Iqra PreschoolCurriculum Intro

8/9/2019 Iqra PreschoolCurriculum Intro

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QRP Cm

Unversy Mnnes

Rv c

iQRA Edu Fud


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Pa of a Comprehensive

and Systematc Program

of Islamc Studes

Approved by:Rabia al-Aam aIsai

Maah Marramah

Edtors and Reviewers

oura DrkeeM Fin Ar Stnfod Univi

Shahida Ali KhaPcpl, Nw Hzn Sh, fa

Khalida SiddqOg Cet

Cpyright 0 992

Q' eaoalEdaioa Fudato.Al Rights Reseved

e n Cpyrgh:

T ki ofQR'smv�d sta pga Ia Edt lod or D'�.

o a of t bk y pouce ay l ui hotooyng to, ng tt

tn t u c on s g o t q h n IQR k F >·t ga o t: JRItt io a Educional Foto, 831 S.Lan L 7

IBN# 566-4

Prin t ed in Lbano

Under te Auspices ofEducatoa rogram

Development Commttee

Dr. MA.W Fakhr, a1a

Br Fade Abdlah

Mohammad Nur Abdullah

Dr Aidulah Ghazi S creta

D Tasneema Ghaz

D . Mamad Kisha

Dr Slayman Nyang

Acknowledgements

lq' Chmbe Soo thei suppot a

estabishmet f he Chair uruum Delpe

Isc Soety ofNoh Aeri adIntJo liut o I/Thoghtfo paticipatio i evalatio pubiatio ad dstrbto effort.


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QNO

We at Ira' Inteational ducatonal Foundatin are ratefu t llah (WT) fr enabn us t presentthe rst vlume of ts nterated Islamc urrculum

Th preen vlume o Ia ricum (esch) repesens yas painsak eseah study wrtn and feld testin by Dr. Tasneema GhazIqras director f currculum. he was assisted by ur able team members f the rram DevelpmentCommtee nnumerable educators teachers cnuy wes and cncerned paens.

qra s leased t annunce that ts plans develop eld test and publsh annteratd currculum for Islamc schols frm reschol to hh school wthn the ne ve years (byuy 9 are we underway.

Wthn he next s months the teachers wll !h/h receve tw curriulaat the Knderarten level i Ismic Studies, and ii) Sol Stes.

The deelpment and pducton of this currculum s part f qra 's vsn of a cprehensve system of Islamic educatin. Ths cvers

integraed iculum fom pschoo to hgh schoo.

compehensive pogm of Ismi Studi at leve which w inude ten basi Islaiuj and cove gaded tt book workboos hmt a panh and ai1al a

open univesity and home-sed edcation.

In each areaqras wr is prressn in a planned way and w hpe that withn ths decade (befre we enter th year )qra's vson wll beome real hh

This nd f eff needs varus thns: i a cmmitment t me samc educatn our foremst prory ii) mbiliat of different cmmunties human and nancial resurcesi) nsttutnalzatn f efforts and iv) cordation wth ther oranatons.

We ur all concerned Muslms and Islamc ranns t cperate with Iqra and ecme fts ducational rram

et us eher establsh qra Intrnatnal Educanal Fundatn as the nest instutin fsamc educatinal research and develpment. t would be the best ift we rth merican Muslms can veto ur hldren and to the U h as a whole


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Ddd T:

SHEKH SALEH KMEudi Phlhps

Wo

Resos o Bs Nd oslm EdCrd Cr of Crm w

R o d Sd s Edcon s


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Irc

r

D K GzfA ( g) .E (AIobnd}, Acd.DLl

GS PD Mimustn)

D Tasneea Gaz s Diecor o Cuicuu a IQRA Inenion caion onion Se seci in iDeveon an Reang Curcu an nsucon Se as sue a e unversiies o Aga Aaaba, onon, Harar, San Dego an nnesoa Se as aug Ina, Engan, enie Sas n Sui Araa various eves: negaen, eeenar, junor an senor ig scoo, as we as unversiHer os ecen aonens ave been as Couni Pofessor o Reang Goveno Sae Uversi Pa oes SouInos an as nsrucor of ngs Language a Woens CoegeKing Abuzz nvei, Jea, Saui Abia

ver snce arrva n e SA n 968 se as been nvovei e esabisen an organaion of scoos o Isac Sues in e nie Saes Wong cen ano cren is e ain ineres

Dr Tasneea Gaz an e sban D Abiua Gazi are coouners oQRA Inernona T ve gven u eroessona caeers an ave coie e ives o eveo n intraed mcu/ an rouce op7hnsvye IlcS1 Te av ouce e s oe ogra of S. I in use n os ofsac soo a is beng ransa no aor o angages

Hee by a ea of co-rkers, e f goa s o esabsIQRA' Inernaiona ucaona ounaon as a oreosIa ucaona Reseac nsion of e \Vese Wor

Te ave fve cren Te cien ove e w erfrs eucaona exeie ab Te ae aso er cookesan conrbue creaive o IQRAs eucaona eneavos

Dsibuos

QRA' Book Center6410 N_ abe Ave

Ccago IL 64 USA

one 32 2725Toee: 800 521ICRA

·ax: 12 226-4125


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Tal of Cos

Ealy Chldhd Educat Pgam a slamc Schl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Chaactstcs f Yug ChldBtw th Ags Th ad Fu . . . . . . . . . . . . . . . . . . . . . . . 3

Chaactstcs f Yug ChldBtw th Ags f Fu ad Fv . . . . . . . . . . . . . . . . . . . . . . . . .

Expcg Scal StudsDug th Pschl Yas . . . . . .. . . . . . . . . . . . . . . . . . . .. .. .. . . . . . . . 8

Expcg SccDug th Pschl Yas . . . . . .. . . .. . . . . .. . . . . . . . . . .. . . . . . . . . .. 1

Expcg MathDug th Pschl Yas . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 2

Expcg Laguag Ats EglshDug th Pschl Yas . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .. . 38

Expcg AtDug th Pschl Yas . 47

Expcg agag As AabcDug th Pschl Yas . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . 2

slamc Expcsug th schl Yas . . . . . . . . . . . . . . . .. . . .. . .. . . . . . . . . . . 9

Blgaphy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .. . . . . . . .. . . . 0[f


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Y CHILHOO UCTIO POGI

ISLIC SCHOOL

LOSOHY

The goal o the Ealy Childhood Pogam in an Ilami hool i to povideoppotunitie o ative involvement o hilden and thei paent in a ontinual

poe eduation aed on the knowledge o the Qu'an and Sunnah Thiinlude a deep and m elie in llah SWT Hi Mey and Hi GuidaneInvolvement o Mulim paent in the eduation o thei hilden i epeiallyimpoant due the many non-Ilam inuene o Weten meian ulteand envionment upon them

When a hild ente hool oth he and hi paent egin a aeahingexpeiene Thi i the time o uilding a ound elationhip etween hool and

home One etalihed, thi elationhip povide olid gound o oopeationand oodination etween thee two gniant intitution in the hild lie

e pehool yea play a unique ole in the total gowth and development oa hild Pehool pogam ae deined to help the hilden diet thei enegie leaning aout and eing awae o hei envionment I the envionment

poided i Ilami the hilden will e awae o thei Ilami heitage and leanaou thei eligion. A peially Ilami pehool pogam alo povide hehilden many oppounitie to inteat with the Ilami envionment in a poitive

and ontutive way. The pogam hould alo help them to develop eeling oelwoth and adequay aout themelve thei amilie and thei eligion

In ode to e ueul the pogam need pental oopeation and patiipation Home involvement in the Ilami eduation and taining o Mulimhilden annot e oveemphaized hu the pogam hould inlude a paenteduation omponent The pogam hould povide oppotunitie o the paentto do the ollowing:

a) Realize thei long-tem eponiili a the pimay eduato andounelo o thei hilden

atiipate in the pehool pogam and develop ette undetandingo the ai onep o hild owth and development hi

patiipation will povide them ette undetanding o and deepeinight into human ehavio


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) Prgress mre maly in heir relainships ih hei hilden andaep and eny em hey are.

d) Develp sng nds ih e Mslim mmniy Tese nds ill pvide amilies ih e needed spp sysem ih in e pas ass en pvided y exended amily and neigrs.

T aieve ese gals, e prgram ill prvide he ild, Ihallah helling

1 Opprniies r physial, sial gniive, eminal and maldevelpmen he exen his apailiies and a he rae his ngrh

2 n slami envirnmen s ha he mal and spiial sel he hildan develp nde he eahing he Qan and e Sunnah

3 sere and sae envinmen s a he ild ill n e araid neexperienes.

4 Varied expeienes leaning and mpleing develpmenal asks.

Warm and sppive adls gide and enrage individa andgp aiviies and a as siale Mslim le mdels eildren.

reedm, pprni and enragmen ards devepingrespnsiili, sel nrl and independene ile mainaining respe

r adls

vng lear and inelligen eginning lessns in Q'an and Hadireiain and memiain, hi ill prvide a ndain r alieime sdy

j


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-l

PHYSICAL:

CHAACTISTICS OF YOUG CHILBTW TH AGS F T FOU AS

cl twn t ags of tr an four ars manags r o movmntsmor skllfull tan t tolr. Ts mans smootr movmnts n walkng,runnng an clmng S os scal actv for ts ow sak an mancororat a scc mastr skll n otr kns of la.

cl of tr or four s also scall caractr fact tat s s

ntrst n orng t wor dng ratr tan ltenng; s wans to

ouc, mov, tast an smll

Ganng n al to manulat smallr octs an rform nr motor sklls;s can our from a tcr, unutton clots, lac sos, tc. , wt somcul

Eos t scal ascts of usng matrals ratr tan accomlsng a fatfor aml, s njos makng larg stroks wt ant rus ratr tanantng a ctur, s lks to mov larg locks aroun ratr tan ul a ulng, tc

Gttng ttr n rformng routns suc as oltng an wasng r answt soa. Howvr, comlton of ts routns stll taks tm an rmnng.

SCIAL

Clrn twn t ags of tr an four stll lk to la alon ut clos tootr clrn, aralll la At ts stag t mov closr to cooratv la,wc wn t gns occurs mostl n small grous two or tr clrn) f anarorat socal nvronmnt s rov, t clrn at ts ag gn to lnt soa avors of sarng an awatng tr turns, not onl as a avor ut as an acct conct. T wllngl sar tr tos wt som closfrns.

TIAL:

T cl at ts stag s gocntrc s own ns an srs ar mormortant tan tos of otrs

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shod ive a hein hand The chid has o ndesand ha i is ok o bedeenden on someone fo a whie.

ttntn pan: Childen's aenion sans ma be sho in ceain es of

siaions sch as in adldieced aciviies whee he have o adjs hei behavio o ad execaions Howeve when invoved in an aciv he canconcenae fo a sbsania enh o ime

Classoom aciviies shod be lanned keeing in mind he above chaaceisicsof he chiden


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HYSICL

CHRCTISTICS OF OU CHILBTW TH S OF FOU FI S

Cidrn at ti a u baic mtr i runnin wain and jumping tc a p tir pay. y ar ti vry activ but mr r pcic purp andl r t a activity an.

Ty uualy av matrd nw ill i ippin and pping n n t.

y til njy arnin tin by din tm tmv.

y w dnit imprvmnt in n mtr crdinatin can andl cirwit mr a tan br and vn mal bad and pin ar andld airly

aiy.

t a· abl t dr and undr tmlv xcpt r .

Ty can cmplt daily rutin quicly

Ty ar wiin t ta ri t aciv tir al uc a tryin t wal up tlid jump rm t wing r rid a twwlr.

SOCIL

An incra in cprativ pay ta plac at ti ta. Cidrn play trivin and tain dirctin. Evn tu t numbr cildrn playing in aup may til rman mal ty ar btt ab t cmmuncat wit c trand add nw numbr wit a and cmrt

Ti i t a wn ty njy dramatic pay mr imitatin trut-iituatin.

in mpaty and ympaty tward rind dvlp a cildrn bin tar and ta turn n tir wn initiativ T cild a bcm a m cia gcntric bin.

OTIOL

T cid at ti ag i till quit cntric; i r r nd and want ta

f


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peceence ove oe of oe

e cil beween fou an fve i bee able ubiue language fo iec pyical acion in conic iuaion.

He o e ow geae awaene of ule ofen eman a oe alo followe ule an ae em fo oe wile a e ame ime no following emimelf.

Beavio i no a impulive a befoe an ceain feeling may no iue a aily a befoe

e cil i beginning o fin uppo in i pee goup an fien He i nolonge wolly epenen upon aul fo appoval an ecogniion a befoe

COGITI

Tee i a coninuou gow in language abili. Te cilen eal moeeecively wi iea oug langage an can begin gap ome abacconcep Tey eoy playing wi wo a ey lean ei meaning animpac

ilen a i age begin o a many moe queion. Wy" an "ow" becomevey impoan a i age ey nee anwe an expanaon fo pungiea an infomaion ogee.

Tei cemaa of objec an iea gow bigge an ice a ey gain newexpeience an evelop new iea Tey ae conanly auing an cangingei concep. Fo example ei concep of ime" become lage a ienompae eaon ay of e wee an even mon. a moe meanigfo e cil an befoe.

OTS FO TCHS PNTS:

Te cilen beween e age of fou an fve yea ae ecibe a e "pomoel" of wa ey wee a ee fa moo owy an wi moing gage.

ey nee moe pace an moe feeom o e an y ei new ill ancapabiliie an aul oul elp em in ei aemp y ou new avenuean uppo em oug e poce.


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Experincing Social tudis h ch Y

\·


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LS

h cia udis Curricuum i a Isamic sch shud am rid

ris h chidr which wi gra hua kwdg ad ricsr h rs Isamic ivig ad ciishi ducai his imismmrshi i h Isamic Amrica ad hr cmmuiis ad a cmmim wrk civy wih divrs (wihi h ramwrk Isaic aws adricis) ad udrsad h dics i cuurs i vaus ad irsss varius scia iica ad rigius issus i h igh h Qur'aad

h sch v his achig aks ac i a vry asic way cusd dirc iracis wihi h cassrm. rsch is gray h rs sciari r h chid usid h h.

OBJCTS

h i rgra rsch urs ad kidrga1 is acuay a sudy iscia ivig. A his sag mhasis shud acd u h skis adaiuds wkig ad ayig wih ach hr ad u such Isamic sciaa1ig as:

1 Sharingih ohrs:

hw-ad aciviy durig gu imharig a sry r a icid a hm.Visiig a ac irsscriig h irh a w siig.harig h dsk crays ar ad ys i h cassm.

h achr ca h sris h a sharig hir huss ad gigswih h Muhajirin i adia.

Trn-aking and aiingor ns:

harig days i ig h achr's h·s ssgrs i adrs cakig urs i dig h cassrm sakig urs i usig h as ad hr ics quim ad i usig

shard ysaiig r hir urs ak durig circ im

ese see bgy


16/86

e eache hou pay pecia aeio hepig chie eveop heeeceay habi a ki uig caoom aciviie a ao i he paygouwhee chie have hae ceai equipme

3 sp tingthe

ights

of others

Keepig he caoom cea a i beog eveyoe i he caKeepig he oie eve ow o a o o iub ohe.Beig wiig hae he eache ime a aeio a he i hee oeveyoeakig cae o he popey o ohe chie.Repecig oh poit o viewvoiig puhig a puig whie iig up o payeMakg oom o ohe o oi he ie o paye

he eache ca e oe oie om he ie o Rauuah (S) a he Sahabah

(R ha ea wih hi ubjec

A ptingthe Athorityof dlts

Lieig o he eache a oowig he iecioUeaig a oowig he ouie o he ca wiigySeekig eache app·ova whe o ue o he eabihe ue o he cao ome aciviy o o he ue o cea equipme

eache a pae hou make evey aemp o each he chie epec oau a eceay amic behavio hey hou avoi cootaio aaguig back a oh wih he chie

Soie om he ie o Rauuah (S he Sahaba (R) a ohe Muim eaehou be o o he chie o icucae epec o he auhoiy o au.

5Cingfor S lf for ampl :

Chie hou be augh ha ou boie a ou ae a gi om ah Sa we have o ake cae o oueve i oe peae ah (S We houao ake cae oueve o ha we ca ive a happy a heahy ie.

Ceaie o cohe a boyakig howe a peomig wudu Eaig igh oo wih expaaio o haa a haam oo Eeciig a eig o imeBeig abe e a ue hemeve

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ri rr clt r irt

tcr c tll cilr tri rm t shamail Rulull () t wt cilr w tk cr iml

. Carig or persoa ad oupproperty

Ptti wy r cil ty tc tr ui tmKi t u crr cki cr quimt i t clrmKi w cubby t tiyKi t clt t clAii writi t k wll t clrm r llwyrwi rb i t tr bkt t t r

7 Uderstadigth itedepedee opeope:

ivi i t miy: r mtr tr rrt btr itr cui tr rltivRlti wit neighs i Mulim tir ibr livi ri ttr i cul rmiu cmmuityRlti wit mmunity wkes i w w c tr ir cmmuity rciti t rl milwm mikmrbm licm rm u ur cltcr tr

cr ul rmmbr t iclu rl ml rm bt x

Takig resposiiityto ompete a assimet:

Cmlti tk uri rt wrki tim t i u t it wyCmmuicti i cmlt tcFii t t lt milk i t cui tir wit tr ui t wrm ryi tmwit r twlPtti c lv t br i ut i witr

tr ul llw u tim r cilr t cmlt tir wkcitly rrly cr ul cttly rirc t bvir

it wil tk ctt rii r t cir t r

9 epigothrs:

Ci ul b tut t Ilmic cct li tr iclui

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concpts of sada and zaat as thr Islamc du

Dong small dds of kndnss such as collctng mony for th ctms ofsom natural dsastr.Hlpng th poor and th ndy of thr nghorhood through a food and

clothng dstruton program.Larnng th drnt ways of hlpng othrs: through mony, lao andsharng our longngsHlpng our frnds whn thy nd hlp n dong somthng.Hlpng our parnts y dong som chors around th hous.Hlpng h tachrs n th classroom y takng up h rsponslty ofsom chors.

Th tahr should us sos from th lf of Rasulullah and th ahaah. H orsh should show that ty wr th modl hlprs and plan why th Muslmsof Mdna wr calld sar

D v opiga positiv s imag

Parnts and tachrs should mak ry ort to hlp th chld n dlopng apost slfmag H has to proud of hs Islamc hrtag and hs famlyackground

Drawng postrs of "M My Famly My chool and hngs I Lk Eat.Larnng wrt nams n Englsh and AracRcognzng hs own nam and nams of som frnds.Partcpatng n th Hlpr of th Wk program whr ry chd gts achanc th hlpr.uttng out grs of ach chld on nwsprnt drawn and cut y th

chldn wth th hlp of th tachrharng aort toysWrtng stors told y th chldrn nd dsplayng thm n th classroom.

11 sp tig par ts, teahers ad other eders:

Talkng to adults wth rspct .Not rasng th oc or whnngAccptng thr adc.Usng propr langag and prsson whl conrsng wth adults.

Tachrs and parnts should cooprat n nculcatng rspct for adults. torsfrom th hamalNaaw should rad and told to th chldrn to prsntth modl


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Bgpod o th slamc htag

O of th mai goas of a Isamic schoo is to dop a prid i th childr of

thir Islamic hritag.

igig sogs aout Islam ad Muslimsig th childr storis of th gat Musims i history, acit adrctHlpig thm to dlop th codc that our rligio is th st ad thrigt way to i i this world.Hlpig childr rai that i may ways w ar diffrt tha most ofothr chidr, yt i may othr ways w ar simiar

Rmidig thm how Muslims ha i thir ry- day iig, such astllig th truth, sharig, hpig othrs, prayig tims a day tc.Hpig thm to f proud of som of th thigs Musims do ot do (which

thy may ha s o such as hurtig popl, ig rud to aduts tc.

alg

th old mma:

O of th goas is to hlp childr dlop a ss of ogig to th wordwidMuslim ummah Actiitis shoud at rst asd o th atioaliis of thstudts i th cass.

Iitig th parts or gadparts of th childr who wr or i othrMusim coutris to shar thir prics with th childr.alkig aout foods cookd y Muslims i dirt parts of th world.akig aout th costums of Musim chidr from dirt Musimcoutris.

OT TO T TCRS:

It is importat that crtai opportuitis ad prics proidd for thdopmt of th ao cocpts. It must raid that o forma tachig ith social scics should imposd upo youg childr Oy aciitis adprics withi th ram of thir udrstadig may usd.

h iromt of th classroom itslf wi caus thir awarss of social issus

to icras. Costums, samps of foo ad music ad picturs from diffrtads all sr to itrst th imagiati mids of youg childr i othr popad placs. Big maps ad glos ca pacd i th cassroom. A largiata go a proids a good itroductio to th arth th childr ca tod what cotit or sa thir hads ar o


20/86

HISTO

SCOP D SQUC

Young chldren a hs age do no hae a clear concep of me lne n hsorcaeens. Howeer he eacher can each hem hsory us n he form o soressomeho conneced and relaed o each oher.

Sores of he ProphesAdam Nuh Irahm and Isma'l

Sores o some grea Muslms:Au Bakr 'Al Blal and Salman alars (R

Sores o gea Muslm kngs and khalas 'Umar n 'Ad al- 'Azz Haroon al-Rashd and Humayun

Se sVsng he museums o see he relcs o he pas and ewng hsorcallms hch show lle grls and oys o long ago

Acng ouProdng oldashoned clohes or chldren o dress up n n he Housecorner.Leadng he class n lsenng o and acng ou fary ales

Songs and gamesSngng songs and playng games whch chldren (Muslm chldren

especally) o he pas enjoyedTeachng and sngng songs n oher languages

Pcure ooksookng a and dscussng old amly alums and pcure ooks aou paspeoples

Auoogaphes:Encouragng chldren o lsen o adul and senor czens alk aou herchldhoods

Pcures on e wasHangng pcures o masajid he a'ah and oher amous places on hewalls changng hem oen and alkng aou each one


21/86

D

e peshoo h s he ms of he preperatinal sage. hs meas hashe s pevee fom hkg ogay ue o sga haaess of peopeaoa hough: egcentrism alism a centratin e juges aepereptibu whh meas ha she makes ugmes base o he peepoo a obj o suao whe og eae ues

o hs easo a esso geogaphy fo he peshooes has o be oeeusg objes a maeas whh ae agbe a obsevabe whh ae pese he mmeae evome a whh aa he aeo h eahemay o he foowg

Wakg hough he shoo bug a pog ou he oaos ofvaous assooms he g ha he ppas oe e.g he oao of vaous ems he assoom.akg a p o he oa masiookg aou a akg a wak aou he shoo's eghbohoo(assumg he eghbohoo s safe:

Obsevg he su eeg s heaeeg he eo of he w.

akg abou faaway paes fa away suh as Makkah a Maah.akg abou paes ose by (e ows a es fom whh he he shoo ome.sussg he aoaeh ogs of he he asssg ay a boks oks a soes a sa a wae o esgffee asapes mouas akes hs a foessShwg pus of ohe as ag h soes a as h fo

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22/86

CC

C D C

Yog he shou be mae awae ha a (suseae omes fom ah(SW a ha we shou spe s way fom wha e has gve s heeae e·a eoom oeps whh he he shou be agh aog whappabe eha peeps suh as he fowg fas

Moey s eee o by goos (eg m moey. Oe has wo ha ea moey; hs meas espeg fahe a

mohe.* he am ofsmehg yo a ge epes upo he avaab of

moey.

e oowg aes w hep he uesa hese eas

Payg soe he assoom usg pees empy as a aos e.ag wag ous o soes o make.g he a o busag fo shoo popey a popey a homePayg hose wh fahe ao mohe wog ha o ea moey aae ae of he famyShag wh ohes who o o have eogh (geeosy zaatakg abou ffee ks of moey: go, bass sve a pape eoe moey o gve o someoe who ees .Payg ag a bae games.

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A NOE O E EACERS OF SOC SUDES N PESCOO

On economics:

Muslm eahes a paes have make sue ha ou hle o o geaugh he ae fo makg speg a savg moe a moe moey. Apaes a eahes we shoul be he moels of slam values ems ofeag a speg moey We shoul kow a ovey o ou hle ha s ese fom Allah (. e gves us fee ways ge . omepeople wok o he la a hey ae alle fames o hues o foeses. ome people bul bulgs a houses a hey ae alle ahes egeesoaos a bklayes. ome people wok offes. ome buy a sellhgs. eople use o ae hgs wh eah ohe. e hey vee ffeeks of moey wh hgs hey value beause ag wh hgs wassomemes fful (wha f you oly have a ow a you wa a sweae.

I s also mpoa o gve he hle some opo of halal a hameags Muslms ae gve vey lea eves abou eag ou lvelhoos.

On histo:

I s mpoa o emembe ha he wo vey ommo hemes of pogess aevoluo u hough almos all see a euaoal leaue. Mos of helms hle wll see, a may books hey wll be ea o wll assume bologala soal evoluo . emembe o p ou o he hle ha he fsosous huma beg Aam kew moe ha ayoe kows oay abouuh ad eal. Also em hem ha he bes soe ha eve wll be exse Maah 1400 yeas ago. Po ou ha he bes amog us ae hose who obey

Allah(W a follow he Qua a he Sunnah

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Exprincig Scinc h Prchoo Yar


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or a Muslm eaher science is the careful study f the sig fllah S.o he youg hl every ay s a woerful ew experee. e gasexperee whle loog a a feelg he ra he su sa a waer byquesog lgh aress shaows amals a sous. o all hs a morehe hl reas wh joy or fear or exeme or smple urosy a wh hehelp of a perepve aul begs o uersa wha s happeg a why. all hs a muh more here are sgs for he Belevers . (Qura e woerswho s he reaor of hs woerful pheomea of aure. f gue properly hehl wll lear o relae hese experes o more sa a omplexpheomea of aure.

hlre a hs age shoul be prove experees see hrough varous

aves se he lassroom a ouoors aure. he ulmae am of slameuao s he armao of he Dve y. hrough see euao heteaher shoul hope o evelop he hlre a awareess ha :

he worl s he reao of Allah (SW. very reao of Allah (S lug huma begs has a role o play

as wshe by Allah (SW. ohg happes whou s wll. uma begs have a speal plae Allah's reao beause e gave us

uersag of he ames a aure of hgs. We auersa how h wor a how hgs grow hage a e.

Aorg Doal B. euma see s boh formao abou he aurala mamae worl a sll soverg ha formao! Experiences See or Youn Children, p. 4

See experees a he preshool level shoul be reave eresg asovery/learg oree hlre ee a opporu o experee ouhfeel explore a sover some aspes of a obje a guess about some oheraspes jus as aul sess o.

Durg preshool ays a fouao for explorao a sovery s la whereeah experee leas o a ew oe expag he hls rage of awareess.hese

experees shoul be ree owars helpg e hl uersa aappreae Allah's gfs o ma erms of boues of aure.

2 e uo of s s unknown o e now

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xperiences provided in preschoo programs shoud encourage the naturanquisitiveness in chidren so that basic scientifc undersanding can be achievedScence rogams at this eve shoud emphase the abt of the chd rocesssciencereated information rather than the information itsef or exampe stepsinvoved in growing a pant are more important than an actua grown pant

Chidren want to know about themseves and the word around them heshoud be guided to discover the science in their environment hus the caneo and benet from the opportunities to inquire, discover and expore hescience curricuum shoud hep chidren to deveop skis in observing, describing,csiing, measuring, probem soving, inferring, predicting reationshipsFoowng are some of the obectives of providng experiences in science to hechidren

OBJECVES

e Science progam at the preschoo eve shoud be geared towards aingfoundations for exporaton, discover and expansion of the chids range ofawareness he program shoud hep the chid to understand and appreciateAahs gifts in terms of bounties of nature

1 samic rs civ and aiude:

Chidren shoud be abe to beieve and reaize the foowing

* Ever one is created b ah (S) aone* Aah (S) takes care of ever one: humans, animas and pants* We shoud thank Aah (S) for His bessings

* We shoud take care of ahs creations* Aah S) has given us senses to observe, a mnd t think and a heato ove

We shoud eno, cherish and appreciate the word created b Aah S)and not poute or destro it

* Aah (S) has made the Creation for our use and has put man igns init remind us of Him

Observaion:

Chidren wi deveop these capabiities

a he abii to observe simiarities and dierences in the creations ofnature on the basis of their attributes and characteristics b

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eeng and examnng wter when t s hot and cod sod and qd ceanan poted etc

ookng at and takng abot pants ther aretes and szes ta andshort sma and arge) the frts the grow shapes and coors of the eavesearnng abot anmas and anma fames whether the ae safe or

dangeros to peope (wd or tame ther szes coor eatng habts andhatats

b The ab to observe b sng one r more senses throgh

Pantng seeds and bbsTochng and feeng the textre of the drt and the seedsObservng the szes and shapes of the seeds and the bbseeng the dfference between hot and codTochng and expermentng wth magnetc attractonDong art proects wth rogh and smooth materaseng observng and tastng derent frts or exampe contrastng theoter srfaces of a watermeon and a canteope or dscoverng thesmart between mangoes and avocadoes (the both have arge seeds

c A wngness and enthsasm for observaton Chdren are born observersthe ove to toch fee and hande thngs he teacher shod encorage thsnnate cros and provde man opportntes for observaton andexpermentaton n her essons Some of the foowng actvtes can encorporated nto esson pans to encourage chdren to expore and observe:

akng natre waksVstng the msem oo and anma farm/pet shop

eedng and takng care of cassroom petsGong to parks drng sprng fa and wnter seasons to observe fee andeven sme the changng seasons and ther effects on the andscape andenvronmentGrowng pants from seeds n the cassroom wndows

Communicaion:

Chdren w be provded experences n order to deveop

a The at to descrbe and reate obsevatons oa and vsa b

Partcpatng n angage experence stores (tod b the chdren andwrtten b the teacher on a bg oster boardDscssng the smartes and dfferences between dfferent obectsDepctng a trp or an otdoor experence throgh drawngs and ater

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teling he eacher abo he drawing.Plaing he bind eacher game. In his acivi children nd was odescribe objecs o a blindfolded1 eacher an she ries t· gess he objec.Descibing he phsical word Fo example he eache shows pices ofanimals o he children and asks n wha was are he similar/dieren?Making charts of he senses sed in he observaion of dieren objecs or

picres.

b The abili t commnicae heir inqisiiveness o he adls and pees basking simple qesions

Asking observationrelaed qesions which the eache ries o answeAsking eachoher qesions dring discssions This encorages peerinteracion and commnicaion.

c. New vocablar. Here he eacher shod special plan aciviies for hegrowh of vocabar. For example:

abeing varios objecs picres and chars in he cassroom.Using ash cards.Wriing langage experience soriesHeping each chid make and keep her own word book where she draws apicre or pases he picre of an new word she earns The eacherwies he names of he objecs on he page.Malng 1m word of he da1 cards for each chid ever da and alowinghim o read and carr he card wih him. er ever hree or for daseacher and he child can r o read he words from he cards.Making a blein board of 1Sor Telers1 on which are dispaed hesories old and ilsraed b each child and recorded b he eacher

d. e abili t se represenaional smbos o commnicae

ing p vaos signs n he mmediae srrondings of he chd sch Sop signs McDonalds signs Peps signs ec.Making varios picres and drawings o israe his sories and ideas.

M asuring and Ex rim nting

Children wil develop he foowing

a The abii t describe lengh and weigh comparaivel b sing appropriae

vocablar (ore vs. less heav vs. igh heavier han ligher han sma andsmaler The teacher shod provide varios opporniies t experimen wihhese conceps

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b he abii to compae engths b ptting two obects next to o nea each othe

c he wiingness to mease lengh b sing hands

d he abii to conceptaize heaviness" and ightness

concept of capacit thogh seeing the eation between iqid and containesis concept can be expained ding wate pa

f he abii to se a baance and visaize the dieences in weighs

Inv stigai Ex ri ning and oh siing

Chiden wi ean the foowing

a Hpothesizing o exampe

Pedicting obects which wi oat in whate sing a pape boat a pasticboat bbe dckie pape cips etcPedicting that seeds need sn and wate to gowPedicting that ice wi met if kept oside the feeze

b Investigation of hpothesis he teache wi hep the stdent detmine thetth of statements sch as

Leaves change coo in the fa"It is a cod da toda"It is stating to ain/snowmad is tae than Maid"

sking sme qestns egading cean bes and henmen ne

6 Soring andR cordin

Chiden wi acqie these skils

a Soting obects accoding to vaios attibtes (coo shape size engh et -see math cicm).

b Dientiation between vaios mateias (pastic meta coth sand woodet)

c Recoding of expeiences thogh pictes signs and smbols

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Oal esptin f etain be in seqene

We have suggese a few aciviies f he eaches but he ae expece t sehei imaginatins an experiene pan he simaing aivties f hehie

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SENE

SOPE D SEQUENE

Childrens inolement with science begins from the moment they startinteracting with and exploring their enironment. Their innate curiosity leadshem t make assumptions predict otcomes and try to tst their predictions Itis the responsibili of teachers and parents t proide a ich enirnment foriquiry and exploration where children can experience and enjoy ding science

1 fe cence

A. Anmals: Teachers should plan actiities which will gie the children exposuret all animals accessible in their immediate enironment such as antsgoldsh butteries moths cocoons crickes grasshoppers squiels and

hamsters The teacher should also include discussion of other animals (zoanimals through:

Talking about some of the oo animals taking a trip to the ooRad stories about animals to themSharing picture books showing moies of the oo animalsCloring pictures of animals.

Teachers and parens should make sure and explain t the children that a oo isnot a natural habitat of these animals

e ollwng conceps should be undrstood aer the class has studied and takencare of some of the aboementioned animals

All animals are created by Alah SWT)* All animals hae basic need of food shelter and warmth* Animals hae specic behair* Animals make different sounds and communicae with eac other* Animals hae dierent colo and sies* indness to animals is equired from the Muslims* Some animals feed us and some work for us

B. Plas: Eery classroom should hae many real plan Children should plant

different kinds of seeds (bird seeds aocado seed sweet potato seeds bulbs etc.)and watch them grow

e following concepts should be introduced during the lessons:

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* All plants are created and sustained b Alah (SWT).* There are man kinds of plants.* Plants can be kept at home and at school* Plants need food water and light to grow* Plants grow from seeds and bulbs* Plants breath out what we breath in subhanAllah.* People need plants for air for beau for food and shelter

* Some plants feed us and some do not* Some plants that help us are trees grass all food plants and herbs

2 hysca scence:

Children should be provided experiences in some of the ver basic phenomena ofphsical science such as:

Temperature : hot warm and cold (water food or an obect)

Seasons : Fall winter spring and summer

Daily cycles: Da and night

States of matter: Solid liquid and gas.

eath scence and saf t

Children should be made aware of the relationship between health nutrition andsafet from a ver oung age so that the learn to eat and live healthil andsafel. A Muslims we have an added responsibili of educating our childrenabout halal and haram foods and practices.

a Food we eat: halal and ham food health food unk food

b . Water: need to drink water clean water from where do we get water?

c. Safet at home and at school: obets children are not supposed to pla withelectric wires electric outlets oven doors cooking nge iron etc.

d. When and how to take medicine (onl wen the parents give it to ou)

e Rules of crossing the street

f Cleanliness and rules of personal hgiene: toilet habits hand washing tooth

brshing (miswak) clean clothes putting on the shoes and taking them o

Teachers should emphasize that Alah (SWT) loves cleanliness

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A NOE O E ERS OF SENE N PRESHOO

A statd in th goas of this crricm th rnning thm of a activtiswi b in and samic vas hs w ncorag th tachrs of Scinc tormmbr ths idins

a Whn thir stdnts bgin to obsrv and apprciat th word of natr thyshod b rmindd that it is th cration of lah (S) H is th ony Crator;no man jinn or ang can vr crat th nivrs W as pop can makthings ot of matrias providd by ah

b h (S) has manifstd Himsf throgh His many and varid crationsChidrn shod b ncoragd to s thir snss in obsrving fing smingtoching nd istning to ths varid crations of lah (SW)

c Chidrn shod b aowd to activy obsrv and intract with natra obctswhi kping safty in mind hir inqisitivnss shod b ncoragd andgidd by th tachrs and parnts

d ir obsrvations qstions and xprimntations shod ad thm to thraiation that nothing in ahs cration is haphaard and withot ordrNatr is ordry baancd and ny proportionat

A thy grow and mov from th pr-indrgartn to th kindrgartncasroom thy shod b ncoragd to ask qstions xprimnt and vaat

Opportnitis shod aso b providd for thm to dvop thir abii for criticathinking and prdiction

hidrn shod b gidd to biv that ah S) is not ony th rator ofth bioogcal and physica word bt aso th Providr and Sstainr of vry_ iving crtr H has bssd animas and hmans with spcia snss andcapabiitis so thy can ook for and gathr food protct thmsvs from dangrsand tak ar of thir yong ons H has ndowd man with rationa andintcta capabiitis ths making hman bings sprior to animas and aothr of His crations

g A childrn watch th chang of sasons th booming and withring of owrs

and pans thy •ai that vrythin in this word has ony a imtd if spanand that nothing and no on xcpt ah (SW) is prmannt Evrything in thisword chngs with tim and tim is aso cratd by ah (S); howvr HHimslf is byond th imits of tim Evry iving thing and cratr is born ivsand thn dis H said am im (Hadith Qdsi)

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Eve ceation of Aah (SW) is His gi an must be hane with cae ancompassion b us. easing o totuing animas o estoing an pouting thenatua envionment is showing ack of concen fo Aah (S). Chien shoueveop an awaeness of the nee fo the pesevation of natue. Chien shouunestan that even ou own ives ae a gift fom Aah (S). We must take

cae of ouseves b keeping ou boies cean eaing heath foo an usingpope anguage.Chien shou eaize that the pefect oe of natua phenomena is the wok

of Aah (SW) an the as the supeio ceation of Aah (SW) shou ive inhamon with natue nutuing an suppoting each othe.

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Exeriencing Math h ch Y


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LOSOY :

Math ilues all those ieas a skills whih help people i orgaiig theirworl. ese ieas a skils or youg hilre ilue mathig lassiyigorerig outig sortig measurig a omparig. Chilre also learthrough experimetig with shapes sizes spae umer a umer symolsMathematial growth egis i iay a otiues as hilre elopmetally physially a soially Cosequetly their oepts a skills i mathgrow a eelop.

Awareess o mathematial oep is preset i hilre rom a ery youg ageLog eore they ormally use umers hilre are aware o them through theiraily expeiees. hey are ale to ieretiate etwee oe ew a maylog a short a so o he teaher shoul emostrate the meaig o these

wors a eelop oepts y usig them ote i the aiy oaulary.

slami oepts o Allah (W) as the oly Creator Aam a Muhamma as the rst a lat Prophets o Allah () a o Muslim prayer ie times aay shoul e presete to the hilre through arious atiities a i mayieret ways.

estigatio o a exposure to mathematial ieas a oepts ather thamastery o ats is the goal o the preshool math progam. at it is more areaiess program tha atual ormal teahig o umers. Mathematialoepts i preshoo shoul e presete i three ways

a. though natualitic leaning expeence proie i a wellplae eriheeiromet at home a i shool ome examples are outig out the umero plate o the tale outig how may olls there are meaureig how tall thehil is et.

. though infomal leaning expeience whih are iitiate y the ault ut otpre-plae. ey our whe the teahers or mothers ituitio tells her that it time to iteree a use the situatio as a teahilearig situatio. uh asituatio may arise whe the hil has a questio is puzzle is haig iultyor is o the right trak i solig a prolem ut ees a little help. omeexamples are outig how may potatoes shoul e peele ig the ourth

oo o e sef et though tuctul leaning expeiece hese are pre-plae learigatiities whih the teaher a other aults signat eough e taught the hilre i groups or iiiually at a partiular poit i their

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dlopmnt. hs ino ormal taching situations For xampl th adultmay sing counting songs, play ngr gams with countin, work withmanipuatis, masur with tap or sticks tc

OBJEIVES:

Blow ar som o th objctis o proiding xprincs in mathmatics to thyoung chidrn

1 Gaininga sami rs tiv :

h chid shoud b awar o ths acts:

hr s only on Alah )* Alah ) ha gn snss with which o obsr and larn.* Alah ) has snt many Prophts to tach us and Muhamma 8) was

th last Propht o ah ).* hr ar many Musims in th worl

Chilrn shoul aso b taught any othr numrical lmns o Islam : 2 Eid and1 Ramadan ry yar, prayrs a day, 12 months in th lunar yar, tc

2Buiding mathematia voabua

h chld w b hlpd o acquir a ocabulary o numras and quantitatiwords through naturalistic and plannd actiitis:

1 big and lttl 2. ong and short 3. ar an nar 4. wid and

la an aly 6 rt an a hghst an 8 ta andlowst short

9. light and hay 10. thick an thin 11 . onc an twic 12. hgh and

13. mid 1. w 1. rst 16. pair

1. mor 8 most 1 scond 20. op

chil will b proidd xplanations and maning o abo ocabuary words,so that h will dlop a concptual ramwork or th ocabulary usd. h

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techer will proide enough exposure to these words by using them mny times inher dily ctiities with the children

Awareness of sound ands qu nc

of numbers:

The child will chiee the following:

. The ility to count up to 20 in proper order (rote counting)b. The ility to understnd the numerls s they stnd for seuene of objectsc. The bili to understnd tht ech numerl represents the positon of nobject in seuence (for exmple bll bll 2 bll 3 bll 4 nd so on).

Und standing m aningbehind numbers:

e child will deelop n understnding of the following:

. The menng of numbes.b The mening of one-to-one coespondence between number nd object

5 coiingnumerica sbos:

This entls the following:

. Deeloping concept of the seuence of number s it is relted to one-toonecorrespondence between object nd number.b. Mstering recognition of the symbols which represent the numbersc. Mtchng sets of objects.d. ssociting the numerl with the number in the set.

6 Ord ring of numerals and sets:

e child will cuire the following bilities:

. Ordering numerls by seuence insted of just rndomly simple nd limitedcpbili only

b. Putting objects in certin order such s from those with the fewest numberto those wth the geter number or the other wy round beginning cpbili.

7Directional

positioning

of numeras:

The child will lso gin experience in the following:

. Plcing the numerls in the pproprite seuence nd order.

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. Pu h umas o poso (o upsd do) paruarh umrs ad 6

Und rsandng sze and seraton:

hd a xpr

a. Compar h szs of a o or mor ojs.. Ordr ojs of dr sz from smas o ars or vsa vrsa.. Udrsad ha sz s rav.d Us rav sz voauar suh as ar a smar har ha a ha .

9 Eorng sha and orm:

hdr a xps :

o as shaps o r sar ra ra ad ova. Prv ma o oma shaps r vrom.. Dra shaps.d. Cass aord o sz ad shap. Copuaz spa shap ad sz.

10 nd rstandn arts and whoe:

ahr d dr foo

a. Lar ha ho osiss of pars.. Lar h raoshp h pas ad ho.

. Fd mss pars o a ho.d. Pu oh ad masr smp puzzs.

11 onc tuazngmeasurement

hdr provdd h h xprs o xpor hs ops

h masurm of volumeh masurm of weighth masum of lengthh masurm o height

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CS

SCOE D SEQUENCE

Chldren durng hese yers lern hrgh deren pes f lernng exprences

natualisti lernng experencesinmal lernng experencesstuted lernng experences

Preschl echers shuld pln prde mh experences he chldren n llhree sengs

1 Matching

s s necessy sk fr cgne grwh. s prdes g pprun fser sul dscrmnn Mchng ces wuld e sed n hefllwng

seness nd derenceclr szes numers nd sdesjecs nd merlsmscl nes sunds

xmples f sme natualisti ces

Cnng dy prs nd he rele clhng w hnds w mns wsleees w legs w fee w shes w scksCnng n h physcl enrnmn chrs n h clssr cues nh clssrm.Lerng ne-ne crrespndence

One persn s n ne chrOne men ges n ech hnd rgh nd le derence.One she ges n ech f (rgh nd lef she).One ple ges n frn f ech persn he nng le.

xmples f inomal ces

Prccng ne-ne crrespnence n grup durng r nd crfc

One pr f scssrs fr eery chld.One x f cryns fr ech chld

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O sh of papr i fro of ach chid

racicig mahig durig uch ad sack im:Mahig apkis, papr owsMahig coors of papr

Machig ach papr cup o ach paamps of tructured machig aciiis

Mahig prcpua characrisics ra ocsps ad ik pos dishs ad spoosshos ad socks, papr ad pci

Machig ra ojcs prsos ad aimas dir ad simiarMahig picurs dir ad simiarMahig sids dir ad simiarGroupig am ad diffr umrsGroupig ojcs ha ar phsica joid ad ha ar o phsica

joidrcpua ad acica mahig dog puzzs mahg pcs o ih appropria fram

2 ·Numbe d Countin

To udrsad h cocp of umr mas o udrsad h oss of oad h woss of ad so o Howvr, prschoors hav dcuhikig of umrs as haig spcic vaus ca cou ad assig umr a ojc i som cass Ooo corrspodc is o compudrsood u ag 6 or

To opraios, roe counting ad rationa counting ar iod i couig

uraisic cis

Couig (ro rs whi goig up ad dow h sairsCouig h umr of cookis wad or aCouig h umr of chidr i h cassCouig h umr of siigs a homCouig h umr of shos, socks as, chairs, crao oxs igg umr sogsRo cuig i groups

Coug umrs wh ojcsRcogizig wri umrsLaig ojcs wih umrsLisg o h achr rad umr ooks such as Th Very Hun

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sif;

Catepila, P ke

Litt Ptc

Numbe Groups

Num goups f to roups of on roups of two, roups of t nd so on.Cildn wi b uidd in countin nd in pcptul conition of t fct ttfou is o tn on o two o t

3 Ses d Classifn

Cldn nd to dvlop n undstndin of clssictiosts, includn tcctistics upon wic sts bsd

. Cildn sould v som concpt of sts y sould b povddoppotunitis nd xpincs to iz tt svl tins put tot fom on

roup.

b o tim sould lso b spnt on t concpt of zo, t mp st is is dicult id fo cidn t tis .

c Cildn sould so b tut t id of clsication tou sotin(sptin nd oinin roupin Cssiction cn b bsd on dintttibuts:

sap tins cn b roupd s ound, squ, cicl, tinl, dimond, tc.colo: tins my o tot bcus of ti coo.pattn tins v diffnt dsins nd pttns suc s ol, dots,

stips, o ty my v no dsin, ust soid colostin tns my b sd to do t sm kind of obs, fo xmpl pots,pns nd tkttls, o pn pncl nd cyonatial tins my b roupd ccodin to t mtil out of wicty md suc s pstic, ion, wood, ss, clot, pp, cly, tctxtu: tins f diffnt bcus of ti diffnt mts.latdnss ssocition: som tins o tot o wok tot, fomp, pn nd top, so nd foot, in nd n, bll nd bt, pnnd ink, lss nd wt fok nd knif, lock nd ky, tccommon fatus tins my s ctin ftus, fo xpl, ll csv wls, l doos v knobs, nd l iplns v wins.

num: f to sction on numbsNE tc my psnt t cildn wit ty of obcts nd lt tnd ti own sts nd xplin wy ti oupin is st t is ood ndcild nd supisin tionsips

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omarion

mparing ines nding a reainship beween w hings, bes, r persnsbsed n sme spei haraerisi r aribe ese aribes an beinrma measremen, a mparisn nmbers, r a mparisn weigh, r

size and shapeAribes measuement ng/shr

ie/ignear/ar

abe/ew arge/smahigher/wer a/sknnyd/s d/h

Aribes numbes een dd mre ess many ew

Aribes weight heay igh

5Sha

e hid a his sage shd begin t ndersand ha here are sme basishapes gemeri shapes) wih spei names, sh as he ire, sqare, riangeand reange

aming basi shapes ire, sare, and riangeDisriminaing beween shapesabeing shapes assiaing a shape wih is nameassying bes in grps arding heir shapesRegniing shapes in he enrnmen

6 Spa :

Chidren need experienes in deeping neps he wing:

a Reainshps postonb Usage spae in erms oganization, patte and constuction Oganization arranging bes ni hey in spae in he desired way, rexampe:

rranging hairs and a abeeing p he abe r an aiiing bks n a she

Hanging pires n a pariar waPing bengings in he bbie r kerUsing pe bards, gebards and gemeria wden shapes t rganiehings

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d. Pattens: organzng and arrangng crtan objcts n a givn spac n a natand bautu wa For xamp mang pattrns wth goboard parqutrpattrn bocs and coord cubs.

Ratonshps oposition b ncudng actvts ratd to whr showngxamps o ono undr-ovr top-botom n ront obhnd btwn and nxt to.. Ratonshps o diection b asng "whch wa and utzng xprssons

ront bhnd tcg Distane ative distance nar o b ar awa on boc ar rom andcos

Ord n:

Ordrng nvovs comparng mor than two objc or sts. It nvovs seiation,or puttng thngs n ordr rom th rst to th ast. Chdrn shoud arn basso sraton as w as trmnoo

ordrng b sizeordrng b shades o coosordrng b textue (roughnss smoothnss)

Vocabuar o sraton or ars-odsthn and thshort and ta

rst and astsot and hard

NOE Chdrn at ths stag ar st at th oma opeationa stae and can�ots th ratonshp btwn mor than two mnts at on tm.

9 Meauremen:

asurn s a vr usu ah sk wh nvovs assgng umbrs toobjct so that th can b compard accordng to th sam attrbuts. hsattrbuts ar voum ngh wght and tmpratur.

h oung chd at pa s awas dvopng concpt or masurmnt b mangcomparsons btwn bggr and smar havr and ghtr hott and codr.Btwn th ags o our and v ars th chd uss anthng h nds as a unto masr such as a papr cup a m carton toothpc or spoon. Chdrn atths ag shoud b gvn opportunt to xpor and xprmnt n th

masurmnt o th abov attrbuts. Ft and hands ma good uts omasurmnt as do cups and boxs.

Fr voumemsasurng watr n th watr tra with cups o drnt ss


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Msring snd in th sndbox with cps nd cns.Msring mont of crl in dirntly sizd crl boxs.Msring th volm of diffrnt continrs in wtr in snd.

For heaIlightPoring wtr or jic from pitchr nto cps (how mny cps pr

pitchr?

For lenthMsring tbls of stdnts nd tchr.Compring pncils nd pns of dirnt sizs.Compring diffrnlysizd boxs.

For temperatureCompring hot nd cold food.Compring hot nd cold dys.Fling th cold ic in th ic try.

10. Sbos:

yong child ss nmbrs ll rond himsf. H dvlops som id of wtthy r nd tris to s thm. following nmbr symbol skills shold bplnnd for prschool childn:

Rcognzng nmbr symbolsAssociting th nm of ch symbol to th shp of th symbol.Nmricl sril ordring of th nmbr symbols from on to tn thogh my b only rot mmoriztion nd rcognition t this stg.Associting nmrls with sts. For xmpl, " 1 " gos with on objct 1 1

gos with two objcts nd so on.

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NE E EACRS F MAEMACS N PRESC

Prschlrs r vry wr f th numbrs nd mthmticl cncts rsnt inthir nvirnmnt. In ths rly yrs th child's undrstnding fmthmticl cncts fllws th sm gnrlt-scic trn f grwth shis hysicl dvlmnt. Tht is during rschl yrs childrn hv vrygnrl undrstnding which will ld mr scic undrstndng thrcss f dvlmnt cntinus. Thus gnrl id f th sizs f lnimls nd bjcts rcds th mr scic undrstnding f msurmnts r gnl undrstnding f tim it is tm fr du sala) dvls in grdulrcss f mr scc undrstnding f tim n-thir is du tim. child in tim bgins t sscit n-thirty s th tim fr du ryrs It istchrs rsnsibili t rvid vrid xrincs t th rschlrs t hl

h thmc ccs

Frm rt cunting t rtinl cunting frm th rtitin f th sunds f thnumbs t th undrstnding f th mning nd th rcgnitin f th numrlsybls th child nds intllignty lnnd ductinl nvirnmnts tnurt· hs mthmticl cnctul grwth.

Islmi cncs shuld b intgtd in rviding mthmticlly richnvirnmnt fr childrn. Fr xml whil rviding xrincs in sritinwhich is rltiv, th sts wudu r sts in sala cn b usd fr rctic.Srting nd gruing ctivitis cn includ mny diffrnt clrs f wrsvgtls nd fruits rminding th child tht ll r crtd by Allh SWT.

Cncts f vlum nd cmrisn cn b dvld thrugh xrincngvrius ss numbr f gs m vs. fwr nd thicknss f diffrnt cis fth Qu

Tchrs shuld ls ncurg th rns t hl thir childrn in thdvlmnt f mthmticl cncts by rviding mthmticly ichxrincs nd lnning ductinl ctivitis t hm.

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Eeriecig Laguage Ats(Engish) h Prchoo Yar

:a-


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rds that arry spei meaning and messages, reslting in ntrlled verbalmmniatin. Childrens vablary begins t gw at a rapid pae frm the agef three and by the early elementary years they have gtten better and mremate in the ral mmuniatn.

They shld be prvided with pprtnities t interat with the teahers and with

ther hildren freely. ey shld be enraged t explre verbally and asqestins. Althgh hildren in preshl shld be enraged t expressthemselves in mplete sentenes, they shld nt be ntinally ritiized andrreted.

A gd way t enrage ra interatin is t prvide the hildren pprtnitiest tal abt and share the things they vale e.g. t bring a ty and tal abtit ey shld be enraged t interat with ther hildren thrgh rleplaying, lassm disssins, sharing and gp play. The gals are t inreaseral langage faili prnniatin, vablary, gammar and meaning, and tnrtre an appreiatin f langage rhy ing, hanting, singing, repetitin andreating snd effets.

Children shld be enged t partiipate atively dring disssin, hralsinging, nger plays, shwandtell and sharing time. Thrgh the speaingmpnent f the language arts ilm hildren shld be expsed t thefllwing experienes

a Partiipatin in p disssins whee Islami tpis shd be inded.

b. Carrying n a nversatin with the teaher r ther adlts, peers, makebelieve persns r animals n the telephne.

. Fllwing diretins and giving very simple nestep diretins.d. Giving a nneted ant f sme expeiene.

e. Attending t small bt imprtant details

f. Expressing emtins vebally.

Lst ning

The hildren shld be engaged in the fllwing ativities

a. Listening fr imaginative details.

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)

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\

b. Listning to spkr ttntivly.

c Lisning to simpl orl irctions

. Listning t n rpting rhyms.. Listning to n singing songs whil prforming ngr plys

f. Listnng for txtul tils.

g Listning for squnc.

h Listnng n rclling

i. Bing lstn to with ptinc n nrstning.

Th chilrn shoul b ncog to listn to spkr with ttnton. n turn,th spkr shoul b wr of th shot ttntion spn of th thr t fouryrols. chilrn shoul b ncourg to rpt soun pttrns n squncsorlly. Thy shoul b ncog to rpt th storis thy hr n t fill intils n prts tht th tchr prtns to hv forgottn or lvs out onpurpos. Th storis of th Prophts r prfct for this.

NG:

Chilrn oy lrn lot bout print wors n symbols from vry youngg. Thy r intrst in coing n knowing th mning of ths symbols .

Erly xprincs t hom n in prschool progrms inunc chils rinssfor ring. Erly Chilhoo progrms shoul inunc chil's rinss foring by crfully plnning comprhnsiv lngug rt curiulum whichnrichs vry chils_xprincs in orl n writtn lngug Chilrn shoulb provi with mpl xpncs with writtn wors. Th clssroom n schoolnvironmnt shoul b rich in litrcy xprincs.

OBJEVES:

1 Motvatngchidren to want to earn to read:

. R to th chilrn t lst onc vry y from crfully slct books.Chilrn shoul b hlp to unrstn tht

* books r mnt to b r, not mnipult .

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* th books thmsls not th o th listn tmin whthppns in th plot of th soy.

* th llusttions n pitus psnt som things n thy onlysymboli not l

* th itus in th books n b nm n lk bout* th itus in th books n psnt vns.* th vnts in th books my o my not b l* som stois in th books tonl thy psnt wol tht xiss

outsi th wol of th listn but h my nt tht wol nnjoy it

b . Wit lngug xpin stois itt by th hiln

Wit xpin stois itt n illustt by th hiln.Povi oppotunitis fo hiln to itt xpins o stois in goup

ssionsMk stoy books fom th hiln's stois R th stois with thhiln t lst on two o th osions.Mk gting s on spil osions suh s Ei Rmn tWit h hil's mssg to th ss on th s

. Lbl sl objts in th lssoom fo th hiln to o n suhs ubbis hi tb wt ty toys on t.

2 P rsonaing instruction:

hiln intst in lning n nowing bout psons things nnimls los to thm On wy of ting intst in lity pojt is tolt th tivitis to thi psonl xpins

th intition of th his st nm.

b th intition of th lst nm.

th intition of fin's st nm.

. intou shool with psonl mphsis.

. intou fmiis of th hiln t bout fmiis sh photophs of thfmily mmbs mk boos n bulltin bos of Ou Fmilis My Hous"My Fin My Pt t.

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f tak about and thn wit about th iks and disiks of th chidn Food Wk to Eat hings W Lik to Do Pacs W Lik to Visit t.. Butinboads and stoy books can b dvopd on ths topics.

3 achingabou he lef o righ, oo boom orienaion of wiennglish

a. Mak s that chidn notic th hand movmnt fom ft to ightwhiwiting dictatd stois on a post boad o ag shts of writing pap

b Rmmb to point to ach wod fom to ight as you go aong adingwhi ading th dictatd stoy with th chidn

c Point ft to ight of th wod duing pactic of initia sound of a wod

lingchilren unesan e m aning of wor an he funcionofsac in sabishingwor bounaries

Chidn in pschoo and vn duing ndgatn yas do not hav a ca

undstanding of th maning of wod many tims confusing it with tsPschoo tachs shoud do th foowing and ask th chidn to oow suitwhn possib

a. Saying ach wod whi witing a dicatd stoy

b Rading nti ication in natua spaking voic pointing to ach wod

c. Encouaging chidn to ad th stoy aso ading aong with thm sowywhi moving h point from o ight and op o botom

d Pointing out and mphasizing wods which appa mo than onc aftading th stoy with th chidn.

Making commnts ik h how many wods a h? Counting thm withth chidn pointing to ach on and higighting th spac btwn wods

f. Pointing to st and ast nams of chidn whi iting thm whi asomphasizing th spac in btwn thm

lingChilren Unersan ha n of a ine oes no always Meann of hough1•

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Deveong Vocabuar

. Wods soud b sctd fom ntu situtions suc s th foowing

discussion nd convstionstoy dingts nd cfts ctivitispption fo spci vnt hoidys schoo dys tc.som spci cicumstncs chids visit to som spci pc somspci xpinc tc.though tcing nd tking bout ntu phnomnon g. sping fwint in, sun nd snwning nd discussing bout ctin objcts ntu nd mnmdpnnd scinc ctivitis.pnnd soci studis ssons

b A tch cn p th chidn ·n wod mning though qustion ndnsw sssons. Qustions cn simutnousy buid diffnt skis

Imgintiv qustions ik:"Wt woud hppn if . . . . . vyon fogot to com to scoo on dy?". . vyon bought his nd h pt to schoo? . . vyon fogot his o nm?". . n ng cm into th oom?"

Qusions of compison such s:

"A you t whn you stnd up o whn you idown?

"It is ining nd not snowing to dy bcus it is wm o codoutsid?

"Wi pp cip ot o down in wt?"

Qustions nd discussions bout sts of objcts nd pictus of objcs

"How do cup spoon gss nd bow go togth?""How do pnts shit ti nd pin go togth?""Cn bd boy ous nd nst b goupd into mtching pis?

Qustions bout combintions of pictus nd objcts to tch ik nd

dint"How mittns nd govs ik?"How • bsb nd bsktb dint?""Wht do d nd godn pps hv in common?"


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"Wht is th dirn btwn pn nd pnil?"

. Mning n lso b tught through visul ids. Thrs of young hildrn

nd t py spil ttntion in slting visul stimuli to providxprins. If hosn rfully thy n ontribut xtnsivly to vobulrydvlopmnt. Hr r som wys visul ids n b usd:

Show lrg dtild piturs nd lt hildrn pik out objts thy know.nd mor xmpls

d. Mning is lso tught by rding to hildrn: rwork this s n intro?]

provids njoymnt to hildrndvlops positiv fling bout booksmotivts hdrn to wnt to rd

dvlops vobulryhlps build shmxpnds hildrn's xprin bsdvlops thir imgintionhlps thm undrstnd tht wittn words hv mning.

VisualDiscrimination:

Abili to disrimint btwn dirnt shps nd forms is nssryrdinss skill for rding. Improving this skill will hlp young hildrn torogniz dirnt forms nd symbols of th writtn lngug. Hlp th hildrn

tdisrimint visully by hving thm:

Poviding opporunitis in rding piturs.Fnding somthing hiddn in pitur.Pointing out wht is dirnt btwn two pturs.Dsribing wht is hppning in pitur.Rognizing th shps of lttrs nd forms of words.

Thrs should us illustrtions of story to hlp hildrn rll th pisods inth stor nd lt thm in thi ow words. who? thr or hild?

EXERENCES N RNG

During prshool ys young hild is working on nd dvloping his n motorskills ndd for writing ltr in lmntry grds. Th gol of pshoolwiting tivitis is not to th hildrn n writing skills, but to provid

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tunts f childn t actic yhand cdinatin and sma musccdinatin ssntial f at witing skils.

hildns wn attmts at iting shud b ncuagd vn if thy smik scibbls

Exincs in witing th shas f ltts with indx ng in sand, salt, u shuld b vidd. s a sm activitis

Tacing v his wn nam wittn by th taching btwn linsShaing ltts with i clans, ay dugh, tc.Fing ainting and ltt tacing

n ths activitis, t ight mvmnt in witing shuld b ncuagdGams which dv ng dxti such as bads shuld b ncuagd andadiy avaiabl.

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NOE O E EACRS OF NGUAGE ARS (ENGS)

he primar goa of the angage Arts program in a preschoo is to provide richiterac experiences to the chidren Each chid shoud experience as much aspossie in the areas of istening speaking reading and witing the angage aspossie

e angage Arts curricuum in a preschoo shoud emphasize heping each chidin the foowing:

* Understanding thathis name can e said and written down* Reaizing that there are man etters in his name.* Discovering that sometimes he shares a etters of his name wth anothe

chid in the cass.* Reaiing that whatever is said can e written down and then read and

shared with othes And that whatever is said toda can e writtendown the teacher and read again after man das weeks and evenmonths. e Quran was written dow 400 ears ago and we have itnow exact as it was given to the Prophet 8)

* Discovering that there a•e smos of dierent shapes words and coorsand each smo has its own signicance

* Knowing that through words we can te others aout our feeings andthoughts.

* Knowing that Quran is the word of Aah SW) written down in Araic* Kowing that words in Engish ow from eft to right and fom top to

ottom* Discovering that istening to others heps earn new words

* Reaizing that teachers are wiing to isten to him and wi hep him toachieve a certain goa* Seeing sequences of events in the stories and in the rea ife situations* Discovering that there is a eginning and an end to a stor* nowing that the words and pictures in the ooks te him aout man

things he wants to know and aso aout man things he had neverseen or thought of efore.

* Knowing and understand that anguage is a gi from Aah SW) and wehave to use it with care and to serve His Wi and spread His WordsInshaah

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Exeriencig AtDing the eschool Yes

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PLOSOP:

Ar xprincs ar an ingra p o ry Eary Chihoo crricm. Thyproi h chirn wih an opporniy o work wih many frn kins ofmarias an xprss hmss craiy in arios ways.

OBJCVES:

Prschoo achrs sho raiz ha a his ag h procss of maing somhingis mor imporan han h n proc. Ars xprincs in a prschoocassroom sho aim o o crain hings:

a. Proi opporniis for sf xprssion hrogh crai aciiis

b. Poi saisfying xprincs for chirn.

c. B pann so ha som ar aciiis wi proi opporniis for sociainracion an growh an som wi aow h chi o work qiy on his own ahis own sp an in his own im.

. Proi opporniis fo fin moor coorinaion an growh.

. Hp op crai hinking in chirn

f. B sign o aow for ach iniia chi o progss a his own ra

g Hp chirn o work inpnny.

Ar aciiis can b s in ohr aras of h Eary Chihoo cicm in hfoowing ways:

. Art actiities forsci nc

Paining icrs of ans wih roos sms s an owrsCooring or making signs of sn moon an sars.Cocing ss an ging hm on paprCocing an rying fowrs an as.

Bringng objcs from h garn ring fa an xhibiing hm wihas in h cassroom.Craing an nironmna assmbag wih objcs from h naranironmn

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Cutting pating ring and drawing anima pitur t rat a z.Drawing and painting anima famiiDrawing and painting gia nari.

2Ar aves or so sdes:

Drawing with rayn and painting thm ik My Nighbrhd, urFamiy, My Carm, h Fir Statin, r ur Majid.Buiding hu with h bx r thr artn.Making dirama hwing hpr in th mmunity and thir jbrman, maiman, piman t.Drawing and painting a Muim famiy in anthr untry, thn paintingand utting ut thir tum.Uing papirmah t ntrut a Mxian pinataUing bx and thr matria t mak hu, apartmnt buiding andvn a viag

Fahining puppt and dramatizing th f famiy mmbr.Cutting and pating pitur abut hw w pay and wrk tgthr.Making ay md and papr md f ar, train and bu t hwway f tranprtatin.Cntruting a nativ Amrian viag a mdrn ity r thr typ fmmuniti, in papr uptur.

3 Ar aves orr adng

readness

Chidrn an d th fwing ativiti t prpar thm fr rading

Cring, utting and pating pitur f anima, fruit and thr bjtwhih bgin with a p und r ttr.Making rapbk avrit pitur writing th nam f ah piturnxt t itIutrating a try r an xprin and ting th try t th tahrwhi h writ it dwn n a ht f papr, nxt t th pitur.Drawing and painting prtrait f trybk haratrMaking puppt r mak f trybk haratr frdramatzatinPutting tgthr My O Ditinary f Favrit Wrd with abdiutratin by th hidn.

Writing ttr t frind tahr and parnt and drawng ptur.Drawing pitur and n and uing thm in a rr mvi.

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At ctvte fo mc tude

Coloring the dresses of slim children.

Dressing p slim dolls.Coloring pictres of slim fmilies.Coloring pictres of nimls whose met is hllColoring between the lines of their nmes written in Arbic. e techershold wtch for right to left hnd movement.Color nd psting pictres of nimls creted by lh SWT.Coloring pictes of fmos majiColoring ptterns nd prints scres for girColor nd pinting pictres of boys nd grls dong he sps of .Coloring some of the gs of slim contries.Ctting nd psting Arbic letters nd nmbers.Drwing vse with fowers nd writing the nmes of Rsulullh's sons

nd dghters on ech ower. et children color ech ower while thetecher reds the nmesDrwing fmily tree of Rsulullh S nd sking children color it inking n Islmic clendr with the help of the children nd every dytlking bot the dtes nd the dys. Specil projects shold be rrngedfor specil dtes.ke s with colored mcroni beds or colored Cheeros.

5 ntatngMathematc th At actvte:

To drill nmbers nd conting rios objects cn be colored nd pinted trepresen nmbers for exmple Coloring nd pinting vrios conted objects two btteries three owersfor bby chickens e little kittens etc. Childen n color or ct ndpste these pictres nd cont them.Ctting nd psting nmberls to collge of mgzine pictres forexmple one cr two hoses three rdios nd for cmers.

To review shpes nd sizes children cn do these ctivitiesking cly models of different shpes nd sizes.Coloing pictres of different shpes nd sizes.Coloring nd stringing necklces from mcroni of dierent sizes.

king collges of different coled mterils nd ppersking dierent shped hoses from crdbord boxes.Trcing childrens bodies hnd nd feet.king plster pltes of hnd prin

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At activities for rc tion and s nsitivity:

Lerig iret coorsLeig the mes of coors urig tie ye ctivity

Coorig ifferet objects i give oor.Pyig with ifferet coore yoghMkig shriky ik gues see the coors fer bkig them.Tkig bout the coors of my eves owers icke from the grefor stig ressig.Seeig how my shes of gee yo c see i the gre o be ithe s.Wkig with oe or two coors t time strtig with the rimy coors erig how to mx other coorsPyig with ifferet trset core ceohe o the wiws to seehow coors mix.

The techer my wt to et the chire it whe yig swee musc isteig to the recittio of Q·. They must be very siet to o this wieveo sesitivity to sous of the Qr'.

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!}

NOE O E EACRS OF AR IN PRESCOO

e t pogm in the Ey hihoo uiuum poies n oppotuni fohien to wok with mny iffeent kins of mteis n tehniues n etesomething oigin. It poies them n oppotunity to put togethe theithoughts es feelings n biities in reting something on thei own eoe of the tehes in poiing suessfu t expeienes to peshoo hien isimpotnt. They shou hoose the ight mteis n know ppopite wys toset up n use these t mteil fo eh tiity ey shoul he mnymteis fo tisti expession ibe in the ssoom t l times.

The expeiene of t if gien time n spe n not oe-iete by thetehe, n ow the hi hne to go into himsef, to touh bse with hissoul, whh is fe l one of the pimy go of smi eution

Tehes shou not foe the hien to wys o pint bout things, owithin lines. hey shou gie them some oppotunities to expess themseeswith y, with wteoo, n with peni simpy to isoe the meium oexpessions of they fee They n mke stomy pitues o hppy ones, withoutobjets in them t .

ehes shoul mke speil effots to isply hilens tisti wk in thelssoom. These ispys shou be egy hnge n epe with the newones.

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J

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Experiencng Language Ats(Aabic)

Duig the Preschool Years


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PIOSOP:

Arbic is h lngug of h Qn n Hih n much of Islmic lirur is

win n prsrv in Arbic. Ery slmic school curriculum shoul incluh ching of Arbic s scon lngg for chilrn whos firs lngg isno Arbic.

Usully h ching of scon lngug os no sr unil hir or vn fhn sxh gs in n lmnry school. Howvr, sinc our gols r iffrnhn hos of public lmnry school in ching scon lngg w willsr proing xprincs in bic lngg s rly s prschool nshaAllah

is ning and Ora communicaion:

T rs sp in lrning Abic is bing bl o prciv n isingish bwniffrn Arbic souns. Thrfor chil·n shoul b proi oppo·uniis oflisning o Arbic lngug in iffrn nurl sings Bsis lopinguiory cuiy for h souns of h lngug lisning o Arbic will lso sr lop simul n inrs in Arbic wo·s n vocbulry spciclly nin rhyhm n wos gnlly. Th chilrn will bgin o rprouc h sounswors n snncs lik ni spks spcilly in h rpiion of smllslmic xprssions in Arbic .g. al�Hamdu Zillah InshaAllah n so on, n ofshor suahs n dus Thy will vlop h concp h hings hv nms inArbic s wll s in English.

A som poins h chr shoul s h hy chilrn xpos o h fc

h Arbic scrip progsss fom igh o lf

OBJECIVES:

.Discriminaingbeween he sounds of he Arabic anag

Th chr cn o h following o hlp h chilr chiv his:

Rciing Suah al-Fatiha n ohr shor suahs o h chilrnSying chilrn's nm in corrc Arbic pronunciion mos Muslimchilrn hv Arbic n Qurnic nms

Discussing h mning of ch chils nm.Singing som shor n simpl sngs in Arbic wh h chilrnHping chilrn mmoriz Suah alFatha n ohr shor suahs wihcoc pronunciion. f h chr cnno pronounc corrctly sh cn


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s asstt taps t hlp

2 D v loig audio acuiyfor he souds of Arabic laag

Sm ativitis fr th tahr t d ar th flwing:

Taping ns wn Arabi sph and sngs and playing thm n dirntasins fr th hidrn t istn tCarrying n nvrsatin in Arabi as mh as pssiblMaking hildrn istn t taps f qira'at f th larnd surahsPinting t rtain bjts sd by th hildrn and naming thm inArabiUsng slami xprssins f "lHau illah " "ubha llah" 1Mashallah" t, n apprpriat asinsSinging shrt Arabi sngs f diffrt mds, rhythms and tmps with thhidrnFingrplaying in Arabi.

3Siulaig

childre's ieres i Aabic words vocabula

Th tahr may try th fwing:

Talking t th hidrn with xprssinsNaming varis bjts in whih hild is intrstd in abiNaming s family mmbrs in Arabi mthr, fathr brthr and sistrTalking abt hm and things at hm in Arabi hs, dr, windwtab, hair, bd, bathrm t.Taking abt a fd ah hid liks and naming it in abi.

D v og he oc ha hi ae aes i Arabic iEglish

Sm ativitis ar

Taking abt things in hids immdiat nvirnmnt and ting hildrnthir nams in ArabiShwing pits f bjts and saying thir nams in abiAsking hidn t rpat wrds.

Naming a part f th bdy and thn nraging ah hid t rpat andpint that part f th bdyShwing a pitr f a by and pining t a pat f his bdy and asking itsnam Us nly th mst famiiar pars lik hand, ft, had, mth, ys

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Ind rs s chidrn his g hv limid vocbulry.

5 Eandng vocabul andlangthe foundaton fo lateoducton

of entence n Aabc

Som civiis r h folowing

Acing ou fmilir vrbs (com, go, wk, k, rd, , slp, c..Using shor snncs in convrsion.Rding soris wih fw words bu mor ilusrions

Encouang tton, qu ncng and hhm

cr cn ngg chidrn by

Pying couning gms.Singing songs.Tling nd rling fmilir soris.Rciing surah wih h chidrn - mphsizing rhyming prns ndprcicing i unil hy hv lrnd i by hr, spcily surahs ikSurah aN for rhyhm.

7Stmuatngconveaton

chr cn simu convrsion by:

Invoving h childrn in n r civiy in smll goups.nvolving chidrn in bking or cooking civiis sm group.Aing wih chidrn in som mkbiv drm

9H lngchlden to

und tand

emembe and ue wod nml

entence

chr cn id childrns rmmbrnc of words by:

Rping simpl snncs wo, hr or four words fr chr

Singing songs rnd in h css.Asking simp qusions nd giing simp nswrs


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ARBC NGUAGE ARTS ·EXERENCES N RENG

Th objciv of h Arabic rain program a hi ag i no o bgin formalaching of raing or vn coing of Arabic lrb j o acqain hchilrn ih Arabic ymbol Som of h objciv in proviing xprinc inraing Arabi languag ar o hlp h chirn o h following

a To icovr ha, li Englih, Arabic on can alo b rprn byymbol

b To nran ha ymbol for Arabic on ar irn han ho forEnglih on

c To icovr ha nli Englih, Arabic crip i wrin an ra from righ o

lf.

To icovr ha h Qran i wrin in Arabic

. To raliz ha hir an hir frin nam can b wrin own in Arabicymbol j a in Englih

f To icovr ha on way of larning nw wor i o lin o ohr an playbac again an again wha wa har.

OBJECTVES:

1 Dso that a suds a as e p s t d ss

acivii will hlp h chilrn ma hi icovry:

Wriing in Arabic om of h wor ica by chilrn an raing hmbac o h chilrn. hilrn rpa afr h achrLabling picr in Arabic an raing o h chilrn an hn wih hchilrn.Saying h nam of om objc in h claroom in Arabic an labling

ach on by rn afr lling i Arabic nam o h chilrnWriing h nam of ach chil in A·abic on hi or hr nam ag


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I

Disov ring ha Arabi is rien from righ o e

Some aiiies ae hese:

Opening an Aabi book an shaing wih he hien, poining o he faha he wiing goes fom igh o ef.Giving evey hi a hane o open he book fom he igh sie anexpeiene his fa.Leing hien ook a he book an hek he ie page an he ove.Dawing hiens aenion o he igh-o-ef han moveme whiewiing a senene in abi on he bakboa.Making sue ha hien move hei hans fom igh o ef whioing aing ve Aabi ees ws

3 Disov ring ha he Qr'an is wrien in Arabi

Sme aiviies ae hese:

Shaing he Quan wih hien eing hem ouh an fee i an unhe pages ove.Reaing Suh alFatiha ou ou o he hien fo he QanShwing iffeen aigaphi paens in whih he Quan is wien.Leing hien see an expeiene iffeen mushas in vaious sizes anbinings.Dispaying on he buein boa some Quani surahs whih ae known ohe hien an asking hien if hey eognize he suah i is.

R aizing ha his ne an be said and wrien down in Arabib

o

aso.

Some aiviies ae he foowing:

Wiing eah his name in Aabi in fon of him.Reaing he name in Aabi.uing he name on he ubby an on he buein boaWiing his name on a shee of pape fo he hi o oo an ae.Wiing he names of a few hien on sepaae piees of papes an asking

eah hi o fin his an he name fom hoseviing oppouniies fo hien o expeiene an see hei nameswien in abi as many imes as possibe.


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5 Dsv rngthat ne af arnngne •ds s t sten t thersand

paaagan

andagan

ha he has heard

Rading hor ori o h childrn on many diffrn occaion.Rad Arabic radalong ori o h childrn.Taping conraion, ory rading and orylling ion and allowingchildrn o lin o hm a a diffrn im.Rpaing ong and nurry rhym.Uing ah card for ocabulary word and u hm wih h childrn.

r nngthe ra aag arund the assr.

Diplaying Arabic alphab char.Diplaying Arabic lr colord and paind by h childrn.Diplaying ampl of rabic calliaphy.abling bullin board which diplay Englih and Arabic

abling objc in h claroom in A·abic and EnglihUing Arabic ocabulary during lon

5

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NOT TO TH THS O B LN N SHOOL

At ths stage ma teahng eadng and wtng Aab s nt enuaged

Pesh hden ae nt n the peatna stage t te n ma eadng andwtng essns a egn angage Hwee ths s tme pde as manyte·ay expeenes wth the Aab angage as pssbe he teahe shudpde pen ppunes he hden expeene he anguage andbeme ama wth ts wds sunds and symbs hey shud be expsed tsme bas abuay and etan gamma pattens

Memzatn Surh AlFtih and the sht urh shud be emphaszeddung the pesh yeas ate shud be aed ut eey day at east2530 mnutes he pate shud be aed n eey day as the st thng nthe mnng and a send tme pehaps ate sna unh Chden memzeey easy a ths age and an easy ean 0 t urh dung the pesh

yeas.

A wth Engsh teahng d nt e the hden t ead and wte butenuage them as they expess eadness t ea·n A they need s a anguageh ennment get mtated t ead

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Isl ic xperiencesDg he Presch ears


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\!

hilooph

Islmic duction ncompsss th notion of tot dopmnt of cids

psonli. This Ismic psonity wi mg ony whn Ismic us ndknowdg intgtd with chids tot tining nd duction pogm.Ey spct of n indiidu's lif is to b guidd by th tnl pincipls ofIslm

Th Ismic Studis cuiculum in pschool is gd mo towds poidingxpincs in Ismic iing nd bhio thn tching nd ning bout Isls n cdmic cos of study. Tchs shoud ct n Islmic nionmnt ith school nd th clssoom nd shoud b th bst modls of Musim mn ndwomn tht th childn know Thy shoud low th ntu gowth of Ismicbhio, xpssions modls of dss cod nd soutions to pobms thoughclssoom situtions. Tchs shoud s whn possib stois nd

ilusttions fom th Sunnah of suulh 8) fo th childn to foow s thmodl.

OBJTIS

1 D v loing of the eronal Self Muli

dint chctistics by which th Musli chid distinguishs him ohslf fom nonMusims nd th tch cn ng ctiitis to incuct chchctistic.

. ss Cod m nd fm

Hing dssup con in which kpt dsss of Muslimchidn fom dint Musim lnds.

ssing up gu dos s Musim dos.ssing poply duing salat gils with scs nd ongdsss nd boys with oos clothsColoing pictus of Musim dsssTlking bout Musim dss cods just biy.Cooing nd mking pttns on th scs fo mothlking bout nd dmonstting th diffnc btwn tight ndoos cloths.

Beng mdels f Islamic behavi the tehe shuld themseles be dssedpopel

b. ood Hbits of MusimsHing lsson on hlthy foods gin to us by Alh (SI.

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Takig abou foo whih Musims a ea (hTakig abou Aahs mery i makig us so we a be fe bypas a aimas whih He has provie for us Disussig heiffere pas a aimas He has give us o eaTakig abou erai higs whih Aah S has aske us oo o urig sauh ime

Learig du we say before a afer eaigCoorig piures of foos Musim hire ike o ea Dispayighese piures i he assroom wih Arabi a Egish abesHavig a eas oe uh or sak a week where he hiresh·e he foo wih eah oher from oe ray

Isami Maers a Akhq whie eaigWashig has before sarig o eaSayig du before sarig o ea o ask Aahs bessigs o hefooSiig ogeher a he iig abe a eaig as a famiyEaig wih he righ ha

Eaig sowyTakig jus eough foo ou i he pae so oe is ef or waseWeomig a ges o joi i a share he fooBeig oureous o ohers a he iig abeSayig du afer ier o hak Aah SWT for he fooHepig he eaher, pares or oher aus i eaupWashig has a mouh afer eaig a mea

Isami Behavior: The eaher shou isuss he foowig behavorpaer regary wih he hire a make sure ha hey arebeigfoowe by he hire a aus aike

Beig osierae o peers by sharig oys, rayos, books e,hepig a frie i ee, workig ogeher a akig ursTeig he ruhTakig are of assoom maerias o wasi paper, pes, paieGreeig every visior, eaher a eah oher ih AssmukumSigig ogeher he sog,

Whe I see a Mus im, I say SmAssmu Akum W Akum Assm

Keepig he assroom, abes, a ubbies ea a iy

The oep of eaiess as par of ima shou be emphasie

e Names of Chire Beause Isami ames are iere from Ameria

0

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J

ueo-hisia ames hey a be use as effeive oos of esabishigIsami ieiy.

Wiig eah his ame i Egish.Wiig eah his ame i Aabi fo ame ags.

akg about ames of othe hie i the assoom sibigs eteig eah hi the meaig of his a he ameBeakig he ame of eah hi io syabes a sayig thesesyabes togehe whie appig.

f se of Pope a Deet Lagage:Usig sami voabuay Al-amdu Lllah 1 Subhan Allah, 1 etc. Usig pope voabuay i ovesaio a amai payAvoiig uaepabe wos a pohibitig eai expessios, foexampe sweaig.Usig poie a gee expessios suh as "pease, may , hakyou, e.

2 roviding ri n s in rningou ima

!man eoes the basi faih o beief of a Musim i Aah a His Oeess aPowe etai aiviies wi hep the hi eaie this man

Reiig a memoiig shahah with eahes. he eiatioshou be oe i Aabi a i Egish

Reviewig fom time o time othe eemets of man a isteig to stoieswhih iusae them hese ohe eemets o man ae he foowig

beiefs: Aah (SW) has powe ove eveyhig bih, soms oket ships,

Aah (S has powe ove ife a eah soy of Bambi. Aah (SW gives ewa a puishmet i this ife a the ex soy

of Pophe Yusuf (A whe he was save fom he we as a exampeof Aahs ewas o he soy of iohio as a exampe ofpuishme he teahe shou isuss aah a ahaum toisi the oep of ife afe eah.

he exisee of ages: hey si o ou shoues a eo ou eeshough we aot see hem

Aahs books the Qua was bought to us by Rasuuah (S as giaefom Aah (SW. he eahe shou te soies fom he Qu'a,he Bibe a he oah.

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3 D p ning aaeness f Alah (SWT)as the Ceat f v hng

he ollowg hemes shoul be oue o he hle who a hepapae aves whh wll eepe he uesag.

* Allah (SWT has eae ees, fus owes a all pla le.

Showg pues o ees fus, owes oeas a ohe lasapesug goup me a sussg how hey ae all eae by Allah (SWTug fom magaes pues of fee ees us a vegeableseae by llah a pasg hem o osuo pape.Dug see aves, plag sees a bulbs a wahg hem gowwh Allahs Wll.Takg a el p o a oh gae pak o aboeum o see hemay ee ks o ees plas leaes fus a owes eae byAllah.

Allah (SWT has ae amals bs a eplesWachg a moe o amals Aa, Ausala, sa a ohe lasWahg a m sp o eo of he moe Zoo Amals."Wahg eos o moves of fam amals.Shag pues/poses o ee amas s a epesDsussg wh hle ha all amals ae eae by Allah (SW.Reallg ha ees plas, us a owes ae also eae by Hm.Makg a wall soy of ll he mals eae by Allah a askg eahhl o aw a olo a pue o oe amals, b eple, ee plawe a u eae by Allah (SWT a pase oe he wall soywh he hls ame ue hs wok

Dsussg hese pues a a wgs.Vsg he oo

* Allah (SWT has eae me a wome boys a gls.

Showg phoogaphs of hle he lass wh he famles.Dsussg he ames a who s who ug oup me he askgquesos suh as, Who has eae usDsussg how we ee a mohe a fahe o be boDsussg how e hae mohes a ahes a how ou ahes amohe also ha mohes a aheseag ha he vey fs ma eae by Allah (SWT wasPophe Aam .Dawg a pag pues o he famles. The eahe a aemake a ook o u Famles wh a he pues a awgs a

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sh a wri vry his sory abou his a hr famiy ur haii

L arigtat Alla (S is te

ly

reatr

h ahr shou us uiv rasoi wih h hir i hi hmursa a ou ha si vryhi is ra by Alah (SW) H ish oy raor Ahouh hir a his a ar ui you o omrhhis rasoi h ahr a o h foowi t h hm

Prari a boar s of famiis of birs a aimas boys aiski hir o u h famiis o h a boar h aski hhir, Who has ra hs" Sh a ask o hi o om uh rs A o h o of h boai h sory of Proh Ibrahim (W wh h was you aryi o fi h raor of h worDuri ars a rafs aiviis, havi hir oor bw h s ih wor i Eish a ArabiSii wih h hir a ahi hm h foowi sos

Aah AahTh M ky Wa.AIM Loo 1979, 3)

Sivr SarMus m Nursr Rhyms . sami ouaioLoo)

Aah Is OB sm ah gra'

Book ofVrs Ira' Iraioa

Euaioa ouaio, hiao, IL 60607)

5 S igat Alla (S is massia a Meriful:

ahr shou rovi fbak o h hir a ak o hm abou h faha Alah (SWT) is h oy raor, a ha H aks ar of vryo avryhi. h ahr shou o h foowi aivis

Showi o h hir osrs, iurs a books of aimas a hiryous, a rai hm soris of how ars ov a ak ar of hirbabis Sh shou ai ho Aah (SWT has u hs o i h harsof h ars a how Aah SWT) ovs a of hrouh our ars aahrs a ohr rs.

Showi a movi or a vio of a ry a, whr as a rs ar yi

a war a h showi how Aah (S) ss rai for h ros

Iqra PreschoolCurriculum Intro

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