This is the most requested and best-selling package, as it is comprehensive and serves 20 students. It includes all the curriculum tools and can be used by teachers on a rotating basis. It is intended for schools and language learning centers that are keen on ensuring their students excel and providing the means to develop their skills.
Excellence Package Contents
2 books of the Teacher's Guide (Theory, Application and Assessment)
It contains an explanation of the scientific theory on which the program is based and the mechanism of application and evaluation.
2 Linking Dictionary (for phonemes)
Designed for teachers with child-friendly graphics to make connections, includes 332 picture words.
20 of the Learner's Book
It is an activity book for children, which explains the skill and helps the teacher present the required material to the child.
20 Activity Book for Children (Cut, Color, Connect)
Contains individual worksheets for practicing program pillar skills.
10 interactive boards + 120 related cards
Boards to enrich educational corners to practice skills in an attractive and entertaining way, as if it were a game board.
9 assorted banners and signs with 39 associated cards
Group use materials are used to help introduce the different concepts in the program.
80 interactive cards
Colorful cards used for individual play with children, for interaction and group play.
29 story cards
Short stories that are rhythmic and harmonious.
8 hymn cards
Short, light, and dynamic songs, easy to use when presenting the program.
2 program support dolls
A puppet for the show's main character (Lovable Parrot) and a puppet for the supporting character (Worm Worm).
4 toy boxes
The toy boxes are: (First Sound Box, Last Sound Box, Actions and Find Box) Each box contains cards, games and figures for the child to play with, sort and learn different language skills.
An educational program for building a linguistic foundation and teaching language skills. It is approved by the Ministry of Education in the Kingdom of Saudi Arabia as an enrichment program for kindergarten children aged 3-5 years. It is also suitable for children in the elementary stage aged 6-8 years. It assists in individual educational sessions for children with language delays or weaknesses.
It comprehensively covers phonemic and phonological awareness skills for language preparation. It is a flexible, clear, and easy-to-implement program that educators can apply with their children at different times. Its activities and games can also be distributed over different periods in the children's schedule.
The program is unique in presenting language skills through fun, sensory methods and activities that do not pressure the child to learn.
Purpose of the program
The purpose of the Hear, See, Learn program is to ensure that children do not fall behind in early learning, are highly prepared to learn to read, and are immune to the problems of language delay or reading difficulties. It focuses on providing teachers and learners with practical information and activities to help achieve, develop, and accelerate reading readiness.
Research basis
It has been tested multiple times on children from kindergarten to third grade, and its effectiveness was demonstrated by comparing the pre-test results with the post-test results. Based on these results, activities and tools were developed and criteria were set. Clear attention was given to ensuring that the program was practical and presented in a fun, engaging way that suited young children and fostered a positive attitude toward the Arabic language.
High quality
The color, material, games, pictures, direction, and presentation method of the program “Hear, See, Learn” make it a competitor to what children love in foreign programs they are exposed to, which attract attention and are lacking in Arab programs, which makes them accept it.
inclusiveness and integration
An integrated reading readiness program that fills the gaps in traditional language development programs. It ensures a gradual transition between reading readiness skills in the pre-alphabetical stage and mastery of its basic foundations according to standardized guidelines. This program aims to address the problem of our children's weak Arabic pronunciation, enabling Arabic to shine in its most beautiful form, befitting it and appealing to children.
Abundance and diversity
The "Hear, See, Learn" program features an abundance, variety, quality, and availability of tools, sparing teachers the trouble of searching and selecting, saving time and effort and ensuring children's engagement and seriousness in implementing activities. "We present information with images and colors," we combine worksheets with fun and enjoyment, and with joy we build a dictionary of over 3,000 Arabic words.
The first step
For reading readiness, which lays the foundation for building language skills and phonemic awareness, and paves the way for reading, especially since it is supported by activities that provide the learner with a wonderful experience with Arabic sounds and words. The words become familiar to him, and thus fluency and fluency of the language are achieved. Above all, it is a preventative program for learning difficulties in reading, as it focuses on developing language and cognitive skills for the pre-alphabetical stage.
Arbitrators' opinions
Prof. Dr. Mahmoud Ahmed Omar - Bachelor of Science and Education, Ain Shams University, 1969
A solid, rigorous scientific approach was adopted in developing this curriculum, relying on a rich and modern theoretical framework. It also relies on a pre-test and post-test approach to measure cognitive skills, objectives, and abilities (comprehension, phonemic awareness, phonological awareness, and Arabic language awareness) measured by the curriculum on a sample of children from Saudi society. The results confirmed the quality of the curriculum's design and its reliability, including activities, conversations, and child participation. Appropriate methods were also used to evaluate program outcomes. This approach achieves cognitive, skill, and emotional growth, providing children with a sense of happiness and confidence, and developing the foundation for decision-making at this early age.
Prof. Dr. Sohair Ahmed Mahfouz - Bachelor of Science and Education, Ain Shams University 1971
The approach represents a promising new approach to developing reading readiness skills, compared to the traditional method of rote learning, which may lead to the premature demise of the joy and enjoyment of learning.
Prof. Ghaleb Mohammed Al-Hayari - Faculty Member, Faculty of Special Education, Hashemite University, Jordan
Programs like this are what our Arabic library needs to create a reading generation and reduce the number of those diagnosed with academic problems, especially learning difficulties. I hope this tremendous effort and commendable work will be of assistance to teachers and parents in helping and developing their children. It serves as a good example that can be used in teaching students and benefit kindergarten teachers.
Prof. Haifa Al-Ruqi - Faculty Member at King Abdulaziz University in Jeddah
One of the most important features of the "Hear, See, Learn" program is that it is based on a research foundation. The program targets children in early childhood, which is one of the most important age groups for linguistic and cognitive development. The program's design and targeting of linguistic skills are tailored to the age characteristics of children at this stage. The program is also distinguished by its flexibility, ease of implementation, and inclusion of numerous tools, cards, and worksheets that facilitate the program's implementation by educators and teachers.
Teachers' opinions
Some comments from clients, teachers and educational supervisors who have implemented it on the ground
Sajaa Suleiman Hamad Al-Juaithan - Teacher
My experience is that I have been doing this method since I was a teacher. Honestly, I did not know that it was a program. What was required of me at this stage was for the child to distinguish the sounds of letters and how to write them.
My children, thank God, have mastered this skill with great efficiency.
- I moved to the letter sounds with vowels and long vowels.
- Then I started analyzing the word. I told them that the word consists of several sounds, so we started analyzing their names. And so on with all the children.
After I felt that my children had mastered it, I moved on to the stage of forming words by combining letters to form words.
The children started spelling the words.
– We developed the skill of manipulating the sounds of the word (bell/guard).
After they distinguished the words, they developed and I started to include the connecting letters.
- Then I started to construct a simple sentence (Lettuce in a plate).
At the end of the year, I introduced the definite article “al” and some of the children surprised me by showing that they had developed and were now writing short sentences. Praise be to God, the children had mastered all the skills, literally. The year ended and I was very happy, and all the children were passionate about Arabic. The mothers noticed this development, and now I know that the one who taught me this method must have been familiar with the program “I Hear... I See... I Learn.” Since I am now a supervisor, I will urge the teachers to follow the method.
Al-Anoud Al-Hashr - Teacher
From my experience with the program (Hear..See..Learn) it was very beneficial for me in education.
At this stage, what is required of me is for the child to distinguish the sounds of letters and write them. My children, thank God, have mastered this skill with great efficiency, so I used the “I Hear... I See... I Learn” program with them to develop their skills.
After they distinguished the sound of the letter, I asked them to distinguish between the sounds made by each letter (damma, fatha, kasra). The children began to expand on this more, but I did not go into detail about it. They only distinguished it phonetically.
- Then I started analyzing the word. I told them that the word consists of several sounds, so we started analyzing their names, (Kh-A-L-D), and so on with all the children.
I gave them words that combine the letters we had previously studied, such as (bridge) (j-s-r).
The children started spelling the words.
- We developed the skill of manipulating the sounds of the word (drum/rope).
I am very happy that the children are enjoying the Arabic class. I have started to love giving them lessons because I found great response and enthusiasm. The most important thing I made sure to do was take individual differences into account. Praise be to God, the mothers have noticed this development.
Ms. Mona Assem, Director of Labna Kindergarten for Early Childhood - Egypt
As a kindergarten administrator who strives to preserve the children's identity and strives to find a program that prepares them to learn the Arabic language in a correct and interesting way, I have found what I was looking for in this program, which I consider the miracle of our time. I am not exaggerating when I say that there is not a single program in the private educational arena for kindergarten programs that presents the Arabic language in a professional manner befitting its status, and presents it in an interesting way that is in line with the requirements and challenges of our time.
The "Hear, See, Learn" program and Phonetics application represent a significant turning point for all researchers, teachers, and those interested in teaching Arabic to kindergarteners. The program is comprehensive, engaging, and well-suited to the interests and characteristics of this stage. It is easy to implement, highly effective, thoughtful, and based on the latest language learning and phonetics theories. It is practical, equipped with engaging teaching tools, assessment criteria, and, most importantly, is child-friendly.
The fact that all these features come together in one program is a miracle. May God bless Dr. Wafaa, and I ask God to bless her efforts, open her up, utilize her, and not deprive us of her continuous giving.
female teacher
The program really connects children to the language and makes it fun for them during Arabic language activities.
female teacher
The program is great, and the most important thing is to continue applying it, which leads to faster results. The variety of activities is very attractive to children.
female teacher
Organized for the teacher in preparation and easy to measure, frankly, a rich and integrated program
Kindergarten school
I am a kindergarten teacher for 14 years and this is the first time I have found a program of this quality.
female teacher
The program is a tremendous effort that makes me feel safe as a teacher in light of the confusion and differences in educational schools in learning the language. May God reward you with good.
PhD student
One of the best and first programs in the Arab world, it is accurate in teaching children basic reading skills. In this way, the child acquires the language in the correct way.
Supervisor
A wonderful and blessed effort. Serving the language of the Qur’an is unmatched by any reward. The work is institutional and based on foundations and research. I expect it to win an international or local award soon.
Jumana Al-Madhani
Thank you for the dictionary and the language used in the guide, it is easy and clear, the theory of connections helped the children feel happy and proud
female teacher
It is very special for me because it takes into account all the intelligences in the class, and when I tried the program on a two-year class, they were all very interested in the number of different methods and excited for more.
Guardian
One of the best and first programs in the Arab world, it is accurate in teaching children basic reading skills. In this way, the child acquires the language in the correct way.
With creative methods, we present Arab authenticity in an unconventional format.
For the child to love Arabic, learn it with joy, and continue to love it and discover its beauty until he masters it.
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