Tuesday 25 October 2011

Presentation of Pink Tower

cylinder blocks

Maths Material

The Montessori Method


HOW THE MONTESSORI METHOD WORKS ?
"I have studied the child. I have taken what the child has given me and expressed it and that is what is called the Montessori method."
The Montessori approach was designed to help children grow by letting them explore the world around them. Classrooms are called “prepared environments” where children‘s innate zeal for learning is encouraged allowing them opportunities to choose among an array of purposeful activities to work on with the guidance of a trained adult.
Through Montessori work, children are able to develop concentration and self-discipline by following the work process outlined by the teacher, also called the “Directress”. Children progress at their own pace, according to their capabilities and inclinations.
A unique element of the Montessori program which sets it apart from traditional teaching methods is the “decentralization of the teacher”. Rather than being the center of attention in a classroom, the teacher’s task is to observe and to intervene from the sidelines, essentially the 'keeper' of the environment, letting children get on with their activities, guiding and intervening only when necessary

The Montessori Method !!!
 
 
The Montessori Method explained ! .
   
 .Who is Maria Montessori ?
 
Maria Montessori (1870 - 1952), was the first woman in Italy to receive a medical degree. She worked in the fields of psychiatry, education and anthropology. She believed that each child is born with a unique potential to be revealed, rather than as a "blank slate" waiting to be written upon.
  • Her main contributions to educating and raising children include:
    • Preparing the most natural and life supporting environment for the child
    • Observing the child living freely in this environment
    • Continually adapting the environment in order that the child may fulfill his greatest potential -- physically, mentally, emotionally, and spiritually.
    Maria Montessori developed a teaching program that enabled 'defective' children to read and write. She sought to teach them skills not solely through repetition, but through working on exercises that prepare them to learn skills. Continuous work on these exercises would then lead them to the skills: Looking becomes reading; touching becomes writing.
    The success of her method then caused her to ask questions of 'normal' education and the ways in which it failed children. Maria Montessori had the chance to test her programme and ideas with the establishment of the first Casa dei Bambini (Children's house or household) in Rome in 1907, taking charge of fifty poor children of the dirty, desolate streets of the San Lorenzo slum on the outskirts of Rome.
    This house and those that followed were designed to provide a good environment for children to live and learn. An emphasis was placed on self-determination and self-realization. This entailed developing a concern for others and discipline and to do this children engaged in exercices de la vie pratique (exercise in daily living). These and other exercises were to function like a ladder - allowing the child to pick up the challenge and to judge their progress.
    The news of the unprecedented success of her work in this Casa dei Bambini soon spread around the world. Dr. Montessori was as astonished as anyone at the realized potential of these children:
    "Supposing I said there was a planet without schools or teachers, study was unknown, and yet the inhabitants - doing nothing but living and walking about - came to know all things, to carry in their minds the whole of learning: would you not think I was romancing? Well, just this, which seems so fanciful as to be nothing but the invention of a fertile imagination, is a reality. It is the child's way of learning. This is the path he follows. He learns everything without knowing he is learning it, and in doing so passes little from the unconscious to the conscious, treading always in the paths of joy and love."
    From Europe To The United States,
    India, and the rest of the World

    Invited to the USA by Alexander Graham Bell, Thomas Edison, and others, Dr. Montessori spoke at Carnegie Hall in 1915. She was invited to set up a classroom at the Panama-Pacific Exposition in San Francisco, where spectators watched twenty-one children, all-new to this Montessori method, behind a glass wall for four months. The only two gold medals awarded for education went to this class, and the education of young children was altered forever.
    During World War II Dr. Montessori was forced into exile from Italy because of her anti-fascist views and lived and worked in India. Her concern with education for peace intensified and she was twice nominated for the Nobel Peace Prize. Since her death interest in Dr. Montessori's methods have continued to spread throughout the world. Her message to those who emulated her was always to turn one's attention to the child, to "follow the child". It is because of this basic tenet, and the observation guidelines left by her, that Dr. Montessori's ideas will never become obsolete.

  • CULTURAL EXTENSIONS : GEOGRAPHY

    With the Geography materials, the child is given the facts of his physical world, provides him with intellectual exploration and development, and the understanding that he shares the planet with other peoples and cultures.
    Globe of Land and Water
    With this globe, the child gets a sensorial impression of land and water. The globe has a sand surface representing land and a smooth surface representing water.
    Puzzle Map of the World Parts & Puzzle Map of Asia
    Through sensorial activities with the Puzzle maps, children begin to build their knowledge of world geography.
    LANGUAGE  MATERIALS 

    Language materials have some essential points in common with Sensorial materials. They provide the children with keys to discover something that is beyond what lies on the surface. Sandpaper letters give the shape of the letters, the Movable Alphabet makes it possible to arrange these letters to form words, and the Metal insets makes it possible for childen to control a writing instrument and later on, put their thoughts on paper.
    Sandpaper Letters
    The sandpaper letters guide the hand for writing as the child traces the letter shapes in the style and direction that they are written. Each sandpaper letter is in lower case with the consonants on boards painted pink and the vowels on boards painted blue.
    Movable Alphabet
    After learning the letter sounds with the Sandpaper Letters, the Movable Alphabet is used by the children for the writing of words. The set contains 10 of each consonant in red, and 15 of each vowel in blue, in thick plastic letters.
    Writing Insets
    Dr. Montessori analyzed the movements, which are connected with writing and developed the Metal Insets for directly preparing the child for handwriting. The metal insets exercises strengthen the three-finger grip and coordinate the necessary wrist movements. The exercises also advance proficiency in lightness of touch and evenness of pressure through drawing activities.
    Reading Analysis, First Chart and Box
    This material helps the child to analyze the basic parts of a sentence and identify their function. The first chart and box introduces the predicate, subject, and direct object.
    Reading Cards
    Allows the child to different key letter combinations.
    Grammar Symbols
    Grammar Symbols help to reinforce sensorially each part of speech. There are 15 different symbols, each representing a specific part of speech.

    MATHEMATICS



    Math materials allow the children to have a sensorial experience of the abstraction that is mathematics, allowing them to store concepts so that when the time comes to deal exclusively in abstract terms, the understanding is already there. Every piece of material isolates one concept, which integrates to form the basis for a further step in the child's understanding of mathematics.
    Number Rods

    The Number Rods introduce the child to quantity 1-10 and their corresponding number names. Serves as the child's link to the sensorial exercises as it is very similar to the long rods. Through exploration with the material, the child also develops concepts in sequence of number, combinations of 10 and basic arithmetic.
    Sandpaper Numerals

    The sandpaper numerals introduce the child to symbol 0-9 and their corresponding number names. By tracing the numerals in the style and direction in which they are written, the child is preparing for writing numbers. The child is then given the opportunity to relate his knowledge of quantity and symbol with the number rods and cards.
    Spindle Boxes

    Spindle Boxes provide practice in associating quantity and symbol for the numbers 0-9, and introduces zero as no quantity.
    Memory Game, Cards, and Counters
    The memory game, cards, and counters serve as practice for the child as he is required to remember and associate quantity to symbol. The cards and counters provide practice for the sequence of numbers and also introduce odd and even numbers.
    Introduction to Decimal Quantity

    A tray containing Golden bead materials for introducing the decimal quantities of 1, 10, 100 and 1000
    Introduction to Decimal Symbol
    A tray containing cards that differ in length and color to introduce the values of 1, 10, 100 and 1,000.
    Golden Bead Material

    The golden bead material introduces the child to the decimal system with concrete representations of the hierarchy of numbers. Quantity and place value of the decimal system are explored by the child in activities in the operations of addition, subtraction, multiplication and division.
    Stamp Game

    After being introduced to the processes of the decimal system using the golden bead materials, the Stamp Game provides opportunities for individual practice in the operations of addition, subtraction, multiplication and division. In a step towards abstraction, the quantity and symbols of the decimal system are combined and are represented by each "stamp".
    Tens Boards

    With the Tens Boards, the child explores the number names of the tens and the sequence of numbers 11-99. Bead quantities are created from the ten bars and unit beads in the Tens Bead Box and are associated with the corresponding numeral on the Tens Board.
    Hundred Board

    An enjoyable counting activity that reinforces the sequence of numbers from 1-100. The Hundred Board is used by placing the wooden chips in sequence on the board.
    Bead Material

    This extensive set of bead material is used for the exercises of linear and skip counting the quantities of the squares and cubes of the numbers 1-10. It prepares the child for later activities in multiplication, squaring and cubing, as well as base number work.
    Addition Equations and Sums Box

    This two-compartment box with lid contains plastic chips, one set with equations printed on them and one set with the answers to be used with the addition working charts. These aid the child in practice and memorization of the unit addition combinations.
    Colored Bead Stairs

    The colored bead stairs are used for activities of addition, subtraction and multiplication.
    Addition Snake Game

    The addition snake game introduces the child to addition combinations of the unit numbers.
     
     
     Sensorial Materials



    Montessori sensorial materials are materials used in the Montessori classroom to help a child develop and refine his or her five senses. Use of these materials constitutes the next level of difficulty after those of practical life.
    Like many other materials in the Montessori classroom, sensorial materials have what is called "control of error", meaning that the child not only works with the material, but has a way to check the work rather than seeking out the teacher. This is done to help promote independence on the part of the child.

    The cylinder blocks

    Small, tall and short, thick and thin, and combinations of these.
    The cylinder blocks are ten wooden cylinders of various dimensions that can be removed from a fitted container block using a knobbed handle. To remove the cylinders, the child tends to naturally use the same three-finger grip used to hold pencils.
    Several activities can be done with the cylinder blocks. The main activity involves removing the cylinders from the block and replacing them. The control of error is constituted in the child's inability to replace a cylinder in the wrong hole. There are four cylinder blocks. Their purpose is to provide various dimensions of size to help the child distinguish between large

    The pink tower

    The pink tower has ten pink cubes. The smallest cube is 1 cubic centimeter in volume, and the largest cube is 1000 cubic centimeters in volume (each side is 10 cm in length). The work is designed to provide the child with a concept of "big" and "small."
    The child starts with the largest cube and puts the second-largest cube on top of it. This continues until all ten cubes are stacked on top of each other.
    The control of error is visual. The child sees the cubes are in the wrong order. The successive dimensions of each cube are such that if the cubes are stacked flush with a corner, the smallest cube may be fit squarely on the ledge of each level. If the smallest cube is too small or big to fit on the ledge, the tower cubes are in the wrong order

     The broad stair

    The broad stair (also called Brown Stair) is designed to teach the concepts of "thick" and "thin". It comprises ten sets of wooden prisms with a natural or brown stain finish. Each stair is 20 cm in length and varies in thickness from 1 to 10 cm. When put together from thickest to thinnest, they make an even staircase.
    As an extension, the broad stairs are often used with the pink tower to allow the child to make many designs.

     The red rods

    The red rods are rods of equal diameter, varying only in length. The smallest is 10 cm long and the largest is one meter long. Each rod is 1 square inch thick. By holding the ends of the rods with two hands, the material is designed to give the child a sense of long and short.

    The colored cylinders

    Also called the knobless cylinders, the colored cylinders are exactly the same dimensions as the cylinder blocks mentioned above.
    There are 4 boxes of cylinders:
    • Yellow cylinders that vary in height and width. The shortest cylinder is the thinnest and the tallest cylinder is the thickest.
    • Red cylinders that are the same height, but vary in width.
    • Blue cylinders that have the same width, but vary in height.
    • Green cylinders that vary in height and width. The shortest cylinder is the thickest and the tallest cylinder is the thinnest.
    The child can do a variety of exercises with these materials, including matching them with the cylinder blocks, stacking them on top of each other to form a tower, and arranging them in size or different patterns. When the yellow, red, and green cylinders are placed on top of each other, they all are the same height.

     The binomial cube

    The binomial cube is a cube that has the following pieces: one red cube, three black and red prisms, three black and blue prisms, and one blue cube.
    A box with eight prisms represent the elements of (a + b)3 or: a3 + 3a2b + 3ab2 + b3
    The pieces are stored in a box with two hinged opening sides. The color pattern of the cube is painted all around the outside of the box (except the bottom).
    The material is not designed as for math education until the elementary years of Montessori education. In the primary levels (ages 3–6), it is used as sensorial material.

     The trinomial cube

    The trinomial cube is similar to the binomial cube, but has the following pieces:
    • 1 red cube and 6 black and red prisms (varying in size)
    • 1 blue cube and 6 black and blue prisms (varying in size)
    • 1 yellow cube and 6 black and yellow prisms (varying in size)
    • 6 black prisms (same size)
    This is similar to the binomial cube, but is a physical representation of the formula:
    (a + b + c)3 = a3 + 3a2b + 3a2c + b3 + 3ab2 + 3b2c + c3 + 3ac2 + 3bc2 + 6abc

    Other materials

    There are many Montessori sensorial materials, and more are being investigated and developed by teachers. Other popular Montessori sensorial materials include:
    Monomial cube 
    A cube similar to the binomial and trinomial cube. The child has a sensorial experience of the power of multiplying by two and developing that into a cube.
     Geometric cabinet
    Several different shapes are inset into wood and placed in drawers. The child distinguishes the different shapes, learns their names, and learns how to discriminate from the shapes.
    The constructive triangles 
    Different triangles are put together to form various shapes. Shapes made with the triangles include the parallelogram, hexagon, rhombus, and trapezoid.
    Color tablets 
    Boxes with tablets inside. The sides are usually made of wood or plastic. The middle is painted wood or plastic. The only difference between them is the colors in the middle. There are three color boxes. The first has the three primary colors (red, blue, and yellow). The second has 12 different colors. The third box has nine colors, but in different grades from light to dark.
    Geometric solids 
    Ten Geometric three-dimensional shapes made from wood and usually painted blue. The shapes are:
    • Sphere
    • Cone
    • Ovoid
    • Ellipsoid
    • Triangle-based pyramid
    • Square-based pyramid
    • Cube
    • Cylinder
    • Rectangular prism
    • Triangular prism
    The mystery bag 
    The mystery bag contains various object that the child feels and sorts without looking into the bag. The object is removed after the child has decided how to sort it and a visual check is done. (Though this may also be done blindfolded to add to the experience).
    Rough and smooth boards 
    Sandpaper is glued onto a smooth wood board. Various grading of sandpaper are used later as an extension of this activity to help the cRoughhild discriminate between them.
    Fabric box 
    Different fabric materials are used that the child must feel and match. A blindfold is usually used so the child cannot see the materials.
    Thermic bottles
    Water of different temperatures is added to metal bottles. The child lines them up from hottest to coldest.
    Baric tablets 
    Wooden tablets of various weight to help the child discriminate between weight.
    Sound cylinders 
    Two boxes, each containing six cylinders. One set has a red top and the other a blue top. When shaken, each cylinder of the same color gives off a different sound. The sound from the red cylinder is matched with the same exact sound from the blue cylinder.
    Bells 
    Twenty-six bells are used to help develop a sense of musical tones.
    SENSORIAL EXERCISES
    Sensorial Materials allow for individual work and repetition, and allows children to clasify their sensorial impressions in an organized, orderly, and scientific manner. They have a built in control of error, which builds in the child the habit of working independently, without fear of making mistakes, becoming comfortable in the fact that errors are essential to the process of learning.
    Rough and Smooth Boards Set
    This set of three boards forms the introductory materials for development of the tactile sense and prepares the hand for writing. The first board introduces the contrast of rough and smooth. The second board helps to coordinate finger movements and builds dexterity. The third board introduces gradations of texture from fine to coarse.
    Pink Tower
    This series of cubes develops visual discrimination of size in three dimensions. Exploration with this material prepares the child for mathematical concepts in the decimal system, geometry and volume.
    Set of Knobless Cylinders
    The Knobless Cylinders are the final stage (application) in the dimensional material where the child places in order the sets of cylinders based upon his abilities to discriminate. The cylinders have interrelationships in size that are revealed to the child as he works with the sets in combination.
    Thermic Tablets
    When touched, each of the Thermic Tablets has a different sense of temperature. The pairs of tablets are used to cultivate the ability to discriminate thermic qualities.
    Baric Tablets
    The Baric Tablets introduce and refine the concepts of the baric sense. While blindfolded, the child endeavors to discern the weight of the tablets of wood. Error is controlled by the color of the wooden tablets, the lightest color being the lightest weight to the darkest color wood being the heaviest weight.
    Geometric Solids
    The Geometric Solids introduce the child to solid geometry. The set contains one each of the following solids: Cylinder, cube, ellipsoid, cone, sphere, square-based pyramid, triangular-based pyramid, ovoid, rectangular prism and triangular prism.
    Binomial Cube
    The Binomial Cube is a concrete repre-
    sentation of the algebraic formula (a+b)3. The factors of the equation are represented by the cubes and prisms. The primary Montessori child explores the Binomial Cube as a sensorial activity of visual discrimination of color and form. This indirect preparation for algebra prepares the child for the elementary Montessori class.
    Trinomial Cube
    The Trinomial Cube is a concrete representation of the algebraic formula (a+b+c)3. The factors of the equation are represented by the cubes and prisms. The primary Montessori child explores the Trinomial cube as a sensorial activity of visual discrimination of color and form. This indirect preparation for algebra prepares the child for the elementary Montessori class.
     
     



    PRACTICAL LIFE EXERCISES(EPL)
    (Practical Life Exercises are the foundation of the Montessori environment, provide a sane and wholesome range of activities which allow the children to develop control and coordination of movement, awareness of their environment, orderly thought patterns, independent work habits, responsibility, and many other characteristics which can only be attained through spontaneous, purposeful work.
    Dressing FramesThese individual Dressing Frames present a variety of activities which introduce self-help skills - buttoning, lacing, zipping, etc. While doing these exercises, children also hone fine finger motor skills, understand the importance of sequence in tasks, as well as enhance focus and concentration.
    Pouring ExercisesDry Pouring
    Wet Pouring When presented to the children, they are shown how to do pouring without spilling the contents of the vessels. Mind-hand coordination is developed as the children exert their efforts to pour in the same manner presented by the teacher. Thus, all their focus and attention, their entire body concentrates to complete "pour without spilling".
    This procedure promotes what Montessori calls "integration of the mind and the body" which is the primary foundation for the child's "development of will". The child discovers that he can conduct his bodily movements through the direction of his will. When translated to a life skill, this gives the child confidence in facing challenging activities realizing that he can practically accomplish any task as long as he wills it.
    Transferring ExercisesSpooning
    Marble Spooning
    Tongs Exercises
    (various kinds of tongs ranging from simple to difficult) Transferring Exercises in the Practical Life Area provide interesting opportunities for the child to build eye-hand coordination, develop focus and attention, refine motor skills and hone muscular control.
    Making use of things mostly found around the home, these activities promote learning of skills that also enable them to participate fully and independently in their home life. With independence comes also the building of the child's self-confidence and initaitive which carries out to his attitude towards learning in general.
    Washing Hands ExerciseThe Washing Hands Exercise is only one of the many "Care of the Self" exercises of the Practical Life Area. In doing these exercises, children are able to integrate and practice a variety of skills while gaining a better understanding of the importance of sequence in completing a task. Since the completeion of this activity requires a series of related steps, children learn to improve on their focus on the task and increase their attention span to see the task through its completion

    Sunday 23 October 2011

    ABC and their Vocabulary

    Learn Vegetables name

    Learn Shapes name

    Learn COLOURS name

    Fruits Name

    Teddy Bear Teddy Bear

    Twinkle Twinkle little Star

    LonDon Bridge

    I am A Little Teapot

    When you Happay And you know it

    Baa Baa black sheep

    Humpty Dumpty

    Introduction of EPL

    EXERCISES OF PRACTICAL LIFE( EPL )

    The child first starts working with the "Exercises of Practical Life" which leads to the overall development of the child. Here the child performs activities like sweeping, polishing, pouring, sorting etc. 
    The EPL are designed to teach the child to function in his own environment by teaching him how to cope with the things around him. The daily functions of our house are routine and simple to us but they are new and exciting to a child. So often we scold a young child for banging doors etc. and yet have we ever taken the time to show him the proper way of doing things=
    It is only after he has learnt to master his home environment, then the child is ready to begin the more complicated process of learning. In the Montessori environment the child is introduced to activities like threading, which helps in the strengthening of the writing fingers. Similarly different activities like Solid Pouring and Liquid Pouring enhances the child's concentration. He learns the importance of hygiene through activities like sneezing, coughing etc. and social graces through activities like "Aslam o Alekum"," Hi " These activities indirectly prepares the child to move forward in the different areas of learning.

    Introduction of SENSORIAL !

    SENSORIAL

    SENSORIAL equipment is something to do with senses. It is an exact and scientific guide for the refinement of senses. The Sensorial equipment provides your child with the means to increase their perception and understanding. This forms the basis for abstract thought. The Sensorial materials give your child experience in perceiving distinctions between groups of similar objects and different objects. The equipments are grouped together for a physical quality for example Sound, Dimension (Pink Tower & Brown Stairs), Texture (Touch Board & Touch Fabric), Weight (Baric Tablets) etc. The child's Chromatic sense is enhanced via the Colour Boxes.
    There is nothing in the intellect which does not first exist in the sense. Through systematically working in  successive steps with the sensory apparatus, and thus developing and refining the five senses. The child builds a solid foundation for his intellectual activities. The hands and the mind work together, making the learning experience one of doing rather than of simply observing. The child becomes an active participant, enthusiastically absorbing knowledge and developing perception and mutual dexterity.

    Introduction of MATHEMATICS

    MATHEMATICS

    MATHEMATICS is a world of numbers, a science of numerical and abstract reasoning. It shows a relationship between entity and non-entity at a quantitive stage. This is known as the Number System. The child has to be made aware of it to further his knowledge and development. The base of ten is very important, and the child is to understand that six tens make sixty. We have to teach the child by active experiences and this is done in the Montessori environment by teaching aids and Mathematical apparatus.
    The child is introduced to the world of Mathematics via the Number Rods. They not only provide an absolute but also a relative concept of Numbers. The child after being introduced to Mathematics in an interesting way develops a positive attitude towards the subject and regards it as meaningful and attractive. Similarly, a child is introduced to the heirarchies via the Static Golden Bead Material. They can form quantities upto 1999. In the Dynamic Material a child forms quantities upto 9999.
    Mathematics is very important in the "Modern Age" and it is necessary for a child to learn the Mathematical skills. In the Montessori environment the child is taught Mathematics through active experiences. This is done by teaching aids and Mathematical apparatus. Your child will learn the "why" and  "how" of  mathematics. Through concrete material, the child learns to add, subtract, multiply and divide and gradually comes to easily understand and enjoy many abstract mathematical concepts. Geometry, algebra and arithmetic are connected to the Montessori Method, just as they are in life.

    Introduction of LANGUAGE

    LANGUAGE
    LANGUAGE starts with the birth cry. It is a continuous process. The main aim of language is communicating. It is a fundamental process to understand the childs development. Language acts as an aid to thought. One can have thought without language but one cannot have language without thought.
    The child is to be guided in a proper direction for the acquisition of language. In the Montessori environment the child is first introduced to the sound values of the letters and then gradually forms words. Finally, he is in a position to read and write. These activities which directly and indirectly prepare the child for 'Reading' ,'Writing' and 'Arithmetic' play a major part in preparing the child for admission in a traditional school. Through stories, songs, conversation and action plays, the child has an increased exposure to the spoken language. Not only can they hear the sounds, but they can now see and feel them, by tracing the sandpaper letters.  Hence creativity is encouraged and thus your child's appreciation of the mystery and power of language will grow.

    Introduction of CULTURE

                                                                CULTURAL
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    Culture comprises of the major components binding man together as society. It is an accumulation of thoughts, values, and objects. It is necessary that the child should be introduced to the fundamentals of history, in relation to the present socio-economic and civic conditions. He should also be introduced to the various aspects of Geography, which are in the limit of his understanding. For this first hand participation is necessary because attributes cannot be learnt through memorization.
    The Montessori child already understands the nature of objects he is able to classify, the similarities, the differences, by the attributes of things. He is ready to receive geographical concepts.
    The child is made aware of our culture and religion in the Montessori Environment. They celebrate festivals like Eid ul fitr ,Eid ul Azha , Holi, Christmas, Independance Day and more.

    Music and Movement
    Children of tender age can just be introduced to music but only
     when they are somewhat older, can they develop a real interest in it.
     His environment must be such that it can arouse in him a feeling for, and
     an understanding of music. We may proceed to a rapid review of the
    various factors connected with musical education.
    The preparation of the motor organ for rhythmical gymnastic exercises
     may be seen in the exercise called "Walking on the line". Here they learn
    how to control the movement of the hand and feet.
     Rhythmical ,Musical phrases can be chosen and repeated to develop
    their sensibility to music.
    Through music the child's physical development, language development,
     emotional development, and social development is enhanced.
    The technique of singing, coordinating voice and
    movements develops the technique of rhythm, melody and harmony in a child. 
     
    ART & CRAFT

    Children seem to thrive by making movement which to the adult appear
    to have no purpose other then pleasure. The movement that produce
    child art may also be enjoyable because they have the characteristi
    of rhythm and balance, observable in the drawings themselves.
    The pleasure of scribbling comes from the combination of vision and
     movement and thus child art has meaning for both the capabilities.
    The child is introduced to the world of colours thus enhancing
    his imagination skills.