Sugestii de cantecele si rime pentru copii mici

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Sugestii de cantecele si rime pentru copii mici

Postby somalezu » Mon Jun 08, 2009 12:59 pm

Am nevoie de ajutor pentru traducerea unor pasaje din cartea Verbal Behavior Approach.
In original se dau cateva exemple de rime sau cantecele foarte cunoscute de copiii americani. Am nevoie de exemple de cantecele similare care ar fi cunoscute de copiii români (Nu am nevoie de traducere ci de sugestii de cantecele populare pe la noi, similare cu cele din engleza).
Pentru a intelege exact contextul (si ce gen de cantecele / rime sunt necesare) va dau mai jos pasajul in original (despre intraverbale):

It may sound a bit confusing, but actually teaching beginning
intraverbal skills are often easy because it involves simple fill-ins to fun
activities such as nursery rhymes and songs. As I mentioned previously,
my husband stumbled upon Lucas’s ability to complete the last word of
several sentences in a few songs when Lucas was just two years old. I’ve
also assessed many children and gotten them to complete fill-ins during
the assessment, even though parents reported that their children were
unable to do so.
To begin teaching intraverbal skills, pick songs with which the child
is familiar and hears often. The “I Love You” Barney theme songworks like
a charm for young children. “Old MacDonald Had a Farm” is also a good
choice especially for children who are minimally vocal, because filling in
“O” after you sing “E, I, E, I” or singing the animal sounds such as “ba” or
“moo” are usually easy responses.
Teaching intraverbal fill-ins can also be a functional skill and practiced
throughout the day because many day-care settings and preschool
classrooms contain activities where these songs will be sung often.
Prayers, the Pledge of Allegiance, and popular songs can also be taught
in a similar manner to older children and adults.
1 2 6 T H E V E R B A L B E H A V I O R A P P R O A C H
If your child is vocal, pick an intraverbal fill-in that requires a word
that you know the child can say. It’s best to begin by choosing a song that
the child loves and is motivating for him. Begin by singing the song—
“The Wheels on the Bus”, for instance—slowly and clearly with some
animation, then leave the last word silent for a second or two such as:
“The wheels on the ____.” If the child doesn’t respond, you sing the
word and overemphasize it asmuch as possible. Then attempt singing the
song again.
Here’s how Nathan learned this skill:
Instructor: “The wheels on the ___ (two-second pause)…BUS!”
Nathan: Sits and smiles.
Instructor: “The wheels on the B___.”
Nathan: “Bus.”
Instructor: “Excellent saying bus…Let’s try it one more
time…The wheels on the ___.”
Nathan: “Bus.”
Instructor: “Go round and ___ (two-second pause) ROUND!”
Pick only two or three target words for each song you sing. For instance
you might have the targets of bus and round for this song, and then you and
me for the Barney “I Love You” song. In both of these songs, the target
words come up frequently and most children enjoy singing them. Once
Nathan masters all four targets, pick a few additional words from these
songs, or introduce new songs.
Once the child masters the last word to several lines from many
songs, start backward chaining and leave off the last two words from the
sentence. If Nathan masters “star” when you sing “Twinkle, Twinkle,
Little ____” your next target would be the phrase “little star.”
Don’t hold out for more than two or three seconds for a fill-in, since
you will be unable to make your child say the words. If this technique
doesn’t work, you can try holding up a toy star or a picture of a star as a
prompt, and then use a tact to intraverbal transfer.
Here’s an example of how that would look:
Instructor: Holds up a picture of a star. “What’s this?”
Nathan: “Star.”
T E A C H I N G V E R B A L O P E R A N T S 1 2 7
Instructor: “Right.” Puts star down. “Twinkle, twinkle, little ___”
holds up star and sings “STAR” loudly. “Let’s try that again.
Twinkle, twinkle little ___” holds up the picture of the star.
Nathan: “Star.”
Instructor: “Great saying star…Twinkle, twinkle little ___.” No
picture is shown.
Nathan: “Star.”
Instructor: “How I wonder what you are…”
The same processworks for nursery rhymes (Jack and Jillwent up the ___
orWinnie the ____) or for fun or common activities (jump on the ____,
wash your ____). Using fill-ins through the day can help embed the
languagewhile keeping it very playful. Children using sign language will
benefit most if you use signs they already know (their mastered mands). If
the child can sign “ball” when he wants to play with a ball, one early
intraverbal fill-in could be the phrase, “Bounce on the ____.” Or if they
like bubbles, you might say, “Blow some _______” and let the child sign
the word “bubbles.”

Merci tare mult,
Cosmin
somalezu
 
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Postby camel » Wed Jun 10, 2009 5:13 am

coordonatoarea noastra ne-a invatat urmatoarele cantece si poezii, nu stiu cat sunt de populare, dar la Tudor au prins:

pentru invatare culori ROSU, GALBEN, VERDE
(ne-am confectionat 3 indicatoare, adica cate o bulina mare de carton Rosu, Galben, Verde prinse in bat) si spunem cantecul semaforului:
"Mai in jos pe strada mea,
Semaforul asa spunea:
ROSU (si aratam indicatorul cu bulina rosie): STOP! (aratam gestul de stop cu mana dreapta intinsa)
Stai pe loc!
GALBEN (si aratam indicatorul cu bulina galbena) SOARE (facem cu mainile gestul unui cerc, a unui soare rotund)
Ai rabdare! (facem gestul cu degetul de a avea rabdare)
Este VERDE (si aratam indicatorul cu bulina verde)
Treci baiete! (aratam cu degetul gestul de a merge)"

Pentru invatare onomatopee:
La bunica in ograda
I-A-I-A-E
Stau animalele gramada
I-A-I-A-E
(Tutorele spune) Vaca face:
(Copilul raspunde) MUUU
(Tutorele spune) Pisica face:
(Copilul raspunde) MIAU
I-A-I-A-E
(Tutorele spune) Oaia face:
(Copilul raspunde) BEEE
(Tutorele spune) Cainele face:
(Copilul raspunde) HAM
I-A-I-A-E etc


Vechea poezie "Catelus cu parul cret" o spunem folosindu-ne si de obiecte si gesturi
Catelus (aratam cainele) cu parul cret (aratam cu degetele parul cret, cu bucle)
Fura (facem gestul de a fura cu mana) rata (aratam rata) din cotet (scoatem rata dintr-o casuta ce este pe post de cotet)
El se jura, ca nu fura
Dar l-am prins cu rata in gura (si punem rata in gura)
Si cu oul in buzunar (scoatem un ou de lemn din buzunar)
Hai la sfatul popular! (facem gestul de Hai cu mana)


Nu stiu daca am reusit sa explic in cuvinte ceea ce facem..astept si eu cu nerabdare alte idei de cantece si poezii
la inceput lui Tudor ii placea doar sa le auda, treptat a inceput sa repete si el cuvintele cheie, pe care le accetuam in respectivele poezii si cantece
camel
 
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Postby stepacro » Tue Nov 24, 2009 2:58 pm

Cantecele interesante motrice:
- Vantul bate frunzele
- Alunelu' hai la joc

Pentru tranzitii, perioade mai lungi de asteptare:
Daca vesel se traieste...fa asa... (plus imitatie) cantecel care se poate lungi in functie de imaginatia celui care il canta..Ex: in incheiere, Daca vesel se traieste, zi Pa-Pa... etc.
Always let your conscience be your guide...
stepacro
 
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Joined: Tue Sep 08, 2009 4:19 am
Location: Montreal

Postby stepacro » Tue Nov 24, 2009 3:59 pm

Pentru expresii emotionale (desigur, exagerate de noi, adultii):
- Petrecere pe lac (Oac-oac, diridirida)

Recomand sa exersati mult cantecelele in situatii non-sitting, de genul in masina, la semafoare, la drum lung, in sali de asteptare si sa le reluati in programele cotidiene (programul de imitatie, de ex).
Always let your conscience be your guide...
stepacro
 
Posts: 124
Joined: Tue Sep 08, 2009 4:19 am
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