The Increasing Role of Electronic Toys in the Lives of Infants and Toddlers: should we be concerned? [1]
|
|
- Christiana Flynn
- 8 years ago
- Views:
Transcription
1 Contemporary Issues in Early Childhood, Volume 2, Number 2, 2001 COLLOQUIUM The Increasing Role of Electronic Toys in the Lives of Infants and Toddlers: should we be concerned? [1] DIANE E. LEVIN & BARBARA ROSENQUEST Wheelock College, Boston, USA ABSTRACT In recent years, thre has been a rapid increase in the number of electronic toys and toys linked to electronic media that are being marketed for infants and toddlers. This article explores what this latest trend might mean for the development, behaviour and play of very young children. It concludes that these toys can be harmful in both the short and long term and recommends strategies for counter-acting the potential problems. Two-year-old Maurice throws a balloon-like ball and hits a tall wicker basket. He laughs at his grandma and points to the ball. She responds, It hit the basket. He gets the ball. This time he throws it in and cheers. So does she. He hands her the ball saying, You do it. Over the next 10 minutes they go through several variations in their give-and-take play with each other and the ball. They try to knock the basket over with the ball, throw the ball high in the air to get it into the basket, and play a simple game of catch always commenting on what happens as they go. Then Maurice spots his new electronic Rock-n-Roll Ernie toy a stuffed version of Ernie from the television show Sesame Street, who is wearing sunglasses and a simulated black leather jacket and holding a guitar. Maurice pushes a button on the guitar and Ernie begins to bounce and sing, Rock Around the Clock Tonight. Maurice bounces up and down a few times and asks his grandma to dance too. When Ernie stops, Maurice repeats the button pushing, dance cycle two more times. Then he returns to the ball and resumes the game of catch with his grandma. 242
2 243 THE INCREASING ROLE OF ELECTRONIC TOYS Toys Influence Play Toys can have a big influence on how children play and we see this influence at work in Maurice s play with his grandmother. The ball and basket seem to give Maurice the opportunity to engage in play of his own creation, play that evolves and changes as he finds new challenges. It is play that is unique to him, play that his grandmother can share in and support ball play that is probably not exactly like that of any other child and adult. When Maurice uses Rock-n-Roll Ernie, on the other hand, his play and interactions seem limited and repetitive push a button and bounce to the music; he and his grandma have a hard time figuring out anything else to do. Most young children we have seen play with a toy like Rock-n-Roll Ernie have used it in a similar way and quickly became bored with it, as Maurice did. Because what and how children play influences how they develop and what they learn (Caruso, 1988; Levin, 1996), we would predict that the different kinds of play that we have outlined would lead to different kinds of learning. And because we have seen an increasing number of toys of the Ernie type on children s toy shelves, we have begun to explore electronic toys for infants and toddlers more closely. What we have found has left us worried, worried enough to conclude that all those involved with promoting the healthy play and development of very young children need to take heed and develop strategies for counteracting the problems that may arise. Changes in Toys A walk down the aisle of a mass-market toy store will demonstrate how classic toys for children have given way to an abundance of high-tech toys. There are rattles that move on their own and play music, crib toys that say the alphabet and project television characters onto the ceiling, soft toys that do everything from making animal and baby sounds to teaching about stranger danger all with the help of batteries and microchips. Many of the new electronic toys are already familiar to families, and even to infants, because they are emblazoned with logos or are replicas of characters from television, movies or videos. Not long ago, most of the toys on toy store shelves for very young children were generic rattles, dolls, trucks and blocks that helped toddlers be the creators and controllers of their play and helped parents play in imaginative, give-and-take ways with their infants and toddlers. As we saw in Maurice s play with Rock-n-Roll Ernie, individualized, open-ended opportunities for creating play can be greatly hampered by the programmed response of mobile phones, scripts embedded in talking dolls, and the musical score that is a push-button away in an electronic busy-box. The Importance of Play Research has already established the importance of the play and exploration of infants and toddlers (Caruso, 1988). Play and exploration is one of the most
3 Diane E. Levin & Barbara Rosenquest powerful ways very young children learn about how the world works. It helps them work out how to control their bodies and how to interact with people. It helps them learn about the impact their actions can have on objects and people in their environment and about how to produce the desired effect. What happens in the environment of infants and toddlers influences the quality of their play. For instance, play with constant adults contributes to the attachment process, and the level of attachment between infants and adults is positively correlated with quality of play. This effect is attributed in part to the level of responsive feedback to their actions that babies get from their environment. There is also a positive relationship between the amount of quality play often characterized in the literature as mature play, where children are working near the ceiling of their level of development and later abilities at such skills as problem-solving. Endangered Play, Endangered Development Just as the nature of interactions with adults influences the quality of play and what children learn, we can conjecture that the nature of children s interactions with toys also influences play and development. We need look no further than Maurice s play with the ball and Rock-n-Roll Ernie to see the difference that a toy can make in a child s play. No one toy determines the course of a child s play history. But when children become used to toys that channel them into acting in a certain way, they begin to expect all toys to tell them what to do and toys that are openended can seem boring and uninteresting. This can have a long-term effect on how children play and the kind of learners they become. And while any toy can be used for quality, individualized play, more open-ended and generic toys are more conducive in promoting this kind of play than highly structured and programmed toys (Bronson, 1995). This is why the rapid influx of electronic toys into homes and childcare centers in the last couple of years presents us with new questions and concerns about how these toys are influencing infant and toddler play and development both now and in the long run. High Tech Toys Are Very Seductive We are in the process of analyzing the results of a survey of infant/toddler parents about their attitudes toward and experiences with today s toys (Rosenquest & Levin, in preparation). Families list educational value at or near the top of every list of important qualities for purchasing toys. High-tech toys can be very seductive. They are marketed in ways that exploit adults desire to choose toys that will enhance their children s learning. They grab adults and babies attention with movements, sounds, and lights. They do exciting and magical things that only the designers understand. And, they promise to teach skills and prepare children for the future with such 244
4 THE INCREASING ROLE OF ELECTRONIC TOYS phrases as early learning activities designed to develop minds, friendly voice introduces six vocabulary words, musical and light responses teach concept of cause-and-effect, and bright colors and flashing lights create visual interest. Many of these kinds of toys are made by familiar and trusted toy companies (such as Fisher Price), or are branded with familiar cartoon figures (from public television shows like Sesame Street or Disney movies like Winnie the Pooh). This fact further contributes to an image of developmental appropriateness and the lure to buy. But when we end up spending money on these usually very expensive toys, are family and school resources being put to good use? Should parents feel that if they cannot afford to buy these toys, then they will be depriving their babies of the best start possible? By buying these toys, are we exposing children to the world of technology that we are promised will promote their well-being and define their future? Or, when we buy them, are we limiting children s horizons by substituting lights and sounds for parental voices and interaction, creativity and imagination, active play and learning? What Can We Do? As a first step in deciding how to respond, educators need to recognize the saturation of the infant/toddler toy market with electronic toys and the serious limitations these kinds of toys can have for very young children. Then we can begin to develop strategies for stemming the tide as these toys flood homes and classrooms (Levin, 1998, 1999). There follow some general guidelines for how to begin. Create classrooms that help children become good players and engage in quality play. We can do this by doing such things as valuing play and providing time for it; choosing toys that are rich in constructive play possibilities and taking an active role in facilitating individual children s play with these toys; creating an environment where children feel safe to explore and become involved in play. Help families learn more about the importance of play and the role of toys in promoting quality play. Discerning the limitations a toy can have on a child s play often means disregarding the initial lure of a toy or the symbols and promises made by manufacturers about its value. It is difficult to discourage parents and grandparents from buying what appear to be ultramodern toys as gifts or as contributions to an innovative nursery. Making good choices requires a greater understanding of the importance of infant/toddler play and the role of toys in promoting quality play than adults needed in the past. One constructive way to do this is to spend time with families discussing the significance of play for very young children, inviting them to observe their children s play in group settings, and demonstrating, by example, how play can be facilitated. 245
5 Diane E. Levin & Barbara Rosenquest Help families choose toys and play materials that support quality play and development and build on the individual interests and abilities of their particular children. The materials that we provide in group settings can play a key role in modeling for adults the kinds of toys we know are best for children. At birthdays and other gift-giving times, we can help parents make effective gift choices and learn how to communicate this information to other family members who may be buying gifts. There are now simple guides available that can be distributed to parents to assist with this process. For instance, the National Association for the Education of Young Children in Washington, DC publishes a small booklet called Toys: tools for learning. Teachers Resisting Unhealthy Children s Entertainment (TRUCE) has its annual Toy Action Guide. [2] Work to change how things are. As early childhood educators, we are the people trained to understand and promote the well-being of young children. In this role, we have a responsibility to work to make things better in whatever ways we feel we can for instance, through work with colleagues in our own school communities and in professional organizations, and by writing letters voicing our concern to newspapers, toy manufacturers, and toy retailers. Correspondence Diane E. Levin, Wheelock College, 200 the Riverway, Boston, MA , USA (dlevin@wheelock.edu). Notes [1] This article is adapted from a presentation by the authors entitled, The Invasion of the Teletubbies: the impact of media-linked and electronic toys on infants and toddlers, at the Annual Conference of the National Association for the Education of Young Children in Atlanta, Georgia, November [2] This guide can be downloaded from References Bronson, M.B. (1995) The Right Stuff for Children Birth to Eight: selecting play materials to support development. Washington, DC: National Association for the Education of Young Children. Caruso, D.A. (1988) Play and Learning in Infancy: research and implications, Young Children, 43(5), pp Levin, D.E. (1996) Endangered Play, Endangered Development: a constructivist view of the role of play in development and learning, in A. Philips (Ed.) Playing for Keeps, pp & St Paul, MN: Redleaf Press. Levin, D.E. (1998) Remote Control Childhood? Combating the Hazards of Media Culture. Washington, DC: National Association for the Education of Young Children. 246
6 THE INCREASING ROLE OF ELECTRONIC TOYS Levin, D.E. (1999) Rethinking Children s Play: changing times, changing needs, changing responses, Our Children: National PTA Magazine, November, pp Rosenquest, B. & Levin D.E. (in preparation) Parents and Teachers Attitudes about Choosing and Using Infant and Toddler Toys. Boston, MA: Wheelock College. 247
DOMAIN Ill: Cognitive Development
Purpose: To develop new skills, knowledge and the ability to acquire and process new information through play and interaction with others and the environment. The cognitive development domain includes
More informationSimple things you can do to help your child grow, develop and learn. An introduction to the Minnesota Early Childhood Indicators of Progress.
EVERY DAY IS A GREAT DAY FOR YOUR CHILD TO LEARN Simple things you can do to help your child grow, develop and learn. An introduction to the Minnesota Early Childhood Indicators of Progress....p.3...p.4...p.5
More informationInfant - Toddler Play, Toys & Media ACTION GUIDE Second Edition. What is different about play today? Why is quality play so important?
Infant - Toddler Play, Toys & Media ACTION GUIDE Second Edition You want to provide your little one with experiences that will enhance healthy play and development. This guide will help you understand
More informationInfant Development: The First Year of Life
Infant Development: The First Year of Life Your child's first few years are critical in the development of his or her temperament, learning style and pattern of growth. You are your child's first and most
More informationThe Children s Advertising Review Unit Presents: A Parent s Guide to Advertising and Your Child
The Children s Advertising Review Unit Presents: A Parent s Guide to Advertising and Your Child Produced in collaboration with the Toy Industry Association A WORD TO PARENTS Advertising is all around us.
More informationGetting School Ready in Iowa
Getting School Ready in Iowa I want to be ready for kindergarten. How can the kindergarten be ready for me? A guide for families and early care, health, and education providers caring for children who
More information0 3 Months. Smile spontaneously. By 2 3 months, your baby s social smiles are signs that she knows who you are.
0 3 Months Your baby was born relationship ready and in her first three months of life is actively trying to make sense of her world. Before she can even speak, your baby is communicating with her facial
More informationPlay helps children feel good about themselves
Play helps children feel good about themselves Contents Children develop their social and emotional skills through play How do young children play? Play helps children develop a positive sense of self
More informationCommunicate through music
Communicate through music When adults talk to a baby, they make music they make their voices lilt up and down in a sing-song way, and find short phrases to say in a rhythmic way. Hello baby! Aren t you
More informationSimple things you can do to help get your child ready for kindergarten. An introduction to the Minnesota Early Childhood Indicators of Progress.
EVERY DAY IS A GREAT DAY FOR YOUR CHILD TO LEARN Simple things you can do to help get your child ready for kindergarten. An introduction to the Minnesota Early Childhood Indicators of Progress....p.3...p.4...p.5...p.6
More informationGifted and talented checklist for parents Things my young child has done
Gifted and talented checklist for parents Things my young child has done The following is a checklist of characteristics of gifted young children. The examples after each item are there to help you to
More informationIf child was born 3 or more weeks prematurely, # of weeks premature: Last name: State/ Province: Home telephone number:
Ages & Stages Questionnaires 18 17 months 0 days through 18 months 30 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this
More informationReading Aloud with Children of All Ages
with Children of All Ages Derry Koralek THE SINGLE MOST IMPORTANT ACTIVITY for building knowledge for their eventual success in reading is reading aloud to children, stressed Becoming a Nation of Readers,
More informationChild Psychology and Education with Technology
International Journal of Education and Information Studies. ISSN 2277-3169 Volume 4, Number 1 (2014), pp. 41-45 Research India Publications http://www.ripublication.com Child Psychology and Education with
More informationIf baby was born 3 or more weeks prematurely, # of weeks premature: Last name: State/ Province: Home telephone number:
Ages & Stages Questionnaires 12 11 months 0 days through 12 months 30 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this
More informationIf baby was born 3 or more weeks prematurely, # of weeks premature: Last name: State/ Province: Home telephone number:
Ages & Stages Questionnaires 4 3 months 0 days through 4 months 30 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this form.
More informationFAMILY GUIDE TO. Mobile Safety. How to keep your children safe and connected in today s mobile world SPONSORED BY:
FAMILY GUIDE TO Mobile Safety How to keep your children safe and connected in today s mobile world SPONSORED BY: Is Your Child Ready for a Mobile Phone? MOBILE PHONES ARE PART OF OUR LIVES. They re powerful
More informationA Child s Developmental Milestones
A Child s Developmental Listens attentively to sounds and voices (by 1 month) Makes some sounds other than crying (by 2 Cries deliberately for assistance (by 1 month) Begins cooing one syllable (by 3 Coordinates
More informationRead books with appealing pictures that match their age and interests. They like books with rhythm, rhyme, and repetition.
Chapter 15, Page 10 FAMILY SUPPORT: PRECONVENTIONAL READER (AGES 3-5) Read books with appealing pictures that match their age and interests. They like books with rhythm, rhyme, and repetition. Have a cozy
More informationResponses to Questions: Eddie & the Air Out There Video Game 2015 RFP
Responses to Questions: Eddie & the Air Out There Video Game 2015 RFP Please note that these are summaries of answers provided and may not be verbatim responses received by individuals, but should provide
More informationContents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4
Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My
More informationProviding Support for Special Needs Children By The U.S. Department of Education, Office of Educational Research and Improvement. Posted June 1998.
Providing Support for Special Needs Children By The U.S. Department of Education, Office of Educational Research and Improvement. Posted June 1998. All children can succeed with the right support. Being
More informationLearning Time Cuckoo Clock TM
Learning Time Cuckoo Clock TM INTRODUCTION Thank you for purchasing the VTech Learning Time Cuckoo Clock TM! The Learning Time Cuckoo Clock TM introduces time telling and ageappropriate curriculum in
More informationIf child was born 3 or more weeks prematurely, # of weeks premature: Last name: State/ Province: Home telephone number:
16 Ages & Stages Questionnaires 15 months 0 days through 16 months 30 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this
More informationCyber safety Parent Easy Guide 63
Cyber safety Parent Easy Guide 63 The online world is part of everyday life for many children and young people. It is a huge virtual playground where they can play, learn and socialise. It can be accessed
More informationJames is a five year old boy and spends his days at the. spends time with each individually. One of activities James loves is to sit down on the
Sarah Neuhalfen Case Study Child Development May 12, 2006 James is a five year old boy and spends his days at the Manchester Early Learning Center. He is the average size for his age and has blond hair
More informationINFANT SCALE Questionnaire (3 18 months)
Note: Validation (for research purposes) and development of a scoring system for the AHEMD-IS is currently in progress. However, the instrument in its current form is quite useful for individual home assessment.
More informationA Publication of the GCPS Information Management Division
GCPS A Publication of the GCPS Information Management Division Gwinnett County Public Schools is committed to providing information related to student technology use in a manner that is clear, concise,
More informationCritical Thinking Paper: Technology in the Classroom. There have been predictions that by the year 2013, a supercomputer that is more
1 Critical Thinking Paper: Technology in the Classroom There have been predictions that by the year 2013, a supercomputer that is more advanced in computation capability than the human brain will be made
More informationThe child becomes involved in physical, intellectual, creative, social emotional, and open-ended play. Ask open-ended questions:
Block Center The child becomes involved in physical, intellectual, creative, social emotional, and open-ended play.. Develop concepts on shape, size, balance, contrast, one-to-one correspondence, counting,
More informationHow To Love God
REFERENCES: LUKE 2:1-20; MATTHEW 2:1-12; THE DESIRE OF AGES, PP. 43-49, 59-67. Baby Jesus Is Born. Memory Verse: I love you, O Lord. PSALM 18:1, NIV. The Message: We love Jesus. Parents: By the end of
More informationWhat I Want to Be When I Grow Up Grade Six
Ohio Standards Connection Fine Arts Music Connections, Relationships and Applications Benchmark D Identify various careers in music. Indicator 7 Identify various careers for musicians (e.g., in education,
More informationWhat Young Children Learn Through Play
FS-1430 BRIGHT BEGINNINGS #25 What Young Children Learn Through Play Sean Brotherson, Ph.D. Family Science Specialist NDSU Extension Service What do children learn from their play experiences? More than
More informationDear Parent, At VTech, we know that there is nothing more special than watching your baby discover something new for the first time.
User s Manual Dear Parent, At VTech, we know that there is nothing more special than watching your baby discover something new for the first time. These moments become even more rewarding when you see
More informationHomework Activities for Kindergarten
Homework Activities for Kindergarten Listed below are several learning activities for your child to complete at home to reinforce skills being taught in school. The sight words are on the last page. Reading
More informationAnd. Sharon Shaffer, Ph.D. Executive Director, Smithsonian Early Enrichment Center Smithsonian Institution
Looking At Art With Toddlers by Katherina Danko-McGhee, Ph.D. Early Childhood Art Education Coordinator, University of Toledo Early Childhood Consultant to the Toledo Musem of Art And Sharon Shaffer, Ph.D.
More informationStandards for Certification in Early Childhood Education [26.110-26.270]
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central
More informationIntegrating Therapy into the Classroom
Individualizing Inclusion in Child Care November 2001 Integrating Therapy into the Classroom R. A. McWilliam Stacy Scott Findings from research: Over time, families who were given a choice between in-
More informationEarly Literacy. Early Literacy Development: A Focus on Preschool
Early Literacy Early Literacy Development: A Focus on Preschool Introduction The importance of children s early literacy development cannot be overstated. Children s success in school and later in life
More informationMy Family FREE SAMPLE. This unit focuses on sequencing. These extension
Unit 5 This unit focuses on sequencing. These extension Unit Objectives activities give the children practice with sequencing beginning, middle, and end. As the learn to name family members and rooms children
More informationParent Education Activities
PART III: PARENT EDUCATION Parent education sessions need to be planned and should follow a similar sequence each time. The suggested sequence is listed here and is explained later in this article. Also,
More informationEmpowering Your Ministry
Empowering Your Ministry 1 Ten Things That Will Empower Your Youth Ministry Programs 1. Have a clear vision. Spend time visioning for the highest quality program you can imagine and then create a plan
More informationStandard 1: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and visual arts.
ART CONTENT STANDARDS FOR VISUAL ARTS Grades K-5 Note: Each standard requires the application of the elements of art and principles of design. Strand: Visual Arts Standard 1: Learn and develop skills and
More informationThe Truth About Commercials Writing a persuasive advertisement
The The Truth About Commercials Writing a persuasive advertisement Grades: 5-6 Subjects: English, English As A Second Language, Media Literacy Overview Students will explore the language of persuasive
More information2015 BYOD. Bring Your Own Device
2015 BYOD Bring Your Own Device A couple of years ago we trialled allowing children in Years 5-7 to bring to school a personal mobile device to use in their learning. Learning technologies are most effective
More informationCochlear (Re)Habilitation Resources
Cochlear (Re)Habilitation Resources Sound Foundation for Babies Language: English, Simplified Chinese, Bahasa Malay, Thai, Italian, Lithuanian. Sound Foundation for Babies is a habilitation tool that supports
More informationEarly Years Foundation Stage Framework 2012 An overview with recommendations for music-making
Early Years Foundation Stage Framework 2012 An overview with recommendations for music-making Commissioned by Sound Connections in June 2012 from Linda Bance (MA Music Ed) for the London Early Years Music
More informationComputer Animation: Art for the Digital Generation. By Jack Tovey
Computer Animation: Art for the Digital Generation By Jack Tovey Who is this Guy? Jack Tovey USF Art Ed Undergraduate 1979 USF MA Art Ed emphasis- CG 1990 Art Teacher in Pinellas County for 29 years Who
More informationHighScope s Child Observation Record COR Advantage Aligned With HighScope s Key Developmental Indicators (KDIs)
HighScope s Child Observation Record COR Advantage Aligned With HighScope s Key Developmental Indicators (KDIs) The following chart shows how items from HighScope s Child Observation Record COR Advantage
More informationThe Secret of Cell Phones By R. Howard
The Secret of Cell Phones The Secret of Cell Phones By R. Howard Maria was very excited: her parents were finally going to buy her a cell phone. Most of her friends had already been given a cell phone
More informationINTRODUCTION TEACHING TIPS. THE NURSERY CLASS Purpose
INTRODUCTION THE NURSERY CLASS Purpose Letter to Parents The purpose of the nursery class is to help children learn the restored gospel of Jesus Christ and live it. The nursery class should help the children
More informationOur Nation s Children at Risk: A State by State Report on Early Intervention
Our Nation s Children at Risk: A State by State Report on Early Intervention Message to Readers: Easter Seals is pleased to present Our Nation s Children at Risk: A State by State Report on Early Intervention.
More informationKeys to Enhancing Brain Development in Young Children
Bright Beginnings #5 Keys to Enhancing Brain Development in Young Children FS-611, JULY 2005 Sean Brotherson, Family Science Specialist, NDSU Extension Service Think of young children in your life and
More informationThe Transformational Toy Manufacturing Industry
The Transformational Toy Manufacturing Industry The Toy Manufacturing Industry The U.S. toy manufacturing industry is a highly concentrated industry including approximately 700 companies that generate
More informationEARLY CHILDHOOD TRANSITION GUIDEBOOK. What You Need to Know Before Your Child s Third Birthday
EARLY CHILDHOOD TRANSITION GUIDEBOOK What You Need to Know Before Your Child s Third Birthday Early Childhood Transition Guidebook What You Need to Know Before Your Child s Third Birthday PACER Center
More informationThe Digital Camera: A Tool for Creative Teaching. tyc.naeyc.org. Bonnie Blagojevic and Anne Sprague
The Digital Camera: A Tool for Creative Teaching Bonnie Blagojevic and Anne Sprague Maria looks unsure as she enters the classroom for her second day at preschool. The teacher helps Maria find her cubby
More informationCurriculum Development Institute Education Bureau 2010
Curriculum Development Institute Education Bureau 2010 Reading is the foundation for learning. Early childhood is a critical stage in the developmental process. The development of a good reading habit
More informationCopyright 2005 by Washington Office of the Superintendent of Public Instruction. All rights reserved. Educational institutions within the State of
Copyright 2005 by Washington Office of the Superintendent of Public Instruction. All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
More informationThe Hawai i Early Learning & Development Standards (HELDS)
The Hawai i Early Learning & Development Standards (HELDS) Supplemental Guides for Infants and Toddlers Discovering Identity: Toddlers 18 24 Months This Guide was developed by the University of Hawai i
More informationINVENTION CONVENTION. Webquest. by Diane Findlay
INVENTION by Diane Findlay CONVENTION Webquest Introduction You, an inventor? Why not? We use inventions every day, from gadgets to games, from organizing systems to orchestra instruments. And we ve probably
More informationEARLY CHILDHOOD EDUCATION
Louisville Main Campus Lexington Branch Campus 3101 Bardstown Road Louisville, KY 40205 2355 Harrodsburg Road Lexington, KY 40504 (502)456-6504 (800)844-1354 (859)276-4357 (800)467-6281 fax (502) 456-0031
More informationEARLY INTERVENTION: COMMUNICATION AND LANGUAGE SERVICES FOR FAMILIES OF DEAF AND HARD-OF-HEARING CHILDREN
EARLY INTERVENTION: COMMUNICATION AND LANGUAGE SERVICES FOR FAMILIES OF DEAF AND HARD-OF-HEARING CHILDREN Our child has a hearing loss. What happens next? What is early intervention? What can we do to
More informationStress Management. comprehend stress, (2) manage it and (3) respond positively to stress management as it applies to their life and goals.
xxx Lesson 22 Stress Management Overview: Stress Management is a lesson that helps learners to understand that stress is a part of everyone s life. This lesson focuses on how learners are feeling and what
More informationARIZONA CTE CAREER PREPARATION STANDARDS & MEASUREMENT CRITERIA EARLY CHILDHOOD EDUCATION, 13.1210.00
EARLY CHILDHOOD EDUCATION, 13.1210.00 STANDARD 1.0 ANALYZE THE CONTINUUM OF PHYSICAL AND SENSORY DEVELOPMENT OF YOUNG 1.1 Analyze factors influencing prenatal development 1.2 Explain the general progression
More informationWhat is BUBL. We do not fight the future. We create products which help develop fundamental skills in the modern environment.
bublbubl.com What is BUBL BUBL is a new brand representing a series of educational products for children who grew up in the era of ios, YouTube and the new media the era where the competition for the child
More informationPurpose: To acquire language and the ability to communicate successfully with others
Purpose: To acquire language and the ability to communicate successfully with others The language development and communication domain involves the development of the ability to use language to communicate
More informationHow To Get Credit For Prior Learning/Work Experience In Early Childhood Education
Handbook For Credit for Prior Learning/Work Experience Early Childhood Education Associate Degree Approved April 12, 2012 Table of Contents Page number Explanation of the process 3-4 Am I a Good Candidate
More informationIce Breaking Activities
Ice Breaking Activities 1. Cinquain Line1: one word to name the subject (in this case, your first name) Line 2: two words to describe yourself Line 3: three action words about yourself Line 4: a four or
More informationFour Areas of Development: Infancy to Toddler
Four Areas of Development: Infancy to Toddler Copyright Copyright Texas Education Agency, 2012. These Materials are copyrighted and trademarked as the property of the Texas Education Agency (TEA) and may
More informationCase Study Child Development Kelsey Heisler May 6, 2009
Case Study Child Development Kelsey Heisler May 6, 2009 This case study is on a young girl named Hannah. She was observed in a classroom at the Early Learning Center. She is 4 years old. She is the only
More informationNUNAVUT. EDUCATION CAREERS Early Childhood Education PROGRAM REPORT. 171 Early Childhood Education DIPLOMA
NUNAVUT EDUCATION CAREERS Early Childhood Education PROGRAM REPORT 171 Early Childhood Education DIPLOMA Start Term: No Specified Start Date End Term: No Specified End Date Program Status: Approved Action
More informationHow To Improve Social Skills Of Disabled Students
Project ID:30198 - Music Therapy for Special Needs School Authority: 9027- Parkland Community Living and Supports Society Scope: 17 Students, Grades 1 to 12, 1 School PROJECT PLAN Project Description:
More informationEnsuring Access and Participation for All Children. SPED 63958 Early Childhood Methods, Sarah Jackson
Universal Design for Learning Ensuring Access and Participation for All Children How can you hold thirty hands when you only have two? What is Universal Design for Learning (UDL)? Universal design for
More informationGuide to Preparing for the Recruiting Process
Guide to Preparing for the Recruiting Process Written by the Athnet Team 2011 1 Table of Contents 4 Goals You Should Set Before You Start the Recruiting Process 2 The 3 Steps in the Best Approach to Getting
More informationMADISON PUBLIC SCHOOL DISTRICT. Grade 8 Cycle Class. Scratch
MADISON PUBLIC SCHOOL DISTRICT Grade 8 Cycle Class Scratch Authored by: Caitlin Aery Reviewed by: Lee Nittel, Director of Curriculum and Instruction Adopted by the Board: January, 2013 Members of the Board
More informationAnalyzing TV Commercials
Analyzing TV Commercials Sandra Gutiérrez Background: Unit: Persuasive Writing and Media Lesson Topic: Analyzing TV Commercials Length of Lesson: 90 minute Language Arts block. Background to Lesson: This
More informationBrains in a box: Do new age toys deliver on the promise?
Brains in a box: Do new age toys deliver on the promise? *Kathy Hirsh-Pasek Temple University *Roberta Michnick Golinkoff University of Delaware In Harwood, R. (Ed.) Child development in a changing society.
More informationEDD- 7914 Curriculum Teaching and Technology by Joyce Matthews Marcus Matthews France Alcena
EDD- 7914 Curriculum Teaching and Technology by Joyce Matthews Marcus Matthews France Alcena Assignment 1: Online Technology for Student Engagement: Kahoot Instructor: Dr. Shirley Walrod Nova Southeastern
More informationwww.eslkidstuff.com Lesson Plans for ESL Kids Teachers
You will need: Resources: CD / Tape player cushions (if you have enough floor space) name tags for each student glove puppet (for kids under 7) ball (for kids over 7) resources for whatever you are going
More informationScams and Schemes. objectives. Essential Question: What is identity theft, and how can you protect yourself from it? Learning Overview and Objectives
Estimated time: 45 minutes Essential Question: What is identity theft, and how can you protect yourself from it? Learning Overview and Objectives Overview: Students learn strategies for guarding against
More information0 3 Months Sensory Motor Checklist
0 3 Months Sensory Motor Checklist Enjoys playful face-to-face interaction with people Coos in response to playful interaction Notices and responds to sounds Moves legs and arms off of surface when excited
More informationGraphics Designer 101. Learn The Basics To Becoming A Graphics Designer!
Graphics Designer 101 Learn The Basics To Becoming A Graphics Designer! Contents Introduction Chapter 1 The Role of the Graphics Designer Chapter 2 Qualifications in Order to Become a Graphics Designer
More informationDelivering a children s program in a limited hours service
Delivering a children s program in a limited hours service Contents Introduction 3 Purpose of this guide 4 Early Years Learning Frameworks 5 Educators practice 5 Learning and development outcomes 5 Factors
More informationEDUCATION SERVICES MONITORING. Completed By: Date: Site:
Completed By: Date: Site: GENERAL CLASSROOM ENVIRONMENT AND MATERIALS Y N COMMENTS / CONCERNS Indoor and outdoor spaces are safe, clean, attractive and spacious There is adequate lighting in the classroom
More informationBERKMAR HIGH SCHOOL. Freshmen Elective Choices
BERKMAR HIGH SCHOOL Freshmen Elective Choices 2011-2012 TABLE OF CONTENTS HEALTH & PHYSICAL EDUCATION 2 Introduction to Health 2 Intro to Lifetime Fitness LANGUAGES 3 French 3 Latin 3 Spanish 3 Spanish
More informationLast name: State/ Province: Home telephone number:
54 Ages & Stages Questionnaires 51 months 0 days through 56 months 30 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this
More informationGraphic Design for Beginners
Graphic Design for Beginners Presented By MasterResaleRights.com Table of Contents Introduction 3 Chapter 1 The Role of the Graphic Designer 5 Chapter 2 Qualifications in Order to Become a Graphic Designer
More informationWhen You Hear a Smoke Alarm, Get Out and Stay Out
LARN NOT TO BURN PRSCHOOL PRORAM When You Hear a Smoke Alarm, et Out and Stay Out Objectives The child will identify the sound of a smoke alarm. The child will demonstrate what to do (get out and stay
More informationAge Birth to Four Months Four to Eight Months
Healthy Beginnings: Supporting Development and Learning Birth through Three Years of In order for individually developed comprehensive curricula for infants and toddlers to be considered for acceptance
More informationConnecticut Birth to Three System. A Family Handbook. Guide 3: Transition to Early Childhood Special Education
Connecticut Birth to Three System A Family Handbook Guide 3: Transition to Early Childhood Special Education July 2013 Connecticut Birth to Three System A Family Handbook This handbook and others are available
More informationInspection report for early years provision. Unique Reference Number EY300024 Inspection date 08 August 2005
Inspection report for early years provision Unique Reference Number EY300024 Inspection date 08 August 2005 Inspector Verlyn Ulanda Blake Type of inspection Type of care Childcare Childminding ABOUT THIS
More informationHead Start Early Learning Outcomes Framework. Ages Birth to Five
R Head Start Early Learning Outcomes Framework Ages Birth to Five 2015 U.S. Department of Health and Human Services Administration for Children and Families Office of Head Start Office of Head Start 8
More informationCare service inspection report
Care service inspection report Quality themed inspection (day care for children) Rainbow Childcare and Education Ltd Day Care of Children Little Crook Forres Inspection completed on 13 May 2016 Service
More informationApplication for Middle School Programs. First Name Last Name. Grade date of birth / / Home Telephone (
Girls Incorporated of Lynn 50 High Street Lynn Ma 01902 781-592-9744 x230 www.girlsinclynn.org Odyssey Eureka Application for Middle School Programs First Name Last Name Grade date of birth / / Home Telephone
More informationContents. Before you begin
Contents Contents Before you begin What you will learn Competency standard What is expected of a Certificate III learner Assessment Employability skills How to work through this unit Resources v v vi vi
More informationTips for Early CarE and EduCaTion providers
Tips for Early CarE and EduCaTion providers Simple Concepts to Embed in Everyday Routines Some of the top researchers in the country offer helpful tips and concepts to help you work with young children
More information.18 Month. Questionnaire III III III III III III. Important Points to Remember:
Ages 8t Stages Questionnaires': A Parent-Completed, Child-Monitoring System Second Edition By Diane Bricker and Jane Squires with assistance from Linda Mounts, LaWanda Potter, Robert Nickel, Elizabeth
More informationStep 1: Come Together
THE STORY FOR LITTLE ONES: Preschool LESSON GUIDE: Lesson 2 5 ABRAHAM FOLLOWS GOD Bible Basis: Genesis 12:1 9, 17; 21:1 7 Bible Verse: Abram believed the Lord. The Lord accepted Abram because he believed.
More informationDigital Life 102. objectives. Essential Question: What is the place of digital media in our lives? Learning Overview and Objectives.
Estimated time: 45 minutes Essential Question: What is the place of digital media in our lives? Learning Overview and Objectives Overview: Students test their knowledge of digital media and learn some
More information