Those “fortune tellers” we all used to make as kids are surprisingly educational
Making ?fortune tellers??a folded paper game children hold on their fingers and thumbs and practice counting and ?telling fortunes? with?has been a time-treasured craft and play activity for generations across cultures.
One of the earliest known paper-folding instruction books is Japanese, dated to 1797; German educators also encouraged paper folding in 19th-century kindergarten curricula. In English, ?fortune tellers? are sometimes called salt cellars, chatterboxes or cootie catchers; in my own family heritage language, Dutch, they are happertje (meaning ?bite?).
This single activity integrates and provides a context for children to acquire and apply key concepts and skills from important domains of early development. These include physical health and well-being, including fine motor manipulative skills; language and cognitive development, which includes word knowledge; and social competence. The activity promotes connected, accelerated and robust understanding through guided, engaged play.
Experiential learning in a game
It is important to underscore that different domains of children?s early development are interrelated and interdependent.
Orchestrating activities that exploit interaction among the domains supports young children in their quest to unite disparate or discrete ?bits and pieces? of concept and skill understanding. In this way children have practice bringing different tasks and embodied knowledge into a coherent conceptual system.
In children, experiential l...
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