blowing out them with their straws. Ask the older children
to guess whether the force of the air, will move it? Take note of their
responses.
233
Air
MUSIC EXPERIENCES
पेड़ों ने दी साफ हवा
1.
“पेड़ों ने दी साफ हवा,
आम, बेर, जामनु , महुआ ।
छाल- पत्तियाँ काम आएँ,
दवा रोग की बन जाए ।
पेड़ों पर झलू ा डालें,
झल ू -झल ू कजरी गा लें ।”
हवा चली धीरे–धीरे
2.
“ हवा चली धीरे -धीरे
पत्ते हिले धीरे -धीरे
हवा चली ज़ोर से भैया
पत्ते नाचे ता-था-थैया
आई आँधी ज़ोर से
पत्ते गिरे धम से
हवा चली सर- सर- सर- सर
पत्ते उड़ गए फर- फर- फर- फर”
हवा
3.
“ हवा चली भई हवा चली,
सर ् सर ् सर ् सर ् हवा चली ।
इधर चली भई उधर चली ।
फर ् फर ् फर ् फर ् हवा चली ।
धीरे चली कभी तेज चली,
धल
ू और पत्ते उड़ाती चली ।”
गुब्बारा
4.
“मनु ्ना एक गबु ्बारा लाया,
फँू क मारकर उसे फुलाया ।
और फुलाया और फुलाया
हवा भरी फिर और फुलाया ।
फूट गया जब वह गबु ्बाारा,
मनु ्ना ने तब महँु बिचकाया । ”
234

5. Blow, blow, blow your wind
(To the tune “row-row row your boat”……)
By Diane Thom
“Blow, blow, blow your wind
Gently through the trees
Blow and blow and blow and blow
How I like a breeze!”

“Row, row ,row your boat
Merrily, merrily, merrily merrily ,
Life is but a dream……
Way up in the sky
I am flying so high….
7. Ten little bubbles

(To the tune of ten Little Indians By Chicky)
“One little, two little, three little bubbles,
Four little, five little, six little bubbles,
Seven little, eight little, nine little bubbles,
Ten little bubbles for you to pop”
8. I see the wind

(To the tune of Hush little Baby…..)
“I see the wind when the leaves dance by
I see the wind when the clothes wave ‘Hi’
I see the wind when the trees bend low
I see the wind when the flags all blow
I see the wind when the kites fly high
I see the wind when the clouds float by
I see the wind when it blows my hair
I see the wind almost everywhere!”
235
Air
Movement Experiences and Activities
1. Let children go outside and run with their paper pinwheels.
2. Parachute play
● Spread the sheet/parachute on the ground and let the children sit in a
circle around the parachute.
● Ask each child to hold the edge of parachute/sheet with both hands,
pulling it towards their lap but not very tight.
● Then place a big ball on the sheet and let the children try to roll the ball
to and fro on the sheet.
● Demonstrate this by lowering one edge of the sheet and direct the ball
towards them and keep allowing the ball to pass by raising the edge of
the sheet so that the ball could be directed to the next child.
● Each child in a circle will raise the edge to direct the ball to child next
to her/him.
● Children need practice in lowering and raising the edge of the sheet that
she/he is holding.
3. Prepare soapy water and let the children enjoy blowing bubbles outside.
4. Play music and let the children “move like kites”. Play the music beat
sometimes, fast, slow and medium and let children move their bodies to
the musical beat.
(a) You may also call out – the kites now fly high-up in the sky and now
come slowly down to the ground and so on.
(b) Similarly let them become tall trees swaying in the wind.
5. Play music and blow up balloons. See which team can blow their
balloons faster to the music.
6. Park a school van or car in the outside area and let all children wash the
car/van together. Encourage them to watch where the water is going….
talk about how water evaporates.
7. Attach colourful crepe paper streamers to the wrist of children and let
them run and watch the streamers fly!
8. Make five rows on the floor. Keep five cotton balls in each row in front of
each child. Blow the whistle and ask each child to blow the cotton ball
that is in front of them.
9. Let children pretend to be balloons that are blown into large shapes.
Play music and call out, “Now you’re blowing and getting bigger and
236 bigger”. When they are stretched, say that you’ll pretend to prick each
imaginary balloon. Each balloon collapses as the air goes out of it.

When outdoors, encourage the children to observe airplanes, butterflies,
birds flying overhead, or leaves, paper blowing.
VIII. STORY-TELLING TIME

● Find out and collect stories on “Air”.
● Make children sit in a circle and encourage them to create a story on
air. Write the story on the board.
● Call parents/grandparents to share a story.

Ask the children
● What are the things that can fly in the wind? (Paper, leaves,
bubbles etc.)
● What would happen to people, plants and animals if there was no air?
● How is air used in our homes to keep the family comfortable?

1. पिग्गी की उड़ान (C.B.T. 5-8 year old)
2. गबु ्बारे और मैं (C.B.T. 5-8 year old)
3. कटी पतंग (C.B.T. 5-8 year old)
4. अशोक की हरी पतंग (C.B.T. 5-8 year old)
5. Balloons for me (C.B.T. 5-8 year old)
6. The My First Aeroplane Journey (Age-group 6-8)
7. The Balloon (Age-group pre-school)
237
Drawing made by Six years old ‘Kavya Malik’
Air
SAMPLE CHEKLIST FOR THE THEME : AIR
Name of the Child:
Dates:
Detailed
Teaching
Comments
strategies
Y/N (How well
for further
the child is
action
doing)
been covered in theme
♦ Listening
♦ Speaking
8. Say the initial/end sound of the words covered
under the theme
9. Can sing songs/rhymes on the theme
10. Describe the experiments
11. Use language to describe patterns
12. Answers open-ended questions such as what
will happen if there is no air
13. Can explain how air is important for us
14. Participates actively in discussions, can think
and reason
15. Enjoy simple experiments related to the topic
Air
16. Did the child learn about colours-
♦ Matching
♦ Identification
♦ Naming
theme)
18. Can follow directions.
238
19. Ask questions that lead to exploration

Detailed
Teaching
Comments
strategies
Y/N (How well
for further
the child is
action
doing)
20. A nswer simple questions, for example, ‘’Why
does paper blow away if you keep it under a
moving fan?”
21. Can comprehend that
♦ Air is colourless
♦ Air is odourless
♦ Air has weight
♦ Air is everywhere
♦ Air can be felt
22. Recall the importance of air
23. Identify the causes of air pollution
24. Can identify and provide possible answers/
solutions to simple problems in meaningful
contexts, e.g.
“What will happen if there is no air?”
“What will happen if we will keep a plant inside
the cupboard for one night?” and so on
25. Is able to associate experiments based on the
properties of air
26. Copy and extend patterns
27. Participate in group discussions
motor skills?
a particular letter sound?
30. Colour within the space provided
239
Air
Theme 9
People Who Help Us (Web Plan)
(Think about what you want your children to learn and to know by the
end of this theme).
PROFESSIONS
• Doctor • Veterinarian
• Vegetable-seller • Firefighter
• Mason • Maid
• Cook/cheaf • Pilot
• Postman • Carpenter
• Milkman • Gardener
• Dentist • Electrician
• Shopkeeper • Police-officer
• Tailor • Teacher
• Driver • Mechanic
• Farmer
(Think about community helpers in your immediate environment)
PLACE OF WORK
TOOLS • Hospital
• Stethoscope • School
• Saw • Garden
• Spade • Police station
• Whistle • Office
• Baton
• Weighing scale People • Market
• Farm
• Chalk
• Blackboard Who Help • Airport
• Dairy
• Hammer
• Scissors Us • Restaurant
• Animal hospital
• Sewing machine • Garage
• Measuring tape • Fire station
• Fire extinguisher • House
• Tractor • Shop
• Utensils • Post office
• Broom
• Plough (gy)
241

PS I
• Identify
HOW DO THEY HELP US?
• Name
• Importance and need
• Relate
• Role of helpers
• Discuss
• Draw
• Match
• Identify
• Relate
• Discuss
• Draw
HELPERS AROUND US
• Explore
• Doctor
• Policeman People •
•
Related vocabulary
Reasoning
• Vegetable-seller
• Shopkeeper Who Help • Appreciate the role
• Hawkers (Pheriwala)
• Teacher Us
• Milkman
• Tailor
• (Talk about gubbarewala,
khilonewala, churiwala)
TOOLS
(Any other helper in the • Tools and their use
immediate neighbourhood) PLACE OF WORK
• Needs
• Hospital
• Function
• Police-station, school etc
• Garden/park
• Fire station
• Tailoring shop
• Identify
• Name
• Relate
• New words
• Initial sound
• Match
• Discuss
242 • Draw

PS II • Prediction
• Critical thinking
HELPERS AROUND US • Reasoning
• Doctor • Discuss
• Policeman • Identify • Explore
• Vegetable-seller • Name • Appreciate the role
• Shop-keeper • Relate • Related vocabulary
• Hawkers (Pheriwala) • Discuss
• Teacher • Draw
• Cook • Related vocabulary
• Pilot
• Dentist
• Carpenter
• Milkman
• Tailor HOW DO THEY
• (Talk about gubbarewala, HELP US?
khilonewala, churiwala) • Role of helpers
• Importance and
(Any other helper in the People need
immediate neighbourhood)
Who Help
Us
PLACE OF WORK TOOLS

• Hospital, police station, • Tools and their use
school etc • Function
• Spatial understanding
• Vehicles used
• Identify
• Relate
• Identify • Discuss
• Name • Draw
• Relate • Manipulate objects
• Initial sound • Explore
• Match • Related vocabulary
• Discuss
• Draw
243

HELPERS AROUND US
• Doctor EPC • Prediction
• Policeman • Critical thinking
• Vegetable-seller • Reasoning
• Shopkeeper • Discuss
• Hawkers (Pheriwala) • Identify • Explore
• Teacher • Name • Appreciate the role
• Cook/chef • Relate • Related vocabulary
• Pilot • Discuss
• Dentist • Draw
• Carpenter/plumber • Related vocabulary
• Electrician
• Postman
• Maid
• Farmer
• Mason HOW DO THEY
• Mechanic HELP US?
• Milkman • Role of helpers
• Tailor • Importance and
• (Talk about gubbarewala,
khilonewala, churiwala) People need
(Any other helper in the Who Help

immediate neighbourhood)
Us
PLACE OF WORK
• Hospital, police station,
school etc TOOLS
• Related vocabulary • Tools and their use
• Spatial understanding • Function
• Mode of convenience
• Identify
• Relate
• Identify • Discuss
• Name • Draw
• Relate • Manipulate objects
• Initial sound • Explore
• Match • Related vocabulary
• Discuss
• Reading and writing
244

SAMPLE CHEKLIST FOR THE THEME : PEOPLE WHO HELP US
Name of the Child:
Dates:
Detailed
Teaching
Comments
strategies
Y/N (How well
for further
the child is
action
doing)
1. Learn new words
3. C
an say the sound of a specific letter that has
♦ Listening
♦ Speaking
6. Learnt about the tools used -
♦ Matching
♦ Identification
♦ Naming
8. C
an match the letter cards (covered under the
theme)
9. Can follow directions
11. D
emonstrates knowledge of the importance of
community helpers in our daily lives
12. Is able to match the helpers with the tools
used
13. D
emonstrates awarenss of that community
helps need to be appreciated and respected
14. C
an draw/cut pictures of things that begin with
letter sounds
245
15. Developed her/his fine and gross motor skills

Annexure-A
WARMING UP ACTIVITIES
1. NAME : HELLO GAME
Objectives
● To know each other’s names.
● To introduce self and greet other.
Age: 4+
Materials Required: A tambourine, whistle or any other noise maker,
soft ball.
How to play
● Make all the children sit in a circle.
● You also join the circle.
● Go to one child, shake hands with her/him and say “Hello, My
name is---------”
●
Then you and the child both now introduce yourselves to other
children in the circle. All children stand up and introduce themselves
to each other.
● When all the children are moving and introducing to themselves, play
your tambourine or whistle. The moment you play the tambourine
and make a noise, you and all the children run and find a seat in a
big circle previously drawn.
● The child who is not in the circle goes to the middle of the circle and
the teacher help her/him to start the game again.
Variation
1. When children introduce each other by saying “Hello, my name
is…………” give them a soft ball to throw to each other in a circle
and say, “Hello, my name is…………”
2. Instead of Hello, let children throw the ball and say good morning
and call out another child’s name.
3. After completing one round of Hello, in the next round let children
ask, “How are you? …….I am good, thank you,…….. It is nice to
meet you……..” and so on.
2. NAME : ZIP-ZAP
246 Objectives
● To know each other

● To enhance left/ right coordination
● To enhance memory skill
● To work in a team.
Age: 4+
Materials Required: Soft ball
How to play
● Make all children stand in a circle.
● You stand in the middle. Explain to the children that - when you
say “zip” and point to the child, the child has to say the name of
the person sitting/standing on her/his right and when you call out
“Zap” the child has to say the name of the child sitting/standing on
the her/his left.
● Once the children get enough practice, you may increase the pace.
● Let every child get one chance.
Variation
1. Instead of pointing to a child and saying “Zip-Zap”, throw a soft ball
and call out zip or zap.
2. Once the children know each other by name, call out zip/zap and
change the criteria i.e., ask children to tell the colour of the dress/
hair of the child sitting /standing on the left/right side.
3. NAME : BE QUICK
Objectives
● To say the names in rhythm.
Age: 4+
Materials Required: Soft ball
How to play
● Make all children sit in a circle. The children have to say their own
name in rhythm and add the name of another child.
● Let children clap their hands twice and click their fingers twice and
practice the rhythm.
● When clicking fingers, ask children to say their names one by one in
a rhythmic way. You can start the game by saying (at the clicking
of fingers) “Be quick tell me your beautiful name.” The child who
has to tell her/his name at the clicking has to say her name in
247
Annexure A: Warming up Activities

a rhythm and other children will continue saying their names in
rhythm when they click their fingers.
4. NAME : WHO ARE YOU? (to the tune of row-row-row your boat………..)
Objectives
● To work in team.
Age: 5+
How to play
● Make all children sit in a circle.
● You can start the activity by singing
“Who who who are you?
It would be so fine
If you tell me what your name is
I will tell you mine”
● The child sitting next to you will say her/his name and sing the
same verse to the next child and this will continue. You may do this
with five children on one day and on the next day you can sing it
with other children.
5. NAME : LET’S PEEP AND FIND OUT

Objectives
● To enhance observation skill
● To extend imagination
● To enhance attention span.
Age: 4+
Materials Required: Photographs of children and their families; sheets

of chart paper with progressively longer holes cut in the middle of each
chart paper.
How to play
●
Ask each child to introduce her/his family by showing the
photograph.
● Now take five chart papers and cut holes progressively i.e., biggest
to smallest.
248 ● Then select any photograph (don’t let the children see it). Then place
the five sheets of chart papers over the selected photograph. Place

the chart paper with the largest hole at the bottom and the smallest
on the top.
● Make your children sit in a circle around these chart papers.
● Then ask the children to see through the little peephole. They will
be able to see a small glimpse or section of the photograph. Ask
them, “What do you see? Who is it?” Let the children guess.
●
Encourage children to remember the appearances of the other
children’s families.
● If they are not able to do it, remove the top chart paper. The peephole
is bigger now. Again ask, “Can you guess now who it is?”
● Continue removing the chart papers with holes until the photograph
is completely revealed.
Other ideas for “Warming Up Activities”
1. Spin the bottle
● Take an empty plastic bottle and fill it with little sand.
● Ask a child to spin the bottle (show how to do it) and whichever
child the bottle points to has to say one thing s/he enjoy doing or
her/his favourite thing.
2. Meditation
● Ask children to close their eyes and imagine and relate to a happy
place. Then ask them to talk about it.
3. Play Sounds: Begin the theme by playing a recording of vehicle sounds.
See whether children are able to recognise the sounds – Ask children if
they have been on a tonga/train/rickshaw/aircraft/train/etc.
●
Write on the board/chart paper what the children have learned
about vehicles.
●
Provide paper, crayons and sketch pens and let children make
pictures of vehicles and let them write a few lines about their
drawing. Then bind or staple the drawings to make a “Class Vehicle
Book”.
249
Annexure A: Warming up Activities

Annexure-B
PARENT LETTER (A SAMPLE)

Dear Parents,
We are going to talk about our new theme “My Body”. We will be providing
opportunities for our young children to know and learn that:
● We all are special
● We all have a body with many parts
● We have five senses
● We can move our body in many ways and do many things
● Our bodies need good food, exercise and sufficient sleep to grow
● We need fruits, vegetables and milk to make our bodies healthy.
We will be having discussion about:
● External body parts
● Health and safety
● Clothing
● Food
● Growth.
The following are some things that you can do at home with your
child to reinforce the concept/ theme. Doing these things and activities
at home and talking about this theme will help your child understand
the theme better and make her/him excited to come to school.
● Show family album and talk about when your child was a baby and how
she/he has grown
● Sing ‘Rhymes’ related to the theme with your child
● Tell bed-time stories
● Do exercise together.
Send the following wish list items:
• Old magazines
• Old pair of clean socks
• Fabric pieces.
Thank you for your support and cooperation.

250
Signature

Annexure-C
Teacher’s Reflection
THEME ASSESSMENT
1. Theme/Topic:
2. Dates: Month:
3. Class:
4. Total Number of children in the class Boys: Girls:
Number of children who were absent in the last 3 months: Boys: Girls:
(i) Absent for one day
(ii) Absent for two days
(iii) Absent for three days
(iv) Absent for four days
(v) Absent for five days
(vi) Absent for more than five days
6. Number of days I was on leave:
7. Which themes/topics do I think I taught well? What worked well with this
theme?
8. How did the children receive the activities in the different domains?
(i) Free indoor activities
(ii) Free outdoor play
(iii) Motor skills
(iv) Language and Literacy
(v) Social-Emotional
(vi) Cognitive skills
(vii) Art Activities
( viii) Structured activities
9. Were there children who resisted or did not participate in the activities? How
many children? Who are those children? Which activity?
251
Annexure C: Teacher's Reflection

10. Which concept /idea/activity I could not teach to my satisfaction? Why?
11. Which worksheets were not clear? What was not clear in them?
12. Which activities did the children find difficult? Why?
13. Which were the Children’s favourite language activity done under this theme?
14. Which activities did not I conduct? Why?
15. How and what would I do different next time when I plan the theme?
252

16. My self-assessment on following classroom organisation points:
My self-assessment on following classroom organisation points:
(A=I do frequently; B=I do occasionally; C=I do rarely or never)
• I make a balance between large group, small group and individual work play.

• I give enough time to each child to complete her/his work/play so that no
child gets tense or frustrated.

• I give special consideration while planning for specially-abled children (if
any) of my class.

• I give enough time to my children to move around and for outdoor play.

• I ask probing questions that stimulate the thought process.

• I spend time to observe children at their work to know their strengths
and weaknesses.

• I change my classroom activities according to the situation and interest of
the children.

17. My suggestions concerning songs, stories and games:
18. Ideas to do this theme next time……
Name and Signature of the Teacher
Signature of the Supervisor/Head

253
With date
Annexure C: Teacher's Reflection
Annexure-D
(For Parents)
WHAT DOES YOUR CHILD LIKE TO DO?
Dear Parents,
We are happy to have Rakshit in our class this year!
Please read the questions given below carefully and take a minute to fill
these as it would help us to understand Rakshit better and his interests and
talents.
As we follow a theme based programme, it will help us to select appropriate
themes and activities each month.
1. What does your child like to play at home?

2. Which are the toys that do not hold your child’s interest?

3. Which skills is your child particularly good at?

4. Which skills would you like your child to practice?

5. Tell us something that is special about your child.

Yours child’s teacher

254
Signature and Name

Annexure-E
(For Teachers)
WHAT DO MY CLASS CHILDREN LIKE TO DO?
Try to find out each child’s interests and needs. Write them in the
given column; it will help you to plan your theme better and in a more
organised manner.
S. NO. CHILD’S NAME INTERESTS NEEDS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
255
Annexure E: What Do My Class Children Like To Do?

256
Annexure-F (i)
Lesson Plan: For Toddlers
Objectives: To provide learning experiences and opportunities for children to learn about themselves.
Group-Toddlers Dates – Theme: Magnificent Mc!
Concepts – I am special and wonderful. I’m learning to do many things Skills-Self-Help, Language, Social
Day Large Group Activities Small Group Activities
Monday Recite “Chubby Cheeks, dimpled chin…..” Practice dressing with dress-up clothes
Tuesday Read ‘Red Riding Hood’. Bathe baby dolls in soapy water.
Rinse, pat them dry.
Wednesday Read 1. “Mujhe Dhundo” (NCERT) Take off and try to wear shoes on their own.
2. “ Mein Kya Kar Sakti Hoon” (NCERT)
Thursday Picture Book Reading Make cone caps (red and yellow). Mix them. Let children
pick up their favourite cap and put on it, then ask them to
look in the mirror.
Friday Read “ Ghar Ki Khoj” (NCERT) Use small, unbreakable hand mirrors. Ask them, “Who do
you see?”
Sensory activities Dramatic play/puppet play Movement/outdoor activities

• Play dough in various colours (red and Play “house-house” (ghar-ghar) with utensils, • Push and pull toys
and
yellow) aprons, full-length mirror, family puppets. • Outdoor equipment
• Coloured water (Pour from container to • Throw ball at a target.
another)
Art Activities Self-awareness, self-esteem Small muscle/manipulative activities
• Scribble on sheet Self-help activities • Crumple paper
• Put torn paper on glued paper Try to dress self, put on shoes and caps • Puzzles of babies (single piece i.e., On a
inset board)
Education Programme
• Hand prints
Music activities Language activities Transitions
1. If you’re happy and you know it…. • Discuss toys–colour, sizes etc. “ if your name is…………………, then go to
2. I am special…. • Flannel board story – “Ghar Ki Khoj” …………….(the door, window etc.)
3. Out in the garden each fine day….. (NCERT)

Notes-
• Take a walk to a nearby park
Annexure F: Lesson Plans

• all any grandparent for a special story-
C
telling session
Annexure-F (ii)
Lesson Plan (PS I – 3 years old)
Theme: Animals Weekly Sample (Week I)
10:40-11:00 11:00-11:20
Monday F • Welcome Animals/ Animal N Let children Let children Read aloud Rhyme on
R • Cleanliness Birds puzzle: U run and walk colour stories about animals
check ups Name familiar Provide single like animals pictures of animals, e.g.
E piece inset T animals Ghar Ki Khoj
• Prayer animals
E board puzzles R
and group and two
singing I
match piece
P puzzles T
L I
A O
Y N
257
258
10:40-11:00 11:00-11:20
Tuesday F -Do- Discussion on Various T Tiger and Tearing and Flannel board Rhyme on
O jungle animals jungle animals I lamb game pasting story animals
through
R picture cards M
(Animal E
S Dominoe)
Wednesday -Do- Discussion on Match pet Play the game Sort and Read aloud Music and
E
pet animals animals to “My silly cat” paste stories movement
T their babies
Thursday T -Do- Discussion on Match picture “Simon says..” Play with Puppet play on animals
L water animals cards of dough/
jungle, pet and plasticine
I water animals
Friday N -Do- Discussion on Sorting of Obstacle path Finger Read aloud Music and
G common birds animals and painting stories movement
birds picture

cards
Saturday (in -Do- Recapitulation Seriate animal Run and walk Draw and Dramatisation on the story
and
small on discussion pictures like a animal paint their done
groups) done during favourite
the week. animal
Note:
• Complexity of activities, experiences varies according to the children’s age and interest.
• Include social-emotional activities throughout the daily/weekly lesson plan for each theme.
Education Programme
• Continuously observe your children.
• Use locally available and teacher made material for conducting activites.
Annexure-F (iii)
Lesson Plan (PS II – 4 years old)
10:40-11:00 11:00-11:20

Monday F • Welcome Discussion on Animal N Move bodies Cutting and Read aloud Rhyme on
R • Cleanliness Animals puzzle: U creatively pasting stories on animals
check ups (3-4 pieces) animals
E T
E • Prayer R
and group
singing I
P T
L I
A O
Y N
259
260
10:40-11:00 11:00-11:20
Tuesday F -Do- Discussion on What is T Following Provide cut- Phoneme Rhyme on
O jungle animals missing? I directions out of shapes blending animals
to create
R M animals
Wednesday -Do- Discussion on Touch and E “Tiger and Create using Read aloud Writing
S farm animals count animal lamb” game craft, material stories readiness
pictures (1-5) my favourite activity
E
farm animal
Thursday T -Do- Discussion on Animal self- Emphasis Animal race Making masks Puppet play on animals
T pet animals corrective on of animals
L number washing
puzzle hand
I
Friday -Do- Discussion on Match homes before Game, “Simon Clay Music and movement
N the different of animals and after says” modelling
G habitats meals
Saturday -Do- Recapitulation Classify animal Obstacle path Free painting Dramatisation on the story

on discussion pictures done
(in done during (jungle/pet/
and
small the week farm)
groups)
Note:
Education Programme
Annexure-F (iv)
Lesson Plan EPC : Early Primary Class
10:40-11:00 11:00-11:20

Monday F • Welcome General 3-5 piece N Tiger and Creating Say the initial The children
R • Cleanliness discussion on puzzles U lamb game letters from sound in the tell a story
check ups animals day? animals name by picture
E T and say more reading
E • Prayer R words with
and group that sound
singing I
P T
L I
A O
Y N
261
262
10:40-11:00 11:00-11:20
Tuesday F -Do- Discussion on Seriating : T Follow the Let children Buried sand Music and
O Jungle animals (ascending I leader make animal paper-letters movement
and their and masks
R habitat descending M
order) E
Wednesday S -Do- Discussions Classification Use animal Painting Reading word List down
on farm games masks and wall names of
E
animals and have an animal pets/Jungle/
T their homes race farm animals
Thursday T -Do- Discussion on What comes Gane “Simon Collage work Reading word Animals Scrap
L pet animals next? says…” in groups wall books
Friday -Do- Discussion on Putting animal Play the game Make book Phoname Enact a story/
I
sea animals story cards “My silly cat” marks Blending play using
N in a sequence puppets
G and talking
about them

Saturday -Do- Recapitulation Animal Obstacle path Paper folding Tracing/ Pass the
(in
and
on discussion domino cards of animals writing letters picture
small done during
groups) the week
Note:
Education Programme
Annexure-G
Suggested Teacher Made “Teaching Learning Material”

1. Spin Wheel
The three letter words can be taught using the ‘Spin wheel’. It is an
innovative technique in which the child tries new word formations by
keeping the pointer on different letters matching with the pictures of
various objects. Similarly you can prepare spin wheel for matching
numbers and objects.
2. Self-correcting Puzzles
When children attempt to place a puzzle piece, it will only fit, if it is
placed properly in the right space. The act of manipulating each piece,
turning it and trying to fit it, is the way children learn to solve the
problems and develop critical thinking.
Self-corrective Number Puzzles
Cut a piece of cardboard in the centre so that it looks like a puzzle. One
part of the cardboard piece should have the number digit and the other
part should have the same number of objects. Make children sit in a
semi-circle. Shuffle the cards and spread them in front of the children.
Ask a child to put the puzzle together. As the puzzles are self-corrective,
the child will be able to join only those two cardboard pieces which
interlock with each other.
263
Annexure G: Suggested Teacher Made “Teaching Learning Material”

Source: Salwan Montessori School, Sector-5, Gurgaon, Haryana
Department of Elementary Education, NCERT, New Delhi.
3. Matching Picture Cards
Matching picture cards is an easy and excellent way to spend enjoyable
time together. These games are rich in providing learning opportunities.
They satisfy the children’s competitive urges and the desire to master
new skills and concepts, such as:
● number and shape recognition, grouping and counting
● letter recognition and reading
● visual perception and colour recognition
● eye-hand coordination and manual dexterity
264

4. Flannel Story Board
Stories help children to cope with a lot of feelings that they experience.
Placing a story board in the classroom attracts children. It also arouses
curiosity and enhances the picture reading skills in pre-schoolers.
5. Vowel Sounds Cards

One of the most important concepts in
learning to read is recognising the sound
each letter in a word makes. These
teaching aids on ‘Vowel sounds’ help the
children in learning word formation as
well as enhances their vocabulary.
6. Shape Visual Discrimination Cards
Cut the cardboard into strips of size 9 “X
3”. Paste 4 cut-outs of different shapes in
the same colour on the strip of which 3
shapes are same and one is different.
To begin the activity make the children sit
in a semi-circle. Call one child at a time
and ask her/him to spot the shape that
is different from the rest. Following are
265
examples of visual discrimination cards.

7. Puzzles
Take a piece of cardboard. Stick a picture of an animal and cut it into 2
or more pieces depending on the age of the child. If the children are very
younger, then the puzzle should have only 2 parts. Gradually provide
four piece puzzles to 4 to 5 years old.
266

8. Colour Dominoes
Paste red paper on half side of the card and green on the other half.
Each card should have a different colour on either side.
Make the children sit in a semi-circle. Distribute one card to each
child. Place one domino (card) in the centre of the circle. Children
having a card with the identical colour as that of the dominoes will
come forward and place their card alongside to form a pattern. The
remaining children will also come forward and match their dominoes in
the same manner.
9. Shape Dominoes
Cut glaze paper into various shapes. Paste two different shapes on each
cardboard piece.
Distribute one card domino to each child. Place one domino in the
centre of the circle. The child who has a card with the identical shape
as in the card placed in the centre will come forward and place her/his
card to match the previous one. One by one, the rest of the children will
match their cards in the same manner to form a pattern.
267

10. Number Dominoes
This material is meant for matching numbers. This game is similar to
colour dominoes.
11. Dot-Dominoes
This is again similar to the other Dominoes (See photograph for clarity).
268

12. Picture Dominoes
Paste one picture of an object on half side of the card and a picture
of another object on the other half. Each card should have a different
object on either side.
To play the game, make the children sit in a circle. Distribute one
domino card to each child. Place one domino in the centre of the circle.
Children having a card with the identical picture as that of the dominoes
will come forward and place their card alongside, to form a pattern. The
remaining children will also come forward and match their dominoes in
the same manner.
13. Pattern Making

This material is meant for completing the pattern. Take a mount board
or rectangular piece of thick construction paper. Paste cut-out of objects
in a sequence/pattern and have some cut-outs of the same objects. Ask
the children to explain the pattern and complete the pattern accordingly.
269

14. Multiple Classification Cards
These are a set of nine cards. Draw one joker on each of the nine cards.
Make caps of three jokers in red colour, the second set of three jokers
in yellow and the third set of three jokers in green. Similarly, now make
cards of the three jokers caps in different shapes i.e. triangle, square
and circle. Can you think of any other category of classification?
Then begin the activity by mixing all the joker cards and ask the
children to classify the jokers on the basis of colour, the shapes of the
caps and so on.
15. Colour Seriation Cards

This is a set of Colour Seriation cards. Draw the same object on four
cards but colour them in different shades of the same colour as shown.
Demonstrate the activity and then ask a child to arrange the flowers in
an order i.e., from darkest to lightest and then from lightest to darkest.
Draw different objects in different colour shades and develop many
colour seriation cards.
270

16. Rhyming Sound Board
Developing phonological awareness is very important for young children.
Words that can be grouped together by a common sound e.g. — ‘at’ —
cat, mat, hat — can be used to teach children about rhyming words.
Make a rhyming board and have rhyming pictures ready with you. You
may keep a written word card on one side and ask children to find and
match the related rhyming picture on the other column or vice-versa.
You may also give pictures that rhyme together, for example, a
picture of a car and star, a picture of a mouse and house and so on.
You may also play antakasshari by using words like –“moti-roti-goti”;
“bhaloo-aaloo-shaloo”; “kakdi-lakdi-makdi” and so on.
17. Letter Object Board

Learning letters is more than just being able to recognise them. Through
this ‘Letter-Object Board’ activity, children have lot of fun and learn
about letters. This board can be used for matching various objects
related to a particular letter sound. Ask children to say the sound of
a letter and then ask her/him to find the related picture that has the
same initial sound.Use old magazines or old workbooks for the cut-outs.
271

18. Things that Go Together
This is a fun and easy way to teach associations and reasoning skills.
This material helps young children learn the basics, ‘Things that go
together’ and the reason ‘Why’. This helps children to visually see
connections between different objects.
19. Shape Spinner Game

The Shape Spinner is a fun-filled activity that helps children to match,
identify and name the different shapes. You may design a simple to
complex shape board games according to the age of the children. It
means drawing many different shapes on the shape board in a design.
272

20. Colour Wheel
A Colour Wheel helps the children to match different colours. Children
will easily learn about different colours — primary and secondary. You
may also use coloured clothes pins for matching onto the colour wheel.
21. Pattern Card and Bottle Cap Matching

This material is used to introduce matching patterns. Pattern making
activities are very helpful in understanding various maths concepts.
Provide coloured bottle caps to children and ask them to match with the
given patterns.
273

22. Rolling Animals
This fun game is very useful in boosting the motor skills of the children.
Take toilet rolls/ aluminum foil rolls and decorate them with different
features of animals. Your rolling animals are ready for the race!
23. Number Sticks

Take wooden or thick chart paper sticks and attach numbers on it.
Provide bottle caps/buttons/rajma seeds to children and ask them to
place appropriate number of buttons or seeds on the number sticks.
These number sticks can also be used for ordering of numbers.
274

24. Classification Board for Transportation and Animals
This board familiarises the children about transportation and different
methods of travel. Take a thick mount board and divide it into three
sections namely, air, land and water. Provide cut-outs of different
transportation pictures and ask children to place the pictures at the
appropriate places. You may also use this board for the ‘Animal Theme’
instead of vehicles provide animal pictures as cut-outs.
275

Refferences
Abbott, L. and H. Moylett. 1997. “Working with under Threes: Responding to
Children’s Needs”. Buckingham: Open University Press.
Allen Jan, Catron E. Carol. 1999. “Early Childhood Curriculum – A Creative Play
Model”. Prentice Hall Inc. upper saddle River, New Jersey 07458.
Allen K. Eileen., and Hart Betty. 1984. “The Early Years- Arrangements For Learning”.
Prentice Hall Inc., Englewood Cliffs, New Jersey.
Bredekamp,S. and C. Copple (Eds). 1997. “Developmentally appropriate practice in
early childhood programs (pp.20-21)”. Washington, DC: National Association for
the Education of Young Children.
Bruce Tina. 2010. “Early Childhood – A Guide for Students”. Tina Bruce.
Bruce, T. (2001; 2009). “Learning through Play: Babies Toddlers and the Foundation
Years”. London: Hodder Ashold.
Craft Anna. 2002. “Creativity Early Years Education”. Anna Craft.
Dodge Diane Trister., Laura Colker and Cate Heroman. 2002. “The Creative Curriculum
For Pre-school-Fourth Edition”. Teaching Strategies.
Dodge, D.T., L.J. Colker and C. Heroman. 2002.“The creative curriculum for preschool
(4th ed.)” (pp.107-108). Washington, DC:Teaching Strategies, Inc.
Helm, J.H., and L. Katz. 2001. “Young Investigators: the project approach in the early
years”. New York: Teachers College Press.
Hendrick Joanne. 1998. “Total Learning Development Curriculum for the Young Child”.
Prentice – Hall.
Heroman Cate., and Candy Jones. 2004. “Literacy- The Creative Curriculum Approach”.
Teaching Strategies.
Kaul Venita. 2009. “Early Childhood Education Programme”. National Council of
Educational Research and Training.
Kaul Venita and Romila Soni. 1997. “Aapki Aanganwadi Aapke Sawaal”. National
Council of Educational Research and Training.
Koralek, D.G. 1999. “Classroom strategies to promote children’s social and emotional;
development” (pp.35-149). Lewisville,NC: Kaplan Press.
Kraus. 1993. “Early Childhood Education – Curriculum Resource Handbook”. Krans
International Publications.
M. Clark Margaret, Tim Waller. 2007. “Early Childhood Education of Care”. Sage
Publications.
Neaum Sally. 2012. “Language and Literacy for the Early Years”. Sally Neaum.
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Position Paper. 2005. “National Focus Group on Early Childhood Education” .National
Singh Savitri. 2010. “Khel Khel Mein”. National Council of Educational Research
and Training.
Smilansky Sara., and Leah Shefatya. 1990. “Facilitating Play – A Medium for Promoting
Cognitive, Socio-Emotional and Academic Development in Young Children”. Sara
Smilansky.
. 1990. “Facilitating play – A medium for Promoting Cognitive, Socio-emotional,
and Academic Development in Young Children”. Gaithersburg, MD: Psychosocial
and Educational Publications.
Soni Romila. 2005. “Little Steps-Readiness for Reading, Writing and Number Work-A
Manual for Pre-School Teachers” .National Council of Educational Research and
Training.
. 2009. “Trainers’s Handbook-Early Childhood Care and Education”. National
Soni Romila and Sangai Sandhya. 2014. “Every Child Matters”. National Council of
Education Research and Training, New Delhi.
Swaminathan Meena. 1991. “Bachhon Ke Lie Khel Kriyaaye”. United Nations Children’s
Fund India Country Office, New Delhi.
Swaminathan Meena and Asha Singh. 1995. “Playing to Learn-A Training manual for
Early Childhood Education”. M.S. Swaminathan Reseach Foundation, Madras.
Tabors, P. 1998. “What Early Childhood Educators Need to Know: Developing effective
programme for linguistically and culturally diverse children and families. Young
Children”, 53(6), 20-26 (1998, November).
The Child Development Guide-Research Foundation. 2002. CDHS- (Centre for
Development of Human Services) New York State Office of children and family
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Whitebread David. 1996. “Teaching and Learning in the Early Years”. Routledge II
New Fetter Lane, London EC4P 4EE 1996.
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References
vv NOTES vv
278

Theme Based Early Childhood Care And Education Programme – A Resource Book
THEME BASED EARLY CHILDHooD
OTHER BooKS AND RESoURCE MATERIAL oN CARE AND EDUCATIoN PRoGRAMME
EARLY CHILDHooD CARE AND EDUCATIoN
1. Early Childhood Education Programme

A Resource Book
2. Trainers handbook in Early Childhood Care and Education
3. Little Steps
4. Fun with Art and Craft
5. Minimum Specifications for Preschools
6. Kehl-Khel Mein
7. Poorv Prathmik Shiksha - Ek Parichai
8. Early Childhood Education - An Introduction
9. Readiness Activities for Beginners (Volume I and II)
10. Every Child Matters
13130
ISBN 978-93-5007-348-3

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Theme Based Early Childhood Care And Education Programme – A Resource Book

THEME BASED EARLY CHILDHooD

1. Early Childhood Education Programme

OFFICES OF THE PUBLICATION

108, 100 Feet Road

Navjivan Trust Building

Chief Editor : Shveta Uppal

Chief Business : Gautam Ganguly

Chief Production : Arun Chitkara

Printed on 80 GSM paper Assistant Production :

New Delhi Romila Soni

The National Council of Educational Research and Training acknowledges

Chapter 1 : Understanding Developmental Characteristics 2

The developmental research has provided us with a picture of the normal

Understanding Developmental Characteristics of Young Children

Theme Based Early Childhood Care

Understanding Developmental Characteristics

Theme Based Early Childhood Care

Understanding Developmental Characteristics

Theme Based Early Childhood Care

Understanding Developmental Characteristics

Theme Based Early Childhood Care

Understanding Developmental Characteristics of Young Children

Overview: Importance of Theme Based Learning in ECCE

Role of Teachers in the Theme Based Integrated ECCE

Planning for a Theme Based Approach

Language Social and Emotional

Before beginning to plan a theme, it is important to know that young

Assessing Children through Themes

Planning the Theme

14 ● Relevant: Should be linked to the children’s prior knowledge and

(Reference - The National ECCE Curriculum Framework developed by Ministry

This resource handbook titled, ‘Theme Based Early Childhood Care

2. Brainstorm for Ideas

Theme Based Planning and Early Childhood Care and Education

3. How to Choose Activities and Organise Learning Experiences

Developing Activities and Experiences

Theme Based Early Childhood Care and Education Programme

Some Strategies to Keep in Mind while Planning

4. Materials for Theme Based Learning

Theme Based Planning and Early Childhood Care and Education

5. Duration of the Theme and Activity

6. Creating a Lesson Plan

7. Implementing the Theme

Theme Based Early Childhood Care and Education Programme

8. Continuously Observing and Assessing your Children

Theme Based Planning and Early Childhood Care and Education

SYSTEMATIC SAMPLING OF CHILDREN’S ACTIVITIES

Theme Based Early Childhood Care and Education Programme

Theme Based Planning and Early Childhood Care and Education

Final Checklist before Commencing a Theme

Theme Based Planning and Early Childhood Care and Education

Theme Based Early Childhood Care and Education Programme

What and how do you assess

28 ● Plan further activities based on your experiences and children’s

Theme Based Early Childhood Care and Education Programme

Young children come to the ECCE

MY SENSES SELF MOTIVATION

ACCEPT EACH CHILD FOR HERSELF OR HIMSELF.

3. How to Choose Activities and Organise Learning Experiences