Indian Muslims actually practice Nikaha Halala

1 Language promotion in the elementary sector

The project Language promotion in pre-school has developed working materials and concepts for kindergarten practice, with which children in particular with Turkish as their mother tongue were encouraged.
Through qualification measures for educators, day-care centers were supported in their project to implement language support measures with their children.

On the following pages you will find some materials that were designed for the training courses. We have also put together references, addresses and links on the subject of language support.

This project was financed by the Federal Ministry of Labor and Economics from the funds of the European Social Fund.

The advanced training series Language promotion in pre-school includes the following topics:

  • Language training in kindergarten
  • Materials and media for language development
  • Turkish for educators
  • Aspects of Islam
  • Intercultural work in practice

Contact:

University of Duisburg-Essen / Essen campus
Faculty of Humanities
German studies / linguistics
Gabriele Boorsma
Tel. +49 (0) 201 183 4585
[email protected]

2.1 Language promotion in kindergarten

Language promotion as a part of intercultural education is increasingly an important focus of work in day-care centers and schools. However, language support is not defined solely by individual support, but also means meeting different cultures as well as learning with and from each other. It is not just about children with a migration background learning German. It is also about German children getting to know other languages. By encountering songs, verses, stories, etc. in the languages ​​available in the facility, German children experience foreign languages ​​as normality and a creative medium.

Language support requires a basic knowledge of language development, support methods and material, especially if second language support and mother tongue support are to be taken equally into account. The following topics will be dealt with in this advanced training course:

What is language - Origin and function of language

Language - a result of the interaction of all the senses

Language comprehension

How do children learn to speak? The linguistic development at a glance

Pronunciation - vocabulary work - grammar

Multilingualism in kindergarten. How do children learn a second language? What is the meaning of the mother tongue?

Materials and media for language development

Suggestions for the practice of language promotion

2.2 Turkish for educators

People from different cultures have been living and working in Germany for years. Your children grow up in this society and attend German educational institutions. In the meantime, the linguistic and cultural diversity has become a matter of course in many pre-school facilities. On the one hand, this diversity is an enrichment, on the other hand, it can also lead to communication difficulties. Many educators perceive the problem of linguistic communication as an obstacle when dealing with foreign children and parents. Educators can help these children a little by learning a migrant language. Learning a "foreign" language and the experiences gained can help to put yourself in the children's shoes.

This language course is not primarily about being able to speak or understand the language perfectly, but rather to sensitize the educators to the Turkish language. With the help of an action-oriented and practice-oriented method, the basics of the Turkish language are to be conveyed in such a way that the course participants can apply what they have learned in a playful way in everyday kindergarten life. In the course, the body and senses are expressly included with the help of music, movement and relaxation exercises, role and language learning games.

The content of the course includes the following areas:

  • the Turkish alphabet (Turkish sounds and letters, their pronunciation and how they differ from German. This should be practiced in particular on the pronunciation of names),
  • Vocabulary areas essential for kindergarten work such as body parts, colors, numbers, greetings,
  • Turkish rhymes, nursery rhymes and finger games that can easily be introduced in kindergarten and tried out with the children.

The course materials are made available to the participants.

2.3 Aspects of Islam

“The world meets in kindergarten”. Today day care centers are often places of cultural and religious diversity. Knowing about behavioral backgrounds that can be traced back to the respective culture or religion enables educators to create new forms of contact with children and parents. In this advanced training course, the participants get the opportunity to find out about aspects of Islam that play a role in the everyday life of the day-care center - formative beliefs, consequences for everyday life and family life, special celebrations and holidays.

The following aspects should be discussed in the training:

The term: Islam

The term: Muslim or Muslim

The sources of Islam

The Articles of Faith

The pillars of Islam

The prayer

Islamic manners and customs

Celebrations and holidays

Explanations of important Arabic terms

2.4 Intercultural work in practice

The “multicultural” society in Germany is also reflected in the day-care centers for children. Day-care centers are places where German and foreign children learn how to live together. This "learning to live together" represents a new challenge for the educational staff. The confrontation with an unfamiliar environment at the beginning of kindergarten life affects migrant children more than German children. Making yourself understood and being understood is often difficult. Educators can be overwhelmed with this situation because they do not know the language, culture and values ​​of migrant families enough.

The following topics should be dealt with in this advanced training course:

  • Living situation of migrant children with regard to language / bilingualism
  • Values ​​and styles of upbringing in the parental home
  • What is intercultural education? - Features and goals
  • Framework conditions for intercultural education
  • Intercultural education in practice - focus on parental work
  • Examples from a daycare practice

3.1 Themed games, songs and rhymes

In the following subject-oriented text collection, games, songs and rhymes are described that relate to the subject areas

  • get to know each other
  • my body, clothes, health, illness and food
  • Animals, nature, seasons

Can be used in language training for kindergarten children.

3.1.1 Topics getting to know each other

Games:

  • Wool game (ball of wool)
  • My name is ... and you?
  • Zip / Zap
  • My right seat is free
  • What I like
  • souvenirs
  • Broomstick
  • Crocodile game
  • Balloon game
  • Bag stories

Rhymes:

Counting verses:

Songs:

  • Welcome song
  • Good Morning
  • And who was born in January

3.1.2 My body, clothing, health, illness and food

Games:

  • My body
  • I am packing my suitcase
  • Change clothes
  • Guess shoes
  • I see something you don't see and that is ...
  • Memory with a difference
  • Color domino
  • Run and stop
  • fruit salad
  • Kim game
  • silent post
  • The detective in the language forest

Rhymes:

  • Full-stop full-stop comma line
  • The frog is sick
  • The little hex ’
  • Dear apple, red and cheerful
  • Use Bilse
  • With knife, fork and spoon
  • My Mu, my Mu, my mother sent me here

Counting verses:

  • An old woman cooks beets
  • Hannchen

Tongue-twister

  • Between two branches of plum
  • Small children cannot crack cherry pits

mystery

Finger games:

  • That's the thumb
  • Five fingers
  • We play

Songs:

  • Flummi song
  • My hands are gone
  • Show your feet
  • I am a little jumping jack
  • Green, green, green
  • My hat has four corners
  • Bake bake cake
  • In my little apple

3.1.3 Animals, nature and the seasons

Games:

  • Guess animals
  • Small and large animals
  • Where is the cat?
  • Cat gymnastics
  • Guess animal pictures - Dalli-Click
  • All birds fly high!
  • The fox and the geese
  • Memory
  • Monday painter
  • Feel natural materials
  • Flower gymnastics

Rhymes:

  • Purr, cat!
  • I wish I were a chicken
  • A little spider
  • The tulip
  • You know what?
  • rain

Counting verses:

  • A little shrew
  • One, two parrot

Joke poems:

  • In a dark, dark forest

Tongue-twister:

Finger games:

  • Little mouse, little mouse, cook porridge
  • Five pigs come running
  • Like the flag on the tower

Songs:

  • Hops, hops, hops! Horse, run gallop!
  • All my little ducklings [children's song
  • Bunnies in the pit
  • Butterfly, come dance with me
  • Hum hum hum
  • I love spring
  • The rain song
  • ABC, the cat ran in the snow
  • Snowflake whitedress
  • Do you hear the earthworms coughing?
  • The song of the devoured poultry
  • Penguin song

3.1.4 Games

3.1.4.1 Playing with the ball of wool (spider web)

A name learning game:

material: a ball of wool

Course of the game: All children sit in a circle of chairs. The first player has the ball of wool in his hand, gives his name and throws the wool to any other player, but holds the beginning of the wool. Each participant gives his name, holds on to this piece of wool so that it eventually turns into a spider's web. If you have enough, the whole thing goes backwards.

variation: When winding the wool back, you can only say who should get the wool. Who remembered the name?

3.1.4.2 My name is ... and you?

A name learning game with a ball:

material: a (soft) ball, a sponge or a paper ball

Course of the game: A ball is thrown around in a circle from player to player. It says z. B. the throwing child: My name is Peter, and what is your name? The catching child then says his name and continues to throw the ball with the same sentence. A second ball can be brought into play. That makes the game a little livelier and funnier.

variation: If the names work a little better, when throwing z. B. also the sentence can be said: "Your name is Nina, and what is my name?"

3.1.4.3 Zip Zap, Pit Pat

A name learning game at a fast pace:

Course of the game: All children sit in a circle of chairs. Everyone in turn says his name. Now a player is selected and stands in the middle. He points to one of the players and says either "ZIP" or "ZAP". In the case of ZIP, the name of the person being addressed must be given to the left neighbor, in the case of ZAP that of the person on the right. If the player in the middle suddenly says "ZIP-ZAP!", Everyone changes their places and the player in the middle tries to get a free seat. Anyone who makes a mistake in naming them has to go into the circle.

3.1.4.4 My seat on the right is free

A movement game to get to know:

Course of the game: All children sit in a circle, one chair remains empty. The player to the left of the empty chair puts his hand on the free seat and says: "My seat on the right is free, I wish ... here!"

variation: You can ask for other players by name or people with a certain characteristic. For example: "... I would like someone with white socks!" If several children have the mentioned feature, they should all try to get a free chair. If you didn't make it first, you have to go back to your chair.

3.1.4.5 What I like

A memory game to memorize names:

Course of the game: All children sit in a circle. A child starts and says his name and a fruit with the same first letter: "My name is Max and I like melons". The next child continues by pointing to his neighbor and z. B. says: "Your name is Max and you like melons". Then it points to itself and complements z. B .: "My name is Sandra and I like sour cherries". Each child repeats the name and fruit. Pictures of different fruits can also be used for visual support. Instead of the fruit, you can also take hobbies or favorite foods.

variation: The use of gestures / movements. All children participate in the repetition.

3.1.4.6 Souvenirs

A memory game with movement:

Course of the game: All children stand in a circle. A child begins and introduces himself: "My name is Tim and I brought a clap." The movement is carried out, i.e. clapped. The next one repeats and includes another movement, e.g. B. "My name is Lara and I brought a shake of the head." Everyone repeats (as quickly as possible) the name and movement of the previous one.

3.1.4.7 Brush game

A game where speed is required:

material: a broom

Course of the game: The players sit in a circle of chairs. A child holds a broom vertically in the middle (broom hair is on the floor). The child lets go of the broom, says the name of someone else and goes back to his seat. The called party must immediately grab the broom before it falls to the ground.

3.1.4.8 Crocodile game

A game for getting to know each other in which concentration and memory are required:

material: a pen

Course of the game: An object (e.g. a pen - the crocodile) is passed around in a circle. Each child has to repeat all the names where "the crocodile" was before.

variation: Add activity of crocodile. Repeat names and activities.

3.1.4.9 Balloon game

An introductory game:

material: Balloons

Course of the game: Each player gets a balloon. He paints a characteristic on him that is typical for him (glasses, a chain, a striped sweater, etc.). The balloons are thrown into the air and at a signal from the game master, each player grabs a balloon and is asked to find the balloon owner using the drawing. Then everyone meets in a circle, everyone introduces his partner by name and with the described characteristic to the other.

3.1.4.10 Bag stories

Inventing stories with small objects:

material: various small items and a paper bag

Course of the game: The children give the game master a small object and sit in a circle. The game master puts the various items in a paper bag or canvas bag.
A child reaches into the bag and takes out an object. It begins to tell a little fantasy story in which the subject plays a role. Once the item has been mentioned, the bag is passed on and the item drawn is incorporated into the story. The last child slowly leads the story to the end.

3.1.4.11 My body

Painting and puzzling:

material: Paper or pieces of wallpaper, chalk

Course of the game: The children lie down on a large sheet of paper or on pieces of wallpaper. The educator traces the children's body outlines. The drawn figure is then colored in by the children with thick chalk or wax pencils. The individual body parts can then be named again. Then the pictures are cut into several parts and put together by the children.

3.1.4.12 I am packing my suitcase

A memory game:

Course of the game: Different items of clothing and objects that belong in the suitcase are mentioned and should be repeated one after the other by the participants.

variation: Gestures are used for support.

3.1.4.13 Change clothes

A perception game:

Course of the game: The children stand opposite each other and look carefully at their clothes. Then one child turns around, the other child changes something in his clothes. The task now is to find out what has been changed in the clothing.

variation: The changes in clothing are felt by the children with their eyes closed.

3.1.4.14 Guess shoes

A game in which the children have to paraphrase and guess:

Course of the game: The children sit in a circle. In the middle of the circle are individual children's shoes. A child begins and poses a riddle: “I see a shoe that you cannot see, it is red and has laces. Whoever points to the right shoe first has won and continues. It can of course also other items of clothing or objects, such as. B. jackets or bags of the children are taken.

3.1.4.15 I see something that you don't see and that is ...

A guessing game with colors:

Course of the game: Each player thinks up something that can be seen in the room or what a person is wearing. It should be clearly visible, but not immediately obvious things or details. The color is used as an aid: "I see something that you cannot see, and that is blue and white!"

3.1.4.16 Memory with a difference

With the memory cards I see what you don't see "played:

material: Playing cards on the theme of clothing

Course of the game: The memory cards are placed face up. First, you look carefully at the individual cards and, if necessary, discuss with the children what can be seen on the cards. The player who starts, mentally chooses a card and says: "I see something that you don't see and that is ..." He must now describe what is on the card precisely and aptly so that his teammates can guess which card it is.

3.1.4.17 Color domino

A placement game:

material: Playing cards

Course of the game: The players should form a domino line by laying out the matching color cards.

3.1.4.18 Run and stop

A movement game:

Course of the game: Objects that can be found when visiting the doctor are distributed on the floor at equal intervals, e. B. plaster, bandage, ointment, syringe, tweezers, cotton wool, drops, thermometer, etc. As many objects as there are children should be selected. The children move around the room to the music. When the music stops, each child stops and names the object that is closest to them.

3.1.4.19 Fruit salad

A movement game where you need to change places quickly:

Course of the game: The group sits in a circle. The game master asks what goes into a fruit salad. Then the group enumerates, e.g. B. apple, orange, banana. A chair is removed from the circle and another player stands in the circle. This player calls out a type of fruit, e.g. B. Apples. Then all “apples” have to swap places. The player in the middle looks for a free chair. Whoever is left goes into the circle, calls up a new type of fruit and the game continues. No player is allowed to sit back on the chair he was sitting on. When "fruit basket" is called, everyone has to change places.

variation: Replace the fruit salad with a vegetable soup.

3.1.4.20 Kim game

A perception game:

material: Food

Course of the game: Smell boxes, tactile bags, taste bowls, sound boxes and peep boxes are made for the participants. The various materials are used to train sensual perception. The participants guess, explore, feel and touch the presented objects.

3.1.4.21 Silent mail

A circle game that requires careful listening:

Course of the game: The children sit in a circle. The first child thinks of a phrase like “I like spaghetti with tomato sauce”. He whispers this sentence in the ear of his left neighbor. The latter whispers the sentence to the next child. Anyone who does not understand something exactly has to pass on what he has understood. There is no repetition! At the end, the original message is compared with the final result.

3.1.4.22 The detective in the language forest (Ch. Liebertz)

Word search game without letters:

material: Picture cards, cord

Course of the game: A child plays the detective and leaves the room. The other children form pairs and agree on a compound noun, e.g. B. "Fried Egg". Each child then chooses a part of the word. Then the couples separate and spread out around the room. The detective is called in and learns that he has to bring the word pairs in the room back together. When he taps the children, they say the agreed word. Now the detective has to combine the individual words into the nouns he is looking for and bring the pairs of children together. If the children have difficulty remembering the agreed words, they can hang pre-made picture cards around their necks. If the detective taps you, you quickly turn your cards over so that he can see you briefly.

3.1.4.23 Guess animals

A guessing game that allows an easy introduction to a thematic work:

material: prepared adhesive labels or notes

Course of the game: A picture of an animal is stuck to the back of each player. Everyone should find out what he "is" by asking others. The only answer is YES or NO. After 4 questions to a player you should go to the next one.

3.1.4.24 Small and large animals

In this game the children become aware that animals have different sizes:

Course of the game: The players should alternately name an animal that is very small and one that is very large. Whoever cannot name a small / large animal at first has lost.

3.1.4.25 Where is the cat?

A guessing game where careful listening is important:

Course of the game: All children close their eyes. A child sneaks around the room as a cat and softly meows at short intervals. As often as the cat meows, the children point their hands in the direction they suspect the cat is.

3.1.4.26 Cat gymnastics

Gymnastics:

Course of the game: According to the instructions of the educator, the children do z. B. a crooked cat hump. They curl up like a cat or imitate a cat licking itself. The children start to jump, sneak silently through the room on soft paws, crouch or try to catch their own tail.

3.1.4.27 Guess animal pictures - Dalli-Click

A guessing game that requires careful observation and concentration:

material: Hole template, animal pictures

Course of the game: A perforated template (black cardboard with a cut-out round hole) is placed over a picture of an animal. Have individual children or a small group of children guess what can be seen in the picture as a whole.

variation: Several hole stencils with increasingly larger holes lie over an image. The stencil with the smallest hole is removed if the picture was not guessed the first time.

3.1.4.28 All birds fly high!

A lively circle game:

Course of the game: The educator names living beings and objects that may or may not fly. When the teacher says: “The seagull flies”, “The butterfly flies”, “The helicopter flies” ... the children should throw up their arms. If the teacher says, for example, “The cat flies” or “The table flies” ... the children's arms stay down. The level of difficulty of the game increases when the teacher raises her arms with her, even when objects are mentioned that cannot fly at all.

3.1.4.29 The fox and the geese

A catch game:

Course of the game: The children turn into a fox and many geese. The geese have to ask the fox what he likes best to eat. As long as this “chocolate pudding” or “fruit tart” answers, the geese have nothing to fear. But if he calls "geese", it's time to flee. The fox is trying to catch a goose. As soon as it has made prey, the caught goose takes on the role of the fox on the next pass.

3.1.4.30 Memory on the subject of nature

A memory game:

material: Natural materials that belong together in pairs

Course of the game: The related materials such as leaves, sticks, stones, nuts or shells are z. B. hidden under napkins and spread out on the table. Have the children uncover two items at a time until a suitable pair is found.

3.1.4.31 Monday painter

A guessing game:

material: Blackboard, flipchart, chalk, pen

Course of the game: A term from the subject area “animals / nature” is drawn on the board by a player. The other players should guess the term as quickly as possible. You play in two groups: A player in group A is given a term on a piece of paper. It is important to represent the term graphically. Group B tries to guess the term. Then the group changes. The winner is whoever guesses the terms quickest.

3.1.4.32 Feel natural materials

A perception game:

material: Natural materials

Course of the game: Every child brings something to feel from nature without the other children seeing it. All materials are hidden under a cloth. The children sit down in a circle and feel the materials. Then ask them to think of two adjectives that can be used to describe the material. The children swap places, feel the objects, think about two words again and then discuss in the group which properties they have come up with. Only then can the object be taken out and viewed.

3.1.4.33 Flower gymnastics (based on a story by Rose Götte)

Movement exercises:

Course of the game: The children move to a story told by the teacher

It is winter. Tulip bulbs lie in the ground.
In spring, two narrow leaves break out of the bulb and slowly push their way through the ground into the open.
The stem grows between the leaves with the flower.
The plant just keeps getting bigger and bigger.
The wind rocks the plant back and forth. Sometimes the flowers run out of water and droop.
Sometimes a flower is snapped off. Sometimes even a flower is crushed.
But the onion in the ground has remained intact and is waiting for the next spring.

Line 1: The children lie down on the floor and try to curl up as small as possible.
Row 2 + 3: The children slowly stretch their arms up.
Line 3: The children straighten their torso and straighten their heads.
Line 4: The children stand on tiptoe and stretch. You rock your upper body back and forth.
Line 5: The children hang their heads.
Row 6: The children bend their torso at the waist. You press yourself flat on the floor.
Line 7: As at the beginning.

3.1.5 Rhymes

3.1.5.1 I am Peter

I'm Peter,
you are Paul,
I am hardworking,
you are lazy!

3.1.5.2 Swap (Michael Kumpe)

I am you today, Anette.
You are me, Klaus.
So with your bracelet chain
I almost look like that.

We both have long hair
we are beautiful, the two of us.
You in pants, I in clothes
what's in it?

3.1.5.3 Period, period, comma, dash (character verse)

Full-stop full-stop comma line
the face is ready,
Hair comes on top,
Ears that he can hear
He also has a neck and belly,
arms here, legs there,
The little one is ready and done.

3.1.5.4 The frog is sick (reported)

Just think, the frog is sick!
Just lying on the garden bench
no longer quack, who knows how long,
oh, how I miss his singing!
Just think, the frog is sick!

3.1.5.5 The little hex '(handed down)

At six in the morning, the little Hex comes,
early in the morning at seven, she scrapes yellow ... (turnips),
early in the morning at eight, coffee is ... (made),
early in the morning at nine, she goes to the ... (barn).
early in the morning at ten, she fetches wood and ... (shavings),
fire at eleven, then cook until twelve
Little frogs, crabs and fish.
Children, come to ... (table)!

Have the children try to complete the rhyming word.

3.1.5.6 Dear apple, red and cheerful (passed down orally)

Dear apple red and cheerful,
fall down yeah yeah
but don't fall on the stone
into my basket case.


Dear pear yellow and cheerful,
fall down yeah yeah
but don't fall on the stone
into my basket case.

Dear plum, blue and lively,
fall down yeah yeah
but don't fall on the stone
into my basket case.

Dear chestnut brown and cheerful,
fall down, yeah yeah
but don't fall on the stone
into my basket case.

3.1.5.7 Use Bilse

Use Bilse,
nobody wants.
Came the cook
took it
because it smelled like onions.

3.1.5.8 With knife, fork and spoon (Chr. Morgenstern)

Mr Spoon and Mrs Fork,
they quarreled once.
The spoon said to the fork:
Frau Gabel, shut up
you're just made of steel!

Frau Gabel said to the spoon:
You are a big spoon
with your pewter face
and if I scratch you
with my cat's paw
so your beauty is gone!

The knife was next to it
and laughed: Well given!
But the spoon found:
With Mr. and Mrs. made of iron
it's not good to eat cherries,
and kissed Frau Gabel gallantly - the hand.

3.1.5.9 My Mu, my Mu, my mother sent me here

My moo, my moo, my mother sent me here
whether the Ku, or the Ku, whether the cake was ready?
If he was no, if he was no, if he wasn't finished yet,
If I would, if I would, if I would come back tomorrow.

3.1.5.10 Purr, cat! (Folk property)

Purr, cat!
Quiet paw,
scratch, scratch,
kitten.
With the snout,
there meow.

3.1.5.11 I wish I were a chicken (tradition)

Rhythmic speaking and moving

I wish I were a chicken,
then I would have nothing to do.
I lay an egg every day
And even two on Sundays.

The children stamp their feet rhythmically, moving their arms up and down like wings while they speak the text together.

3.1.5.12 A little spider

A small spider is crawling on the wall.
When the big rain comes, it washes them into the sand.
When the dear sun comes, house and country dry.
A small spider is crawling on the wall.

When speaking the rhyme, the following movements are performed:
1st and 4th row: move your hands up and down with moving fingers.
2nd line: Move your hands from top to bottom with moving fingers.
3rd row: Mark a large circle with your hands.

3.1.5.13 The tulip (Josef Guggenmos)

dark
was everything and night.
Deep in the earth
the brown one.

What kind of rumor is that
what kind of whisper is that
thought the onion,
suddenly awakened.
What are the birds singing up there
and shout and romp?

Gripped by curiosity
made the onion a long neck
and looked around
with a pretty tulip face.

Spring laughed at her.

As the children say this poem, they can try to represent the tulip with the help of movements, e.g. B. wake up as a tulip, look around and laugh. If the onion has a "long neck", the line is also the longest. If this line is spoken quickly, you can literally hear the tulip pushing its stem out of the ground.

3.1.5.14 Do you know what? (Folk good)

You know what?
When it rains, it gets wet
When it snows, it turns white
You are an old nose!

3.1.5.15 Rain (Hans Georg Lenzen)

I've woken up sometimes
when it rains in the middle of the night;
then I lie there and hear:
The rain pounds on the roof
And rustles and babbles like a brook
through our rain pipe.

And the wind howls around our house
I don't mind at all
the pillow keeps me warm.
The world is black and cold outside
I lie in my bed and stop
the teddy bear in her arms.

Words like “drums”, “rustles” and “splashes” in this poem can be represented with hand movements.As you speak the poem, the audience should get an idea of ​​what the rain sounds like on the roof. At the speaking speed z. For example, in the first and last stanzas you can hear how calm and secure you feel in bed. In the stanzas in between, the speaking speed can be increased and voice variations can be tried out by the children.

3.1.6 Counting verses

3.1.6.1 Me and you

Me and you,
Müller's cow
Müller's donkey,
that is you!

3.1.6.2 Ene, mene, muh

Ene, mene, muh
and you're out.
You're far from out
tell me first how old you are!

The child states their age, then the count continues according to this number.

3.1.6.3 An old woman cooks beets

1, 2, 3, 4, 5, 6, 7,
an old woman cooks turnips,
an old woman cooks bacon -
and you are gone!

3.1.6.4 Hannchen (Friedrich Hoffmann)

Hannchen is at home alone,
licks the hot pan,
stick your finger in
starts to scream:
A E I O U -
you are out.

3.1.6.5 A small shrew

A little shrew
ran around town hall
Wanted to buy something, she got lost
A and u,
you are out!

3.1.6.6 One, two parrots

One, two parrot
three, four officers
five, six old hex ',
seven, eight, coffee made,
nine, ten, go on
eleven, twelve young wolves,
thirteen, fourteen hazelnut,
fifteen, sixteen, you're dull.

3.1.7 joke poems

3.1.7.1 In a dark, dark forest

In a dark, dark forest, there is a dark, dark house
and in the dark, dark house
(add various stanzas spontaneously)
there is a dark, dark cupboard
and in that dark, dark cupboard there's a dark, dark MONSTER!

In this poem the adjective inflection ("dark forest", "dark house", "dark closet", "dark monster" ...) is practiced casually.

3.1.8 Tongue twisters

3.1.8.1 Between two branches of plum

Two talkative swallows are chirping between two branches of plum.

3.1.8.2 Small children cannot crack cherry pits

Small children cannot crack cherry pits.

3.1.8.3 By the bubbling brook

Colorful flowers bloom by the bubbling brook.

3.1.9 puzzles

3.1.9.1 The cherry

First white as snow
then green as clover,
then red as blood,
tastes good to all children.

3.1.10 Finger games

3.1.10.1 That's the thumb

That's the thumb
he shakes the plums,
he reads them up
he carries her home
and the little one eats them all, all up.

3.1.10.2 Five fingers (crackling)

Five fingers stand here and ask:
"Who can probably carry the apple?"
The first finger can't
the second says: "Too much weight!"
The third can't lift him either,
the fourth never manages that in life!
But the fifth finger says:
"All alone? - That will not do!"
Raise together shortly afterwards
five fingers open this apple.

3.1.10.3 We play (Volksgut)

We play,
we play,
we start funny.
And when the thumb can't do it anymore,
this is how the index finger begins!

When speaking, the thumb, index, middle, ring finger, little finger and finally the elbow are tapped on the table.

3.1.10.4 Little mouse, little mouse, cook porridge

Little mouse, little mouse, cook porridge,
add a lump of sugar.
Give it a little, give it a little
give it a little, give it a little
and for the little one
it was no longer enough.
He had to cry and cry ...
and quickly crawled away.

The following movements are performed with this finger play:

“Little mouse, little mouse, cook porridge“: The index finger is stirred in the palm of the hand.

“Add a piece of sugar“: The index finger is tapped in the palm of the hand.

"Give that a little ...": One after the other, the fingertips of one hand are tapped with the index finger of the other hand.
"And it wasn't enough for the little one": The little finger is tapped.

"He had to cry and cry ...": The crying should be imitated.

"And quickly crawled away": The little finger crawls into the armpit.

3.1.10.5 Five pigs come running

Five pigs come running
the farmer wants to sell them:
the sniffing nose,
the wiggle tube,
the ball rim,
the curly tail.

Then the little wobbly leg calls out:
"Come on, we're all going home!"

In the first line, the fingers run like pigs over the arm that is held horizontally. Then, one after the other, tap the fingertips of one hand with the index finger of the other hand. Start with the thumb. When the little wobbly leg calls out: “Come on, we're all going home!”, All five fingers grunt and run back over the arm. The finger play is especially fun when a pig is painted on each fingertip!

3.1.10.6 Like the flag on the tower (Friedrich Froebel)

Like the flag on the tower
can turn in wind and storm,
should my hand turn
that it's nice to see

As you speak this rhyme, your hands are turned back and forth like flags.

3.1.11 songs

3.1.11.1 The greeting song

Good day, good day, we wave to you.
Hello, good afternoon, first me and then you.
Is the ... (child's name) there?
Yes, yes, the ... (child's name) is here!

As they sing, the children wave to each other and point to themselves and the other children.

3.1.11.2 Good morning (melody: Brother Jacob)

Good morning Good Morning
Who are you, who are you
I am the little rabbit, I am the little rabbit
Schwuppdiwu, Schwuppdiwu

New texts are created on a familiar melody. Here z. B. the names of the children are used and sung!

3.1.11.3 And who was born in January

Singing and dancing

And those born in January enter, enter, enter.
He makes a deep curtsey in a circle, a deep, deep curtsey.
Little child, turn around, little child, turn around, hey hopp sas sas sa.

And who was born in February ...

And who was born in March ...

3.1.11.4 The Flummi Song (Detlev Jöcker)

My arms (legs, head, etc.) are made of rubber, they wiggle back and forth
As if there wasn't a single bone in it.

We're made of soft rubber and we dance a rubber ball
This is the biggest hit
We're made of soft rubber and we dance a rubber ball
Come and join in!

When singing, the corresponding parts of the body are moved and there is dancing!

3.1.11.5 My hands have disappeared

My hands are gone, I have run out of hands!
Oh, there are my hands again, tralalala, la, la, la!

My eyes are gone ...
My ears are gone ...
My nose is gone ...
My mouth, it's gone ... etc.

When singing the first verse, the hands disappear behind the back. In the following stanzas, the appropriate parts of the body are covered with the hands.

3.1.11.6 Show your feet

Show your feet, show your shoes
and watch the hardworking washerwomen!
They wash, they wash, they wash all day.
They wash, they wash and they dance all day.

... they wring ... and dance all day.
... they dry ... and dance all day.
... they iron ... and dance all day.
... they clap ... and dance all day.
... They rest ... and dance all day.

Perform the appropriate movements for each stanza!

3.1.11.7 Variant for small athletes:

Show your feet, show your shoes
and watch the children doing gymnastics!
We run, we run, we keep running.
We run, we run and do not come to rest!

... we hop, we hop ... down and up!
... we climb, we climb ... up a high mountain.
... We turn, we turn, ... we turn in circles.
... we go, we go ... first slowly and then quickly!
... We sit and stand ... and then turn in circles!
... first bend down, then stretch, ... then we sit down!

3.1.11.8 I'm a little jumping jack

I am a little jumping jack
I am a little jumping jack
the arm and leg can move.
Sometimes left hm hm, sometimes right hm hm,
sometimes up hm hm, sometimes down hm hm
and sometimes clip and clip

I am always hung on the wall
and pulls on a long ribbon.
Sometimes left hm hm, sometimes right hm hm,
sometimes up hm hm, sometimes down hm hm
and sometimes clip and clip

Shake hands and feet. Then move both arms to the left, then to the right, up and down. Finally there is clapping.

3.1.11.9 Green, green, green (handed down)

Green, green, green are all my clothes.
Green, green, green is all I have.
That's why I love everything that's green
because my darling is a hunter.

Black - chimney sweep
Red - firefighter
White - nurse
Colorful - painter (clown), etc.

When naming the colors, the children show the corresponding color. The children should think of suitable professions themselves.

3.1.11.10 My hat, it has three corners

Song and movement

My hat it has three corners
My hat has three corners
And if it didn't have three corners
So it wouldn't be my hat!

3.1.11.11 Bake, bake cake (traditional)

Bake bake cake,
the baker called
who wants to bake good cake,
he must have seven things.
Eggs and lard
Butter and salt
Milk and flour,
Safran makes the cake yellow.
Push, push in the oven.

Shortened version:

Bake bake cake,
the baker called
has been calling all night
didn't bring me any flour,
there is no cake either.

3.1.11.12 In my little apple (Volksgut; music based on W. A. ​​Mozart)

In my little apple
it looks funny:
There are five small rooms in it
just like in a house.

Live in every little room
two pips black and fine.
They lie in there and dream
from the lovely sunshine.

You also dream on
even a beautiful dream.
How they will hang one day
at the dear Christmas tree

3.1.11.13 Hop, hop, hop! Horse, run gallop! (Carl Hahn)

Hops, hops, hops! Horse, run gallop!
Over sticks and stones, but don't break your legs!
Hops, hops, hops! Horse, run gallop!

Tip, tip, tap!
Don't throw me off!
Tame your wild instincts
Horse, do it for my love,
don't throw me off!
Tippi, tippi, tap!

Pitschi, psch!
Clap, whip, clap!
Have to pop right in the ears
Ha! I can like that very much!
Clap, whip, clap!
Pitschi, pschi, psch!

Ha, ha, ha!
Yeah! Now we are here!
Servant, servant, dear mother!
Can the little horse find food too?
Yes, now we are here!
Ha, ha, ha, ha, ha!

Brr, brr, brr!
Horse, stand now, stand!
You should jump on today,
just have to bring you some food first.
Stand, little horse, stand!
Brr, brr, brr, brr, hey!

3.1.11.14 All my ducklings

Song and movement

All my ducklings swim on the lake, swim on the lake
Head in the water, tail in the air.

All my pigeons coo on the roof, coo on the roof
if one flies in the air, everyone flies after.

All my chickens scratch in the straw, scratch in the straw
if they find a grain, they are all happy.

All my goslings waddle through the ground, waddle through the ground
looking in the pool, becoming spherical.

When singing the first verse, the children lead e.g. B. with the arms out swimming movements and rebound with the knees. With “heads in the water”, the children bend their torso with their knees stretched. With "Tail up" the children move their heads down and push their arms back as far as possible.

3.1.11.15 Bunnies in the pit

Circle game

Bunny in the pit sat and slept, sat and slept.
Poor bunny are you sick that you can't jump anymore?
Bunny hop! Bunny hop!

Some children “sit and sleep” in the middle of the circle, while the rest of the children hold hands and circle around the group singing. With "poor bunny, you are sick that you can no longer jump" the outer circle moves to the children crouching in the middle and strokes them. With “Bunny hop!” The children clap their hands and the “sick bunnies” jump back into the big circle.

3.1.11.16 Butterfly, come dance with me

(same melody as "Brothers, come dance with me") A dance song

Butterfly, come dance with me.
I give you my feelers.
One way, one time
all around, that's not difficult.

Look at the blossoms butterfly,
there we flutter quickly.
So many blossoms, delicate and beautiful,
we've never seen it before.

Look at the blossoms, butterfly,
let's drink very quickly!
Dear flowers, thank you,
now we want to go to the next one.

3.1.11.17 Summ, summ, summ

(Heinrich Hoffmann from Fallersleben)

Hum, hum, hum, bees, hum around!
Oh, we won't harm you, just fly out into the woods and heather!
Hum, hum, hum, bees, hum around!

Hum, hum, hum, bees, hum around!
Search in flowers, look for a droplet in flowers, a crumb!
Hum, hum, hum, bees, hum around!

Hum, hum, hum, bees, hum around!
Return home with what you have right, build many a full honeycomb for us!
Hum, hum, hum, bees, hum around!

3.1.11.18 I love spring

(Folk song from the USA; same melody as "I like the flowers ...")

I love spring
I love the sunshine
When will it finally be
be summer again?
Snow, ice and cold
must pass soon.
Dum di di da di, dum di di da di,
dum di di da di, dum di di da di

I love summer
I love the sand, the sea
Build sand castles
and no more rain.
Eat ice cream, sunshine,
that's how it should always be.
Dum di di da di, dum di di da di,
dum di di da di, dum di di da di

I love the autumn time
it storms on the stubble field.
Kites that soar
high in the sky.
Leaves falling from the tree.
Dum di di da di, dum di di da di,
dum di di da di, dum di di da di

I love winter
when it finally snows,
I'll get the sleigh
because it is winter time.
Build a snowman
Go tobogganing, yes, I think that's nice.
Dum di di da di, dum di di da di,
dum di di da di, dum di di da di

3.1.11.19 The rain song

It's raining, it's raining, it's raining its course.
And when it has rained enough, it stops again.

It's raining, it's raining, the trees are getting wet.
We sit in the dry and have fun.

It's raining, it's raining, it's raining all day
We stay at home and play whoever likes it.

It's raining, it's raining, it's raining day and night
and when it has rained enough, the sun laughs again.

3.1.11.20 ABC, the cat ran in the snow

A B C, the cat ran in the snow,
and when she came home
she was wearing white boots
oh somebody, oh somebody,
the cat ran in the snow.

A, B, C, the cat ran up.
She licks her cold paw in it
and also cleans his boots,
A, B, C, and no longer walked in the snow

3.1.11.21 Snow Maiden, White Skirt

Snowflake, white skirt, when do you come snowed?
You live in the clouds, your way is so far.

Come sit by the window, you lovely star.
Paint flowers and leaves, we love you.

Snowflake, you cover the little flowers for us
Then they will sleep safely in heavenly peace.

Snowflakes, white skirts, come to us in the valley
Then we build the snowman and throw the ball.

Snowflake, white skirt, you little winter bird,
welcome, welcome to big and small.

3.1.11.22 Can you hear the earthworms coughing?

A movement song using the hands

Do you hear the earthworms coughing?
How they spin through the earth
How they squirm before they disappear, never to be seen again,
And when they walk in
There's a hole, hole, hole
and when they go out
then it is still, still, still

Hey - do you hear the earthworms coughing ...

The following movements can be performed while singing:

Line 1: The children are coughing!

Lines 2 + 3: The turning movement of the earthworms is imitated with the hands; the children wave.

Row 4 - 7: With thumb and forefinger, the children form a circle and look through.

3.1.11.23 The song about the devoured poultry

("Il pollaio". An Italian song. In: Klaus W. Hoffmann: This is how one sings and speaks elsewhere.)

The rooster and its hens, who were traveling, but not far
once visited the geese, at lunchtime.
The geese were eating stew and shouting, “Come in!
Welcome, dear chickens, should be our guests! "

The rooster said: "Dear geese, yes, it doesn't smell bad at all,
we are very hungry, a soup is fine for us. "
Worms swam in great numbers in the stew,
they all ate copiously, they liked it very much.

Then there was an omelette with potatoes, sausage and corn,
a glass of the finest red wine and fruit salad with rice,
Tender crickets pickled in vinegar for dessert.
The rooster said: “It was delicious!” He burped incessantly.

The geese shouted: Let's all go to the frog pond!
There you can drink coffee and see frogs dancing. "
They waddled to the frog dough that lay nearby
and sang: "Up, friendship, today’ is a beautiful day! "

3.1.11.24 penguin song

(Fredrik Vahle) A gossip and movement song

A little penguin stands lonely on the ice.
Pitsch, patsch, penguin, now he's already running in circles (2x).
And the north wind blows across the sea
pitsch, psch, penguin, he freezes a lot (2x).
And he's looking for another penguin
Pitch, plop, penguin, they tickle their chins (2x).

Two little penguins run across the ice.
Pitch, plop, penguin, they are already waddling in circles (2x).
And the north wind blows across the sea
pitsch, psch, penguin, you are very cold (2x).
And everyone looks for a different penguin.
Pitch, puff, penguin, they tickle their chins (2x).

Four (eight, sixteen ...) little penguins etc.

Last verse:

Listen, who's humming, that must be the polar bear
and they crouch and make themselves very small.
And the polar bear is already groping up, oh fright!
Pitsch, psch, penguin, everyone waddles away.

3.1.12 Sources for the rhymes, songs and games

Baer, ​​Ulrich (1994): 666 games. Kallmeyersche Verlagbuchhandlung, Seelze.

Bentzien, Karl-Heinz (1975): Ene, mene ink bottle. Guess guess what is it Freiburg in Breisgau.

Diekmann, Anne (1979): The little children's song book. Diogenes Verlag, Zurich.

Enzensberger, Hans Magnus (1969): Allerleirauh. Frankfurt a. M.

Gelberg, Hans-Joachim (Ed.) (1986): Everywhere and next to you. Poems for children. Beltz Verlag, Weinheim and Basel.

Götte, Rose (1994): Language and Play in Kindergarten. Beltz Verlag, Weinheim and Basel.

Gros, Stefan, Christoph Heimbucher, Berthold Kloss (Eds.) (2001): The song bear. Bärenreiter, Kassel.

Hoffmann, Klaus W. (1986): This is how people sing and speak elsewhere. Otto Maier Verlag, Ravensburg.

Kreusch-Jacob, Dorothée (1997): Playing fingers - dancing hands. Don Bosco Verlag, Munich.

Liebertz, Charmaine (1999): The detective in the language forest. Search word game without letters. In: Discovery Box. Specialist literature for applicable pedagogy. Living language. No. 6.

Morgenstern, Christian (no year): Dear sun, dear earth. Lappan Verlag, Oldenburg.

Neumann, Simone (2001): Holistic language support. Beltz Verlag, Weinheim and Basel.

Pousset, Raimund (2001): Finger games and other kinkerlitz. Rowohlt, Reinbek near Hamburg.

Schlösser, Elke (2001): We get on well. Ökotopia Verlag, Münster.

Sennlaub, Gerhard (Ed.) (1986): And in the middle of the cheeky Hans. Poems for elementary school children. Cornelsen Verlag, Berlin.

Stöcklin-Meier, Susanne (1999): One, two, three - Ritsche Ratsche Rei. Children's play verses for laughing, jumping and dancing. Kösel Verlag, Munich.

Vahle, Fredrik (1993): The Great Vahle Songbook. Beltz Verlag, Weinheim and Basel.

Weber-Kellermann, Ingeborg (1997): The book of children's songs. Schott Music International, Mainz

3.2 Turkish songs, rhymes and games for kindergarten

Turkish songs, rhymes and games were put together, which can be used in intercultural education and language promotion in kindergarten.

3.2.1 Circle games

3.2.1.1 Kutu kutu pense - box box pliers

Text:

Kutu kutu pense
Elmamı yese
Arkadaşım Emine
Arkasını dönse

Kutu kutu pense
Elmamı yese
Arkadaşım Emine
Önünü dönse

Translation:

Box, box of pliers
Would he / she eat my apple.
My friend ...
Would turn around (turn outward)

Box, box of pliers
Would he / she eat my apple
My friend ...
Would turn around (turn inward)

Manual:

All children form a circle and look ahead. They walk in a circle, singing the first verse of the song. At arkadaşım(my girlfriend) ... a child is called by name. It turns around and looks back. The first verse is repeated until all the children look back. Then the second verse is sung and the children walk in the other direction. At arkadaşım(my girlfriend) the child whose name is mentioned turns around and looks ahead. This is repeated until all children look forward again.

Source: Ulich, M./Oberhuemer, P./Reidelhuber, A. (Eds.) (1995): The fox goes around ... also elsewhere. A multicultural playbook and workbook, Beltz Verlag, Weinheim, p. 45

3.2.1.2 Tavşan kaç - Hare flee

Text:

Şuhendekt bir tavşan uyuyordu
Tavşan bana baksana
Yakışmıyor bu sana
Tavşan hop, tavşan hop, tavşan hop

Şuhendect bir tavşan uyuyordu
Tavşan bana baksana
Yakışmıyor bu sana
Tavşan kaç, tavşan kaç, tavşan kaç

Translation:

A hare slept in this ditch
Rabbit take a look at me.
This is not like you.
Rabbit hop, rabbit hop, rabbit hop

A hare slept in this ditch
Rabbit look at me once.
This is not like you.
Bunny run away, bunny run away, bunny run away

Manual:

The children form a circle and hold hands. In the center of the circle is a child crouching as a rabbit with eyes closed. The children run around this child and sing the song as they go. In the (song) part "Hase hüpf", the rabbit hops towards a child, who is the second rabbit in the circle. On the second stanza a dog comes into the circle. With "Hase fleh" they have to run away from him.

Source: Naegele, Ingrid M./Haarmann, Dieter (Eds.) (1993): May I play along? Children communicate in many languages ​​- suggestions for promoting intercultural communication, Beltz Verlag, Weinheim and Basel, p. 49

3.2.2 Catch games

3.2.2.1 Yağ satarım bal satarım - I sell butter, I sell honey




Text:

Yağsatarım, bal satarım
Ustam öldü, ben satarım
Ustam öldü, kürkü var
Yağ satarım, bal satarım
Yağlıca ballıca dayak atarım

Translation:

I sell butter, I sell honey
My master is dead, I am selling everything
My master is dead, his fur is there
I sell butter, I sell honey
I hand out really salted blows.

Manual:

The children form a circle. A child (the dealer) walks around the outside with a knotted handkerchief and all the children sing the song. The child drops the cloth behind a child while singing the song. If it notices this, it quickly turns around, picks up the cloth and runs to it Dealers after. If the dealer reaches the gap in the circle before being caught up, the other child now does as Dealers further. Will the Dealers but caught up before he reaches the gap in the circle, the other child has to go on.

The basic form of this game corresponds by and large to the German game "Plumpsack".

Source: Ulich, M./Oberhuemer, P./Reidelhuber, A. (Eds.) (1995): The fox goes around ... also elsewhere. A multicultural playbook and workbook, Beltz Verlag, Weinheim, p. 46

3.2.2.2 Tilki tilki saatin kaç? - Fox, Fox, what time is it?

Text:

Tilki tilki saatin kaç? - Fox, Fox, what time is it?

bir (one)
iki (two)
üç (three)
dört (four)
beş (five)
altı (six)
yedi (seven)
sekiz (eight)
dokuz (nine)
on (ten)
onbir (eleven)
oniki (twelve)

manual

The children stand next to each other on a marked line. The fox is facing the wall across from them. The children ask:

Tilki tilki saatin kaç? - (fox, fox, what time is it?)

The fox answers with a number and the children take that many steps. As soon as they come within range of the fox, a child hits the fox on the back and everyone runs away. Whoever does not get over the starting line and let himself be caught by the fox is his prisoner and is not allowed to participate in the next round.

Only if a friend manages to redeem him by knocking him off in the second round of the game, he may flee.

Source: Ulich, M./Oberhuemer, P./Reidelhuber, A. (Eds.) (1995): The fox goes around ... also elsewhere. A multicultural playbook and workbook, Beltz Verlag, Weinheim, p. 60

3.2.3 Numbers

3.2.3.1 Bir elimde beş parmak - My hand has five fingers



Text:

Bir elimde beş parmak
inanmazsan say da bak
say bak, say bak, say bak
bir, iki, üç, dört, beş.

İki elimde on parmak
inanmazsan say da bak
say bak, say bak, say bak
bir, iki, üç, dört, beş,
altı, yedi, sekiz, dokuz, on.

Translation and instructions:

My hand has five fingers (one hand is shown)
if you don't believe it, please do a count
count it, count it, count it
one, two, three, four, five (the fingers of this hand count to five).

My hands have ten fingers (both hands are shown)
if you don't believe it, please do a count
count it, count it, count it
one two three four five,
six, seven, eight, nine, ten. (The fingers of both hands are used to count to ten).

Source: Sivasloğlu, Aziz (2000): Okul Öncesi Egitiminde Üniteler, Özel Hafte ve Günler, Ya-Pa Yayın ve Pazarlama Sanayi ve Tic. A.Ş., İstanbul, p. 34

3.2.4 Finger games

3.2.4.1 Buraya bir kuş konmuş - A bird has sat down here

Text:

Buraya bir kuş konmuş,
bu tutmuş,
bu kesmiş,
bu pişirmiş,
bu da okuldan gelmiş,
"Hani bana, hani bana?" Demiş.

Translation:

A bird has sat down here
this one caught him
he slaughtered him
This one cooked it
This one ate
And he came from school and asked
"Where is my piece, where is my piece?"

manual

The fingers of one hand are passed over the palm of the hand in the 1st line, the thumb is shown in the 2nd line, the index finger in the 3rd line, the middle finger in the 4th, the ring finger in the 5th. In the 6th line, the little finger is moved back and forth.

Source: Hülser-Vogt, Silvia (1997): Tres tristes tigres ... Three sad tigers ..., magic spells, stories, verses, songs and games for the multilingual children's (garden) group, Lambertus Verlag, Freiburg im Breisgau, p 58

3.2.4.2 İşte bir cami - Here is a mosque

Text:

İşte bir çami,
çift ​​minareli,
kapısı açık,
içinde kimsecikler yok.

İşte bir cami,
çift ​​minareli,
kapısı açık
içinde insanlar var.

Translation:

There is a mosque here
with two minarets
her door is open
there is nobody in it.

There is a mosque here
with two minarets
Your door is open
there are many people in there.

Manual:

In the 1st row, both hands form a triangle so that the fingertips touch each other. In the 2nd line they are brought into parallel position and in the 3rd line the palms are turned forward. In the second stanza these movements are repeated.

Source: Sivasloğlu, Aziz (2000): Okul Öncesi Egitiminde Üniteler, Özel Hafte ve Günler, Ya-Pa Yayın ve Pazarlama Sanayi ve Tic. A.Ş., İstanbul, p. 96

3.2.4.3 Komşu Komşu huu! - Neighbor, neighbor huu!

Text:

Komşu komşu huu!
Am daha yukarı!
Komşu komşu huu!
Huu komşu!
Kedin evde mi?
Yok.
Köpeğin evde mi?
Yok.
İçeri girebilir miyim?
Buyur buyur!
Hav hav, miyav miyav

Translation:

Neighbor, neighbor huu!
Go up even higher!
Neighbor, neighbor huu!
Huu neighbor!
Is your cat at home
No.
Is your dog at home
No.
May I come in?
But please!
Woof woof, meow meow.

Manual:

A hand slowly climbs up the arm to the ear.

Source: Naegele, Ingrid M./Haarmann, Dieter (eds.) (1993): May I play along. Children communicate in many languages ​​- suggestions for promoting intercultural communication, Beltz Verlag, Weinheim and Basel, p. 111

3.2.4.4 Ben bir ağacım - I am a tree

Text:

Ben bir ağacım
Dallarım var benim.
Dallarım bir çiçek açtı
Dallarım iki çiçek açtı
Dallarım üç çiçek açtı
Dallarım dört çiçek açtı
Dallarım beş çiçek açtı
Bir rüzgar çıktı
Yağmur yağdı, şıp, şıp, şıp
Tüm çiçekler döküldü.

Translation and instructions:

Ben bir ağacım
I am a tree (arms are stretched upwards.)

Dallarım var benim
I have branches (the arms are stretched forward, the hands form a fist.)

Dallarım bir çiçek açtı
My branches have a blossom (a finger is stretched.)

Dallarım iki çiçek açtı
My branches have two flowers (two fingers are stretched.)

Dallarım üç çiçek açtı
My branches have three flowers (three fingers are stretched.)

Dallarım dört çiçek açtı
My branches have four flowers (four fingers are stretched.)

Dallarım beş çiçek açtı
My branches have five flowers (five fingers are stretched.)

Bir rüzgar çıktı
A wind is blowing (the arms are moved to the right and left.)

Yağmur yağdı, şıp, şıp,
It rains "şıp, şıp, şıp" (the arms are stretched forward, all fingers are moved downwards.)

Tüm çiçekler döküldü
All flowers have fallen off (arms are swung down.)

Source: Sivasloğlu, Aziz (2000): Okul Öncesi Egitiminde Üniteler, Özel Hafte ve Günler, Ya-Pa Yayın ve Pazarlama Sanayi ve Tic. A.Ş., İstanbul, p. 249

3.2.5 Number rhymes

3.2.5.1 Bir, iki, üç, dört ... - One, two, three, four ...

Text:

Bir, iki, üç, dört, beş,
altı, yedi, sekiz, dokuz, on.
Kırmızı don,
gel bizim bahçeye kon,
sarı limon ..

one two three four five
six, seven, eight, nine, ten.
Red panties,
come down to our garden
yellow lemon

Source: Hülser-Vogt, Silvia (1997): Tres tristes tigres ...Three sad tigers ..., magic spells, stories, verses, songs and games for the multilingual children's (garden) group, Lambertus Verlag, Freiburg im Breisgau, p. 30

3.2.6 Counting verses

3.2.6.1 İğne miğne - needle madel

Text:

İğne, miğne,
ucu düğme.
Alcık, balcık
Sen gir !.
Sen çık!

Translation:

Needle, madel
on the top is the head
Splash, splash.
You come in!
You go out!

Source: Hülser-Vogt, Silvia (1997): Tres tristes tigres ... Three sad tigers ..., magic spells, stories, verses, songs and games for the multilingual children's (garden) group, Lambertus Verlag, Freiburg im Breisgau, p 40

3.2.6.2 Al kardeşim bal kardeşim - Take my brother, honey brother

Text:

Al kardeşim,
bal kardeşim,
ben yoruldum,
sen oyna!

Take my brother
Honey brother,
I'm tired,
you play

Source: Hülser-Vogt, Silvia (1997): Tres tristes tigres ... Three sad tigers ..., magic spells, stories, verses, songs and games for the multilingual children's (garden) group, Lambertus Verlag, Freiburg im Breisgau, p 41

Many festivals are celebrated in the countries of origin of the children and their parents, which are unknown in Germany, but which have a special meaning for the foreign families. When implementing the topic of “celebrating parties”, cooperation with parents is definitely required - this applies to the selection, planning and design of the parties.

On this page you will find information and materials on the following two Turkish festivals:

4.1 Sugar Festival - Şeker Bayramı

The Turkish children often told in the facility that it was Ramadan, their parents were fasting and they would soon be fasting ŞekerBayramı, the Sugar Festival, would celebrate.