Preschool Activity Ideas

Template
Title of the activity: Give a suitable title to the activity. It should be short, attractive, and
communicate what the activity is about.
Early Learning Outcomes: List of ELOs with codes (from Developmental Goal I, Developmental
Goal II, and Developmental Goal III)
Material required: List the materials required for this activity. They should be readily available,
low cost, and from the local context.
Preschool II
Guidelines for designing activities:
Preschool I Preschool II Preschool III
No. of themes
(My Home, My Village,
My Preschool, Fairs
and Festivals, Hills and
Mountains, Seasons)
6 6 6
TOTAL no. of activities 8 activities x 6 themes
= 48 activities TOTAL
8 activities x 6 themes
Work to be done by
17th October
(Group leaders to
compile the activities
and submit it as ONE
DOCUMENT)
= 24 activities
= 24 activities
= 24 activities
1. Activities should be integrated, representing all domains: Physical and motor; cognitive; language, literacy, and numeracy; arts and
aesthetics; and socio-emotional.
2. Activities should be aligned with principles and Early Learning Outcomes. They are listed at the end of this document.
3. Activities should be written in the given template.

How? Describe the activity in 1-2 short paragraphs, clearly mentioning what the teacher and
children are doing. For example – Teacher shows a big picture of a village scene... Children
respond in the language(s) of their comfort... There should be sufficient details for the teacher
to understand the activity and implement it in the classroom. Some activities, which are new
for teachers, can be described in a more detailed manner.
Why? Briefly describe the importance of the activity and how it touches different domains.

Theme 1: My Home
Activity 1:
Early Learning Outcomes:
Material required:
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Why?
Note to the teacher:
Activity 2: My pets
HW2.18 Exhibits fine motor skills and performs tasks that require more complex eye-hand coordination such as cutting out shapes, free hand
drawing, colouring, threading beads, stringing, copying, tearing, pasting, lacing, etc., with moderate levels of precision and control.
ECL2-2.1 Attends Participates and listens to others during conversation
IL2.2 Describes common objects, sounds, people, pictures, animals, birds, events, etc.
IL 2.4 Places 4–5 objects of two groups in one-to-one correspondence
IL 2.8 b Expresses curiosity about the immediate surroundings and asks questions (develops related concepts)
IL 2.9 Counts and perceives objects up to five
Material required:
Thick paper to make cutouts of different animals and their respective shelters, pencils, erasers, crayons, sketch pens
How?
Teacher asks children: Do you have any pets in home? How many pets you have? Where do they live? How many legs they have? Which animal do
you like the most? Do all of them live on land? Who gives milk to you? What is the colour of the milk? Children and teacher together make cut outs
of pet animals and homes. After the cutouts are made, children match the animals to their respective shelters. Teacher introduces a few new
words like hen, coop, pigsty, etc.

Why?
The activity encourages children to recall different animals from their home/surroundings and build conversations. The group activity of making
cutouts of animals and their homes improves the fine motor skills of children and gives more scope for one-on-one discussion with peers and
teacher. The activity also introduces new vocabulary to children through a meaningful context of pet animals and their homes.
Encourage children to speak the names of animals and their homes in their own language. It is possible that children are not familiar with the
names of animal homes/shelters. This activity provides a great opportunity for children to be acquainted with new words. While doing so, ask
children to describe the hen coop where they keep their hens, the pigsty where they keep their pigs, etc. Use the cutouts as visual help to make
the discussion more concrete.
Activity 3: Title of the activity
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Theme 2: My Village
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Theme 3: My Preschool
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Theme 4: Fairs and Festivals
Activity 1: Making New Year headbands!
HW2.17 Explores and participates in music, dance, and creative movements
IL 2.10 Can count forward and backward from a particular number up to 5
IL 2.29 Identifies special days like Saturday, Sunday, holiday, etc. For example: Sunday is a holiday.
Material required:
Wide strips of thick paper (3-4 inches wide and long enough to wrap around the heads of children), crayons, sketch-pens, decorative material
(whatever is available), glue, dance music (on mobile/speakers)
How?
Children sing a short count-down rhyme with actions for ringing in the New Year.
Five-four-three-two-one!
We are counting one by one!
Five-four-three-two-one!
We are counting one by one!
New Year countdown, gather around! (2)
New Year countdown! (2)

New Year, New Year, Happy New Year! (4)
Teacher says that they will make fancy headbands and have a dance party to say ‘THANK YOU!’ to the old year and say WELCOME!’ to the New
Year! Teacher distributes wide strips of paper. Children decorate their paper strips using available material like crayons, stickers, twigs, glitter, etc.
Teacher helps children paste the two ends of their paper strips to make headbands. Children put on their headbands around their heads and
admire each other’s work. Teacher then plays some music, and everyone freely dances!
Why?
A New Year party in class through music, dance, and art provides a wholesome opportunity for children to explore how special days can be
celebrated. Children also bring in their own experiences from their birthdays, local festivals, etc. The activity also integrates literacy and numeracy
through a count-down rhyme to welcome the New Year. By making their own headbands, children hone their fine motor skills and develop a more
tangible relationship with a celebration.
The New Year rhyme is adapted from the following link: https://www.youtube.com/watch?v=NlZSjlKFnM4. You can use the same tune to sing it in
class. You can help children write short phrases on their headbands like ‘THANK YOU 2022!’ or ‘WELCOME 2022!’. Children can also scribble their
names by looking at the name chart pasted on their classroom wall. Children can also make different headgears of their tribe/community instead
of headbands. A similar approach can be taken for celebrating other special days and festivals from children’s local context.
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Theme 5: Hills and Mountains
Activity 1: Let us build a miniature hill!

HW2.3 Expresses own preferences and interests
IL 2.25 Describes the physical features of various solids/ shapes in her own language. For example- a ball rolls and has no corners, a box slides and
has corners, etc.
IL 2.28 Collects objects from her/ his surroundings based on simple instructions for example: bring 2 spoons etc
Material required:
Clay (or flour dough), natural material from immediate environment (leaves, twigs, pebbles, etc.)
How?
Children go outside their class. They observe the sloping hills and everything else that they can see. Teacher points at things that are far away and
near, such as the peaks, the lanes and roads that go up and down, the little trees far away, cars, etc. Teacher then announces that they will make
little hills of their own in class! To do this, children collect small objects like fallen leaves, twigs, pebbles, etc, that they would like to use for making
their hills. They show teacher what they have collected and talk about it. Teacher then shares a lump of clay with each child and demonstrates how
to roll, punch, and pull the clay to change its shape. Children take their lumps of clay and make little hills. They place different material they have
collected from outside on the hills, and teacher asks questions such as: What have you put on your hill? Why have you placed this here? What more
do you feel like putting on your hill? Do you think we can pinch the clay to make your hill more pointy, like real hills? Teacher puts all the little hills
together for a mini exhibition, so that everyone sees and talks about what they have made.
Why?
Children from all parts of of Arunachal Pradesh are well-acquainted with hilly areas. They have diverse experiences such as walking up and down
the hill, viewing far off places from a hill-top, travelling from one part of the hill to another, etc. This activity of making a miniature hill gives
children the opportunity to visualize their experiences in the form of a concrete object. By going out and collecting locally available materials,
children also explore and interact with their immediate environment.
Children may like to draw little animals, people, cars, houses, etc., and put them on their clay hills. You can distribute paper so that children can
colour and cut out these shapes. If available, small pieces of cardboard and thermocol can be used to make the base of the hills. Clay can be
substituted with more locally available materials such as flour dough. This can also be a pair/ small group activity.

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Theme 6: Seasons
Activity 1: How is the day today?
ECL2-2.2 Sings short poems and rhymes
has corners, etc.
Material required:
Drawing sheets, pencils, erasers, crayons, sketch pens
How?
Children go out of the classroom to observe the day’s weather – they see if it is a sunny day, a cloudy day, or a rainy day. Children describe the day
in their own words. For example, they describe the appearance of the sun and the clouds. Teacher asks questions such as: What day do you like –
sunny day or rainy day? Or any other day? Do you like the rain? Why? What do you do when it rains? Teacher then asks children to draw and colour
what they see. Teacher pastes these drawings on the wall at the eye-level of children, with their help. She/he has a discussion on various shapes
visible in the children’s drawings. Teacher points at the drawings and asks questions to compare similar shapes: What does this fluffy cloud look
like? Is there anything else that looks like this round, yellow sun?
Teacher then sings a rhyme with actions, and children follow:

“Oh, it’s too hot!“, says Sunday
Wind starts blowing on Monday
Clouds came rushing on Tuesday
Rain starts pouring on Wednesday
“Oh, I miss the sun!” says Thursday
Sun smiles brighter on Friday
Sun, clouds, rain, wind
All join hands for Saturday!
Why?
The activity nurtures children’s interest in observing and appreciating nature. When children share their observations and reflections on the
different weather conditions like sunny day and rainy day, they begin to explore their understanding of seasons in the context of Arunachal
Pradesh. Children’s drawings can be used for talking about several things – here we see how they are used for talking about shapes and colours.
When children make their drawings, they should be free to draw using shapes and colours of their choice. The given rhyme can be set to any tune.
Children can sing and enjoy the rhyme even if they do not know the names of all days of the week. The emphasis is on enjoying the rhyme, getting
familiar with new sounds and words – not memorizing new words and their meanings.
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Principles
1. Pedagogy, the learning environment and the teacher should aim to nurture curiosity in children.
2. Early childhood education should have an inclusive environment.
3. The teaching-learning process should be relevant and contextual to the lives of children.
4. Pedagogy should ensure integration of all domains of development
5. Pedagogy, learning outcomes, and assessment must be aligned for effective teaching learning process.
6. Play-based and experiential learning.
7. A stimulating, joyful and flexible learning environment can act as the teacher for children.
8. Teaching learning materials should be inclusive of traditional knowledge.
9. Assessment should be flexible, valid, reliable and fair with multiple methods.
10. Learning should be spiral.

Preschool I
Developmental Goal I
HW1.1 Begins to state some physical characteristics about self
HW1.2 Identifies close family members
HW1.3 Participates in the activities and takes initiative
HW1.4 Waits for their turn and follows simple instruction with teachers support
HW1.5 Seeks adult help in adjusting to new environment
HW1.6 Chooses an activity area and gets engaged in the activity
HW1.7 Identifies her/his feelings wants and e.g., "I don’t want to colour today". "I want to go out".
HW1.8 Makes choices and expresses preferences
HW1.9 Resolves minor conflicts with the help of adults
HW1.10 Expresses joy while working and playing with other children
HW1.11 Helps other children, cares, and shares belongings with them
HW1.12 Begins to understand differences among people (based on ethnicity, culture, and abilities and disabilities) and demonstrates sensitivity to
diversity
HW1.13 Communicates Immediate needs and follows hygiene and healthy eating practices with adult’s guidance
HW1.14 Maintains distance from strangers and is aware about good touch and bad touch (guidance from parents and
teachers)
HW1.15 Recognises common dangers and hazardous objects and places and keep Preschool distance
HW1.16 Demonstrates gross motor coordination in play/ routine activities like walking, running, jumping, climbing, dancing, etc.
HW1.18 Exhibits fine motor skills and simple eye-hand coordination in various activities like scribbling, printing, threading, colouring, clay moulding,
tearing and pasting, etc.
Developmental Goal II
ECL2-1.1 Participates in singing poems, rhymes.
ECL2-1.2 Participates in music and movement activities
ECL2-1.3 Enjoys listening to stories bilingually
ECL2-1.4 a Spends time in reading area/play area.
ECL2-1.4 b Looks/explore books, posters/available material
ECL2-1.5 Identifies familiar sounds in the environment
ECL2-1.6 Spends time in reading area/ play area.
ECL2-1.7 Expresses liking for a few books.
ECL2-1.8 Explores the reading area and shows interest in books.
ECL2-1.9 Pretend plays with toys.

ECL2-1.10 Sings/hums words/lines/parts of songs and rhymes, in own language/L2.
ECL2-1.11 Scribbles with crayons.
ECL2-1.12 Collects objects from their immediate environment e.g., leaves, twigs, pebbles, feather etc. and talks about them bilingually.
ECL2-1.13 Watches cartoon/ films for a short duration
ECL2-1.14 Participates in singing songs and rhymes
ECL2-1.15 Talks about friends, school, etc.
Developmental Goal III
IL1.1 Uses all senses to observe and explore the environment
IL1.2 Identifies and names common objects, sounds, people, pictures, animals, birds, events, etc.
IL 1.3 a Remembers and recalls 2–3 objects seen at a time
IL 1.3 b Identifies the missing part of a familiar picture
IL 1.5 Compares two objects based on one observable property, for example–length, weight, or size
IL1.6 Seriates/arranges 2–3 objects/ picture cards in a sequence for example- shape, size, occurrence of events.
IL 1.7 Enjoys stories based of occurrence of different events
IL 1.8a Solves simple day-to-day problems by themselves or with adult’s support
IL 1.8 b Expresses curiosity about the immediate surroundings and asks related questions
IL 1.8 c Demonstrates awareness and sensitivity towards environmental concerns (example - watering plants)
IL 1.9 Counts to three objects
IL 1.10 Recites poems/ stories based on number names up to 5
L 1.11 Recites poems using numbers of names up to 5 by hand movements showing Like fingers to show numbers
IL 1.13 Compares two numbers upto 3 and uses vocabulary like more and less
IL 1.20 Uses vocabulary related to money using poems and stories
IL 1.21 Uses vocabulary to express length through poems riddles, jokes, and stories
IL 1.22 Uses vocabulary to express weight through poems, and stories
IL 1.23 Uses vocabulary to express capacities through poems and stories
IL 1.25 Identifies, basic shapes like ball, shoe box, birthday cap, ice-cream cone
IL 1.27 Follows/ reproduces a simple pattern like clapping hands, clicking fingers, tapping feet, etc.
IL 1.28 Identifies / counts objects around like her/ his own body parts and draw inferences like two hands, 1 nose etc through poems
IL 1.29 Uses vocabulary in daily life like today, tomorrow and yesterday
IL 1.30 Explores different technological tools like TV, Remotes, mobile phones, and others available in house

Preschool II
HW2.1 Describes self in terms of physical characteristics
HW2.2 Identifies close family members, friends and neighbours
HW2.3 Expresses own preferences and interests
HW2.4 Waits for their turn and follows two-line simple instructions
HW2.5 Makes adjustment in the classroom and with other children
HW2.6 Shows focus on a self-selected activity or task to completion
HW2.7 Describes her/his feelings and their causes e.g., "I am angry because he broke my block tower"
HW2.8 Expresses own preferences, interests and makes choices
H W2.9 Suggests solutions to conflicts (with the support of adults)
HW2.10 Plays cooperatively with other children and makes plan for what and how they will play
HW2.11 Shows caring behaviour (hugs, pats) and shares belonging with other children
HW2.12 Demonstrates sensitivity and acceptability towards children from diverse backgrounds including children with special needs
HW2.13 Demonstrates hygiene and sanitation practices and healthy eating practices with adult’s guidance
HW2.14 Demonstrates awareness about good touch and bad touch (with guidance from parents and teachers)
HW2.15 Recognises common dangers/ hazards and takes safety precautions
HW2.16 Demonstrates gross motor coordination and control in play activities involving walking, running, g, jumping, climbing, etc.
ECL2-2.2 Sings short poems and rhymes
ECL2-2.3 Listens to the picture stories with bilingual text
ECL2-2.4 Takes interest in bilingual books and talks about them bilingually
ECL2-2.5 Identifies few letters and sounds
ECL2-2.6 Recognizes labelled objects, names, etc.
ECL2-2.7 Pick’s picture books, talks about posters.
ECL2-2.8 Flips over pages of story books and attempts to read on his/her own
ECL2-2.9 Shares toys with friends and pretend- plays.
ECL2-2.10 Identifies rhyming a few words
ECL2-2.11 Draws pictures depicting some event/situation / feelings for friend, parents, sibling, etc.
ECL2-2.12 Observes and talks about the posters and other print in the classroom.

ECL2-2.13 Enjoy watching favourite cartoon/films
ECL2-2.14 Sings short songs/ rhymes about birds/trees animals, etc.
ECL2-2.15 Express their thoughts through drawings
IL2.1 Uses five senses to observe and explore the environment
IL2.2 Describes common objects, sounds, people, pictures, animals, birds, events, etc.
IL 2.3a Remembers and recalls 3–4 objects seen at a time
IL 2.3b Identifies 3–5 missing parts of a picture of familiar object
IL 2.5 Compares and classifies objects by two factors like shape and color, size and shape, etc.
Describes objects using size words like (big/small, tall/Short)
IL 2.6 Seriates / arranges 3–4 objects/ picture cards in a sequence for example- shape, size, occurrence of events
IL 2.7 Narrates random events of his/her daily life in his own words
IL 2.8 a Provides solutions to simple problems situations
IL 2.8 b Expresses curiosity about the immediate surroundings and asks questions (develops related concepts)
IL 2.8 c Demonstrates awareness and sensitivity towards environmental concerns (example - watering plants, not plucking flower, or do not hurt
animals)
IL 2.9 Counts and perceives objects up to five
IL 2.11 Identifies numerals with corresponding numbers up to 5
IL 2.12 Develops a sense of presence/ absence of objects (example one sweet was on a plate if eaten nothing is left)
IL 2.13 Compares two numbers up to 5 and uses vocabulary like more than, less than
IL 2.14 Combines two groups up to 5 objects and recounts
IL 2.15 Takes out objects from a collection up to 5 objects and recounts
IL 2.20 Identify Indian currency coins
IL 2.21 Compares two objects in terms of their lengths as longer than/ shorter than, taller than/ shorter than
IL 2.22 Uses vocabulary to express weight through poems, riddles, jokes, and stories
IL 2.23 Uses vocabulary to express capacities through poems riddles, jokes, and stories
has corners, etc.
IL 3.26 Uses vocabulary like half roti / half glass of water, etc. in daily context
IL 2.27 Identifies the unit of repeating a simple pattern and extends the pattern
IL 2.28 Collects objects from her/ his surroundings based on simple instructions for example: bring 2 spoons etc
IL 2. 30 Demonstrates awareness about technology like T.V., mobile phones.

Preschool III
HW3.1 Describes self and others in terms of physical characteristics, gender, interests, likes, dislikes
HW3.2 Exhibits understanding of relationship Preschool with extended family members
HW3.3 Demonstrates independence in activities
HW3.4 Follows instructions and simple rules at the same time
HW3.5 Shows adaptability to any changes in routine/daily schedule
HW3.6 Focuses attention to complete tasks/topics assigned by others
HW3.7 Expresses emotions through verbal and non-verbal modes (gestures, drawings)
HW3.8 Takes responsibility and makes choices based on own preferences and interests
HW3.9 Suggests solutions to conflicts and makes age- appropriate adjustments.
HW3.10 Demonstrates willingness to include other’s ideas during interaction and play
HW3.11 Helps peers who are in need during large and small group activities
HW3.12 Demonstrates sensitivity and acceptability towards children from diverse backgrounds including children with special needs
HW3.13 Maintains and displays basic health, hygiene, sanitation practices and healthy eating practices with increased independence
HW3.14 Demonstrates awareness about good touch and bad touch and maintains distance from strangers
HW3.15 Follows basic rules of safety at home, preschool and playground
HW3.16 Demonstrates gross motors skills with greater coordination, control and strength for e.g., running, jumping, throwing, kicking, and catching
skills, etc.
HW3.17 Explores space and participates actively and creatively in music and movement activities
HW3.18 a Exhibits fine motor skills with precision and control.
HW3.18 b Uses coordinated movements to complete complex tasks like cutting along a line, pouring, buttoning
HW3.18 c Uses a pincer grip (coordination of the index finger and thumb to hold an item) to hold and manipulate tools for drawing painting and
writing
ECL2-3.1 Introduces himself/ herself bilingually.
ECL2-3.2 Sings songs or rhymes with action.
ECL2-3.3 Flips over the pages of bilingual work in the reading area
ECL2-3.4 Attempts to respond using familiar words and expressions
ECL2-3.5 Recognises letters and corresponding sounds
ECL2-3.6 Attempts to read familiar signs
ECL2-3.7 Predicts story with the help of the pictures
ECL2-3.8 Participates in shared reading of the story
ECL2-3.9 Talks about his/ her favourite toy.

ECL2-3.10 Enjoys and creates non sensical rhyming words.
ECL2-3.11 Attempts to scribble/write a few familiar words.
ECL2-3.12 Identifies objects in their immediate environment
ECL2-3.13 Enjoy watching age-appropriate cartoon/films
ECL2-3.14 Shares feelings for birds/animals/trees
ECL2-3.15 Draws pictures to communicate messages
IL3.1 Uses all senses to observe and explore the environment
IL3.2 Notices and describes finer details of common objects, sounds, people, pictures, animals, birds in the immediate environment.
IL 3.3a Remembers and recalls 4–5 objects seen at a time
IL 3.3b Identifies 3–5 missing parts of a picture of familiar object
IL 3.4 Places 5-6 objects of two groups in one-to-one correspondence
IL 3.5 Compares and classifies objects by three factors like shape, color and size, etc. Correctly uses position words (besides, inside, under) to
describe objects
IL 3.6 Seriates/arranges 4–5 picture cards/ objects in a sequence for example- shape, size, occurrence of events
IL 3.7 When recited a story, can understand time related events what happened first, who came at night, etc.
IL 3.8 a Provides solutions to simple problem- solving situations with reasons
IL 3.8 b Engages in investigating and manipulating objects in the environment, asks questions, inquires, discovers, and constructs own ideas and
predicts
IL 3.8 c Demonstrates awareness and sensitivity towards environmental concerns (example - Do not waste water, switching of light when not in use,
etc.)
IL 3.9 Counts to 10 objects
IL 3.11 Identifies numerals with numbers and writes numerals up to 9
IL 3.12 Demonstrates the awareness that things reduce in number and become nil (example 3 birds sitting on a branch of tree flew away one by one
at the end no bird is left on the branch)
IL 3.13 Compares two numbers up to 10 and uses vocabulary like more than, less than
IL 3.14 Combines two groups up to 9 objects and recounts
IL 3.15 Takes out objects from a collection up to 9 objects and recounts
IL 3.20 Identify Indian currency notes
IL 3.21 Compares three objects in terms of their lengths as longest/shortest tallest/shortest
IL 3.22 Compares two objects in terms of their weight as heavier than/ lighter than
IL 3.23 Compares capacities of two capacities of two vessels like bottles, glasses, bucket, etc.
IL 3.25 Identifies the 2-D shapes by tracing the faces of 3-D shapes on a plane surface
IL 3.27 Creates new patterns with leaf printing or thumb printing, etc.

IL 3.28 Draws inferences from situations that surround him/her for example: I have more red pencils than blue.
IL 3.29 Recites the names of the days of the week and months of the year
IL 3. 30 Describes usage of commonly available technological tools around him/ her.

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