Indoor Games for Rainy Days

Indoor Golf -- This activity improves throwing accuracy and hand/eye coordination.  Golf usually has 18 holes but use 9 holes for this activity. Create around the classroom golf holes like hole #1-garbage can, hole #2-tile on the floor, hole #3-desk, etc.  Teacher creates the areas.  Each child is paired up.  Use beanbags and have the child stand about 2 feet away from the holes. Use masking tape as marker to stand on to toss beanbags.  Count the tosses by each pair for each hole.  Other pairs go next until the pairs are done to see who has the lowest score to win the golf tournament.

Paper Plate Disk Toss -- This activity promotes group cooperation, competition and hand/eye coordination.  Each child has paper plate and they put their name on it.  The class forms a circle with a garbage can placed in the middle.  The child at the sound of "go," tosses the paper plate into the garbage can.  If the child misses, the child goes and gets his named paper plate until all the names are in the garbage can.

What A Drag -- This activity promotes cooperation, develops strength and endurance.  Using 2 old bed sheets, a child is selected to lay on the sheet (usually the smallest one).  There are 2 groups selected.  Each group holds on the sheet but does not lift it up.  Use a large area with no obstacles in the way. The teacher says "go" and the groups drag the sheets around the room.  A gym floor would be excellent for this activity.  The children have fun and not go fast.  It is the overall experience.

Blanketball -- This activity also promotes group cooperation and just enjoying the activity.  Two sheets are used.  A sheet is held by one group and lined up next to the first sheet of players is a second sheet of players.  A nerf ball is placed on one sheet and when the teacher says "go," the ball is rolled or shaken to go on the second sheet.  It is like volleyball as the ball goes back and forth sheet to sheet.

Group Juggling -- This activity promotes group cooperation, improves hand/eye coordination and throwing accuracy.  The class stands in a circle. Several (about 5 or 6) nerf balls and soft balls are randomly handed out to the children.  The children at "go" toss the balls to other children at the same time as if juggling.

Great Shoe Strip -- This activity improves group cooperation, 

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Morning Greeting Activities

In greeting, each child is welcomed by name.   It aids to set a positive tone for the day, provides a sense of belonging and recognition to help children learn and use everyone’s name and lets children practice hospitality.   These are primary learned for socialization.

 

 Role Call Singing Greeting– The teacher sings “Good Morning Mary!  Are you here?”  The child responds by singing, “Good morning teacher, I am here!”  

 

Describing Your Name – Thechild creates an adjective in front of their first name with the same letter.   Example: Hiccups Harvey.

 

I’ve Got A Name– Have the children sit in a circle. The teacher demonstrates by saying his/her name and by clapping the name at the same time.   Then one child is selected to start by saying their name and by clapping their name at the same time.  The group copies that child by saying “his/her name is _____.”  Each child in the circle follows through with its names.   The coordination between saying the name and clapping the name comes from two different parts of the brain and it will help coordinate the rhythms within the child.

 

Copy Cat Name– Similar to “I’ve Got A Name” except the child stands up says their name with an action like a wave or a wink.   The group copies the action and says the child’s name.   Each child has a turn and tries to think of a new action with their name to not copy an action already presented.   The group learns names the more times it is done.  

 

What Did You Have? -  The child stands up and says their name and is asked by the teacher: “What did you have for breakfast?”  Each child has a turn to answer and everyone learns about what the child had to eat for breakfast.

Birthday Bash – Matching birthday months with the group and then coming up with a cheer.   Have the children find the birthday months with other children.   When they are in a group, make sure the group has at least six.   If not, find a group, which will ...

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What are the Goals Achieved Through Music?

What Kind of Goals is Achieved Through Music?

It sets up goals according to the group and/or individual situation such as:

1.       Develops a sense of rhythm.

2.        Improves speech and language.

3.        Provides an acceptable means for emotional release.

4.        Improves self-confidence.

5.        Trains following directions.

6.        Develops self-control, increasing retention and attention spans.

7.        Encourages growth in creativity and imagination.

8.        Correlatesmusic with other subjects.

9.        Improves coordination and motor control.

10.      Strengthens self-expression.

11.       Develops interpersonal communication.

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Is the Child Having a Nightmare or Night Terror?


I learned recently about the difference between a nightmare and a night terror, as I put together a workshop on "Anxieties and Fears in Children".  One out of every four children between the ages of 3 and 8 experience either night terrors or night‑mares. Both of these situations can be unnerving, but are generally short‑lived.

Night terrors generally occur within an hour of falling asleep.  The child awakens suddenly from a state of deep sleep in a state of panic.  He or she may scream, sit up in bed, breathe quickly, and stare "glassy eyed."  The child also may seem confused, disoriented, and incoherent.  Each episode can last from 5 to 30 minutes.  A child who experiences night terrors is not aware of any scary thoughts or dreams and is usually able to go back to sleep quickly.  In the morning, he or she usually doesn't remember waking at all.  Night terrors may occur for several years.  Generally they go away with time and are not an indication of any underlying emotional problems.

Nightmares generally occur in the early morning hours.  Children who experience nightmares can often recall the vivid details of their scary dream and may have difficulty going back to sleep.  Nightmares will often center on a specific problem or life event that is troubling the child.  Parents can help by remaining calm and hold the child close and talk in a soft soothing voice to comfort and reassure the child.  If possible, the parent or teacher should stay close by until he or she falls asleep.  Calm, consistent handling of nightmares or terrors will help the child feel safe and secure.

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