Wissenschaftlich fundiertes Bildungstaterial

Alphabet Loved living Geliebt gelebtes Alfabeto Malovaná - Mylita gyva Iubit An Aibítir Bheo
Alphabet tilovaná Bheathach Ghráthar
vivant et vécu Alphabet vivente e vissuto abėcėlė alfabetul viu
Ainsi tarche le cerveau That’s how so lernt das Gehirn così funziona il cervello abeceda taip veikia stegenys.
sin tar a fhoghlaitíonn
aşa funcţionează an inchinn
the brain works tak se učí tozek
creierul.
Un bon début Beginning good Anfang gut Un buon inizio Začátek dobrý Gera pradžia- Începet bine,
Dea-thoradh a thagann
pour une bonne fin! all good! alles gut! per un gran finale! všechno dobré! gera ir pabaiga! ó dhea-thús!
totul bine!

  ଏ
 INDEX

Quantum leaps broken down into small, easy and fascinating steps. Overview of the chapters of the guide for parents and educators

The Guide for Educators provides instructions for targeted use of the material in the following chapters.

1. Feet on the ground by sound (for the youngest).

Clapping, knocking and stomping. Holistic activities with all the senses. 4

2. Movement releases the tongue

Skillful, smart and happy: musical activities, which promote body controld intelligence and speech by rhythmical means (also
effective in speech therapy).
Material: CD, picture book and simple percussion-instruments 6

3. Role play triggering curiosity and empathy (from age 3).

Through social interaction children learn concentration, social skills and verbal fluency. In addition, the role play can also support
immersion in a foreign language.
Material: Poster, CD, puppets, figures in the bag. 8

4. ONE world (from age 4).

Sharing one’s own experiences and listening to others develops social awareness. In the ABC-story children discover their own
story and find the foreign world of the letters to be their own familiar world. This provides confidence and supports learning.
Material: Poster, Bed-Side Poster, Game cards. 12

5. MY world (from age 5).

Fine motor skills are developed by dealing with colors and shapes while emotional engagement is rooting the shapes sustainably
in the memory.
Through a diversity competition, which has but winners, the children develop social skills and learn to appreciate and support each
other’s diversity.
Material: Poster, picture book, coloring book. 15
6. Yeahd writing is fun! (from age 5 - 6)
Writing exercises become a 'finger sport' and a beautiful work of art. Enjoying the natural momentum of gravity, each
exercise lays the ground for a relaxed and beautiful handwriting.
Material: picture book, Context-Transparency sheets, exercise book 18

7. Laughing our heads off! (ab 7 Jahre)

Everyone would like to write rich and funny stories, to laugh instead of pondering and to internalize grammar
naturally. With the colorful reference book as a toolbox and with the diversity contest, in which there are but winners,
this is possible!
Material: Toolbox from a to Z for little authors 20

Overview of the ABCDirekt Materials 21

ABCDirekt Training and Qualification 23

8. My first reading book and M are travelling through a country (from age 7)
An adventure story that nestles into the geographical and cultural treasures of a country like into a jewel box. The
reader travels with the protagonists through their country in a journey through time. They are facing characters from
the legends and the history of the country, they experience customs and taste the typical cuisine. It makes keen to
travel this route in the next vacation oneself. Those who have acquired already the basics of the language of the
respective country with the decoded ABC-story, can now deepen their knowledge here very well. The book inspires
the explorers in the family and opens doors and hearts when traveling.

Material: Cultural emblem of a country as picture book, bilingual decoded textbook, CD and DVD.
www.alphabetshop.eu/en/abc/materials

9. Foreign Languages Mmmersion

The materials are produced in more and more languages, accompanied by music. The decoding and sound repetitions
in the story enable anyone to spontaneously understand words and remember them quickly and sustainably. The
whole family can expand their language skills together with fun.

For continuous improvement of the materiald your hints are important. Please tell us your experiences at
publisher@ABCDirekt.eu
www.alphabetshop.eu/en/abc/materials

1 known, for example, that in cultures where the drum is part of everyday life,
from year 1
Feet on the ground
Learning with all senses
The rhythm promotes body control of the youngest:
Listening, clapping hands, knocking and stomping.
Material: wooden figures as actors and rhythm instrument, posters, individual
audio downloads per verse of the ABC story with music
www.alphabetshop.eupenpabcpmaterials
Lively conversation at eye level
Each verse of the alphabet story focuses on the sound of a particular letter. This
letter occurs so often in the text that this rapid repetition of the same sound
sometimes has a beatbox effect, if we emphasize the letter accordingly.
The impulses of this rhythm go straight into the legs of the youngest. They
stomp, kick or hop to the syllables and laugh at the comedy of these rapid sound
repetitions - as we don't usually talk like that.
If we ourselves slip into the role of the comedian by making the appropriate face
for the sound of the letter as interjection (e.g. Ph! Ph! Ph! Or Mmmmmmm-, or
Hahaha! Or nanana! etc.) then the joy is great. Why? Because having fun with the
mere sound of the letters is a perfect non-verbal conversation where the little
ones can keep up at eye level. They have already trained this in the cradle!
Little drummers and actors
If we then grab the wooden figures and together let them dance loudly knocking
on the table to the rhythm of the verses, the drumming talent of the little ones
will blossom.
4
The rhythm has also an excellent effect on the development of body control. It is
small children begin to dance to the rhythm of the drum, even if without the
drum they cannot yet stand on their own feet.
In cross-age groups, the older children rap a verse as a tongue twister, thus
training vocabulary and language skills, while the youngest ones enjoy to be in
the spotlight as performers and drummers with the wooden figures. Like this, the
two groups spur each other's skills.
What, when, how?
First, we familiarize ourselves with the verses and their rhythm by using the
audio version of the story for ourselves, e.g. while cooking or driving.
For the children, however, we speak the verses ourselves, without the audio file,
so that we can choose exactly the tempo and make exactly the pauses that suit
the child sitting in front of us. We also ask questions and talk about the situation
in the story, see chapter 4. At the simplest level, we can do this in the first year of
life. Even if the child does not yet understand the words, we strengthen the bond
with the child. It is the basis for the child’s development. We hereby support it in
the best sense.
Movement games can be supported with the audio version, provided we speak
along, because the mirror neurons of the little ones need our voice.
We start, for example, by clapping the rhythm or tapping on the table or floor (or
gently tapping with our fingerstipps, if this fits better with the topic of the verse).
Depending on the age of the children, we can also stomp or tiptoe or hop happily
or march hard, etc., according to the theme of the verse.
Miming the story thus develops by itself. It's especially nice to mime the story to
the beatbox version, while we freely tell the plot in our own words.
In this way we not only strengthen body control, like the children of the
drummers, but also diction and speech development significantly, because the
brain development runs from the gross to the fine motor skills, see chapter 3
"Being your own conductor".
Mirror neurons need your voice
While the audio version is running during an activity, we must not shy away from Rule number 1 : Speak texts yourself!
the effort of speaking with it ourselves. Why? Because at this age, CD and video significantly damage speech development.
The mirror neurons of the lips, tongue, larynx etc. are scanners for living lips,
tongue, larynx etc. They do not have a sensor for pixels and sound waves. Every
minute there is no living source in front of them, they go blank. Extensive studies Rule number 2: Body movement first! Language follows by itself.
of the Washinton University show that the vocabulary was smaller by 6 - 8 We lead the way, but do not ask the little ones to repeat.
words (!) per hour on the screen of the children who saw the narrator on video,
The child's mouth starts to speak by itself, as soon as the body has seized the
compared to those who heard the same narrator directly. Even a toddler group
necessary.
that only played with toys and did not receive any story telling, had a much larger
vocabulary than the group that received the story via the screen. In other words,
for a child's mirror neurons that learn to speak, every minute of electronic
playback is damaging. In China it is therefore already law: no tablet before the
age of 12 https://www.youtube.com/watch?v=AjNIHeLzgTk Rule number 3: Meaningfulness.
Whether stomping or tripping, running or jumping, it fits the part of the story,
Those who live in a culture flooded with electronic infant offerings have a hard even if the children do not yet understand everything.
time. Professor Gerald Hüther therefore recommends: "Form informed
neighborhoods for mutual support."
More about this in the Neurodidactic Manual (free download on
www.alphabetshop.eupenpabcpmaterials

5

2 with a teaspoon) or darker bells (tapping a wooden spoon on larger vessels or on an upside-down
from year 2
Movement releases the tongue
Exploring with all senses
As soon as the sense of rhythm awakens, we start making music,
because being part of an overall sound strengthens all levels.
Material: objects from the kitchen cupboard and simple musical instruments,
posters, audio downloads of both, the music without text and the beatbox
version www.alphabetshop.eupenpabcpmaterials
What is the win-win effect of making music?
Rhythm not only supports body control of gross motor skills (see drummer children in chapter 1)
but also fine motor skills. Brain development proceeds from gross to fine motor skills, see chapter
3.
This means that by playing movement games with music we promote the diction for speaking and
by using simple musical instruments we promote the dexterity of the fingertips.
At the same time we sharpen the senses and awaken the curiosity to research as well as focused
observation, because even the simplest musical instruments are a practical experience of basic
physical phenomena; for example, the effect that the volume of objects has on their sound.
And, last but not least, making music trains self-control, because - unlike the eye, which can
overlook things - the ear unavoidably hears everything you do.
The central benefit of making music always happens at the moment when the sound you create
fits into a whole. No matter if you tap the rhythm on the table with a stick or play the first violin, this
moment generates more rewarding hormones than almost any other activity. Reward hormones
not only make you feel good, they also support your brain and body on all levels: they make you
smarter, more skillled and - just imagine - your immune system they makes stronger! That's why
it's fun to tap to the beat of music.
Therefore: Dear children, everyone chooses a musical instrument in the kitchen at home for
tomorrow!
The kitchen orchestra
Depending on the level of their abilities, we now let the children add simple musical instruments to
the rhythmic activities (Chapter 1).
6
First, someone in turn may accompany the activities, either with a clear bell tone (tapping a glass
bucket), depending on what fits the topic of the verse.
As a next step, we can prepare an assortment of different rattles together by filling different
materials such as stones or grains of rice into small cardboard boxes, tins, cans and screw-on
glasses and tryout their sound.
If there are older children in the group, their exploratory sense and their dexterity is stimulated by
blowing over a bottle neck or circling on the rim of a wine glass with a wet finger and filling the
bottles and glasses with different amounts of water to produce higher and lower sounds. (the
tones “e” and “c” correspond to the harmonies of the ABC music).
Discovering the poetry of kitchen appliances together can create nice atmospheres. Instead of
using the text of the verses, we comment freely on rhythm. For example "Tock, tock tock, here
comes the "Dork!" or "ding, ding, ding” dances the little child in the wind"
Here are a few suggestions:
- Tap the rhythm on an upside-down pot or bucket, in verse B with the soft hand, in D with a
wooden spoon, in K the clear sound of a metal object.
- A teaspoon on glasses as bells for bright moods in verses like C, H, I, J, Z.
- A tin with rice, peas or nuts to shake as a rattle for R and with stones in a metal box for S.
- A grater, over which we run a wooden spoon for flowing sounds like V, W, or a metal fork for
stronger ones like F.
- The circling finger on the edge of the wine glass for a singing tone in the background of the verses
of the vowels like A and O.
- A bottle to blow over with little water in it for a low sound for the verse U, or with a lot of water for
a high note for the verse E.
We practice self-control by alternating 2 groups with different sounds, e.g. after 4 beats each. In
this way we learn to give each other space to 'pass the ball' and listen to each other. If there are
older children in the group, you can encourage them to create surprise sound effects at certain
points.
Like this we create ambiences like sound artists and at the same time we develop manual skills, a
feeling for rhythm and self-control. The little researcher in the child also becomes active while
tinkering and experimenting with sounds.
Other instruments
If musical instruments are available, this can be extended: e.g. strike fast or slow tones on the
glockenspiel to enhance joy or a mysterious mood; or turn a ratchet, e.g. for tireless somersaults at
R; or shake a jingle ring for snakes hissing through the sand. Or place the thumb and middle finger
of the left hand on the holes of a soprano recorder, blow gently into it and gently add the index
finger again and again. This is the most beautiful interval for a loving or understanding ambience, brightest sound g and support the minor group’s a and c. with their yellow boomwacker e on the
e.g. as accompaniment to the verses L or V. shady side
At verse H the opposite happens: the minor group loses its dark sound a and supports with its red
The talents of the hearing "use it or loose it boomwacker c the g and e of the major group at the sunny side.
To experience the major chord as q happy and the minor chord as a sad mood is, independent of
culture and tone systems, the same for all people on earth. These chords are not a result of culture, Rule number 1 : For the musical activities we use the music without lyrics. We support the
but a physical phenomenon that occurs in every substance, whether solid, liquid or gaseous. rhythmic movement by commenting on it rhythmically: Tock, tock tock, here comes... ...thing,
Likewise, the Absolute hearing is innate. thing, thing is dancing... ... sss, sss, sss, sss, there goes ...
In order to not loose these natural talents, they must be used.
For this purpose, the music of the alphabet story up to letter N is made in such a way that major Rule number two: Anchor!
and minor alternate regularly after 4 beats. We don't chase through the whole story at once, but use the spectrum of activities until the
Only the verse E remains completely on the “shady side” and the verse H completely on the children feel at home in the rhythm of a verse.
“sunny side”.
Not only for major and minor, but also to identify the right and left hand, the children first need Rule number 3: Common ground
fixed reference points in space. Therefore, it is best to place them in such a way that their right Listening to each other and taking turns becomes a natural process through the regularly
hand (as the active hand we stretch out to others when greeting them) is on the window side of alternating groups with different instruments.
the room. In other words, on the "sunny side". We then connect the extroverted major with this
side.
First, we sit down on the floor and accompany the change between sun and shade in the music by
streching our right hand to the sunny side for major and turning gently to the ‘shade’ at the left side
for minor.
Once we are familiar with this, we can then dance to the music and accordingly make 4 steps to
the right and then 4 steps to the left.

Boomwacker, Body-Percussion and Choreography

Especially nice for early education is the fact that you can move around the room while making
music with Boomwackers.
They have to be tapped either against each other or on the arm, leg or an object.

We give one group the Boomwacker of tone g and e for major and c and a for minor to the other
group. Now we place the minor group on the window side. So, when it is their turn, they turn or
move towards the shadow side like playing the ball to the other group. The major group sitting on
the shadow side of the room then plays ‘the ball’ back by moving to the sunny side and to the
minor group during the following 4 beats in major.
We ourselves, as the conductor, move between the groups to pick them up for their turns. Like this
the groups go towards each other alrernating. Only at the music of e the 'sunny' ones 'lose' their

7

3 L: Can anyone speak so pleasurably slow that it puts us to sleep?
ab dem 3. Lebensjahr
Role play reassures
Who am I, then?
The ABC story, as an adventure journey through a range of characters, also
improves self-confidence, while language development (including speech
therapy) is encouraged and foreign language immersion supported.
Material: Poster, individual audio download per verse of the beatbox version of
the ABC story www.alphabetshop.eu/en/abc/materials
The wooden figures and hand puppets are also useful.
For foreign language immersion : decoded translation of the ABC story.
We practice speech skills with 'dramatic' commitment: loud, quiet, fast, slow,
tender, angry etc. Because, "Playing theatre demands and promotes all essential
social and cultural skills and abilities... theatre is a must!" (World.de)
First only the key sentences.
Here we choose a sentence of the story we particularly like or that particularly
challenges our diction. While the tongue practices 'dancing' with this sentence,
we try out the emotional spectrum of the voice. What fits the sentence? What
doesn't fit? Exploring the effect of the voice and developing its expressiveness is
exciting:
S: Who can hiss as fearsome as the most dangerous snake?
C: Can any of you squeak as daintily as the smallest mouse?
D: Who can make his voice thunder like a big giant? - Anyone! A one, a two, a
three and there we go: ….
8
Z: Whose tongue is quick as lightning?
M: And what’s the soft sound of Mama's voice when she takes care of the little
baby?
Q: And you, what do you sound like when you squeak with joy? etc. *
The answer is always: "Let's all try together now!" Because speaking in a choir
allows to try out the own voice with courage.
Like this the children can also ‘sound out’ empathy and social attentiveness.
Because at this age they can still identify with everything naturally. They feel like
a mouse, a bear etc. The different verses of the ABC story offer enough material
for the whole year.
The inherent expressiveness of the letters is used by exclamations: "Mmm, that
tastes good!", "Ph! doesn't bother me!", ""Ah, how interesting!", "Oh, how nice!"
Thus, originally, every sound originated at a certain experience. The ABC is the
audible form of the range of experience in our genes. Our ABC-story wakes it up
from its Sleeping Beauty sleep.
Curiosity is the wick of the candle of learning. William Arthur Ward
Without teachers, we learn a whole language as 1, 2 and 3-year-olds with a
grammatical certainty that even a university degree cannot provide. Because the
receptionist of the brain, the hippocampus, is out for new things. However, if we
feed him with exclusively adapted familiar vocabulary, it goes into standby mode
and 'sleeps'. He needs surprises and something to explore. Einstein says "It is a
mystery that curiosity survives formal education". So we don't shy away from
new words, but tell the children little stories that help understand their meaning.
Humour that promotes - Humour that inhibits
For the production of the Blue's Clues film series, extensive studies were carried
out in the USA in the 90s on hundreds of children. They show, among other
things, that ironic remarks are particularly appealing to adults, while they irritate
children. Because irony is when, with a wink in the eye, something is said in
exactly the opposite way than it actually is. On the background of reality, this
inversion makes us laugh. But the child must first build up a perception of reality.
Therefore it takes everything we say as an element for the own world view. If it
does not fit in, because it is ironically reversed, then the child is irritated.
Whoever pays attention to whether a child laughs spontaneously or only laughs
when seeing others laugh, knows immediately whether the humor was good or
not for the child.
If, for example, we take things as they are and humorously exaggerate their
characteristics, then the child laughs because we have emphasized the actual
characteristics of this thing strongly, which is a useful element in its world view.
In the ABC story, this happens when we emphasize the colored letters in the
verses like exclamations. It matches the experience this sound expresses.
Being our own conductor
Brain development proceeds from gross to fine motor skills. Rapper, for example,
make use of this: like gunfire, their hands shoot the syllables. Accompanying the
speech with these impulsive movements, they achieve a faster tempo and more
precise diction of the tongue when speaking.
The sound repetition in the ABC verses is ideal for this: like a conductor with the
baton, we set strong impulses in the rhythm of these sound when speaking. Like
this we encourage diction and prevent speech errors.
__________
* Further suggestions
A What does someone sound like who is strong and good and on whom you can
completely rely?
B And how does a very, very dear good-natured teddy bear to you when he
wants to help you?
E Shall we try to sob so that even stones will cry when they hear us!
F Now we are a rapper. Did you see how they shoot out the words with their
hands? It goes off like a gun fire!
9
G Stretch like when waking up in the morning. And now we're going to stand up
like a strong brother, who everybody listens to immediately! Ready steady go: ....
H In the dark, something huge and big is coming around the corner. You get
terribly scared. Suddenly you realize, it is daddy who is holding you in his arms! -
You laugh like you've never laughed before.
I Who can stand like a teacher and tell us in clear terms what everyone should
do now!
Yippee! Exactly what we wished for so much has come true! How exciting!
K Have you ever heard horse hooves on the street? How does that sound? Cluck-
cluck-cluck... How does it feel to be up there on a strong horse? Cluck-cluck-
cluck... Awesome! How do you speak up there? Let's try.
N Have you ever really enjoyed saying "no"? Here you can! Is there anything
greater than happily saying "no"?!
O Close your eyes and think of the most beautiful joy you've ever experienced.
That's exactly how we feel right now with so much joy on this beautiful, beautiful
journey.
P So, lets’ gallop away: PPP - PPP - PPP - P - - - - (beatboxing)
Let it roll down your throat like a snarling dog or gurgle like when you brush your
teeth. And now we sing along!
T You know what you can always count on? Tick tock, tick tock, time never
stands still! Tick - tock, tick - tock, time always goes with us. Tick - tock, tick -
tock, here too it doesn't leave us, here too it brings us forward. Tick - tock, tick -
tock,
U How do owls call? And what about toads?
V What is it like when we go out and it is the first day of spring and a warm wind
is caressing your face very gently and tenderly. If the spring wind could speak,
what a friendly, sweet voice it would be!
W Have you ever watched surfers on the waves? Come on, we will be surfers
now: Up, down, up, down: w - w - w - w, that's how the wind rides the waves._
 Overview of the stages of development in the story
4 The basic Triangle
from year 4 A Reliable framework. I am safe
B Loving care. nd well
ONE World! C Precious but vulnerable
Orientation between right and wrong
D Attack.
Letters not as signs of an alien writing world, E Pain. I get attacked and feel
but as good friends of the one world of our own! F Setting the standard for right and wrong. completely helpless
With the awakening social interest, we start to talk and listen to each other. Self-Assertion
Material: poster, picture book and, in case of foreign language immersion, the
G A small friend takes courage and makes the attacker flee.Saying clearly: that’s not ok
decoded translation of the ABC story. H Relieved, the two children jump and laugh.
The wooden figures and hand puppets can also be useful. makes gain respect and good
I Now they become the self-confident main character: "me". friends.
J That feels great!
Being there for each other K The forces are measured amicably..
When the child's narrative instinct awakens, we embellish the ABC story with Social Competence
I learn to understand
details from the children's everyday life, memories from our own childhood and L In legends we also discover 'silent' strengths and role models others. This avoids
things we have read or heard. By asking questions we enable the children to tell M and learn to understand and help others conflict and supports
about themselves and to find themselves in the story. They discover: the N and hostilities to be avoided fellowship
supposedly foreign world of writing is their own world! Joint exploration making the most of things Together we are strong
To recognize something new as part of the familiar gives security and strengthens O The “I” finds the “we”, the shared joy of community and become great people
the memory. P The trio of little rascals conquers new horizons.
We talk about everything as if it were happening to ourselves right now, because Q Whatever they encounter, will give them new strengths.
the performance of the brain cells is determined by the principle "No cognition R So they practice intensively and become experts.
without emotion". The basic question is therefore: what are the earth-shattering Challenge and fulfilment:
things in the child's world? These are his experiences on the way from a small S There suddenly lurks destructive danger
T But a guard has admired their training and gives advice.. We also learn to
helpless little thing to the hero that masters challenges. In the story, the initially U They follow the advice and he shows the way.. recognize danger
shy victim turns into the main character "I", who gains self-confidence and then V They have made the best of themselves and are hailed. and to thank help
realises himself in a protagonistically determined "We". Epilogue
W Now they want to let actions speak and 'set sail'.
We now confidently
This chapter supports the educator in being there for the child on this path. The X An apparent threat
Y the now fearless expose them as spook strive for our future
content was developed in the pedagogical work with the partner schools.
Z challenges they recognize as opportunities and continue on their path
For the narrator
- here an overview of the development stages
- on pages 11- 13 Suggestions for exchange and conversation.

10
 Suggestions for teaching and exchange in conversation
This is not a continuous text to be read to children. Each sentence as such is a
suggestion that can be used for starting a conversation and to show interest in
the concerns of the child.
The frequent changes between identifying with the protagonists, "We do …", and
following them, "they do …", corresponds to the experience of the young child.
The text helps the adult to experience this together with the child.
A That is actually the most reliable person I can think off. You certainly know
someone like that. - Who makes you so happy to be able to count on? Who
makes you simply feel safe and at ease?
B And who is the one who knows exactly what you like and what you need?
The person that makes always sure you really get everything that makes you
grow and strong and healthy?
And what is your favorite meal? - Do you like berries? - Have you had the chance
to collect berries yourself already? - Berries are the tiniest fruit. But berries give
you the biggest strength! Isn’t that great?
C Do you also have (does your sister also has) a beautiful hair circlet like a crown?
- Do you like dressing up? - Feels nice some times, doesn't it? - Tell us about that
nice day when you were dressing up so beautifully.
D All the good things crushed in the dirt!
Imagine, all the good things were just placed in your hands and – splash! –
someone throws it in the dirt! - Have you already seen such a thing happening?
E : Once you don’t know at all how to help yourself? What can you do?
Crying tells others at least that help is needed. That’s why the little ones
sometimes just can’t stop crying. That means simply they need help, don’t they?
F Hm, if things are getting too bad, do you dare to tell someone nasty : "No! Go
away!"? Or do you fear that person? - And once someone troubles your best
friend? What can you do?
What about becoming furious? - It there a good reason for getting furious? -
Actually, teasing a little child, that’s really coward, don’t you think? - That’s a
good reason to become furious, isn’t it?
11
G Do you dare to tell off someone stronger than you? - Our friend here looks still
a bit shy and pale. Is he frightened of the Dork ? - Becoming a bit furious might
provide him with courage, don’t you think?
But, would you have expected that?
That Dork is gone!
Do we have to be as strong as him?
No! All we have to do is, use our little mouth and clearly say:
"Go! I don’t want that!” - To make others understand, its’ important to speak
clearly, isn’t it?
H And the Dork? Died he punch the guy? No, he’s gone!
If somebody teases and you simply manage to send him away: how does that
feel?
- He, we are dancing like trampoline champions! - I didn't know you can jump
that high! - Let me see!
I Standing up for yourself, isn't that great? - Now we are king in our realm!
- Do you know this blue traffic sign? - It shows who is allowed to be here!
And who do we see on that sign here? - Who has the right be here now? - I ! Who
is "I"? - That’s you! That's everyone who says "I"! - Easy pe asy!
J : Here we can play! Have fun ! Laugh ! ...! ...! (own ideas)
Now we have our territory! Let’s think of the things that make us jump for joy:
To go.../to do…../to get …/to eat....? Yippee!
K What about arm wrestling and making your muscles grow? Shall we?
Give it a try. - Here: your muscles! - Awesome! - Let’s go: a one a two a three …!
- You see how strong you are! - Letting off steam is genius! - What’s the way you
like best letting off steam?
But after that - phew! - we are quite exhausted!
Let’s go inside and lay down in a cozy place!
L Do you also so much like listening to stories? Which story do you like best?
... And what about beautiful stories? Are there also unpleasant things in beautiful
stories? - Is it like sun and rain? - Plants need both, don't they?
- May be we can learn quite some things from stories- What do you think?
- Hm, tell me, have you also experienced that: you argue, you wrestle with
someone and later it becomes a good friend of yours. - Like the sun after a
thunderstorm. Have you already experienced that?
You know, I wonder: where does the third friend come from ? At first the little
child was alone. Then someone helped. So they were two. And now, how many
are they now? And how many are there later together on their way?
How did the third one join them?
I don’t know, but couldn’t it be that the daft dork first went away but later joined
them at the play ground and played really nicely along with them so that they
became friends?
What he had done before was really stupid! Sure! But honestly, have you never
done anything stupid? I've already done stupid things that made me feel sorry
afterwards! Doesn't that happen to all of us?
At first it looked like he was proud of it. But, look here, when we said that he
can't do that, he doesn't look proud anymore. Doesn't he look rather ashamed
there? Look how the tongue is hanging from the corner of his mouth?
Actually, he went away. May be later he simply played along with them on the
playground and was really nice to make up for the stupid thing and then became
a good friend. Would this be possible?
I asked children at school and they told me that they got good friends with who
they have been fighting before.
M Isn't it magic our mouth? The things we put in can taste sweet or sour or
bitter. And what about the words that come out? What about their taste? - What
is your favorite dish? - What are your favorite words? How do they taste? - What
did the little marmots tell us? ….
Do you also sometimes tell others "I like you", or "I like your dress", or "I like the
color of your sweater", or "I am glad that you are here", or "You are really nice",
or "I like to play with you", or " I like to help you or "I like how you laugh" …………
.. ”
12
Oh yes, let’s try!
Suggestion at home
Let’s make a tally sheet to count how often today (or during this week) each of us
says something he/she appreciates, ok?
Suggestion at school / daycare
We stand in 2 circles. Those of the inner circle look to the outside and think
about what they like at the person standing in front of them in the outer circle.
They slowly say: "I like, - I like, - I like ... …" Then they say something they
appreciate.
The other one replies "Thank you!” and moves on for one place to the right.
Now it's the turn of the outer circle. They say to the next person in front of them
"I like, - I like, - I like ... ..." etc. Now the inner circle replies “thank you” and
moves on to their right side. If you look carefully, you will always find something
you appreciate! As a start in the morning, this game can spread a good mood for
the day.
N How should others know what you like and what you don't like, if you don't tell
them!
- Do you like someone saying mean things about you? - Does anyone like that?
- Isn’t it great! We simply say clearly and loudly: “No for annoying, no for gossip!”
That’s it! It’s as simple as that!
Making such clear decisions, friends can rely on each other!
O Wow! Tell us your „Wow things“, the things and the people you just like
soooooo much? Shall we do a drawing on which you put the people and things
you really like? Let's put the crayons here, so we won't forget it.
Is there anything nicer in the world, than understanding each other really well?
Now we know what good friends do: what did the marmots tell us?
"……………… .." (see at M)
(we keep one hand open in front of us as if we put the words in there)
And what are the things we clearly say no to?
"……………… .." (see at N)
(we hold the other hand next to it as if we put these words in here)
There we have two things that make friendship really solid! (We move the hands
a bit up and down as if we feel the weight of their value).
Like this we can rely on each other! That makes us strong! Together we can do
many great things!
Tell me, when did you do something with someone that made you really happy
and that you were so proud of?
P Do you like being curious? - Exploring a place you haven’t seen before? - Going
up to a loft you don’t know yet? - Walking round the curve of a street you
haven’t see yet? - Discovering behind the trees in the garden a nice place? - Is
that exciting?
Once we set off on the journey here, there is soooo much to see. We are hardly
able to look that fast! There is something new after every curve of the road!
Q And what about outings? Are you the one with the keen eyes and ears? That
curious person who notices everything along the way, even the things mom and
dad didn’t see?
And look what we can find here! There's something mysterious! Precious! Funny!
New! Always more!
We splash in the water. That ‘s refreshing! We notice how skillful we are and how
we become still more and more skilled! Soon we will be able to swim! Did you try
swimming already? Do you like splashing around? Splash the water? Make jokes?
What are your most beautiful water adventures? Tell us?
R The water made us fresh and full of energy! Can someone do somersaults?
Forward? - Backward? - Wow, handstand! How did you learn that? - You just
tried? - How long? - Again and again?
Nothing can stop us now !!! Training makes us better every day! We are really
getting there! Better and better! May be we become champions?
What are the skills, you just love to train and to be good at?
Would you like doing that, if you were very bad at it? - What made you become
good at it? - What else would you like to become good at? - What do you need to
13
get there? - You know what? All you need is trying. Trying again and again makes
you become better and better. That’s how our friends in the story became the
proud champions that can turn cartwheels!
S We trained so well, so well ..., that we didn't see at all … what's lurking there!
Do you know what a poisonous snake is? … What happens, if it bites us? … …
They have seen us already! They are fast, faster than us. --What to do? Is there
no way out ???
From the top of the tower, someone had admired them for a while already: how
they didn’t give up, how they practice tirelessly, how they got better and better!
He wants to help them!
But he is far away. The snakes are faster. What can he do for the kids?
- Do you know what lizards do when they are in serious danger and their enemy
grabs their tail already? They let go of their tail to save their life!
- If you face a real danger, what's the best thing you can do? What do the guys do
in the story? - did they get help to do the right thing?
T Do you see the guardian at the tower? Where does he point to? - What is he
shouting? - And what do they do? - I better don't telll you. Better you find out
yourself. Finding out yourself gives you strength to fight danger.
Do you understand what he means? - Which treats? - The good things in our bag?
- For what tyrants? - Why? - Never before we have been looking forward so much
to eating good things! - Imagine how hungry we are! We have trained for hours!
Before that we were swimming! Before that we were walking! No stop all day!
No food! Our stomach growls. It hurts from hunger!
- There's something really good in our pocket! Really tasty! Throw it away? -
Why? -
For the snakes ?! -
Is there time to think it over? -
U The tunnel is a good escape! Couldn’t we have taken our bag with us?
What do you think? •-- •--
Or do snakes also go into tunnels? Or may be they even live in this tunnel? -
Where are they now? - Why don’t they follow us in the tunnel?
V Lucky the tuba called from the tower until we found the exit in the dark tunnel!
- Can you see the music going up there? And what's coming down? - Birds come
from all sides! - What do they keep in their beak? .......... ? Why? For whom ….. ?
The guard from the tower explains it to us: "These are my birds. You have
practiced so tirelessly and trained and trained. You get a big prize!
Now we see the children not only flooded with flowers, but also with tears.
These are the tears of joy! The tears of thanks for all the help they have received
on their way to the goal..
W Now we are ready to tackle challenges!
What did we learn on the trip?
What didn’t we not know before?
What have we not been able to do before?
What do we understand now ? ...
What do we know now? ...
What are we able to do now? ...
That is why now we don’t want to just sit and talk, but we want to turn words
into action!
You see, they put all the flowers in the vase here. And then? - Do you think they
would be able to now help others on the way, thanks to all the things they have
learned?
What do they say? (see W-text) - Does this mean they feel strong?
- Well, they have set off already!
X What is wriggling there? Do we have to be afraid of them?
We have seen so much and experienced so much. Once they tell us strange stuff,
we immediately notice that something is wrong with it! Don’t we?
How do we reply? Do we have to listen to them? -
We don't need to take our time for that! We just make a friendly face. That’s how
we can leave them were they are and go away at ease! Is that a good idea?
Let’s give it a try.
14
Y So we feel at ease when saying : "Bye-bye, take care! We have got to do
something else right now ”. And we have gone already!
That’s a good excuse to get out of there easily, isn't it?
Let's create together a collection of good excuses that allow to get away from
places we don't want to get involved with: ….,….,….,
Z Do you know how big the ocean is When you're on the ocean in a boat and you
look around, wherever you look ahead, wherever you look back, there's only
water. Water up to the horizon ! The horizon is the place that is the farthest
away, The last place we can just see. At the horizon you can see the sky touching
the earth. But there is no earth on the sea. So the sky is touching but water all
around! Water and sky can have nice colors, but the colors move and show no
direction to steer the boat.
The magnet in a compass can find the direction. But if you don't have a compass,
where else can you look? Stars? Can stars show the direction? There are many
stars called zodiac. They all rise from the horizon and go across the sky and
somewhere else they go back down to the horizon. Do they show us a direction?
They constantly change place. What about the zenith? That is the point exactly
above our head. But even there the stars keep moving and show no direction.
But! - there is an arc of stars. It is the handle of a huge dipper. From the end of
the dipper it is possible to draw a line that is pointing at a tiny, lonely star. That is
the Polar Star, also called the North Star. It is the only star that does not move!
You can never see this star walking around the sky like the sun, the moon and
other stars do. If you know where to find the Polar Star, you will always know
how to find the direction.

5 This is about connecting with the respective moment of the story as personally as
From year 5
MY World
Colors can tell !
Discovering the language of colors and self-reflection as well as a diversity
competition that knows but winners.
We reach out for the coloring book when the wish arises to carefully design
colors and shapes.
Material: Poster, coloring book, wax crayons.
The coloring book is the active version of the picture book. It stimulates natural
intuitive reading also for young children. It is placed in the folder, as base for
further activities.
The coloring book also offers space for free creation of own experiences. At the
same time, the sketches secure orientation and prepare the next step.
The development of manual dexterity at this age is one of the magic wands for
later brain development. So it is very convenient to carefully cut out the thumb
index of this sheet after each chapter. This self-created overview allows even the
young children to assign the sheets of paper of further activities autonomously
and to have everything well organized at hand.
Last but not least, this book also leads away from the throwaway society. How
often do creations from children’s hands gather without meaning in the garbage!
Here we support the children to find the artist within themselves, who always
discovers and uses new possibilities of improving his work, until even the last
'holes' are filled with meaning and color and the work becomes a matter of the
heart, as a strong building block in the great context of this folder, which by the
end of the year is a treasure chest of valuable memories that are connected to
the pictures.
15
Why "MY world"?
possible.
Why is this important?
"No learning without emotion" is the basic neuro-biological law that matters
here. The stronger the emotional involvement, the more intense the learning.
The reader might object that the time spent on painting is out of all proportion.
The few and simple strokes of a letter can be practiced quickly, whereas painting
a picture takes a lot of time in which not even the writing movement is practiced!
If there were only 2 or 3 characters to learn, that would be a rational point of
view. But there are 26 and then there are a number of additional signs to them.
Lines scribbled on the leaf are like loose seeds thrown into the field, which the
next gust of wind swirls around and we can no longer tell them apart. The
confusion that arises during the first attempts of scribbling can later - if at all -
only be repaired with tremendous effort.
This is the reason why every fifth 15-year-old, who has been in school since the
age 6, is not able to use writing as a means of communication.
Anyone who tends a garden knows that soil preparation and careful sowing is
everything; then things grow by themselves.
It is no different in the brain: emotions supply the brain with 'fertilizer'. The
neuronal growth results from engaging in the story. This makes nerve fibers grow
like roots in the emotionally (= hormonally) 'fertilised' tissue of the brain.
With the story, letters become well-rooted plants in the brain, which stand in
their order from A to Z, so that nothing can mix them up anymore. Time for
emotional deepening at the start is a very good investment.
The story as an experience
For the 4 to 6 year olds we enrich the story with details. Our questions encourage
the children to contribute similar experiences of their own life, so that they find
themselves and their experiences in the story, see chapter 4.
This individual examination of the story prepares the use of the coloring book.
How do we use the creative coloring book?
The template ensures that the main characters are in the right place in order to
match the lines of the letter on the transparent sheet that follows.
Around these sketches of the figures there is space for the creation of one's own
experiences, which are exchanged during the storytelling, see chapter 4.
We make the children aware of how the colors support the respective mood (e.g.
blue calming or cool, red active or hot, yellow cheerful or light, violet calm and
warm, orange creative and happy, green gentle and pleasant). We encourage the
children to experiment with colors as an expression of moods and thus to go
beyond the colors of objects in a meaningful way.
We also draw attention to the dynamics of the lines. The story uses the sound of
each letter as a mood amplifier. Th dynamic of this amplified sound impacts the
movement when drawing the letter. For example, the light, flowing movement of
a sound such as WWWW or V V V gives the lines a different dynamic than the
more impulsive FFFF or the spot landing of a T or K etc. This sensitizes for
differentiated design. To direct their awareness to this expand the children’s
creative abilities.
All material is hand-drawn, because this stimulates the mirror neurons of the
child's to reach for the pencil and to try out themselves.
Individual and Interdisciplinary
The story is structured to support the development of the personality. Whether
we dance, clap, make music, mime, paint, read or write - this personal relevance
makes 'round'. It combines all activities into a personally tailored experience, for
the development of individual potential.
16
Rule number 1 : Things! No signs.
We never speak of letters, e.g. the "P", the "T"! We only speak of the palm tree,
the tower, etc.
Adults see the tower as an image for the T.
But the child sees a T as the simplified image of the tower!
Instead of abstract signs, he sees the letters as concrete objects.
This is brain-friendly and is the trick of spontaneously learning to read. The child's
brain is made for concrete shapes. It can retain them immediately.
Rule number 2: nothing but wonderful contributions!
Any own experience that a child contributes is welcome, is 'right' (note:
something that he or she has experienced in real life! Not something made up).
At the end we summarize these contributions by repeating the text of the letter
once again with "Yes, that's exactly how it is! How beautifully you describe it!
And that's exactly how you see it here ..." then we say the key words with the
coloured background
Invitation to the Artist Diversity-Contest
The Artist Diversity-Contest opens our eyes wide. It is about recognizing on the
sheets of the others what is special about each sheet and has not yet been
realized in this way on any other sheet!
Everyone is part pf the jury and everyone is a winner: this is how we train
focussed observation at every moment and thus also our own abilities.
Here a suggestion of how to the Artist Diversity-Contest with a group

- We choose a special day, which we call the painting festival, and we make sure
that every child is allowed to continue working on their painting as long as they
want, even if others are already busy with other activities. No time limit
whatsoever, even if it fills the day or others are already going home!
- The next day, the creations lay on the tables and we determine a few minutes
of silence in which we quietly walk around to get an overview.
- Everyone pays attention already to whether they spontaneously notice
something special in one or the other picture and whether they can think of a
word for it. For example, whether it is the most colorful, or the most delicate, the
most precise or whether the strokes show the strongest momentum, the most
dramatic or the friendliest picture, etc.
- Then the person in charge holds them up one by one so that everyone can see it
and the children suggest a term that honors the particular quality in this picture.
The person in charge can also add suggestions which direct the children's
attention to a quality that they themselves have not yet noticed.
- In order to agree on one name, we have a conversation in which we explain to
each other why we would mark the picture with this word.
- Then the responsible person will sticks this name as a reward on the corner of
the picture with a nice little sticke.
- At the end the pictures are hung up with their awards at a worthy place.
In this way we learn to appreciate very different qualities as values. At the same
time, the fact of verbalizing our observation, not only sharpens our the own
observations, but also to take a maximum of suggestions from the group, tailor-
made at the level of the own personal level of comprehension.

17
 6 Practice writing: slide instead of garlands
ab dem 6. Lebensjahr Why not garlands?
Writing a letter is usually done by repeating it as a 'garland' in a row in succession:
Yeah, writing is fun! at the beginning of the line is the model and next to it begins the first attempt. The
Schwungübungen als Kunstwerk letter is new to the child and after the first line it stops and looks at the model
again to find out, how to continue. Overall, some curves are not yet what they
und Schreiben als 'Finger-Sport' should be.
In the brain, however, everything the hand does becomes flesh. If the hand stops,
Writing exercises become a 'finger sport' the brain saves "stop here!"; if the hand draws a straight line crooked, the brain
and a beautiful work of art. saves "make this crooked". This is now the default when the child starts the
Enjoying the natural momentum of gravity, second attempt. Improvement thus becomes a constant fight against the bad
each exercise lays the ground for a relaxed templates that have been created.
and beautiful handwriting. Learning from ice skaters
Material: picture book, Context-Transparency sheets, exercise book.
Figure skaters therefore avoid awkward attempts. Because skating on ice means
Each transparent sheets is place in the folder on top of the respective image when
falling on your nose and getting blue bumps when making mistakes. Before the
starting to use it for the exercise. At the very moment, where the two are placed one on first attempt of a new trick,skaters watch it until the mirror neurons have captured
top of the other, our finger draws the line of the letter while we say the key phase of and stored the correct movement.
the text as shown in the video.
Let's go to the slide park!

Parchment paper as a 'Lego brick' This is the 'skater solution' for learning to write: all repetitions in the same place!
The decisive effect of the transparent paper: the very moment, when we place this There is no need to stop or to correct. As a 'primer', we drive several times along
paper on the picture of the story, sound and shape of the letter join together like with the yellow pencil, then again with the orange, then the red (or yellow followed
two Lego bricks in the brain of the child by green and blue, depending on the mood of the text) until the slide becomes a
broad track of bright colors. From color to color you can also do it on several days
until the slope becomes really beautiful and the hand feels like a safe skater or
What is meant by "finger sport"? skier.

Why do humans build slides, swings and scate-boards and why do we wizz down
on ski slopes? Simply because it is an incredible fun to be transported by your If you have to scribble a small black letter into a line many times in a row, it can
own weight! Swing, momentum, is the transformation of gravity into levity. feel like a punishment. But if you want to create a piece of art, you will compete
Momentum is the best performance and the best relaxation at the same and repeat the lines to make this work of art more beautiful.
time! Enjoying this dynamic in all variations and turns is the greatest pleasure. We therefore show the children which colors combine beautifully and make each
That's why people build slides and slopes. other shine.
Here we are 'zooming' this fascinating experience of momentum from the big
world into the small world on paper. I.e., instead of scribbling, pulling up our
shoulders and cramping our fingers, we use the abilities of the gross motor skills
for the development of fine motor skills.

18
The downward strokes of a letter are slides (or ski- or skateboard slopes) and the
upward strokes are the stairs or lifts which we 'fly' up to then whiz down the next
slope.
1. With this skier dynamic, we first draw the letter into the air, as big as our arm
allows us. The arm whizzes on the downhill slopes, we do just at the moments
when the respective letter in the story text vibrates on our lips (see video).
2. The second time we comment on the movement: "Here we whiz down the slide,
then we fly up here and whiz down there the next slope already" etc.
3. After this once again like n° 1 with the Text.
These 3 steps, we then repeat with the pen on the parchment paper. The letter is
big and fills the page. The templates guarantee that it is exactly the contour of the
character in the image that is placed below the transparent sheet. On the paper
we become now champions whizzing down the same track with different colors
again and again.
'Zoom' from gross motor skills to fine motor skills
Since the beginning of its life, the child has trained the movement of the arms and
has reached mastery. But the movement of the finger joints is new territory.
Can we 'zoom' the already acquired mastery of body control directly into the finger
control?
Rule of the game:
- we are not talking about letters but about tracks and slides.
- first let's do the big moves in the air and then the large slope on the paper before
the hand writes the letter in a small size in an exercise books.
Like this thes feeling for gravity in space naturally transforms into pressure on the
paper for downward strokes and relaxed ease for the upward strokes. Thus, the
kinaesthetic basis for a relaxed and nicely caligraphic handwriting emerges
naturally from the movement of the entire body.
19
The night shift of the brain
The brain is overwhelmingly hard-working by nature: it repeats all night what we
do towards the end of the day. In the morning, like a kindly served coffee by the
bedside, we're greeted with developed neural connections.
However, if we ignore this friendly 'coffee' and do not use with it at all that day, the
diligent disappointed servant concludes that we don’t want it and throws the result
of his nightshift in the bin.
New things have to be practiced for at least 3 consecutive days, to benefit from
the natural turbo of the brain. Having worked for nothing doesn’t put the diligent
servant in the best mood when we ask later again for it. Learning it then again we
have to put more effort ourselves than the first time!
Rule number 1: always the right way round!
We turn our back to the children and look together in the same direction, when
writing a letter in the air. Like this we have to guarantee 100%, that the child will
never see a reversed movement !!
Rule number 2: letter's as dramatic noise!
We use the video to prepare our selves for drawing the lines of the letter precisely
just as it vibrates on our lips like a noise that spreads the ambiance. This is a kind
of “clicker effect”.
Rule number 3: no scribbling. The hand of the artist!
We show to the children, which colors can be combined beautifully. To fill lines by
scribbling a letter many times, may feel like a punishment. But bright colored
slides and ski slopes invite to compete.
The rewarding goal of a luminous work of art turns repeating lines into a creative
activity.
Rule number 4: thank your faithful servant!
Practice things on consecutive days. This makes good use of the natural turbo
(the night shift) of the brain, instead of disposing of what has been learned the day
before and then starting all over again.

7 better!
from age 7
We laugh our heads off!
The sound of language as a motivation generator
Writing sonorous stories
and spontaneously recognize grammatical structures.
Material: Toolbox for small text makers, pen and paper.
After the hand has discovered the fun of elegant curves on paper, we start to build small
sentences. Sound repetitions have an irresistible effect here too. Being familiar with a
sound, and being embedded in it, creates reward hormones. This is why babies tirelessly
repeat syllables.
It is this music of speech that can awaken the little author in the child. Because the child's
brain is inspired by the senses, i.e. by what is going on in front of one's eyes and ears.
This is also the reason why children are not resentful. The child's brain functions like this:
"Out of sight, out of mind!
If we now say: "Write down what you did on the weekend", then the child feels helpless,
because the part of the brain is not yet developed, which can think about the past.
That's why we develop sound kits. For the sound of each letter, we put a collection of
words together in which that letter appears on stressed syllables. We arrange each
collection according to word types.
While the child takes vocabulary from the word categories to build small sentences, the
ability to recognize word types and to recognize the sentence structure develops
intuitively. At the same time, through the repetition of sound, the ear receives the 'music'
that the biochemistry of its body needs.
Laughing instead of brooding!
The result are often quite funny sentences, the comic effect of which is further enhanced
by the frequent sound repetition. Laughter fills the brain with reward hormones. Reward
hormones are neurotransmitters. So, laughter makes children smart and creative.
20
Instead of brooding, we therefore write sonorous spontaneous ideas. The funnier the
Sound-painting and the biology of learning
If we let a sharp ssss hiss in almost every word or another time a long dark U etc.,, we can
create captivating moods. "No cognition without emotion" is a neurological principle.
Emotions are an irreplaceable factor that creates the hormonal prerequisite for learning
in the body.
For example, we experienced children who did not know the language of the country and
some of them had already refused to participate in activities in this language for 1 year.
When we started to use the key sentences of the ABC story with the moods that these
sound repetitions are spreading, they not only participated spontaneously, but did not
want to stop at the end of the lesson. They independently repeated these sentences with
the swing exercises. In one case even for 30 minutes after the end of the lesson!
Invitation to the Writer8s Diversity Competition
In the diversity competition we train listening as well as EQ (emotional quotient) and
empathy, i.e. the ability to respond to others, as everybody is part of the jury and
everybody is a winner!
Suggestion of how to organize a Writer8s Diversity Competition
- A child reads out his creation. The others try to find out what is special about it: the
friendliest sentence, the most horrible, the most noble, the funniest, the longest, the
shortest, the most exciting, etc.
- The child that is sitting next writes down on a sheet of paper that is prepared as a
medal, the suggestion the children agree on (you can also take notes of several
suggestions and come back to it at the end, because after listening to the others you can
make a better decision).
- The author receives his trophy and gets an applause.
- Then the next child reads his creation, etc.
In this way, we also experience very concretely how good it is that we are all different!
How boring it would be if everyone wrote in the same way!
We discover each other's strengths and learn to appreciate them and hereby inspire each
other.
EDUCATIONAL MATERIAL
Image and writing
The Poster (also used as a game board) is
the basis at any age for developing focused
brain functions. From a bird's-eye view, it
shows the entire alphabet story. The round
shape envelops and provides a sense of
secureness. It also contains the key phrases
of the letters as a short version of the story.
From age 2 to 6
The folder in A4 landscape format is the 'home'
of the activities. A colored thumb register
enables even young children to organize their
paper sheets neatly, to have them at hand and
to enjoy the growth of their work.
The picture book is the first element in the
folder. It contains 28 large pictures as well as
the full text of the story with colored reading
aids and advice for parents and educators. It is
the base for all the following activities.
The coloring book is the student version of the
picture book. Sketches of the figures guarantee
the correspondence of their shape with the
letter. Around them, there is space for
creatively drawing one’s own experiences.
Suggestions of how to practice social skills
within groups while drawing, can be found in
the Guide for Educators.
- LOVED - LIVING - ALPHABET
From age 4 to 9
The Context-Transparency images are added to the
pictures in the folder. This puts the image and the
letter like 'Lego bricks' together for the brain.
The exercise book is the student version of the
Context Transparency images. The "In-Place Exercises”
enable a beautiful, confident and relaxed handwriting
from the first stroke. This directs the movement
precisely and airy light at the time.
The bedtime poster has a length of 2 meters from A to
Z. Looking at it above the bed, the child can relax and
learn intuitively. The guide provides suggestions for
chatting and shared exploration.
The game cards turn reading and spelling into a
sociable activity with games like memory, role play
and domino crossword puzzles.
The toolkit for little authors expands the vocabulary
and inspires creative writing through the joy for the
sound of language, by which we learned speaking. The
design enables to grasp grammatical structures
spontaneously.
21
 EDUCATIONAL MATERIAL
Auditive and haptic means
The tests promote diction and verbal fluency. The
CD supports educators (and also speech
therapists) for any age group. It contains the
alphabet story with music, once as text and once
as beatbox version for free play and
interpretation.
Suitable from age 1 to 6
The figures enable even the youngest to take part
in the activities. While the older ones use the
verses as tongue twisters with music, the little
ones walk these actors on the table and
internalize the letters by role play. Made of eco-
friendly wood, they also offer percussion effects.
The puppets promote the development of
empathy and language as well as manual
dexterity. How to create them easily together
with the children, can be found in the guide.
In the hands of the educator, the puppet is an old
magic stick: letting the puppet speak for us,
makes it easier for the child to communicate at
eye level and express itself.
During the ABC story, puppets support both
concentration and manual dexterity as an
important base for intellectual development.
The games with the figures in the bag enable
young children to develop playfully calm,
systematic and concentration when identifying by
the sense of touch the little differences between
resembling shapes.
Once a year, the newsletter informs about new free downloads, new material in additional languages, training courses and job offers for
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22
- LOVED - LIVING - ALPHABET
From age 4 to 9
Between fantasy and reality, the Film interweaves
hopes and possibilities as feasibility. The child is
recognized and appreciated with its joys and worries
and is confidently on the way. The integrated writing
exercises in real-time are a key to spontaneous
success for learners and teachers.
Foreign Language Immersion with the language
decoding of Vera F. Birkenbihl, enables to
understand foreign words and phrases
spontaneously. In addition, the power of sound of
the story texts settles foreign words quickly and
sustainably in the memory. This makes the story an
excellent tool for language immersion.
happy
teacher The Guide for Educators provides ideas for creative
use of the material. An overview of its chapters
happy kids follows on the next page.
My first reading book: embracing a country!
This is currently being developed in several
countries: an adventure trip and at the same time a
journey through time along the legends and
geographical treasures of a country. An exciting
personal experience of a country, which makes
children the experts and guides of the family on
vacation, with a knowledge that opens doors and
hearts when traveling through the country.
 TRAINING - LOVED - LIVING – ALPHABET
In keeping with your goals, wishes and prerequisites, we will provide you with an individual selection of training modules.
Please, tell us at info@didactic-pilot.eu about your experiences and what you are looking for:

The 3 qualifications ca be attained at different levels: B BRAIN- BASED EDUCATION

1 Coach for Brain-Based LITERACY Module 2.1 Consultant

The participants gain a comprehensive insight into the functions of the brain
2 Consultant for Brain-Based EDUCATION and the conditions they need for their work.
3 Designer of Brain-Based TEACHING AIDS
Module 2.2 Instructor
1 and 2 are open to everyone. 3 addresses creatives, such as film Based on 2.1, the qualification is acquired to train participants of module
technicians, sound engineers, performers, programmers, designers, 2.1.
poets / writers, musicians.
C BRAIN- BASED TEACHING AIDS

Module 3.1 Designer

A BRAIN-BASED LITERACY
Module 1.1 Assistant (also possible for minors)
The participants are enabled to assist learners with exercises, e.g. in
classrooms or as an au-pair or babysitter.
Module 1.2 Coach
The practical competence of 1.1 is complemented in module 1.2 by a
clear understanding of what the brain needs for literacy. The
participants are able to teach groups autonomously.
Module 1.3 Instructor
Based on 1.1 + 1.2, module 1.3 enables participants to train people in
module 1.1 and 1.2.
Participants gain detailed understanding of the interaction between sensory
impressions and brain development. From the beginning this is combined
with exercises.
Module 3.2 Instructor
Building on the practical competences of the modules 1 and the theoretical
knowledge of modules 2, participants acquire during a two-month internship
the competences to train creatives in module 3.1.
The modules 1 and 2 can be completed as one-week on-campus courses as
well as correspondence courses.
The modules 3 are on-campus courses.
Scholarships are possible for particular suitability/financial disadvantage.

23
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We wish you inspiring encounters in the network of educational development.

your Loved-Living-Alphabet team

The project « Loved Living Alphabet » 2016-1-FR01-KA201-024256 has been fgnded with sgpport from the Egropean
Union. Any commgnication reflects the views only of the agthor, and the Commission cannot be held responsible for any
gse which may be