The Easy to Follow Drawing for Children: Christmas Trees

At the age of four, children’s fine motor muscles and cognitive skills have developed quite well. This will make them able to draw. If we show them simple drawing, they would try to follow it. Just as the pictures of Christmas Trees below which are easy to follow by children.

christmas-tree-picture

The steps:

  1. Draw the triangle and say triangle while we draw it (This will be good to strengthen children’s ability in recognizing triangle)
  2. Draw the rectangle and say rectangle while we draw it
  3. Draw the circles and say circle everytime we draw it
  4. Color the pictures

christmas-tree-picture_2

The steps:

  1. Draw a tiny triangle and say triangle while we draw it
  2. Draw lines as in the pictures above which create a Christmas tree
  3. Draw rectangle and say rectangle while we draw it
  4. Draw the circles and say circle everytime we draw it
  5. Draw the star and say star
  6. Color the pictures

christmas-tree-drawing_3

The steps:

  1. Draw a triangle and say triangle while we draw it
  2. Draw the trapezoids and say trapezoid everytime we draw it
  3. Draw the circles and say circle everytime we draw it
  4. Color the pictures

When children have finished drawing the trees, they would show us proudly of what they’ve drawn. If we encourage them to explain their drawings, they might add story to their drawings or add another drawings to the pictures such as the presents underneath the trees and much more.

All the activities above, start from drawing, naming shapes, coloring, explaining and creating story to the drawings will give advantages for children. They will be able to:

  1. Strengthen their fine motor skills
  2. Strengthen their shapes recognition
  3. Relate their real life experience with the drawings they’ve made
  4. Bring out their creativity by creating story based on the drawings or by adding more pictures to the drawings.
  5. Build their sense of achievement and confident as they’ve been able to follow all the steps and finally draw the picture they’ve seen.

With many advantages children can get, let’s ask children to draw. Show them many kinds of drawings which are easy to follow by them. Adjust the drawings with children’s ability. This way they would be stimulated to keep drawing which in the end will make them improve their ability even more.

Happy drawing!

 

 

6 Book Types for 4 Years Old Children

          Four years old children have expanded their curiosity to things beyond their daily environment (home and school). For example, when they learn that lion lives in Africa, they will be curious to find out more about Africa. They will ask a lot questions about it which seems endless. It’s because after they get the answer of their first question, they may ask another questions which is based from the new information they get. They are able to do that because their cognitive skills have developed  a lot since the age of three. At this age, they are able to absorb and process information faster than when they were three. And this enables them to think of many question in a short time.

          The condition can be the right moment to give different kinds of books with the ones given at the age of three. Here is the types of books which are suitable for 4 years old children:

  1. Informative books such as book about animals, plants, science, culture, places, transportation, etc.

Informative Books

Choose suitable book for 4 years old children. Therefore, the book’s language level won’t be too difficult to understand by 4 years old. After we read the book for them, it’s better to relate the information from the book with children’s surrounding. This can be done by asking questions such as whether they have seen what’s on the book, where they’ve seen it, what did they do when they saw it, etc. Then, it will be better, if we take children go outing to see what they’ve seen on the book (if it is possible as what we read on the book may exist at faraway place. Therefore, it’s impossible to visit).

2. Books which require children to do activities such as experimenting or making art and craft.

Science and Craft Books

These kinds of books usually have lots of pictures instead of the writing. Therefore, children can follow the instruction by looking at the pictures. Yet, it doesn’t mean they can do it by themselves, we still have to accompany them when they experimenting or making craft. Therefore, we can give explanation which they need to understand the science concept and supervise them, just in case there are some experiments or craft projects which still require adults supervision. Hence, give minimum help or guidance (only when it’s needed) and give them the maximum freedom to do the experiment and making craft independently. Doing the activities will give children more insight about the information they want to know.

3. First dictionary and encyclopedia.

My First Dictionary and Encyclopedia

As children getting new information from the reading or from doing experiment, they will hear new words or new concept. Another sources to get the word meaning or explanation  are from dictionary and encyclopedia. Teach children how to use them. At the age of 4, they usually have recognized alphabet. So, when they want to know a word meaning or information, teach them to recognize the first letter of the word/keywords (to look information from encyclopedia). Then, teach them to look for the letter at the index of the dictionary or encyclopedia. After they find the word meaning/ the information, we can read them.

4. Phonic Books

Phonic Books

At the age of four, children commonly have recognized the alphabets. Yet, they still don’t know that alphabets are basically the representation of the sound we bring out. So, it’s the right time to start learning phonics as this will be a basic to learn how to read. Therefore, give children phonics book set. It is usually leveled up from the basic to the advance. Always start giving children the book from the basic and level up the book when they have mastered each level.

5. Logical thinking and math books

Logical Thinking and Math Books

Children’s ability in logical thinking and math must have developed a lot since the age of three. It’s the right time to give books which can practice their logical thinking and math. These kinds of books is usually leveled up too. So, as phonic books, start from the basic and level up when they have mastered each level.

6. Literature Books

Story Books

Reading children story or rhyme is an activity we must keep doing. Hence, there are things we can do more after we read for 4 years old children. Ask them about the characters, the events in the story, what do they like or don’t like about the story or characters, etc. This can be a way to check whether they understand the story (reading comprehension). The ability to comprehend the story is very important as it’s needed when they learn how to read later.

Then, explain also to them about the part of the book itself such as: the title, the author, the publisher, chapter, page, etc. Knowing the part of the book is a good basic for further learning such as in writing lesson (in terms of making a writing, not in writing the alphabets)

          Those are the book types for 4 years old children. As children commonly have entered school at this age, it’s better to match some books with the ones given at school. Therefore, children will get more chance to comprehend the book they read. So, collect books which are suitable for 4 years old children at home, as those will be good source to answer lots of children’s questions. By reading them, they will know that books are one source to get the information they want to know. And this understanding will be a good basic for their further lesson in the later stage of education such as researching and writing.

Related Postings:

5 Book Types for 2 Years Old Children

5 Book types for 3 Years Old Children

Turning Curiosity into Creativity

          Children love asking questions. It’s natural because they want to know and understand everything in their surrounding. The questions sometimes make us overwhelmed, because we have to be ready with the answer. If we don’t know the answer or how to respond the questions, we sometimes make things up (especially when we are already late or there are things we have to do at the moment) which is actually it’s not a wise thing to do. It is so because the answer we give for the first time is usually last. So, if we give the wrong answer, it will have to be corrected in the future which is more difficult to do than giving the right one in the first place.

          If we don’t know the answer of our children’s question, just say we don’t know. Don’t be ashamed with it. Yet, we have to say that we’re going to figure it out by doing some actions. Involve our children in the actions. Therefore, they’ll know the process of getting answer of their questions. Here are the actions we and our children can do:

  • Find information from reliable sources such as books, dictionary, encyclopedia, reliable website, movies or videos, etc. Show and teach our children how to find out or look for the information from the sources. For example, if we look from dictionary, teach them how to use the dictionary. Choose the dictionary suitable with their age and match with their ability. If our children have only known the alphabet, let them to open based on the alphabet only. Then, we read the meaning of the word for them and explain it using their language level. This activity will make them learning how to use dictionary. As their ability developed, they will be able to use the dictionary by themselves later on. We can take them to the library, too. So, they will know that library is a place they can visit to get the sources they need.
  • Go outing to places like zoo, museum or doing outdoor activities such as camping, fishing, cycling, etc. Doing activities will give more stimulation as children not only get information from readings or videos only, but from their own experience as well. The activities also will enable them to do observation, take photos, practice skill, do experiments, etc. To make them excited and stimulated, do pretend play. Ask them to imagine that they are in a mission to figure out something. Provide the necessary tools to make them more excited, such as :

Adventure Kit

Disney Princess Adventure Kit Batman Adventure Kit

 

 

 

 

 

And

Thomas and Friends Walkie Talkie  Dora and Boots Walkie Talkie

Walkie Talkie (Adventure Communication Tools)

  • Create activities journal or wall magazine after we find information and go outing. Ask our children to make drawing, writing (If they can do it already. Four years old children can write the title of the activities. This can be a good practice for writing), pasting the photo they took or any creation our children want to make (Let them to share their ideas). It’s better if we make the creation as well. This will stimulate children more to follow what we do than if we just ask them to do so.
  • Put the creation on a board, just like at school. So, everybody at home can see it. Encourage our children to talk and explain about the creation they have done. Ask them to share with other family, like grandparents or friends. This will give them the sense of confident after creating something.

Cork Bulletin Board

Bulletin Board

  • Appreciate what they have done. This will make them feeling happy and proud. The feelings will make them creating even more.

          So, next time our children ask a lot of questions, let ask them to do actions as above (The activity doesn’t always have to be done at the moment our children ask the questions, if we can’t do it at that time. Yet, set the time to do the activities and inform it to our children). By doing that, their questions will be answered, basic ability to do research (which will be very useful in elementary school) will be achieved, and their creativity will be stimulated. That’s how to turn the curiosity into creativity. 🙂

 

 

The Advantages of Doodling

Four years old children like doodling a lot more than in previous age. If we give them paper or other media, they will be likely to doodle. Some children even like doodling on the wall. From my teaching experience, I assume that doodling is like a trademark of four years old children. It doesn’t mean that children in other age don’t like to doodle. Yet, at the age of 4, doodling as if starts to rise and reaches its peak. Why it is so? There are factors which cause it:

First, they have stored many information which they get from their senses and have had some knowledge. In doodling case, the related information is images, while the related knowledge is about the activities people do and one of them is doodling. As it’s children’s nature wanted to explore everything they know/ learn, they would likely want to try doodling. Yet, this alone is not enough.

Second, the willingness to doodle is also supported by their gross and fine motor development at the age of 4. When a child doodle, he transforms the image in the brain into pictures. There is process a child goes through before a picture is drawn. The image that kept in the memory is transmitted  to the part of the brain which controls gross and fine motor muscles. The transmission makes the muscles moved and drawn the image. This action requires muscles control and strength, especially when the image is small and detail. Yet, the gross and fine motor muscles of 4 years old children have enabled them to do it. So, when they doodle, they won’t get tired easily as in previous ages and the pictures they’ve drawn may be close enough with their imagination (in their point of view). This will give them sense of satisfaction which will make them wanting to do it again as they’ve found new ability to explore.

When children doodle, there are advantages they get. They can:

  • Learn to transform what they see into pictures. This will enhance their shape recognizing and observing ability which will be useful later on in math and science lessons.
  • Strengthen their muscles. The more they doodle, the more they use their gross and fine motor muscles. Those will be stronger, if they are used often. This will be a good basic for them before learning how to write, as writing is a more difficult task which requires more concentration and muscles’ strength. So, doodling can be a bridge into learning how to write.
  • Enhance memory. When they doodle, they do not always draw what they see at the moment. They mostly draw the image that has kept in the memory. So, when they want to doodle something, they have to bring out the image they want to draw from their memory. This will activate the neurons in the brain. As those same as muscles, the more they are used, the more they will be strengthen. The strength neurons will be considered important by the brain and the information that is kept in those will be put at the front of memory storage. The memory that is kept at the front will be brought out fast when it’s needed. This is what the memory enhancement meant.
  • Stimulate creativity and imagination.  As the brain developed, children’s cognitive skills will improve, too. This will bring out ideas which needs to be expressed. And doodling can be a mean for self expression.
  • Practice to sequence things or events in the form of picture. Every pictures has its own story. When a child doodles, there must be sequences that he arranges in his brain. This ability to make sequences will be very useful later on when they learn to make writing.

Due to the advantages, therefore it’s good to support doodling they like. The kind of support is by:

  • Providing many stock of paper. When children like doodling, the paper will run out easily. So, it will be good to have stock, in case they need them. Though, we can not only use new paper but used paper ,which the other side is still blank, as well.
  • Providing doodling board where marker can be dry quickly and be erased (Giving different media will enrich children’s experience in doodling. Rich experiences will activate many neurons at the brain and this is one good way to enhance memory, too).

Aquadoodle Paw Patrol Chase on the Case Mat

The doodling board

  • Allowing children to draw on the wall (if possible). Children like to do this, which is not always something we like. Yet, instead of forbid them to do it, it’s better if we give space on the wall where they can doodle. On the other hand, give them understanding that they can only doodle on the space provided. This will make them learning not to doodle anywhere they like. Use wall paint which enables crayons or paint to be wiped out.The use of washable crayons, marker or paint will make the wall cleaning easier. So the wall can be used over and over.


                  Crayola Large Washable Crayons-16/PkgCrayola Washable Kid's Paint-6/Pkg

   Washable Crayons and Paint

  • Providing sketch board when children travel. Therefore, they can doodle anywhere they like.

Ohio Art Etch A Sketch Doodle Sketch Fisher-Price Barbie Doodle Pro (2)

Sketch Board

  • Last but not least and the most important is appreciating what your children draw by being interested of what they draw and listening the story they tell about every pictures they’ve drawn. Our attention and appreciation will make them happy and have sense of confident which make them wanting to doodle again and again. And the repeated action will make our children get the most advantages of doodling.

So, let your children doodle 🙂

 

Keeping and Developing Children’s Sense of Curiosity

Children have a big sense of curiosity to know everything in their surroundings. It is a natural desire which is actualized by exploring their surroundings using their five senses by seeing, listening, hearing, smelling and tasting.

This sense of curiosity is important to be fulfilled, because :

1. It is children’s basic need and is used in learning process.

The desire to know things in their surroundings makes children recognizing and understanding the environment where they live in. The understanding make them know how to act, interact with others and handle their world.

2. If the need isn’t fulfilled, then it will stay and affect their behavior. For instance, a 2 years old child is curious about things he/ she sees everyday. If it is held and kept inside him/ her, he/ she will actualizes it in later age when he/ she gets a chance. It will make him/ her acted as 2 years old, even tough he’s/ she’s already been 3 years old or more. The behavior which isn’t suitable with his/ her age will delay his/ her ability too. So, what he/ she must have been achieved in a certain age, will be achieved in later age.

So, it is very important for us to develop children’s sense of curiosity. Here are ways to do it :

1. Give children chance to explore their surroundings

It sounds easy, but there’s an important thing we should be aware of, which is children’s safety. When they explore their surroundings, they still don’t know the dangers might arise. Therefore, we must create a safety environment for them. Here are things we can do :

* Put things which might attract children’s attention in reachable places. So, they can explore them easily.

* Create a wide space for children. So, they can move freely. We can do it by putting  less furniture in rooms where they often do their activities.

* If possible, provide a playroom for children. So, we can design it to be safe and suitable with their needs.

* Install electricity plug in away from children’s reach.

* Keep dangerous things away from children, such as fragile and breakable things, sharp things, small things which might be swallowed easily by them, things create heat, etc.

* Lock rooms you think unsafe for them. So, they won’t enter them accidentally.

* Lock access door to go outside the house. So they won’t get out of the house accidentally and unsupervised.

Those points are how to make safety home environment for children. But their curiousness is not limited at home environment only, it also includes environment outside home. So, we have to think about the safety there as well. Basically, we can’t control the conditions outside the house completely, but there are things we can do, such as;  provide safety tools for them when they go outside, supervised them well, always be alert and ready to act when something comes up when they’re outside the house.

2. Explain things they observe and explore

It’s important to give them explanation of what they explore because it’s not only satisfied their curiousness but also made them learning and gaining knowledge. The explanations can be :

* Simple or complex facts. It depends on children’s age.

For instance, a child plays flowers in a vase. To a 2 years old, we can say,”It’s a flower!” Then we say, “It’s red!”

To a 3 years old, we can say, “It’s a rose. It’s red. Smell it! Smells good, isn’t it?”

To a 4 or 5 years old, we can give further explanation. We can tell the parts of the flower, the function of the parts, the benefit of flower for human or animal, etc.

* Steps to do something. For example, a child watches us when we prepare a cup of tea. We can tell him/ her what do we need to make a cup of tea and steps how to make it.

* Cause and effect explanation. For instance, a child throws a ball on to a mirror. We can tell him/ her the danger of doing it. The mirror might be shattered into pieces and the pieces might hurt him/ her. It’s better explaining the true facts as the effect of doing things instead making him/ her scared by telling untrue facts. For example, we tell him/ her that a monster will come out of the mirror and bite him/ her if he/ she throws the ball on to it. This kind of statement can cause :

– Children will be afraid of something not true. Later on, it will make them afraid to play/ explore the ball or mirror.

– Children will not learn about the consequences of their action. Yet, it’s very important for them to learn about the dangers might arise from everything they’ve done. So, they won’t repeat the actions might make them hurt.

– Children will have wrong perception which needs to be corrected in the future. Changing perception is more difficult than giving the right one in the first place.

3. Observe children’ activity and determine whether they are in dangerous situation or not.

It’s important for us knowing  it, because it relates to :

* What kind of explanations we’re going to give to children in certain situations.

* How to prohibit children to do something.

I’m stressing the prohibit word, because it’s important to be noticed, especially in the intensity of giving it to children. The intention of giving prohibitions to children is usually connected with their safety. As I’ve explained earlier in point number one, in order to make children get a chance to exploring, the environment must be safe for them. If it isn’t so, it is likely, we will often say,

” Don’t touch that!”

“Don’t climb it!”,

etc

Too many prohibitions might reduce children’s sense of curiosity. Yet, not giving any, might be dangerous for them too. Because without any experiences of not allowed to do something, children won’t learn how to act/ behave in a dangerous situation. That’s why, it’s very important to know what kind of situations children often have to deal with and how to handle them. Here are kind of situations might happen :

* If we think children explore in relatively safe situation, we might explain as in point number two above.

* If we think children explore or do something dangerous, but the danger might not happen soon, we can give direct order without prohibition. For instance, a child holds scissors, yet he/ she doesn’t know how to use it without  making himself/ herself hurt, we can say,

“Put down the scissors!”

After that, we can explain him/ her why he/ she must put it down. We can say,

“You must put it down, because you still don’t know how to use it!”

Then, at that moment (if you have time) or in another time (If you don’t have time), teach him/ her how to use the scissors correctly and safely (Don’t forget to give him/ her children’s scissors). That will satisfy his/ her curiousness of scissors and he/ she learns how to use it. So, next time he/ she plays it, he/ she will be safe.

* If it is an emergency situation where a child will be hurt if we don’t stop it right away, we can prohibit him/ her. But soon after that, we must explain why he/ she isn’t allowed to do it. For example as in point cause and effect explanation, a child throws a ball to a mirror. It might make the mirror shattered in pieces and the pieces might hurt him/ her. In this situation, we can stop him/ her by saying,

“Don’t throw it!” or

“Stop it!”

He/ she might be shocked at first or even crying, but no need to worry. At least, bad thing has been avoided. But soon after that, we have to give explanation. We can say, “You can’t throw ball to the mirror. It might be broken and the broken pieces might hurt you. It can make you bleed. You don’t want that, do you?” This kind of explanation usually will calm him/ her and he/ she will know and learn that we did it is for his/ her own sake.

So, by knowing the situations children have to deal with, we won’t  often prohibit them, only in emergency situation and will give proper explanation. That way, we won’t harm children’s sense of curiosity.

4. Learn about children’s curiousness and their behaviors  in every age stages.

It’s important to know their curiousness in every age stages, because it always changes as they develop. In that way, we can adjust our behaviors, determine ways and give correct stimulation which suitable with their needs. Here are children’s curiousness based on age stages :

2 years old

* 2 years old children like to observe and touch things near them

* Time they spend to observe thing is usually short because they are still easily distracted to other things.

* They want to move independently

Example situation when a 2 years old is being curious – He/ she watches his/ her mother makes a cup of tea in a colorful cup. It attracts him/ her. He/ she would want to touch the cup, observe it, and then drink from it. After he/ she satisfies, he/ she would put it and turn his/ her attention to the tea bag. He/ she would touch it and may taste it as well.

What we should do when we deal with a 2 years old are :

– Always alert and be ready when we’re next to him/ her. It’s better if we stay close with him/ her when he/ she explores and move fast if he/ she needs help (remember the situations I’ve explained above)

– Let him/ her touch things and give him/ her explanation about the things he/ she touches. Tell about the names and the characteristic of the things (Use noun and adjective to explain things to a 2 years old)

3 Years old

* A 3 years old doesn’t only want to touch and observe, but also wants to do something with it (want to know how a thing works and try it by himself/ herself)

* Time he/ she spends to observe and do things is longer than a 2 years old. It’s because he/ she has longer concentration span and he/ she is not easily distracted anymore.

* A 3 years old wants to do things independently. He/ she doesn’t mind if we stay close with him/ her and talk about things he/ she does. Yet, do not nag him/ her how to do something, because he/ she likes to do things with his/ her own way.

Example situation when a 3 years old is being curious – The situation is the same as 2 years old. But he/ she will not be satisfied by touching or tasting only. He/ she would want to make a cup of tea by himself/ herself.

What we should do when we deal with 3 years old are :

– Give he/ she a chance to observe what he/ she wants independently, but stay close with him/ her, so we can give explanation when he/ she needs it.

* Give example how to do thing properly. But then, give him/ her chance to do it independently. If he/ she makes mistakes, instead stopping, nagging or telling him/ her that he/ she is wrong, it’s better if we give him/ her example how to fix it. Example, when he/ she makes tea, he/ she spills some water on to the table. We should wipe the water (not completely. Spare some water, so the child can wipe it) and explain to him/ her that if he/ she spills the water, he/she should wipe it, so the table won’t be wet and slippery. Then ask him/ her to follow what we do. That way, he/ she won’t be afraid if he/ she makes mistakes. Yet, he/ she will learn that if he/ she makes mistakes, he/ she should be responsible and do things to make it all right again. This understanding won’t make him/ her stop being curious and learn new things, though he/ she might make mistakes in the process.

4 years old

4 years old children are just as 3 years old, but they start wondering more about things. For instance, when they make a cup of tea, they might wonder where does tea come from. Not all children would ask that, but if we tell about it, most of them will be interested and start asking a lot of things beyond their daily surroundings.

Ways we can do to deal with 4 years old children’s curiousness are :

– Read them books with various themes. Then discuss what you’ve read together. At this age, they love giving opinions and connect what they’ve already known with new knowledge.

– Show them movies or documentaries which can broaden their knowledge. Then discuss about them also.

– Let them to do daily activities concerning themselves, such as wearing their own clothes, tidying their own toys, eating by themselves, etc. Besides giving them a sense of independence, it’s  also encouraging them to keep curious about what they can do by themselves.

– Take them to many public places, such as zoo, museum, park, bank, post office, etc. Let them to do activities that can be done in each places. Example, let them post letter by themselves at the post office, ask them to do saving money activity at the bank, etc. These will give them many experiences which are different with what they do daily. In that way, their curiousness will keep being stimulated and they will gain new knowledge.

5 Years old

5 years old children have reduced their sense of curiosity, slightly. Well, it’s actually not reducing, but they feel that they’ve known things. So, to keep and develop their curiousness, they need new challenges.  But, it’s going to be a little difficult to make them accept new challenges. At this age, they’ve already thought that new challenges meant that they have to start from the bottom and apparently there are things they haven’t mastered. Yet,they don’t like the feeling of not able to do things. Therefore, to keep and develop their curiousness, we have to :

* Motivate them

Here are ways to keep them motivated :

– Show them things they still can’t do. No need difficult thing, just simple one, such as making origami. Attract them with simple origami, such as airplane. When they’re interested, they would ask how to make it. When they do, show and teach them how to make it. Then, show them more origami from the book or video. This usually makes them more interested and wanted to make more.

– Give them a role model. We can make ourselves as role model. Tell about our childhood story. Tell that when we were on their age, we still didn’t how to do many things as they are now. This usually makes them surprised, because they seem can’t imagine we once were a child and couldn’t do things. To make them understand, we can show our childhood picture which showed us learning something, for example, learning how to ride a bicycle. Tell our effort to be able to do it. This kind of story can encourage them to keep learning so they will able to do more things.

– Show videos or books which show someone’s efforts to reach their dreams, such as video about ballerina or racer. At this age, children usually have already had dream of what they want to be when they grow up (though it still keeps changing). But by showing videos or books which relate with their dream, they will learn if they want to reach their dream, they have to keep developing their abilities.

– Show them books or videos which can broaden their knowledge. That way, they know that there are many things they still don’t know about.

* Create new challenges from what they’ve already been able to do

For example, a 5 years old can write already. So we can :

– Ask him/ her to write letter to his/ her grandparents. Send it. Tell the grandparents that they will receive a letter. So, they can reply it and praise their grandson/  granddaughter. It will make the child happy and want to do it again.

– Ask him/ her to make scrap book. Paste their art and craft on the book. Ask him/ her to write anything he/ she likes on the book. Show it to relatives and friends.  Praise him/ her work.

– Ask him/ her to make birthday card for family or friends. Praise him/ her after he/ she makes it. He/ she will be proud and happy because he/ she has made something that make others happy. This can make him/ her want to do it again and being curious of what he/ she can do more.

Those are things we can do to keep and develop children’s sense of curiosity. Never get bored to keep doing it and be creative in giving stimulation, creating challenges and encouraging children.

In conclusion, sense of curiosity has built inside children since they were born. It is needed as a basic tool for them to learn about their world and how to handle it. Unfortunately, something so essential can be lost as time goes by, if the children are not understood well. Therefore, let’s recognize their curiousness. Help them to keep and develop it, so it will continue to exist and developed which in the end will make children develop better and be able to deal with their world.