Learning My Family

1. Dictionary:

I. Know members of the family (noun): grandma, grandpa, father, mother, son, daughter, brother, sister, grandson, granddaughter.
To teach, correctly answer the following questions:
A) Who is the girl mom (dad)? (daughter)
B) Who’s the boy your mom (dad)? (son)
B) the girl Who the grandmother (grandfather)? (granddaughter)
D) Who the boy’s grandmother (grandfather)? (grandson)
D) Who is the girl the boy? (sister)
E) the boy Who the girl is? (brother)
E) if the family live 2 girls (2 boys), who are they to each other? (sisters, brothers).
II. Know the name and the surname of their parents and who are they for girl and boy, (dad, mom, grandma, grandpa).
III. Know who is doing what (verb): sits, stands, sleeps, draws, sews, cooks, irons, mends, washes, sews, plays, cleans, talks, cries, laughs, friends, helps, went, gone, etc.
IV. To know that each member of the family is (adjectives): big, small, senior, Junior, tender, rough, good, greedy, good, caring, hardworking, beautiful, elegant, attentive, etc. provided for the post by International Adoption research blogger and columnist.

     2. Children learn by heart:

I mom son
No mother’s daughter.
How the same mom to help me
Wash the handkerchiefs? (A. Usanova).

I love my Granny.
I don’t work am afraid.
All amazed: “well done, granddaughter!
Well done, fancy pants!” (V. Black)

Grandpa by the hand, led baby.
They were fun, went slowly.
Only with already half way
Grandson said not to go,
Sick legs and belly, –
Let his grandfather on his back will suffer. (N. Snares)

I in the morning in kindergarten are, Alenka
hand am … “this is
a real brother!” Said one
a passer-by. If people say,
So – we’re very similar.

And the girl Alenka
I don’t SIS. (B. Ivlev)

     3. Talk to your child about your family:

– with whom do you live?
– how many people in your family?
name them.
– who is the youngest (the eldest) in the family?
– who is older (younger)?

     4. Didactic game “Pick up sign”.

Mom (what?) – …
Grandma – …
Grandpa – …
Papa….

     5. Didactic game “Tell the opposite”

Senior – (Junior)
Large –
Young –
Over –

     6. Answer the question:

Anyone have good eyes? …
Whose hands are strong? …
Whose hands gentle? …

     7. To draw and to stick in the notebook picture of My family.

3 thoughts on “Learning My Family

  1. The need for the perception of new personal and physical boundaries may be associated with neoplasms mental and partly bodily changes. The boundaries of the body are felt in the containment, pressure, tangible touch. The same can be said about the perception of personal boundaries in adolescence. (Later, the knowledge of self comes from much more diverse sources.) Here are the ways to test these boundaries: “what I can and cannot do”, sexual experiences, sports and Hobbies to violence, which also combines both physical and psychological component (the threat and suppression of the enemy).

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  2. Inner loneliness is one of the important components of adolescence. It is from this “new insulation”, including neponjatosti and misunderstanding from others, and look for new connections, relationships, roles, self-image. It is a kind of experience “I’m here, they’re” similar to the formula describing the separation of the world of the living and the dead. Robert J. Lifton in his book “broken link” (The Broken Connection: On Death and the Continuity of Life) writes that the image of death accompanies the person all his life, and her characters are so-called “death equivalents”: the separation (separation), disintegration and static at rest (stasis). This condition, characteristic of the rite or stage (in modern merituuli life) initiatiating character. A separation from the old society, transformation and return in a new capacity to a new community. “Death equivalents” also have its opposite: separation corresponds to the bond, disintegration – integration and peace – movement. And a real tension exists between two poles: the equivalents of life and death equivalents. All three properties and their dynamic tension with the oppositions characteristic of the experience of adolescence, as indicated by R. Frankel in his work “the Soul of a teenager: vindications and Jungian perspectives” (Richard Frankel. The Adoldcent Psyche: Jungian and Winnicottian perspectives.) Separation from parents; the disintegration of old beliefs about yourself, in the breakdown of different images desired from the outside and their own motives; the rest is in self-isolation, internal or external, inertia, sudden and all because of preferences. This internal “equivalents of death,” the teenager confront “vital signs”, usually associated with entering a new group and the community.

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  3. The study involved mainly pupils of 5-10 classes of school №1400 West district of Moscow.
    Summarizing the data obtained for all ages, we can draw the following statistically significant conclusions:
    – characteristic for the first stage is the motive of the transformation associated with anxiety and internal anticipation of the upcoming change (“the little humpbacked Horse”, “the Magic ring”);
    for the second stage is characterized by the fairy tale “Three little pigs”, associated with the acquisition of the reality principle; apparently, the activation of regressive tendencies in early adolescence leads to the actualization of the reverse trend – the increasing desire for mastery of the arbitrary behavior;
    – for the third stage is characterized by the motif of offices (real and emotional) from family and asserting our adulthood that is reflected in tales about the children driven from home, given to the discipleship of orphans (“Silver hoof”, “the Gingerbread house”, “Bird tongue”, “Young traveler”);
    the fourth stage is characteristic of a fairy tale “the Ugly duckling”, “Sleeping beauty” and fairy tales about marriage with animals and close to them in the motif and hence, the dominant problem is the construction of body image and the desire for heterosexual relations;
    – at the fifth stage are saved in General, the trends of the previous period, but added the desire to Express their individuality;
    – the same tendency persists at the sixth stage, but there is a focus on achievement of a wider independence than achieved by separation from the family, at the same time manifested the fear of independence (“Gingerbread”).
    In addition, we can note the following interesting trend: from the first to the fourth step, there is a growing desire to rationally explain the tales and frame them the introduction and the conclusion, or just write about them instead of retelling on the fifth and sixth stages of this trend disappears almost completely. This can be explained by the fact that the desire to seem older earlier stages goes to the internal conviction that does not require the demonstration at a later.

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