Actividades Divertidas Para Las Esperas. El Lenguaje Y El

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Actividades Divertidas Para Las Esperas. El Lenguaje Y El Actividades divertidas para las esperas. El lenguaje y el lectoescritura ¡Otra vez lo mismo! Usted está haciendo mandados con sus hijos, y de repente se quedan clavados—en el tráfico, en la clínica, formados en la caja. Muchos padres descubren que las actividades educativas entretenidas pueden ayudar a aliviar la impaciencia de los niños cuando tienen que esperar. ¡Usted puede ayudar a su hijo a prepararse para leer mientras andan de acá para allá! Hable y escuche. • Mientras están esperando, pregunte a su hijo, “¿Qué estás pensando?” Le agradará saber que le importa a usted lo que él piensa y hace. • Creen juntos un cuento. Uno de ustedes lo empieza con una frase o unos cuantos versos. Entonces todos los demás se turnan añadiendo una o más oraciones o versos hasta el “Fin”. O intenten volver a contar o recitar un cuento o poema favorito. Tenga presente que si usted le corrige el habla de un niño o niña con demasiada frecuencia, ¡podría dejar de querer hablar con usted! Es importante prestar atención a las ideas que el niño está intentando comunicar. Si la gente a quien el niño escucha usa correctamente el lenguaje, aprenderá a hacerlo él o ella también. Cante y haga rimas. • Busque letras de canciones y poemas que tienen bastante repetición. Pueden ayudar a los niños a aprender los sonidos y los patrones del lenguaje. • Usted podría escribir el abecedario en una hoja de papel para que su hijo lo siga mien- tras cantan juntos la canción del abecedario. Busque los mensajes en sus alrededores. • Ayude a su hijo a identificar las letras, las palabras, los números o los símbolos que ven. Los niños aprenden rápidamente a reconocer señales de tráfico y los logotipos de nego- cios y equipos deportivos. • Si su hijo ya reconoce algunas letras, números y símbolos, intente jugar al “I Spy” (“Yo diviso”) con él. Túrnense en hallar letras y símbolos en su entorno: “Yo diviso la letra M como la de m-m-macarrones. ¿La puedes hallar tú también?” “Yo diviso el logo de los Chi- cago Bulls. ¿Puedes hallarlo tú también?” Haga apuntes. • Haga “lluvias de ideas” con su hijo para crear listas: de libros que quieren leer, alimentos que necesitan comprar, cosas que observan en sus alrededores, o maneras de resolver un problema. • Deje que su hija invente un cuento mientras usted escribe sus palabras. Luego, ella podría hacer dibujos para acompañarlo. O podría dictar una carta o un mensaje de texto a un pariente o amigo. Lleve un libro. • Meta dos o tres libros pequeños para niños en su bolsa, mochila o bolsa para pañales, o tenga listos algunos favoritos en su aparato móvil. (¡Nótese que los niños propensos a marearse no deberían mirar los libros dentro de un vehículo en moción!) • Siempre que pueda, pase por la biblioteca cuando hace mandados con su hijo. English Title: Things to Do While You’re Waiting: Language and Literacy 13 Children’s Research Center University of Illinois at Urbana-Champaign 51 Gerty Dr.Champaign, IL 61820-7469 Telephone: 217-333-1386 Illinois State Toll-free: 877-275-3227 Board of Education E-mail: [email protected] https://illinoisearlylearning.org Para más páginas de consejos acerca de otros temas, favor de visitar el: https://illinoisearlylearning.org rev. 8/15 Al aire libre con niños preescolares. Actividades de lectoescritura Es un hermoso día para salir al aire libre con los niños. Pero ¿hay alguna manera de ayudarlos a alcanzar los parámetros de las artes lingüísticas mientras están afuera? ¡Ciertamente! No dude en llevar la lectoescritura al aire libre. (Vea los Parámetros del aprendizaje y desarrollo infantil de Illinois 1.B.ECa, 1.B.ECb, 1.C.ECa, 1.E.ECe, 4.B.ECb, 4.D.ECa, 5.B.ECc y 5.C.ECb). Den un paseo casual • Anime a los niños a buscar letras, palabras, letreros y símbolos en su entorno. Ayúdeles a hacer una lista de lo que ven para platicarlo más tarde. • Ayude a los niños a categorizar las varias cosas que ven (anuncios, noticias, letreros de advertencia y de direcciones). • Discuta lo que los niños notan de maneras que expandan su vocabulario: “Cristina notó el nido de un pájaro encima del toldo azul sobre la entrada de la tienda”. • Ofrezca pausas para hablar de cosas interesantes. ¿Es especialmente fragante la panadería? Invite a todos a olfatear y describir el aroma. ¿Están cayendo las hojas? Recoja especímenes para discutir y estudiar. • Después del paseo, pida a los niños que dicten juntos un cuento sobre la experiencia. Ayúdeles a pensar en la secuencia del cuento: “¿Qué hicimos primero, luego, después de eso, por último?” Actividades en el patio • Escriba apuntes sencillos para los niños en el arenero: “¡Hola!” “Canten B-I-N-G-O”. Ayúdeles a identificar las letras, descifrar los sonidos y descubrir el mensaje. Los niños podrían escribir sus propios nombres en el suelo o la arena. • Cuente cuentos al aire libre. Asegure que todos tengan un asiento cómodo y que pueden escucharla fácilmente. (Un bibliotecario podría ayudarla a encontrar cuentos sobre el mundo natural para aprenderlos de memoria y contárselos a los niños). • Invite a los niños a buscar pareja y sentarse espalda con espalda para que cada uno vea una parte distinta del patio. Permita que usen de 2 a 5 minutos dibujando lo que ven con cuidado y en silencio. Luego pídales que compartan sus dibujos durante unos minutos y que le cuenten a su pareja dos o tres cosas que vieron. • Colaboren para redactar una poesía sobre la experiencia de hallarse al aire libre. Sugiera que los niños se tiendan boca arriba y se enfoquen durante 30 segundos sobre lo que se halla encima de sus cabezas. Pídales que mencionen detalles de lo que notaron. “¿Cómo describirían los sonidos que oyeron? ¿Qué vieron? ¿Qué podían sentir?” Ayude al grupo a arreglar sus palabras descriptivas en una poesía que puedan exhibir para sus familias. English Title: Out and About with Preschoolers: Literacy Activities 13 Children’s Research Center University of Illinois at Urbana-Champaign 51 Gerty Dr.Champaign, IL 61820-7469 Telephone: 217-333-1386 Illinois State Toll-free: 877-275-3227 Board of Education Early Learning Project E-mail: [email protected] https://illinoisearlylearning.org Para más páginas de consejos acerca de otros temas, favor de visitar el: https://illinoisearlylearning.org rev. 9/13 Aprendamos escuchando el lenguaje Para aprender a leer y escribir, es importante explorar los sonidos del lenguaje. Dedique tiempo a escuchar, hablar y leer juntos para aumentar las habilidades y la confianza en su hijo. Los siguientes juegos ayudarán al niño a empezar a demostrar su entendimiento de palabras, sílabas y sonidos hablados. Jueguen juegos de “Veo veo” ¡Vamos a rimar! Diga: “Veo, veo algo en el Diga: “¿Ves el gato? cuarto que empieza con ¡Ayúdame a pensar en una p… p… p… la letra cosas que riman! Está P”. Espere a ver si su hijo haciendo un garabato y puede adivinar el objeto: platicando con el pato”. p… p… p… ¡pelota! Luego repita las palabras que riman: “¡Gato, garabato, pato!” Inventen rimas tontillas como “manzana, Canten juntos lanzana, panzana, danzana”. canciones favoritas Escuchen las palabras Enfatice los sonidos que rimen, invéntense versos nuevos y apunten de palabras sencillas sus preferidos. Podrían Diga: “Veo un perro. cantar: “Los pollitos P E R R O. Empieza dicen, pío, pío, pío. con el sonido ‘P’ Cuando tienen hambre, y termina con el cuando tienen frío”. sonido ‘O’. Los Pida al niño que escuche para las palabras sonidos ‘E’ y ‘RR’ que riman. ¡Pío y frío! ¿Puedes pensar en otra están en medio. idea? ¿Qué tal esto? “Los borregos dicen P E R R O”.ABIER Traten de TO maa, maa, maa. Cuando tienen sueño, cuando deletrear la palabra quieren su almohada”. juntos. Hablen de las palabras que ven en ABIERsus entornos TO “Yo veo letras en ese letrero. Vamos a ver qué dice. A B I E R T O. Vamos a juntar las letras”. Diga lentamente los sonidos y las palabras: “A…” diciendo el sonido del nombre de la letra. “B” juntando los labios, “I” como “iguana”, “E” como “elefante”, “R” como “ere”, “T” como ABIERTO “té”, “O” es el último sonido. A B I E R T O. ¡El restaurante está abierto! ¡Ya sabemos qué dice!” English Title: Learning by Listening to Language 13 Children’s Research Center University of Illinois at Urbana-Champaign 51 Gerty Dr.Champaign, IL 61820-7469 Telephone: 217-333-1386 Illinois State Toll-free: 877-275-3227 Board of Education E-mail: [email protected] https://illinoisearlylearning.org Para más páginas de consejos acerca de otros temas, favor de visitar el: https://illinoisearlylearning.org 11/16 Cómo compartir libros con su bebé ¿Es posible compartir libros con los niños que aún no hablan? ¡Sí! Al leer a los bebés, los padres y madres, abuelos, tíos y hasta hermanos mayores pueden ayudar a los bebés a enamorarse de la lectura. He aquí algunos consejos que han surtido efecto para padres y proveedores de cuidado infantil. ¿Cómo empiezo? • Cante, hable o recite rimas a su bebé todos los días, desde el día de su nacimiento. • Empiece a usar libros cuando su bebé comience a fijarse en los dibujos. Para muchos bebés, esto ocurre cuando tienen entre 4 y 6 meses de edad. • Encuentre un lugar para leer en que usted y su bebé estén cómodos y el pequeño pueda ver las páginas. El bebé a lo mejor preferirá estar sentado sobre sus piernas. En un coche, el asiento de seguridad es el mejor lugar para un pequeño cuando usted lee en voz alta.
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