Module VIII. Creative Development and the Young Child. Important
|
|
|
- Austin Lamb
- 7 years ago
- Views:
Transcription
1 Module VIII Creative Development and the Young Child Important Some of the information contained in this CDA module may not apply to your state s child care regulations and laws. Therefore, the provided information should not be used as a substitute. Your child care facility is required to follow all rules, policies, and regulations set forth by the state in which it is located and licensed, even if the information is different from the content and/or recommendations contained in this module. Did you know? Infants and toddlers rely heavily on their senses to create their own play experiences. Creativity is all about the process of creating. Children who are given choices show more creativity than those who have choices made for them. Creativity is interwoven into all areas of development and learning. There are no boundaries to the creative process. When children are given freedom to explore, their creativity flourishes. Creativity is the most valuable ingredient that sets children apart from adults. What is Creativity? Creativity is the process of self-expression. It thrives on freedom, imagination, fantasy, curiosity and exploration. Infant and toddlers practically live in their imagination and a make-believe state of mind. This is one of the most valuable ingredients that sets
2 children of all ages apart from adults. Having an idea of what creativity is, how do we as child care providers cultivate the creative excitement in the infants and toddlers we care for daily? Stages of Creativity Scribbling stage, approximately 2 to 4 years Children draw circles first, then squares and other geometric shapes such as circles, ovals, squares and triangles. Pre-schematic stage, late preschool to approximately age 7 Children make designs from various shapes. Children begin to make designs and shapes to represent people or objects. Children reach the pictorial stage of drawing. Schematic stage, approximately 7 to 9 years Children use symbols and colors to represent reality (green for treetops or blue for sky). Children begin to add details to drawing (earrings to females and pants on males). Realistic stage, 9 to 12 years Children add more details and symbols to art. Children include more individual differences in representing people or objects. Children begin to take pride in their creations. Pseudo-naturalistic stage, 12 to 14 years Children evaluate products. Children develop the ability for adult-like expression. Children begin to conform to what is perceived to be right in creating a product. Infant/Toddler Creativity Infants Have longer attention spans than toddlers.
3 Spend a lot of time observing their surroundings. Respond to color, sound and movement. Sensory materials and activities help to stimulate the infant's natural curiosity. Toddlers Very mobile. Love to explore, discover and experiment with objects. Create a vast majority of their play experiences. Very self-directed. Create a variety of playful language and sounds. Love to create constructions with blocks. Enjoy a variety of art and music experiences. Spend a lot on time in make-believe play.
4 Click link(s) for more information Children s Creative Development Promoting Creativity in the Learning Environment Infants and toddlers develop creative concepts through the use of their senses and the freedom of movement. The learning environment becomes the canvas where they make their creative marks. Expose infants and toddlers to materials and activities that excite their senses and allow them to explore and discover interesting ways to create their own play experiences. Toddlers are more mobile and have a better command over language than infants. They use these skills to use materials and experiences in a variety of creative and inventive ways. When children feel that their creative expressions are valued and appreciated, they feel good about themselves and their abilities. It is very important for child care providers to keep in mind that creativity is a multi-faceted area of development. It does not work in isolation of other areas of development or separate itself from other areas in the learning process. Therefore, the physical setting where children grow, learn, develop and play must lend itself to the infusion of the creative process. Some Suggestions Provide plenty opportunities for infants and toddlers to engage in self-directed play. Make age-appropriate materials available to infants and toddlers at their level. Encourage children to use their creative ideas in all activity areas. Provide time and space (indoors and outdoors) for children to express their creative ideas. Model creativity by providing plenty of teacher-made materials in all activity areas.
5 Share your interest in children s creativity. Praise children s work. Post children s work so they can see it. Share children s work with peers and parents/guardians. Encourage children to take pride in their creative work. Encourage children to be different. Focus more on play, discovery, exploration and imagination. Encourage infants and toddlers to do things for themselves (when ready) in creative ways. Provide meaningful unstructured, messy play experiences for infants and toddlers. Interact with infant and toddlers in ways that encourage their abilities to be creative. Ask toddlers open-ended questions to encourage creative thinking. Arranging Space to Promote Creative Development Art and music are viewed by some child care providers as the only two learning areas that help children develop their creative abilities. Not so! Creativity is an attribute that can be cultivated and stimulated in all activity areas both indoors and outdoors. Some Suggestions Provide space and freedom for children to express themselves creatively. Provide a variety of sensory materials and experiences. Provide infants with:! Colorful rattles.! Squeaky toys.! Musical toys.! Soft blocks with pictures, numbers, shapes, and letters.
6 ! Stacking toys.! Push-pull toys.! Low riding toys.! Hand toys to carry from place to place.! Safe stuffed animals.! Soft dolls.! Nested toys.! Picture/sound/board books.! Interactive sound toys.! Small soft toys for throwing and banging.! Large plastic beads.! Large Legos.! Simple puzzles for older infants.! Other age appropriate toys. Provide toddlers with:! Sensory materials (paints, play dough, crayons, textured toys, chalk etc.).! Riding toys (truck and cars).! Wheel toys (wagons and tricycles).! Large, safe, colorful balls.! Swings.! Low age-appropriate climbers.! A variety of simple storybooks (including culture books).! All kind of age-appropriate blocks.! Push-pull toys.! Stringing large beads.! Large peg boards.! An assortment of age-appropriate puzzles.! Creative materials (crayons, markers, play dough, paints).! All kinds of paper.
7 ! Dress-up clothes.! Pretend toys/props.! Dolls.! Musical instruments.! Music and songs.! A variety of dramatic play props.! Arts and crafts materials.! Water and sand play with appropriate toys.! Other age-appropriate toys. Display artwork at a child's eye level. Encourage individual expression. Adapt environment, equipment and materials for the special-needs and culturally diverse learner. Provide free access to a variety of materials and activities that encourage creativity. Encourage young infants to be creative and experiment with sounds (cooing, gurgling, babbling, etc.). Encourage children to talk about and share their creative expressions with others. Encourage flexible use of materials in and between (where appropriate) all activity areas. Provide a variety of cultural materials (books, pictures, songs, music, etc.) for infants and toddlers to experience. Create themes for activity areas (library, beauty salon, fire station, post office, etc.) to encourage role-playing and fantasy in toddlers. Invite resource persons (puppeteers, musicians, and storytellers) to visit the learning environment to expose children to the creative arts. Provide opportunities for children to express themselves through block play, dramatic play, art, music, etc.
8 Expose children to creative games and finger plays. Avoid adult-directed creative activities. Rotate and add new materials, supplies and props in the learning environment to stimulate creativity in infants and toddlers. Provide a variety of musical instruments including those from other cultures for children to explore in creative ways. Provide age-appropriate art materials for infants and toddlers to experience inside and outside. Encourage creative body movement. Provide a variety of materials and experiences for creative play. Provide a variety of unstructured arts and crafts for toddlers to create their own props. Encourage toddlers to express themselves verbally in creative ways. Provide time and plan activities and experiences that promote freedom, imagination, fantasy, self-expression, and creative play among infants and toddlers. Provide a learning environment where all creative expressions are accepted and valued. Help infants and toddlers to enjoy the creative process and celebrate the uniqueness of the product. Provide activities and experiences that enhance the development of creativity and imagination in infants and toddlers. Provide supervised water play activities with props for older infants and toddlers to express their creativity. Creativity In the Infant and Toddler Learning Environment
9 Encouraging infants and toddlers to make their own choices in the creative process is very important. They should be provided plenty of time (indoors and outdoors) to experience, explore, learn and cultivate their creativity in a variety of ways. Art Encourage self-expression, individuality and self-confidence. Nurture imagination and make-believe play. Provide some appropriate art materials that are edible, colorful, full of texture and have exciting smells for infants. Encourage toddlers to scribble with large colorful crayons and safe, appropriate, non-toxic markers. Encourage use of imagination/expression of ideas through art, construction, music, etc. Encourage use of materials in creative ways. Encourage use of props in creative ways. Encourage the creative expression and communication of ideas. Library/Literacy Develop and encourage creative use of sounds and words. Encourage creative verbal expression. Encourage creative storytelling with familiar age-appropriate books. Encourage hand-eye coordination (stacking, nesting, manipulating, etc.). Encourage creative play with puppets and story props. Scribbling Encourage creative scribbling on a variety of safe surfaces. Encourage creative play in a variety ways.
10 Encourage hand-eye coordination (scribbling, drawing, manipulating, etc.). Encourage picture reading with toddlers. Encourage reflection through adult dictation. Math Encourage creative thinking and exposure to numbers through soft blocks, numbered toys, songs, finger plays, etc. Develop creative questioning skills. Encourage creative problemsolving skills. Encourage hand-eye coordination (manipulating, connecting, measuring, etc.). Encourage creative thinking. Science and Sensory Develop observation and questioning skills. Encourage creative experimentation, exploration and discovery of different materials and objects. Encourage hand-eye coordination (touching, tasting, smelling, hearing and viewing). Encourage learning through sensory experiences. Blocks Develop creative construction. Encourage creative conversations. Encourage comparative language usage (big, little, over, under, etc.). Encourage hand-eye coordination (stacking, rolling, connecting, etc.). Encourage creative thinking.
11 Dramatic Play Encourage creative play with a variety of props. Encourage creative conversations. Develop pretend reading abilities. Encourage hand-eye coordination (stacking, mixing, pounding, etc.). Encourage verbal expression. Encourage creative scribbling. Play make-believe games with infants and toddlers. Music and Movement Encourage creative play with a variety of props (ribbons, scarves, streamers, etc.). Encourage creative language. Encourage creative selfexpression with musical props (instruments). Encourage hand-eye coordination (beating, shaking, pounding, etc.). Encourage verbal expression. Cooking Center Encourage creative play with a variety of props. Encourage creative scribbling. Encourage hand-eye coordination (mixing, stirring, kneading, pouring, etc.). Encourage creative language expression. Encourage creative self-expression.
12 Outdoor Area Encourage creative discovery. Encourage creative self-expression. Encourage creative play with a variety of materials. Encourage creative conversations. Encourage creative exploration with nature. Suggested List of Materials for Promoting Creativity Sink with running water for art clean-up Pounding bench Dolls and soft toys Music and earphones Homemade, commercial and cultural musical instruments Storybooks of all textures and cultural content Various props Various puppets Flannel board with story pieces Food props and boxes CD player with an assortment of CDs Digital camera with video capabilities, tape recorder, inactive toys and other ageappropriate materials for creating and using the imagination. A variety of blocks appropriate for infants and toddlers. Large construction toys (Legos, Duplo, connecting, etc). Easy grip brushes All types of paper
13 Scarves, streamers and ribbons Wheel toys (pushing, pulling, riding, etc.) Age-appropriate glue Modeling dough/clay and accessories Easels Age-appropriate paints Age-appropriate arts and craft materials Collage materials (commercial and natural) Markers, large pencils, tape and large crayons Play sand with accessories Water play Bubbles Finger puppets Aprons or old shirts Large stamps, paper sacks, wallpaper scraps, fabric scraps and cardboard Age-appropriate safe nature items Paper cups, paper plates, and pie tins Table covering Various types of painting tools (commercial and creative materials toothbrushes, large eye droppers, etc.) Click link(s) for more information The Whole Child - For Early Care Providers - Creativity and Play
Simple 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
Program of Studies. Preschool 2015-16
Program of Studies Preschool 2015-16 PRESCHOOL BCD s preschool program provides a nurturing and stimulating educational environment for young children. Self-confidence and the ability to work with others
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
Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk. Outcome 2 Acquisition & Use of Knowledge & Skills
Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk NPG Domains Outcome 1 Positive Social Emotional Skills Outcome 2 Acquisition & Use of Knowledge & Skills Outcome 3 Appropriate
The 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,
Infant 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
Ideas for Using Books to Support Social Emotional Development. I Can Share By Karen Katz
Book Nook Ideas for Using Books to Support Social Emotional Development I Can Share By Karen Katz I Can Share is a Lift-the-Flap book geared for toddlers and young preschoolers which can be used to help
CLASSROOM QUALTIY CHECKLIST. (Highlights of ECERS-R, PCMI, SELA)
CLASSROOM QUALTIY CHECKLIST (Highlights of ECERS-R, PCMI, SELA) SPACE AND FURNISHINGS: Room arranged (1) to allow for several children to move and play freely in main centers (i.e. dramatic play and block
TOYS. Universal Tools for Learning, Communication and Inclusion for Children with Disabilities. Simon Technology Center PACER.
TOYS Universal Tools for Learning, Communication and Inclusion for Children with Disabilities Simon Technology Center PACER.org/stc PACER Center, Inc. 8161 Normandale Boulevard, Minneapolis, MN 55437-1044
CHILD, HEALTH, WELFARE & DEVELOPMENT ASSESSMENT GUIDE
CHILD, HEALTH, WELFARE & DEVELOPMENT ASSESSMENT GUIDE REGULATION 5 Reference: R5, Version: 1 [8 th March 2011] 1 This assessment guide is divided into four sections as follows: Section 1 Section 2: Section
Parent Handouts: Language Intervention Activities
Parent Handouts: Language Intervention Activities 12 Preverbal-Preintentional General Language Strategies Learning to Talk Children learn to talk by hearing others talk to them. You can help your child
Simple 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
ITERS MATERIAL REQUIREMENTS
ITERS MATERIAL REQUIREMENTS A. USING BOOKS In order to score a yes for 3.1, a minimum of 6 appropriate books must be accessible, but no less than one book per child in groups where more than 6 children
Goals for Preschool aged Children: (Compiled from several State Guidelines) Compilation by Narcissa Summerfield Language Community Goals
Goals for Preschool aged Children: (Compiled from several State Guidelines) Compilation by Narcissa Summerfield Language Community Goals Interact appropriately in groups (taking turns talking or playing
Ages and Stages 48-60 Months
The Busy World of Your Preschooler: An Overview of Your Preschooler s Development Your preschooler is a pretty capable person by now. Four year olds are more even-tempered and cooperative with parents
The Learning Environment
2 The Learning Environment The second component of the Creative Curriculum framework is the learning environment the use and organization of the space in your classroom, the daily schedule and routines,
Getting 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
Submission from Border Counties Childcare Network
Submission from Border Counties Childcare Network Early Literacy and Numeracy recommendations- Implementation plan of Aistear with resources for ECCE. Emergent Literacy and Numeracy should be under the
Preschool March Lessons. Dr. Seuss Day. One Day Free Sample
Preschool March Lessons Dr. Seuss Day One Day Free Sample Kids R Learning Preschool Lesson Plans Letter R - Number 9 Dr. Seuss Day Circle Time: Left & Right Feet Read the story the Foot Book Explain to
EDUCATION 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
Learning Center System. Preschool Resource Guide. Muriel Wong
Learning Center System Preschool Resource Guide Muriel Wong TABLE OF CONTENTS Overview and purpose 3 Page Supporting Children s Learning 4 Daily Routine 8 The Classroom Environment 10 Learning Centers
OVERVIEW. Provide curriculum that builds upon what children already know and are able to do to enable them to connect new concepts and skills.
OVERVIEW Early childhood programs should be appropriate for the age, developmental level, and special needs of each child. The environment should be modified and adapted to promote the participation, engagement,
Universal Design for Learning (UDL) Checklist for Early Childhood Environments
Universal Design for Learning (UDL) Checklist for Early Childhood Environments Universally Designed Learning (UDL) environments are designed from the onset in consideration of the widest diversity of learners
Sing, Spell, Read & Write
Sing, Spell, Read & Write Correlated to Head Start DOMAIN: LANGUAGE DEVELOPMENT Element: Listening & Understanding Demonstrates increasing ability to attend to and understand conversations, stories, songs,
ECERS MATERIALS REQUIREMENTS
ECERS MATERIALS REQUIREMENTS A. BOOKS AND PICTURES 3.1 Some books accessible for children. (Some is defined as 1 book for at least ½ allowed to attend at any time. Books must be accessible at least for
Early Child Development Kit: A Treasure Box of Activities
Early Child Development Kit: A Treasure Box of Activities Activity Guide UNICEF ECD Unit July 2009 Working Draft Acknowledgments This prototype document* was prepared by the ECD Unit with the help of Cassie
INFANT 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.
Play 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
Theme: Water animals Day 1
Theme: Water animals Day 1 First ring Concept: Fish Ages: 3 6 y Language discussion and Beginning knowledge Participates in discussions and asks questions Listens and responds to simple questions Talks
A 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
Purpose: To develop physical and motor skills and promote health and well-being
Purpose: To develop physical and motor skills and promote health and well-being The physical and motor development domain includes the physical and motor skills and abilities that emerge during the infant
Have several sets of truck pieces (see below for list of truck pieces) cut out for the group.
TEACHER S GUIDE III Grades: 3rd and 4th Grade The exercises below are meant to inspire greater creativity with more complex tasks and reasoning. Students are required to pay attention and follow instructions
CHILDREN'S HOSPITAL COLORADO AND NETWORK OF CARE WISH LISTS
CHILDREN'S HOSPITAL COLORADO AND NETWORK OF CARE WISH LISTS Thank you for your interest in donating toys and other needed items to Children s Hospital Colorado! As a result of our community s generosity,
Creative Curriculum Developmental Continuum Checklist
Social/Emotional Development: Prosocial Behavior Curriculum Objective: 13 Uses thinking skills to resolve conflicts Accepts adult solution to resolve a conflict Seeks adult assistance to resolve a conflict
SCHEMES OF WORK. KINDERGARTEN (3-7 Years)
SCHEMES OF WORK KINDERGARTEN (3-7 Years) The New Forest Small School Kindergarten is a unique, child centred space carefully created to nurture the early years of children s lives. Montessori, Steiner,
My 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
Knowledge and Understanding of the World. Early Learning Goals. National Curriculum. (learning objectives) (level 1 descriptors)
Knowledge and Understanding of the World Knowledge and Understanding of the world Science K&U4 Ask questions about why things happened and how things work To talk about what they see To make recordings
Supplement to the Administrators Walkthrough Checklist for Prekindergarten Classrooms
Supplement to the Administrators Walkthrough Checklist for Prekindergarten Classrooms Environment Curriculum Teaching 1 The Supplement to the Administrators Walkthrough Checklist for Prekindergarten Classrooms
Fostering Early Literacy Teacher s Packet
Fostering Early Literacy Teacher s Packet A KET professional development workshop for educators approved for Professional Development Training by the Kentucky Department of Education. Kentucky Educational
Reading 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,
Pre-Writing and Writing Activities for Preschoolers. Presentation courtesy of WCESC Preschool
Pre-Writing and Writing Activities for Preschoolers Presentation courtesy of WCESC Preschool Pre-Writing Skill Development Help your child move from: tracing straight lines to tracing zigzag lines to tracing
Using sentence fragments
Lesson 8 Descriptive Essays Description is not a distinct mode of writing, like expository, narrative, and persuasive, but the ability to write descriptively is essential to a host of writing genres. Many
Young babies When babies are awake, they can be nurtured through sights, sounds and gentle touches. Babies should stay calm and in a regular routine (
A Summary Guide to Appropriate Arts Activities The following chart offers information about children s developmental stages from birth to age eight, and includes examples of arts activities that children
Let s Measure Pre-Kindergarten
Ohio Standards Connection Measurement Standard Benchmark D Apply measurement techniques to measure length, weight and volume (capacity). Indicator 6 Measure length and volume (capacity) using non-standard
Preschool Development Assessment
Preschool Development Assessment Child s Name: DOB: Completed by: Date began: This document may be copied for classroom use only. Not to be sold or used on any other website. Property of www.re-teach.com.
Developmentally Appropriate Practice and Play Online Professional Development Resource from NAEYC Handout
Developmentally Appropriate Practice and Play Online Professional Development Resource from NAEYC Handout Includes excerpts from the video and two NAEYC publications: Developmentally Appropriate Practice
Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten
Assessment Alignment of Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten with Alignment of the School Readiness Goals for Infants and in Head Start and Early Head
EARLY CHILDHOOD EDUCATION CENTER
The Isadore Joshowitz EARLY CHILDHOOD EDUCATION CENTER HILLEL ACADEMY OF PITTSBURGH The Isadore Joshowitz Early Childhood Center at Hillel Academy of Pittsburgh is a warm, nurturing, and inclusive environment
What 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
SCORE SHEET EXPANDED VERSION Early Childhood Environment Rating Scale - Revised Thelma Harms, Richard M. Clifford, and Debby Cryer
SCORE SHEET EXPANDED VERSION Early Childhood Environment Rating Scale - Revised Thelma Harms, Richard M. Clifford, and Debby Cryer Observer: Observer Code: Center/School: Center Code: Room: Room Code:
Examples of Environmental Modifications
Examples of Environmental Modifications Page1 Environmental Modification Examples Adults can make environmental modifications to implement embedded interventions. Families and practitioners can change
Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities
PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:
SCORE SHEET EXPANDED VERSION Early Childhood Environment Rating Scale Revised Thelma Harms, Richard M. Clifford, and Debby Cryer
SCORE SHEET EXPANDED VERSION Early Childhood Environment Rating Scale Revised Thelma Harms, Richard M. Clifford, and Debby Cryer Observer: Observer Code: Center/School: Center Code: Room: Room Code: Teacher(s):
Monday Friday Daily Schedule Baby Kiddles (0-18 months)
Monday Friday Daily Schedule Baby Kiddles (0-18 months) 7-9 AM Breakfast, Routine Care*, Free Play 9-11:30 Snack (Older Infants) Routine Care*, Language Development Activities (Singing songs & finger plays,
PRESCHOOL Mathematics Expectation 1
PRESCHOOL Mathematics Expectation 1 Children demonstrate an understanding of number and numerical operations. K-12 Standard 4.1 Strand A: Number Sense Strand B: Numerical Operations By the end of Preschool
Montessori House. Curriculum for Toddlers. 18 Months to 2 1/2 Years of Age
Montessori House Curriculum for Toddlers 18 Months to 2 1/2 Years of Age www.mymontessorihouse.com Copyright @2010 Montessori House, Inc. Contents By the Time Your Child is Three... 4 Montessori Fundamentals
Assessing Play Environments: A Play Rating Scale
Assessing Play Environments: A Play Rating Scale Candace Jaruszewicz, Ph.D. College of Charleston N.E. Miles Early Childhood Development Center Prepared for Trident United Way Director s Forum July 13,
Writing. Language and Literacy in the Foundation Stage
Acknowledgements The Early Years Literacy Interboard Group wishes to record its thanks to the following schools for their willing co-operation in the production of this resource. Ballysillan Primary, Belfast;
Jump Around: Motor Development for Babies and Toddlers
Jump Around: Motor Development for Babies and Toddlers Danielle King: Branch Manager Lauren Mathur: Branch Librarian Debra Winslow: Youth Program Specialist Overview The Orange County Library System created
City of Gardena Gardena Family Child Care Program Provider Network
City of Gardena Gardena Family Child Care Program Provider Network Gardena Family Child Care Home Education Network (GFCC): GFCC contracts with licensed family child care providers who offer a quality
2/20/2015. Dramatic Play- Laurie Jacoby and Nicki Taves Merrill Area Public Schools Head Start/Early Childhood Program
Laurie Jacoby and Nicki Taves Merrill Area Public Schools Head Start/Early Childhood Program Block area- Print off pictures of different kinds of planes and have the children predict the number of blocks
Life Skills: Beginning knowledge Topic: Pets Context: Caring for your dog Feeding Grooming Kinds Description
Theme: Pets Day 1 First ring Concept: Dogs Ages: 3 6 y Participates in discussions and asks questions Listens and responds to simple questions Talks about pictures in posters, theme charts, books Subject:
DOMAIN Approaches Toward Learning. Ohio s Early Learning & Development Standards: Birth to Kindergarten Entry
DOMIN pproaches Toward Learning Ohio s Early Learning & Development Standards: Birth to Kindergarten Entry Table of Contents pproaches Toward Learning... 2 Learning and Development Progression... 3 Initiative
North Dakota. Core Competencies. for Early Education and Care Practitioners
North Dakota Core Competencies for Early Education and Care Practitioners Welcome! Welcome to the North Dakota Core Competencies for Early Education and Care Practitioners. They are the result of years
food intake. It can also increase the awareness of children to foods that may not be part of the family s usual diet.
I. To Establish and Maintain a Safe, Healthy Learning Environment Functional Area 1 Safety of all children in the preschool environment is the preeminent responsibility of all caregivers. Safety must be
Inspection 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
EARLY CHILDHOOD ENVIRONMENT RATING SCALE REVISED (ECERS-R) Statements of Developmentally Appropriate Practice
EARLY CHILDHOOD ENVIRONMENT RATING SCALE REVISED (ECERS-R) Statements of Developmentally Appropriate Practice SPACE AND FURNISHINGS 1. Indoor space Children need sufficient space that is well lit and has
Questions to Consider in UDL Observations of Early Childhood Environments
Questions to Consider in UDL Observations of Early Childhood Environments Universally Designed Learning (UDL) environments provide considerations for the widest diversity of learners possible so that all
Creative Activities & Assignments Toolbox
Creative Activities & Assignments Toolbox Designed by Sharon Little Topic Activities/Assignments Resources Universal Design & Play Stages of Creative Development Across the Curriculum Creative Development
Life Skills: Beginning knowledge Topic: South Africa Context: South African Symbols People Money Languages Symbols Provinces
Theme: South Africa our heritage Day 1 First ring Concept: South African symbols Participates in discussions and asks Listens and responds to simple Talks about pictures in posters, theme charts, books
Female Child s date of birth: Last name: State/ Province: Home telephone number:
27 Ages & Stages Questionnaires 25 months 16 days through 28 months 15 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this
Get road maps for older children.
TRAVEL ACTIVITIES Get road maps for older children. Have each child use a highlighter pen to mark your route as you go. See if children can predict the next city that you will pass. Are you going North,
Earth Art: Creating Patterns in Nature
Earth Art: Creating Patterns in Nature SEASONS: SUBJECTS: PREP TIME: EXT. SUBJECT: LESSON TIME: X MATERIALS For the class: computer with Internet access, camera (optional), outdoor space with a variety
English Language Arts Materials Collections 2015-16 Instructionally Embedded Assessment Window
English Language Arts Materials Collections 2015-16 Instructionally Embedded Assessment Window DLM testlets sometimes call for the use of specific materials or manipulatives. Materials are identified in
How To Teach Children To Read Recipe Cards
English as a Second Language Activities for very young learners in early childhood education and early primary education Integrate Ireland Language and Training 2005 1 Some important points On entry to
Test Code: 7933 / Version 1
Pennsylvania Customized Assessment Blueprint Test Code: 7933 / Version 1 Copyright 2013. All Rights Reserved. General Assessment Information Blueprint Contents General Assessment Information Written Assessment
Week 4 Lesson Plan. Pre-K. Our Neighborhood. Macmillan /McGraw-Hill. Extend. the Unit
Lesson Plan Extend Unit the Unit Pre-K Our Neighborhood Alphabet Time.....................2-3 Book Time.........................-5 Retelling Puppets..................6-7 Content Area......................8-9
4:1 7. Step 2 (20 25 minutes)
Lesson 4 God Loves US! 2 Kings 4:1 7 BIBLE TRUTH: God cares for all he made. MEMORY VERSE: God is love. 1 John 4:8 Step 1 (25 35 minutes) Welcome Time Options (10 15 minutes) Choose one of these activities
Letters and Sounds, Phase 1, Aspect 2 General Sound Discrimination Instrumental Sounds Tuning into Sounds
Tuning into Sounds Main Purpose: To experience and develop awareness of sounds made with instruments and noise makers. Organise an area so that the children sit facing a screen. Ensure there one set of
Purpose: 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
0 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
First ring Concept: Snails Ages: 3 6 y Language discussion and Beginning knowledge Subjects, study areas, skills, content and integration
Theme: Garden visitors First ring Concept: Snails Ages: 3 6 y Participates in discussions and asks Listens and responds to simple Sings simple songs and does action rhymes Talks about pictures in posters,
Step 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.
David s Heart: David Praises God
Teacher s Guide: Ages 4-5 Kings & Kingdoms Part 2: Judges through Esther Unit 8, Lesson 41 David s Heart: David Praises God Lesson Aim: To explore ways to praise the Lord. THE WORSHIP Who God is: The King
www.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
Nurturing creativity. Setting the scene
NQS PLP e-newsletter No.44 2012 Nurturing creativity The National Quality Standard (NQS) (ACECQA, 2011) asks educators to progress children s learning in all of the Learning Outcome areas: Curriculum decision
EDINA PUBLIC SCHOOLS EARLY CHILDHOOD SPECIAL EDUCATION PARENT RESOURCE CENTER LENDING LIBRARY INVENTORY. Wood bead stringing set 01-02
EDINA PUBLIC SCHOOLS EARLY CHILDHOOD SPECIAL EDUCATION PARENT RESOURCE CENTER LENDING LIBRARY INVENTORY FINE MOTOR MATERIALS Shape stringing set 01-01 Wood bead stringing set 01-02 Farm stringing set 01-03
FLORIDA EARLY LEARNING AND DEVELOPMENTAL STANDARDS: Birth to Five
FLORIDA EARLY LEARNING AND DEVELOPMENTAL STANDARDS: Birth to Five The Florida Early Learning and Developmental Standards were created by using multiple resources, of which, one was the Alaska Guidelines.
SCORESHEET Early Childhood Environment Rating Scale Third Edition Thelma Harms, Richard M. Clifford, and Debby Cryer SPACE AND FURNISHINGS
SCORESHEET Early Childhood Environment Rating Scale Third Edition Thelma Harms, Richard M. Clifford, and Debby Cryer Observer: Center/School: Room: Teacher(s): Observer Code: Center Code: Room Code: Teacher
Teaching Children to Praise
Teaching Children to Praise Thinking About Praise Discuss one or two of the following questions with a partner. When did you last praise God in a heartfelt way? What were you doing at the time? What effect
Lesson Plans - Early Birds
Lesson Plans - Early Birds Each week children will read appropriate books about the themes. Alongside each main project there will be a 3D component, either clay, paper maiche, or playdough. Free art at
Early Childhood Development Education Plan
Early Childhood Development Education Plan Philosophy: HS/EHS It is our belief that competence and initiative are fostered in an environment where children feel safe, can make decisions and are allowed
Encourage and develop each child s unique interests and curiosity. Help the children discover their own unique gifts & talents
Adoption: Adoption is the legal process by which a person becomes a lawful member of a family different from their birth family. Adoption is a permanent lifelong commitment to a child. Becoming a parent
An Hour a Day to Play. Infant Activities
An Hour a Day to Play Infant Activities #Good4Growth good4growth.com Fun & Engaging Activities for Kids of All Ages Presented is a list to help kids of all ages through the following: Physical Well Being
CHILD S NAME INSERT CHILD S PHOTO HERE
RECORD OF F DEVELOPMENT T A AND N PROGRESS AT KINDERGARTEN RT LEVEL CHILD S NAME INSERT CHILD S PHOTO HERE GUIDELINES for Kindergarten Assistants: Every Kindergarten Assistant (KGA) must know if each child
Parents as Teachers Foundational Curriculum & PAT Approach. PA Early Learning Standards Infants- Toddlers
PA Early Learning Standards Infants- Toddlers Parents as Teachers Foundational Curriculum & PAT Approach Social and Emotional Development Goals for Infants and Toddlers General Developmental Information
AAMC thanks you for your support and generosity to our pediatric patients.
AAMC thanks you for your support and generosity to our pediatric patients. Your gifts can go a long way towards brightening a hospital stay for a child. If you or your organization would like to donate
Self Help and Functional Skills Checklist
Self Help and Functional Skills Checklist Please check the box that most appropriately describes your child s ability to perform the following Functional skills. When selecting skills to teach, start with
David and Jonathan Lesson Aim: To know God sends us friends.
Teacher s Guide: Ages 4-5 Kings & Kingdoms Part 2: Judges through Esther Unit 8, Lesson 40 David and Jonathan Lesson Aim: To know God sends us friends. THE WORSHIP Who God is: The King Who Knows Our Hearts
U S I N G A R M S & H A N D S I N A C T I V I T I E S &
1 U S I N G A R M S & H A N D S I N A C T I V I T I E S & R O U T I N E S Throughout the day infants and toddlers have many opportunities to use their arms and hands and develop their fine motor skills.