Colour Sorting Activity


  • Toilet paper rolls
  • Paint
  • Pompoms
  • Child friendly tweezers (Optional)


  • Start by painting each toilet paper roll in a different colour. It is up to you on how many different colours you want to use.
  • Once they are dry, provide pompoms of the same colour of the toilet paper rolls and mix all the different coloured pompoms.
  • This activity can be done in 2 different ways. Either:
  • Let your child choose a coloured pompom and, after asking him/her what colour it is, encourage him/her to put it in the matching toilet paper roll.


  • Ask your child to pick a pompom, from a colour you have chosen, and then put it in the matching toilet paper roll.

From this activity your child will improve his/her colour recognition and his/her hand eye co-ordination.

* In order to reinforce your child’s pincer grasp you can encourage him/her to pick up the pompoms with tweezers.

Ms Chanice K1.11

Listening and Remembering Sounds

This activity is aimed to encourage the children to distinguish between everyday sounds and to identify that different objects make different sounds.

Loud and soft sounds

Use different objects such as toys, utensils, whistles, keys etc. and ask your child which object they think will make the loudest sound and which will make the softest sound. After identifying the different sounds, the objects make, encourage your child to sort them out.

Magical sound box

One by one put between four and six familiar noisy objects (for example a set of keys, crisp packet, squeaky toy, zip, coins etc.) in a box, pausing to name them, and demonstrate the sound each object makes, before putting them in the box. Then, take an object out of the box, hide it, and make a noise with it. Encourage your child to tell you what s/he has heard and to guess what the object is from the sound it makes.

Socks/bottles and Shakers

Partially fill non-transparent plastic bottles or the toes of socks with noisy materials such as rice, pebbles, marbles, shells, coins, etc. Ask the children to shake the bottles and identify what is inside the bottle from the sound the items in the bottle make. When using socks, apart from shaking them to hear the sound, encourage your child to feel the materials in the socks and ask him/her to talk about what s/he is feeling and guess what is inside. When they guess the item (e.g. shells or pebbles) you can extend the activity by asking questions such as: ‘Where can we find shells or pebbles?’.                      

Ms Rodianne K2.1




Build with shapes

Activity aim:

This activity will help children use their imagination to build something with different shapes. They will identify different shapes like circle, square, rectangle, etc…

Materials you need:

  • Coloured Paper
  • Scissors
  • Glue


  • Cut shapes, such as squares, rectangles, circles, ovals and triangles (of different sizes) out of the coloured paper.
  • Encourage the child to identify the shapes.
  • Help the child to build different things with these shapes.
  • Stick the shapes that you child built on to an A4 paper with glue (so that you can keep what your child builds).

Here you will find some ideas of what you can build with different shapes.

This slideshow requires JavaScript.

Thanks and take care

Ms Abigail K 1.10

Numbers : One More One Less

For this game you will need:

  • An A4 paper or cardboard
  • A marker
  • A dice
  • Numbers *
  • Fish crackers

* Numbers could be fridge magnet numbers, number cards or any other numbers you might have available. If no numbers are available you can make your own from cereal boxes cardboard, cut into small squares with numbers written on them with a marker (like the ones I used in the photos).

  • Using your marker draw 3 fishbowls on the A4 paper/cardboard.
  • Label the left one – one less, the middle one – my number and the right one – one more.
  • Prepare some fish crackers and your numbers next to you.
  • Ask your child to roll the dice: ‘What number is that?
  • Find the number from your number cards and place the number card in the middle section.
  • Count the corresponding number of fish crackers and place them in the middle fishbowl.
  • Put the same amount of fish crackers, as the original number, on the left-hand side, take away one fish cracker and ask your child: ‘how many fish do we have now?’.
  • Place the corresponding number card under the fishbowl.
  • Put the same amount of fish crackers, as the original number, on the right-hand side, add one more fish cracker and ask your child: ‘how many fish do we have now?’.
  • Place the corresponding number card under the fishbowl.

Another way to go about this game:

For this game you will need:

  • 2 containers
  • Small objects
  • Number cards or magnets
  • A small bag


  1. Place your numbers in the bag and put one container on the left-hand side (one less) and one on the right-hand side (one more).
  2. Shuffle the numbers in the bag and ask the child to pick a number at random.
  3. Place this number in the middle.
  4. Place the corresponding number of small objects in the left-hand side container and then take away one. Ask your child: ‘how many do we have now?’.
  5. Place the corresponding number of small objects in the right-hand side container and add one more. Ask your child: ‘how many do we have now? 



This game can be done with any other objects you have available, you can even go bigger using baskets and toys or hula hoops and larger toys. Be creative and use what interests your child most.

Do specifically work with one less on the left and one more on the right. This mimics what kids will later see and use on a number line, and it helps prepare them for that.

Possible questions for these number sense activities:

  1. What number did you start with?
  2. How did you show one more/one less?
  3. What number is one more than ___ (child’s number)? How do you know that?
  4. What number is one less than ___ (child’s number)? How do you know that?

Also note that it is helpful to model how to answer in a complete sentence using the math vocabulary.

If a child answers “4” to question number 3 above, model back by saying, “Oh, I see. The number 4 is one more than 3.”

Ms. Jessica K2.5


Qed nibgħat din il-lista ta’ kliem biex it-tfal jispelluh u jitgħallmu jaqrawh. Il-kliem huwa kollu tal-istess mudell (kvkkv). Tistgħu tipprintjaw u tqasqsu l-kliem fi flashcards billi tużaw dan il-fajl : lista ta’ kliem

Meta jitgħallmu jaqrawh, intom il-ġenituri/kustodji, tistgħu taqraw kelma kelma lit-tfal biex huma mbagħad jiktbuh.

Xi attivitajiet oħra li jistgħu jagħmlu t-tfal huma dawn:

  1. Ikteb l-artiklu quddiem kull kelma
  2. Żid kelma oħra ma’. Eżempju : festa sabiħa
  3. Ikteb sentenzi bil-kliem

Inħeġġeġ lit-tfal biex jaqraw kuljum.

Tislijiet mill-qalb lit-tfal kollha!  🙂

Ms Glorianne Abela

Ġorġ Mallia has written a fictional rendition of current circumstances.
L-awtur Ġorġ Mallia għadu kif kiteb storja mnebbħa miċ-ċirkostanzi li bħalissa ninsabu għaddejjin minnhom.

In L-Avventura Msaħħra ta’ Melanie u Karl, the siblings both get sucked into another dimension where they are confronted by ecological destruction caused by greed.

L-istorja bl-isem L-Avventura Msaħħra ta’ Melanie u Karl hi dwar aħwa li jiġu meħuda f’dimensjoni oħra meta d-dinja tkun iffaċċjata minn kriżi ekoloġika minħabba r-rgħiba.

The book, in Maltese, is published in PDF format, and is available to children for free.

Il-ktieb ippubblikat f’verżjoni PDF jista’ jitniżżel b’xejn minn hawn

It is the first in a series which is targeted at 8-12-year-old readers.

Dan hu l-ewwel ktieb minn sensiela mmirata għal tfal ta’ bejn it-8 u t-12-il sena.