eec family child care curriculum resource guide child care curriculum resource guide ... it is...

EEC Family Child Care

Curriculum Resource Guide

December 2003

TABLE OF CONTENTS Topic Page Numbers Overview of Child Development and Learning 3 Developmental Areas 4 Learning 4 Curriculum in Family Child Care 5 Play 5 Multi-Age Groupings 6 Bibliography 8 Including Children with Special Needs 7 Planning Activities Sample Activity Plan 11 Sample Weekly Planning Form 12 Planning Around Themes 13 Sample Theme-Based Activity Plan 15 Families and Culture 16 Ideas for Infants and Toddlers Components of Quality Child Care 20 Environment and Learning 21 Activities Art 25 Creative Drama 34 Language and Literacy 37 Math 44 Motor Skills 51 Music 55 Nutrition and Health 58 Science 61 Routines and Structure Sample Daily Schedule #1 67 Sample Daily Schedule #2 68 Arrival and Departure Time 70 I Hear and I Forget 72 Appendix Letter – Use of Plans/Documentation 73 Sample Plans 74 Family Child Care Curriculum Questionnaire 76

EEC Guide for FCC Providers: 10-03: jpf of 78 FCCCurriculumGuide20050701

Overview of Children’s Development and

Learning

In order to provide quality experiences for young children, it is important to know how they grow and develop. This information also helps you to understand why children do what they do. All children follow the same growth pattern, but each child does it at his/her own pace. It is important to understand that each child is unique in many ways including the rate at which s/he grows and changes. In order to meet the needs of children, we need to understand the general growth patterns of children. General growth patterns for children are listed in the appendix. It may help to ask yourself the following questions when getting to know a child and to understand how s/he is changing:

What is “typical” for a child of this age What is the child interested in? What are the child's strengths and challenges? What is the child's cultural background? What does this child need to grow and succeed in my program? Ask about the child’s family; who does the child live with, does the child have

siblings, pets, does extended family live in the home, is there a nanny? Infancy (Birth to Two Years) Babies learn about the world through their senses. While they are sitting in an infant seat, they are observing and learning. As they learn, they begin to utter simple sounds. As they grow, they begin to plan what they are going to do. It is important for the infant to develop a close and trusting relationship with the parents and the provider. By being responsive (verbally and physically), genuinely caring, and interacting with each child in a supportive manner are the most important things you can do for any child. A two year old is receptive to suggestion and distraction. It is also important to remember that a toddler does not yet have a grasp of time. S/he is in the "here and now." Both infants and toddlers learn by "doing". It is important to offer them many safe opportunities to explore, communicate, ask and answer questions. Toddlers, Preschool, and Young School-Age (Two to Seven Years) Children ages 2-4 begin to understand many concepts such as; alike and different and soft and hard. Children learn these concepts through experience. There are many important things to remember when working with young children. Some things we expect them to understand, but they aren't developmentally able to understand - yet. For example, children at this age don't understand that a broken cookie is the same amount as a whole cookie - they think the child with more pieces has more cookies! As they develop, they will understand this concept as well as other concepts. By understanding child development, you will understand why a child becomes does not understand or becomes upset about different things.


Children love to sort objects at this age. At first, they will only sort by one attribute, such as color. As they grow, they will sort by size, shape, and color more as they get older. These activities not only develop cognitive skills, they help with fine motor and math skills. When children work together, they build social skills and enhance their overall development. Another important developmental characteristic to remember is that children are egocentric. This means they only view situations from ONE perspective -their OWN! They naturally have difficulty understanding another person's perspective or feelings. As a provider, you can guide children by helping them to see what the other child is experiencing, "He is crying because he feels sad." "It hurts when you hit." Children at this age also believe that non-living things are alive. Children may fear puppets and monsters because they do not realize that they are not real. “Magical thinking” is another characteristic of this age. “Magical thinking” is when children confuse fantasy with reality. This makes it difficult for children to understand traumatic events such as; death and divorce. School-Age Children (Seven to Eleven Years) By the time children enter kindergarten and elementary school, they understand concepts that they didn't before. They now retain information and understand the perspectives of others as well as consequences. Older School-Age Children through Adulthood (Eleven Years to Adulthood) Older school-age children can solve hypothetical problems, make deductions, test hypotheses, and analyze in a variety of ways. It is important to remember that each person learns differently and at a different rate and we continue to learn and grow throughout our lives.

Developmental Areas Social: While at your program, children should feel safe, wanted, and respected. Provide activities and experiences that help children to feel safe and secure. Experiences should help children to develop positive relationships with children and adults. Emotional: Provide activities and experiences that help children build self-esteem. Activities should help children feel confident to try new things and not be afraid of making mistakes. Cognitive: Opportunities should allow children to use all of their senses to explore the environment, develop new concepts, and to develop their thinking skills. Provide activities that help children to become confident learners and explorers. Language and Literacy: Communicate with children by actively listening, asking questions that help children to extend their learning and encourage them to describe what they are doing. Provide appropriate reading materials for children and read to them each day. Physical: Children need to use their large and small muscles throughout the day. Provide indoor and outdoor activities such as; writing materials, safety scissors and paper for tearing, manipulating appropriately sized small objects (not too small so children could choke), provide music and movement activities, movement games, and other activities for children to use their muscles.


Learning

Children learn through experience; observing, doing, and being. Research demonstrates that an infant's brain actually changes through experience. The most important experiences are participation in everyday life and interactions with others. Brain development occurs in a child who feels loved, connected, purposeful and inquisitive. (Begley, pp.26-30). Each area of development and subsequent learning impacts other areas of development; social/emotional, language, physical, and cognitive. As stated earlier, each person is unique. Each child has his/her own individual pattern of growth, individual learning style, personality, and family background that impacts learning. The quality curriculum is a combination of child-initiated and teacher-facilitated curriculum. Providers can plan stimulating, enriching activities and offer materials in the child care environment for the children to explore and use. Children learn through:

Experiential learning = learning by DOING. Learning experiences must be active and “hands-on” (children manipulate materials),

Participating in developmentally appropriate, providing challenging activities that are balanced with reasonable expectations,

Having time to explore, examine, and experiment, Guidance from others through questions, comments, and suggestions. Providers can

ask questions such as; what, why, how which, Investigation and choice, and Following the example of a positive role model.

Children who participate in adult and child initiated activities have positive long-term effects on learning.

Schweinhart and Weikart, pp. 58

Curriculum in a Family Child Care Program

Curriculum involves what children do each day, beginning when they wake up in the morning and continuing until they go to sleep at night. Throughout the day, children naturally observe, question, and participate in what goes on around them. Children need providers to be a positive role model and a supportive individual who provides guidance and quality experiences throughout each day. Providers can help children and guide them toward completing routine activities independently. These activities include getting dressed, daily hygiene such as washing face and hands, toileting, cleaning up, and helping with snack and meal times. Children can also help establish basic rules and consequences such as; "Be nice to others." These simple actions help children to develop cognitive skills (including problem-solving skills), enhance self-esteem and a sense of belonging, build language skills, and help children develop both fine and gross motor skills.

Play in the Environment Some of the concepts reinforced during play are:

Social Development: Cooperating, sharing, negotiating, developing patience, self-confidence, and tolerance.


Emotional Development: Gaining self-confidence to try ideas, express feelings during role-playing, and feeling a sense of accomplishment and success.

Physical Development: Strengthening fingers and hands as well as large muscles by reaching, picking up, stacking, lifting, carrying, fitting together, and increasing eye-hand coordination.

Cognitive Development: Exploring basic science concepts of balance, shape, size, proportions, weight, reversibility, conservation, and gravity (blocks fall down, not up), developing prediction and comparison skills, exploring basic math concepts such as larger than, smaller than, measuring, counting, grouping, adding, subtracting, sizing, classifying, sorting, developing problem-solving skills and creativity and imagination.

Language Development: Developing vocabulary about size, shape, and position. Using language to communicate with others during play. Children learn language by listening, observing, asking questions, and responding to others. Children can follow simple, one-step directions at younger ages. You can add more “steps” as children grow. If you add more steps than a child can understand, s/he will only do the last thing you said!

Multi-Age Groupings

Family child care providers have the unique opportunity to plan activities for various ages. With a multi-age setting, children can help each other and seek others with similar interests. This type of setting also helps all children feel included and accepted regardless of their abilities. Differences are accepted and expected in a family child care program. It is important to plan activities so each child feels successful in his/her own way and is able to learn at his/her own rate. Children should not be expected to learn the same thing in the same way at the same time even in the same age range. (Katz, pp. 2). Planning the Child Care Environment for Various Ages

Arrange play areas with a wide choice of activities Provide some areas used specifically for a certain age group such as a corner or room

for school-age children only, a corner for toddlers with a low climber and washtub filled with colorful toys and low riding toys.

Add a safety gate or the back of a sofa as a barrier without obstructing your view of the children.

Periodically, provide preschool activities while younger children are napping. Adapt activities for all ages and Provide storage from the "bottom -up"

Infant and Toddler toys on bottom shelf, Preschool toys - higher shelf,

School-Age toys -on the highest shelf, or use buckets that you take off a shelf out of reach and place on the table for each age group. By offering hands-on activities, you should be able to meet a variety of interests and needs. (Tangen-Foster, pp.1-3). Provide materials that can be used in different ways such as; play dough, blocks, scarves. These are considered "open-ended" materials with no pre-determined way to play with them; children explore, build, experience, create, imagine, and learn. Focus on the process rather than the product. Children learn while doing an activity and the end result is their original creation!

Bibliography

hBegley, S. (Fall/Winter 2000). Wired for Thoug t. Newsweek, 25-30.


Katz, L. (2000). Engaging Children’s Minds: The Project Approach. Ablex Publishing.

esterreich, L. (2/95). Caring for Multi-Age Groups. National Network for Child Care: Iowa

chweinhart and Weikart, (March 1998). Why Curriculum Matters in Early Childhood

OSate University. SEducation. Educational Leadership, 57-60. Tanger-Foster, J. (1998). The Caring Capacity: A Case for Multi-Age Experiential Learning.

heilheimer, R. (7/93). Benefits of Mixed-Age Grouping for Children, Parents, and Teachers.

Moscow, Idaho: University of Idaho Library http//egj.lib.uidaho.edu/egj09/foster1.html. TYoung Children, 82-87.

Including Children with Special Needs in

Family Child Care Programs

ach child is unique: am has different needs based on his/her personality, interests,

h an

evelopmentally Appropriate Practice: ractice allows successful inclusion of all children

the family child care home, children learn from each other, younger children learn from

or children with special health care needs, it is necessary to obtain detailed information

indicate a medical condition that requires treatment at home or the hospital.

EEach child in your progrculture, health, abilities, and developmental level. Cit is important to remember that even children who are the same age may be at different developmental points in their lives. A program is inclusive when it includes all children and each child is provided with the support s/he needs to be successful in the child care program. When incorporating “developmentally appropriate practices” in which children learn through exploratory play activities, you are setting the stage for success. A child care program should not be tightlystructured. Rather, children should be provided with opportunities to learn through age appropriate, individually appropriate, and culturally appropriate meaningful play experiences. Providers should plan hands-on exploratory activities for children witemphasis on the use of concrete, real, and relevant activities. DUtilization of developmentally appropriate pincluding children with disabilities. Even typically developing children of the same age can be as much as 2 years apart developmentally. Therefore, an open-ended, process oriented curriculum is valuable for all children. Process oriented curriculum provides children with the opportunity to explore materials, experiment, and create with little regard for the end product. In the multi-age environment of the family child care home, developmentally appropriate practice is a necessity in multi-age settings. Inobserving and interacting with older children and older children learn from interacting and helping younger children. In appropriate settings, children with disabilities engage in higherlevels of play and greater peer interaction. It is important to adapt activities and the environment to meet the needs of the children in your care. Ffrom the child’s parents, pediatrician, and any specialists regarding treatment, permissionand instructions on administration of medications and/or treatment, any limitations, what to do if the child becomes ill at your program, and/or what symptoms to look for that


Children could have cognitive, motor, communication/language, social/emotional, and/or ehavioral disabilities. It is important in all cases to discuss the child’s strengths and needs

ucation Recommended Practices: arly and comprehensive intervention helps children with disabilities to reach their

e involved in program planning for their child. provider

hild care program to h one.

d

Provide h identified special needs by working on specific skills, roviding reinforcement, and collecting data to monitor a child’s progress. Some

ming in the

with disabilities: amilies often want their children to participate in family child care programs in their

to include children and families regardless of their

l Agency with questions garding including children with disabilities, as well as any materials, services, and training

r has concerns about the hild, s/he should plan a meeting with the child’s parents. At the meeting, the provider

ion

pt vouchers through their local CCR&R may heck with their regional Policy and Training Advisor about flexible funding opportunities.

bwith the parents. It is also important to obtain permission from the parent to contact and work with specialists involved with the child. Ongoing communication and support between the provider, parents, and others involved in the child’s care is crucial in providing a qualityenvironment for any child. Early Childhood Special EdEdevelopmental potential.

1. Services for the child should focus on specific and measurable child goals. 2. The family should b3. In collaboration with specialists and other early childhood professionals, the

can monitor the effects and success of intervention services. 4. When a child is leaving one program to attend another, transition planning is

important. This is especially stressful when a child leaves a cattend kindergarten. Through careful planning, this transition can be a smootThe transition should involve planning with the new program/school, the family, anthe child care program.

rs can assist children witpservices/intervention strategies for children with disabilities may include; a specialist coto your family child care program to work with a child, providing specific services child's home, and/or the child may go to a specialist when s/he is not attending your family child care program. Including Children Fcommunity. It is important for program abilities. Collaboration with the child’s family, special education specialists, and early childhood providers is a key component to successful inclusion. Providers can contact their local Child Care Resource and Referrarethat may be available to help children succeed in the program. If a child has not been diagnosed with a disability and the providecshould relate positive information about the child, such as strengths, interests, and abilitiesFIRST, then provide information about concerns that s/he has regarding the child’s development. The provider could ask the parent to contact the child’s pediatrician to discussthe concerns. Also, the provider could suggest an evaluation through Early Intervent(your local Child Care Resource and Referral Agency can provide contact information) for children under 3 years of age. For children 3 years of age or older, the parent or provider (with parental permission), should contact the public school system. This may result in a plan for the child. This plan will list the child’s strengths and needs as well as suggested activities for the child. The provider should request a copy of this plan and be involved in reassessments and alterations to the plan. For children under 3, the plan is called an Individual Family Service Plan or IFSP, for children 3 years of age and older, the plan is called an Individual Education Plan or IEP. Programs that have an EEC contract or accec


Collaboration with the child’s family, special education teachers, and early childhood providers is a key component to successful inclusion. It is important to remember that inclusion benefits all children as well as adults. Parents of

pically developing children often report beneficial changes in their children’s confidence,

Attend training on special needs, materials, activities, and the environment when

ther professionals to support the child with disabilities. Sup

clusion is about belonging and participating in a diverse society. (Schwartz, pp. 124). g relationships between children by modeling

t lp

iling

specific

ropriate practice a curriculum, it can be viewed s a framework based on knowledge of child development. This framework combined with

th physical disabilities: ee the Activities Section: Motor Skills

merican with Disabilities Act “Questions and Answers”: usdoj.gov/crt/ada/q&aeng02.htm

tyself-esteem, and understanding of diversity. (Schwartz, pp. 125). High quality programs have the foundation for high quality inclusive programs. It is important for child care providers to:

Recognize and make adaptations tonecessary and possible,

Communicate regularly with parents, and Make time to meet with o

porting Children in your care: InProviders play a crucial role in buildinrespectful and positive communication. It is helpful to incorporate social skill developmenin the child care program. By discussing conflicts and resolutions, the provider can hechildren to build problem-solving skills. This can be accomplished through story time, activities, and discussions. This is especially important when discussing and accepting differences in others. Social reinforcement can be used to support children such as; smand praise of positive, appropriate behaviors. Positive personal messages seem especiallyeffective and meaningful to children such as; “Joey, you put the cover on the paint. Now they won’t spill or dry out. Thank-you for doing that!” This reinforcement not only helps children to behave in a positive manner, it builds children’s self-esteem. Effective reinforcement and praise should promote children’s positive self-concept, autonomy, self-reliance, and motivation for learning (Duncan, pp. 120-121). This type of praise is and delivered directly to the child involved. Rather than considering developmentally appaearly childhood special education recommended practices will help children with disabilities succeed in the family child care setting. For further information on children wiS Resources: Ahttp://www. .

ttp://glsd76.glcn.com/Webbasedresources/My%20Webs/mywebiresources/inclusion.htm

hildhood Programs. Rev. ed. Washington, DC: NAEYC.

Topics in Early Childhood Special ducation. Experiences and attitudes of family child care providers.

can with Disabilities: http://www.usdoj.gov/crt/ada/childq&a.htm

Benefits of inclusion h Bredekamp, S., & C. Copple, eds. 1997. Developmentally Appropriate Practice in Early C Buell, M.J., M. Gamel-McCormick, & R.A. Hallam. 1999. E

Commonly Asked Questions about Child Care Centers and the Ameri.


Understanding Inclusion and the American with Disabilities Act (ADA): http://www.flchild.com

Education World http://www.education-world.com/

s a aring ommu ity /incl/intro.htm

Inclusion School a C C nhttp://www.quasar.ualberta.ca/ddc Inclusion Pros and Cons: http://ericec.org/faq/i-procon.html Journal of Special Education: http://www.proedinc.com/jse.html National Association of School Psychologists (NASP)

hild Development:

http://www.nasponline.org/advocacy/IDEAinformation.html Resources on Inclusion http://www.disabilitytraining.com/edinc.html

Society for Research in Chttp://www.srcd.org/ Articles

f inclusion? What are the benefits ohttp://soeweb.syr.edu/thechp/incbenef.htm

? clusion.html

sion?

uncan, T.K.: Kemple, K.M.; Smith, T.M. (September 2000, pp. 194-199). Reinforcement in Appropriate Early Childhood Classrooms. Childhood Education,

What is Inclusive Quality Child Carehttp://www.childrenslink.org/childrenslink/in What are the potential benefits of incluhttp://www.mld.arundel.k12.me.us/benefits.html Recreational Choices for People of All Abilities: http://boundlesschoice.org/Benefits.htm Bibliography: DDevelopmentally Association

ternational.

onal Leadership.

of Education In Edmiaston, R. K.; Fitzgerald, L.M. (September 2000, pp. 66-69). How Reggio Emilia Encourages Inclusion. Educati

ith esearch Base. Early Childhood Research

Odom, S.; Diamond, K. (Vol. 13, No. 1, 1998, pp. 3-25). Inclusion of Young Children wSpecial Needs in Early Childhood Education: The RQuarterly.

th Special Needs. Children Care Information Exchange.

Schwartz, I.S.; Odom, S.L.; Sandall, S. R. (November 1999, pp. 74-78). Including Young Children wi

phy al Children

Udell, T.; Peters, J.; Templeman, T.P. (January/February 1998, pp. 44-49). From Philosoto Practice in Inclusive Early Childhood Programs. Teaching Exception . The Council for Exceptional Children.


http://www.usdoj.gov/crt/ada/childq&a.htm

Planning Activities

Plan activities based on each child's present level of

development, needs, and interests. Provide hands-on materials for independent use, when possible. and help each Encourage children to work together

other. experiences. Provide a variety of

Things to think about when planning:

o build language skills, math

? d?

o you bring them to the

y? vity into other activity areas?

sessment - review the activity and write down how you might

Providers c rials for specific he nts know what you are planning through a

ting a “calendar of events.” Share activities with parents by sending or home, and asking for feedback.

What is the reason (objective) for this activity? i.e.:skills, and motor skills - you can be more specific.

o How many children and what ages will participateo How much preparation time is needeo How will you introduce the activity?

What materials are needed? o Will the children have access to the materials or will

children? o How will you proceed with this activito How can you extend this acti see sample plan

Activity Asochange this activity next time.

Communication:

an involve parents in the planning process by asking for information or matemes and activities. Let the pare t

sweekly new letter or poshome song lyrics, ideas f


Sample Curriculum Activity Plan

Name of the Activity:__________ ______ ___________________________________________ Objective of Activity: (what are the children supposed to learn?) ___________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ Number of children that can participate: __________ Ages of children that can participate: __________ Preparation time needed: __________ Introduce Activity: at story tim , de time, indie outsi vidually

Ma

_____________

______________________________

Acces children have access to materiProced

________________________________________________________________________

_____________________________________________________________

_______________________________

_________________________________

terials Needed: __________________ ___________________ _____________________ ___________________ ____________________________________________________________ _____________________________________________ Add more lines as needed. s: (circle one) Bring materials to the children ORals ure:

Describe the activity. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Extension into other Activity Areas: (for example; add books to reading area, read a specific book to the children, add items to sand play…) ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Assessment/Changes you would make to improve this activity:


Sample Weekly Planning Form

oals and Objectives: To learn about feelings/t ays. (Social/e motional, problem-solving, communicating with families).

Go be able to express feelings in appropriate w

Week of:_______________________________________________________________ Changes to the Environment: Send home an article on child guidance _______________________________________________________________________ Changes to Play/Activity Areas: Place out more blocks to avoid children fighting over them. Add doctor props to dramatic play because John has several doctors’ appointments coming up.

Activities for the Week Indoor ctivities Planned

rath, science,

d

Monday Spreading

apple

Finsn

Tuesday Make play douT

or

,

Wednesday Make fruit

utrition, math, teracy, science

Thursday Finger-painting

songs

Social/emotional, motor, sc ce, cognitive

Friday Making feeling

t er d

Agh salad with

cSing about feelings

ien

butter on crackers

e motor kills, utrition, ocial skills s

rip to library to check out books fthe week. Art, motor skills, literacycognitive

hildren Nli

Examples of skills einforced;

mmotor, social,self-help, language anliteracy, etc.

faces ouwith papplates antalk aboutfeelings Social, motor, Language, cognitive

Outdoor ActivitiesPlanned

we feel

e aw

g

Nature walk

Blow bubbles

Tell stories about how

when: writdown what children say.

“Illustrate” our stories – children drpictures

Bring a magnifyinstool outside

Changes to Daily Routines: Ask c dren to help prepare and set out sn . See if this cuts down on waiting, hil acks and lunchpushing, and hitting when children are bored a . nd hungryRead a story about feelings and friendship each day. Working with Families: Share the article about child guidance. Discuss concerns with parents regarding hitting and pushing. Responsibilities: Borrow a set of blocks and duplicates of favorite toys from the Resource and Referral Agency. Check books out of the children’s library. Copy article on child guidance for families. adapted from The Creative Curriculum for Infants and Toddlers, pp.74 Sample Activity Plan:


Planning Around Themes Provide a framework to incorporate theme related stories, materials,

d visitors by planning around certain topics. Pl d a theme that is of interest to the

children pr ans should remain flexible you should feel comforta n’s needs. If they aren’t becoming invo Young children enjoyou can exp

enjoy long term exploration of topics. You can plan themes and continue adding

e your activity plans and materials in a

ls as needed

the children.

lude lesson plans/outline of activities related to fall. es (websites, field trips) that you can access to use

u

Sample Conte

ost, pumpkin, apple (to

one for paint and ink stamps mpkins, ghosts, apples.

s a Pumpkin… oon, One Hungry t Halloween, Tilly

alloween, Why Do Leaves

music, activities, trips, ananning your curriculum aroun

ovides you with an outline to begin planning. Your plble changing activities to meet childre

lved, think about how you can change the activity to spark interest.

y themes that involve actual things in their environment. As they grow, and this circle to include things in their neighborhood, state, nation, and the

world. Examples of popular themes for children include; animals, the environment, people, homes, transportation, food and nutrition, families, and health and safety. Your local CCR&R and library may have theme boxes that you can borrow. Childrenand extending based on the interests of the children and your own imagination! Curriculum Boxes: As you build curriculum around themes, you can savcardboard box. Label the box with the title of the theme. You can add items such as; books, materials, and toys as you come across them. This makes it easier for you for the next timeyou wish to use these items. You should continue to update and change materiato meet the needs of Overview of a Fall curriculum box :

List (and include if you can or borrow from the library or CCR&R) children's books related to fall that children can read, books that you can read to children and books for parents to read to children at home.

List activities and inc Write down any resourc

with this theme. Have samples of items related to the theme: real objects, pictures, weather

graphs, etc. Have books on tape and music related to the theme.

Have a list of songs related to the theme. Have letters to parents on your activities, songs that you sing, books that yo

suggest to read at home.

nts of a Fall Curriculum Box: Cookie cutters in the following shapes; leaf, witch, gh

make cookies or to use with play dough) Fall color tissue paper

Fall stamps; both chunky Foam shapes: leaves, acorns, pu Wooden shapes; pumpkins, apples, leaves, acorns Stuffed or plush squirrel, apple, pumpkin, ghost

Fall stickers Songs: Autumn Leaves are Falling Down, Once There wa Books: It’s Pumpkin Time, By the Light of the Halloween M

Monster, We Love Fall, The Witch has an Itch, Clifford’s FirsWitch, Flying Squirrel at Acorn Place, Snappy Little H


Change Color?, The Pumpkin Book, Pumpkin Day, Red Leaf Yellow Leaf, The

Family InvolvIt is importantshould work to ence a positive and beneficial one for the child. To accomplish this, communication must berovide valuable information to providers such as information about the child's needs,

The provider can provide information to parents such as the goals of

Hallo Weiner, The Biggest Leaf Pile. contributed by GEM Family Daycare

ement to realize that parents are the child's first teacher. Providers and parents gether to make the child care experi

ongoing and respectful. Parents can pinterests, and abilities.the program, activities offered, and information on learning. See additional information throughout this guide Bibliography: Begley, S. (Fall/Winter 2000). Wired for Thought. Newsweek, 25-30. Bimonte, R. (1998). Mysteries of the Brain. National Catholic Education Association, October/November, 1998, 16-18.

ndo, FLA: Harcourt race & Company.

ality Child Care. Clifton Park, NY: Delmar Tomson earning.

pril 2000). All They Do Is Play? Play in Preschool. Early Childhood

Chenfeld, M.B. (1995). Creative Experiences for Young Children. OrlaB Clark, A.M. (2003). The abcs of QuL Dorrell, A. (March/ANews, 18-22.

Jones, R. (October 1998). Starting Early: The Why and How of Preschool Education, TheAmerican School Board Journal, 20-25.

to ments. Young Children.

Lowman, L.; Ruhymann, L. (May 1998). Simply Sensational Spaces: A Multi-"S" Approach Toddler Environ 11-17.

hildhood Brain Development Research. Child O'Donnell, N. (March 1999). Using Early CInformation Exchange. 58-62.

t the Reggio Philosophy. Young Children. Staly, L. (September 1998). Beginning to Implemen 0-25.

Play as Curriculum. Early Childhood News.

2 Wardle, F. (March/April 1999). 6-9.


Sample of Planning Around Themes Theme: Healthy Eating

Activity Areas

Monday Tuesday Wednesday Thursday Friday

Tfo

heme/topics on

Guess the l,

e

foods.

How do we What do Foods from Thr discussi fruit – smel

touch, tasteyou like to eat?

around the world.

different color of

grow food?

Activity Centers or Boxes

Monday Tuesday Wednesday Thursday Friday

Books and Language & Literacy Activities

The Big Hungry Caterpillar to try a new

food! write names of vegetable

Use picture word recipes

Vegetable stamps –

for children

Math

Sorting pictures of fruit

Sorting pictures of vegetables

id

ow many? How many types of … Use food pyram

Matching &sorting continues

H

Scienc

e are es

Taking cof plants

Differencin foods

Cooking Taking care of plants

Sink or float game

Art

Fingerpaint prints

Favorite foods collage

Picture stories Picture stories

Favorite foods collage

Music Choose and Seeing

Make up a Tape our Add our ts!

play tapes Words for

Songs song Song instrumen

Movement the y –

Plastic hoop

Move toMusic!

Outdoorrdiscove

gardening hops

Floor Puzzles

Outdoor obstacle course

Dramatic Play y

t

Grocery Store Grocery Store

Grocery Store GrocerStore

Grocery Store, Restauran

B

locks Make signs Add a picture Blocks Put

for block area – fruit stand!

Blocks of a farm magazines

of variousparts of the world in block area

Resource:

ay (1999). Active Learning for Four, Parsippany, New J Seymour Publications.

Families and Culture

Cryer, Harms, R ersey: Dale

: 1. eet with families prior to e2. Ask parents information a al qualities that they

observe in their child, and the child’s needs.

Getting to know families

M nrolling their child. bout the child’s interests, speci


3. Observe rituals such as drop off and pickup time; expression of emotions, body ines, comfort strategies and ways to

4. r to share a special food dish and f

rests and/or skills. e the

Cultu

m one culture may interpret differently than someone from another cultur . For instance, Americans may

or themselves as lacking self-onfidence. Other cultures may view this in a different way. Culture impacts not only which

outhern European cultures also value interdependency. In cultures influenced by ness are

s e shy,

ultures

ral tures as well

and

’s self-concept by:

elieving each child is competent and unique. Guiding each child in impulse control (controlling behavior and responses) by

dren. s (relating to and communicating with

Providers shou and families in their care:

ations of behavior. Consider the cultural backgrounds of children in your setting and the

language, communication style, rituals and routprovide reassurance. Survey parents to see if they wish to volunteerecipes, customs and clothing, music and stories or an activity with the group. Ithey cannot come to the program, ask for tapes of favorite music, games, or books. Ask about special inte

5. Invite families to share a story about their own childhood with the group. Providinvitation in person or in writing to each family. al Influences on the Development of Selfr -Concept:

ry in different cultures. An individual froPerspectives vabehaviors very eview the individual that does not come forward and speak up fcbehaviors are valued and displayed, but also our interpretations of these behaviors. Western culture interprets asserting oneself, being independent, and confidence in individuality as important character traits. Eastern cultures place greater emphasis on maintaining harmonious, interdependent relationships. African, Latin American, and sConfucius and Taoist philosophies, self-restraint and control of emotional expressiveviewed as a sign of emotional maturity. Asserting oneself, in contrast to Western views, iinterpreted as a sign of immaturity. In the People’s Republic of China, children who arreticent, and quiet are likely to be considered competent and well behaved. Navajo cexpect children to observe before attempting to join in. Some cultures view this type of behavior as a sign of poor self-esteem, whereas the culture of the child may view this behavior as a sign of self-confidence and restraint. When guiding children and communicating with families, it is important to be aware of our own interpretations as well as those of the child’s culture. It is important to remember that even when children or families are from a specific ethnic or racial group, they may not share a common cultuexperience and expectations of their children. Differences are evident within culas within families. Also, some families share the influence of multiple cultures. Attempting to understand families can be achieved through communication, observation, and affirmation of values (Marshall, pp.20-21). Socialization and Development: Concepts of independence and interdependence affect children’s socialization skillsdevelopment. Providers can influence all children

Helping each child to feel important. B

providing choices and talking WITH chil Helping each child interpersonal skill

others).

ld be sensitive to cultural practices of children Be aware of the ways your own culture influences your expectations and

interpret

community.


Learn about the cultures of the children in your program. Talk with children and famil ies about values and practices.

iety of materials from the cultures of the children in your aring songs and c, photos,

t to them and of interest

MulticulturalMulticultural peveryday expe uld try to avoid the “tourist approach” (one time activities or mited materials) when including other cultures in your program. Ongoing positive and

ships and participation is very important in helping children to

r

speak a language other than English could share their nguage with others in the program. It is very important to show children that people have

Build on your knowledge about each child’s culture. Provide a varprogram as well as from other cultures such as; families shstories, special items representing the culture, recipes, musiliterature, posters, and other items that are importanto the children.

Programs: ractice should be woven throughout the curriculum and built around small,

riences. You sholisupportive human relationvalue and respect differences. It is important to get to know families and children and demonstrate a genuine respect fotheir values and beliefs. Early exposure to various languages is interesting and helpful for children. Providers or children who ladifferent interests, routines, traditions, and likes and dislikes and the importance and valueof respecting differences. Families, providers, and children can share stories about their interests, food dislikes and likes, information about music, and books they like to read. Thiscan be expanded to include cultures and differences in other areas. There are many wonderful books about other cultures. Look for stories about children from other countries. A few web resources include: (there are many!)

Books for children: http://www.zen.org/~brendan/kids-lit.html Children's books celebrating Hispanic Cultures:

http://www.infopeople.org/bpl/booklist/leamos.html Children's books about various types of buildings: http://www.carolhurst.com/subjects/buildings.html Books on Native American Culture:

http://www.carolhurst.com/subjects/nativeamericans .html Children's books about families:

http://www.carolhurst.com/newsletters/23bnewsletters.htm Resource list on diversity: http://www.cbsld.com/html/resource_list.html

Th se websites may also have links toe other topics.

Celebr l

ment

r-specific – expand)

rther: ate Differences and Explore fu

Co ors Animals

omes H Transportation Dance Entertain Music Family structure

ot gende Jobs (n Foods

e Climat Clothing Plants

g/Education Schoolin


Exp rizons!

ings don’t you see where you live? in our country?

What do you want to know more about?

Incyons, paint, and paper

llpaper Use a variety of books; for example, about other places, forms of dress,

s their travels

make yourself)

nd the world nother; pictures, books,

s and childcare around the world; stories, discussions,

re information, music, and activities from their culture

ComReg tion is sp also rovide a communication notebook to communicate with the family about your program and

list meals, activities, sleep, special events, and “cute” things that the r

hildren,

and Your Ho What th What things don’t you see

orporation into Childcare Programs:

Use a variety of materials; various color cra Use a variety of textures; cloth, paper, wa

celebrations, transportation, animal Add magazines and newspapers that families and friends obtain in Add menus from different kinds of restaurants Add brochures and flyers from different cultural events

Add various dolls and games (you can Add various animals from around the world; plastic, stuffed, pictures, posters,

drawings, magazines Add Architectural magazines and pictures of homes arou Add information on how people get from one place to a

drawings, posters Find out about schoolposters, pictures

Art projects; explore various materials Ask families to sha

Purchase various materials and patterns for dramatic play; remnants work well

munication: ular communication with families is extremely important. Written communica

ep

ecially important when children are transported by a bus to your program. You can

the child. You can child said or did while at your program. The notebook could then go home with the child fothe parent to include notes for you.

Bibliography Marshall, H., November 2001, Cultural Influences on the Development of Self-Concepts: Updating Our Thinking, Young C and pp. 19-25.

. (Ed.), 1992, Alike and Different, Washington, DC: NAEYC. Neugebauer, B

Ideas for Infants and Toddlers

e most important component in providing quality family child care for infants and

toddlers is nfants need to be held touch and ongoing interactions throughout each day.

l secure and comfortable exploring his/her nvironment. Exploration leads to learning. This secure relationships is a strong,

Th developing a secure relationship with each child in your care. Iand cuddled, even when they are not crying. Provide frequent

To develop and sustain a secure relationship with each child, you need to offer consistent, nurturing, and responsive care. A secure relationship with an adult caregiver helps the infant and toddler to feee


secure foundation that helps a child feel confident in his/her learning journey inyears to come. The components of quality child care

the

LOVE

A provider should have warm and nurturing feelings toward each child in bond that is crucial to an infant’s

and toddlers’ well-being and development.

TOUCH

wers, conversation, words of encouragement.

NOURISH

ded.

owing common courtesy, using a calm tone of voice, and behaving respectfully even when a child is challenging.

his/her care. You are building a special

Hold, cuddle, stroke the child’s head, arm, talk with each child. Interact throughout each day through questions, ans

Each child must feel protected and know that the provider is available to his/her when nee

RESPECT

Each child must be treated with respect. This is demonstrated through making the child feel special by sh

Give warnings when you are leaving the room, where you are going, and when you will return. Remember never leave

children unsupervised. Support children’s efforts Practice positive guidance techniques Use humor – keep it light. Provide nurturing through supportive interactions!

FACILITATE ATTACH

Create a safe e o n can be active, curious, and self- motivated. Fre

sing behavior that you may ifficult.

YOUR between the infants, toddlers, and the provider.

or es. Use poems and short stories. Read favorite books over and over so children become familiar with them and can "read" the books themselves

MENT m tional climate where childrequently hold and hug each child.

BE SENSITIVE

By being sensitive to the needs of the infant and toddler as well as becoming familiar with his/her temperament, you are building a sense of trust. “Read between the lines” to try to determine what is cauview as d

PROGRAM All aspects of your program, especially those related to bodily necessities and comfort; diapering, feeding, soothing at naptime, are important opportunities to foster a secure bond

RE OSP ND

Respond to a child’s body language. Provide lots of hugs, attention, and interaction.

BOOKS

Use books to help children deal with feelings. Sit with a child on your lapchildren snuggled with you. Use books made of plastic, sturdy oilcloth, or laminated pag


or read along. Introduce new short stories and poems. Let parents know the

MU IC

hildren enjoy variety! Share favorite music (lyrics too) and songs with families to share

GROUP

ESPONSIVE ENVIRONMENT

ent where children feel comfortable and at ease. Provide soft

hout yelling or hitting. This is difficult for toddlers since they are just beginning to use language, so be patient, calm, and

tent. Talk to children calmly by bending down, making eye contact, and

books the infants and toddlers enjoy and compile a list for them.

S AND SINGING Children not only enjoy music and singing, they learn a great deal through these activities. Use music with words as well as music without words. Play soft music at rest time. Use music with a beat for singing and movement. C

at home.

ENTRY SKILLS Patiently guide children in relating to others, this is an important part of bonding and attachment.

R Create an environm

areas that are cozy. Display plants, develop a reading nook, and provide lots of interaction and support.

EMOTIONS

Encourage children to express their emotions in appropriate ways. This will take time and your calm reinforcement and encouragement. Help children to learn to communicate wit

consisusing a soft voice.

The Environment and Learning

esearch tells us that the early years are learning years. By providing an ment that allows ex

Brain rnviron ploration and appropriate challenges, the brain can literally row new conn sults in a brain that is

larger and the her. (Jensen, pp. 30)

ed more stimulating and challenging activities have 25% more brain growth overall than

s are

n need to explore, use their natural curiosity problem-solve, and interact with others. You can also provide age-appropriate

mple,

eg ections. An enriched environment actually re

brain cells communicate better with one anot It is believed that more intelligent individuals have a greater number of connections within the brain that are more intricately woven together. This is gained from experience! The environment affects the development of the brain as much as the individual’s actual experience. Studies have shown that individuals who were involvinthose in less stimulating environments. Not only does the environment affect the size and efficiency of the brain, experienceanother factor in brain development. Experiences that are challenging and require interaction are shown to positively impact brain development. As a provider, you can provide the safe environment that childretochallenging activities to help infants and toddlers learn. Ideas to Promote Learning Now that you have established a firm foundation of nurturing, responsive care with your infants and toddlers, they are ready to explore. They will learn from your exaguidance, experiences, and the care you provide each day.


There are several key components when providing experiences for children.

Provide lots of TUMMY TIME Infants sleep on their backs and are propped in chairs, bouncy seats, and swings. Infants need time to exercise their upper body muscles and look at their environment from a different angle. Place a clean blanket on the floor away from

ily observe of reach for the child to reach for. If the infant

ld

direct traffic. Place the infant on his/her stomach where you can eashim/her. Provide a toy just out does not enjoy being placed on his/her tummy, lay down in front of the chiwithin reach and talk to him/her in soothing tones In time, the infant will enjoy this time and s/he may enjoy reaching for a toy.

t objects do, sound like, look will help children build skills. You can also describe

Encourage Language Infants and toddlers have very limited use of language and they will understand more than they are able to express. Encourage language development and help each child to build his/her vocabulary by pointing out objects in the environment and when on walks. Talk about whalike, and feel like. This what you are doing throughout the day, especially when caring for the child.

yday life

th ic

g cups, and other real objects are interesting

EverydProvidefoundalearnin h of the

fant’s and toddler’s learning takes place through these routines; during morning clothing changes, feeding, and naps.

e

s stated earlier, some of the best toys for young children you already have in your

learn about problem olving, cause and effect, balance, and eye and hand coordination. By playing with

en learn social skills. Play is a natural teacher.

Treat Learning as an Adventure Children experience many exciting learning opportunities through everin the family childcare program. How many times have you offered a child a new toy and s/he plays with the box that it came in? Children learn by playing wiobjects and they don’t have to be expensive, just safe. Cardboard boxes, plastbowls and spoons, plastic measurinfor children to manipulate. At this age, children enjoy “dumping and filling.” Provide plastic buckets, clothes baskets, and bowls and safe items for children to place in the container and dump out. Be careful of small objects and ensure that they are not a choking hazard. Infants and toddlers naturally put items in their mouths – be observant. This is the sensory motor stage which means children learn through their senses and use their bodies to move.

ay Activities rs have a wonderful opportunity to help infants and toddlers form a firm tion for learning. Each interaction and each experience is an opportunity for g. Most of an infant’s day is devoted to routine care therefore, muc

ingood-byes, diaper and Activities for infants and toddlers are integrated into everything you do throughout thday. You can plan simple activities for children as they get older. Playing with Toys Ahome! Children learn about size, shape, and sequence as they play with a stacking toy or various size plastic bowls. When pulling a wheeled toy, childrensanother child, childr

Appropriate Toys for Young Infants: Mobiles: Provide mobiles with patterns, circles, and areas of high contrast . Provide mobiles with simple designs for young infants and more complex desias they mature. Hang above the crib and changing table. Rem

gns ove the mobile

hen infants can reach it. ve mirrors! Place unbreakable

mirrors on the sides of cribs, changing tables and low on the wall.

wMirrors: From about 2 months of age, infants lo


Cuddly Toys: Make sure these are soft, washable, and one-piece. Grasping Toys: From about 3 months of age on, children love to grab, shake, mouth, drop, and explore objects like rattles and soft teething rings they can hold in their fists. Music and Singing: All children enjoy music and singing. Provide a variety of music styles to meet all interests and expand children’s exposure to music.

fants to Books: Provide lots of books with vinyl pages or canvas books for inplay with and listen to.

for Mobile Infants:Appropriate Toys

d

alls, oddly shape balls, and yarn balls (hung from the eiling for babies to bat) are also favorite play items.

help children develop fine motor skills

ing cups, and surprise

e endless possibilities for children just learning

e-piece molded plastic replicas of cars (6”-8” long), buses,

and

throwing the

rs enjoy swings and crawling platforms that are foam or vinyl and low

be Children can listen to music

. on the use and care of books.

Balls: Between 7 months and 2 years, children love balls – the best ball for thisage is a plastic, inflatable beach ball. Mobile infants love to throw, carry, anretrieve balls of all sizes (not too small!). Balls with chimes and visible objectsrolling inside, weighted bcPuzzles: Puzzles are grasping toys thatand eye-hand coordination. Appropriate puzzles for mobile infants have two or three pieces that are held with knobs. You can glue empty thread spools on puzzle pieces to serve as knobs. Activity Toys: Activity centers can be attached to furniture or free standing. Other toys infants’ love includes; stacking rings, nestboxes that pop up. Children enjoy household items such as measuring spoons and plastic pitchers. Push and Pull Toys: Children love to move themselves and toys! Sturdy carriages and shopping carts havto walk and balance their bodies on two feet. More experienced walkers enjoy push and pull toys and toys that play music or make sounds. Transportation Toys: These are also grasping and pulling toys. Suggested toysfor infants include ontrains, trucks, and airplanes. These are great for infants to push and pull ride on. Blocks: Mobile infants may not be ready to ‘build’ with blocks, but they love tocarry, pile, and knock down blocks. Since they may also enjoyblocks, it is important to provide blocks made of foam, cloth, or washable. A selection of 20-25 blocks, 2”-4” long is appropriate. Outdoor Play Equipment: Nearly all of the toys above can be brought outside.Non-walketo the ground. Low slides, obstacle courses, and tunnels are also fun with an adult’s help. Music and Musical Instruments: Provide a variety of instruments (they can homemade) and a variety of age appropriate music. while playing, use music to accompany dances, dramatic play, puppet shoes, walks, etc. Books: Toddlers should have sturdy books to look at such as cardboard booksGuide children

Appropriate Toys for Toddlers Mirrors and

Dolls: This enhances pretend play. Provide easy to take on and off

ush and Pull Toys: These enhance pretend play. Observe how children use them!

ese are popular with toddlers as well as rubber, wood, vinyl, and plastic figures.

“dress up” cloths. Dolls should be 12” to 15” long and reflect the ethnic backgrounds of the children in your program. P

Soft, fuzzy stuffed Animals: Th


Puzzles and Matching Games: Most toddlers can use 4-5 piece puzzles, with or without knobs, made of rubber and wood. Older toddlers may be ablepuzzles with as many as 12 pieces. Some may

to use enjoy giant dominoes and

under “Homemade Treasures.” ces)

, cause and effect, and sequence.

other

sportation toys are 2 to 4 inches long or

plo

ent: Toddlers need to move! Outside tunnels,

nderful and exciting for toddlers. Balls encourage use of

matching picture pieces to lotto boards. See next page for information on lotto games,Activity Toys: Shape boxes, nesting cups, and stacking rings (5 to 10 piehelp children to learn about shapes, colorschildren also build eye-hand coordination. Self-help boards are also importantand fun such as; cards or frames for practicing fastening, zippering, using Velcro, snaps, buckles, and hooks. Lacing and stringing large beads is anfun and important activity. Transportation Toys: Toddler size tran12 to 15 inches long. Blocks: Toddlers will begin to use blocks for construction. A set of 40 to 60 blocks per toddler is helpful. Heavier blocks are appropriate for toddlers as are hollow blocks. Duplos can be introduced. You can provide about 20-30 Dublocks per toddler. Outdoor Toys and Equipmswings, riding toys, and climbers are important pieces of equipment. Large cardboard boxes are woarms and legs as well as the entire body. Toddlers approaching age three may enjoy using a beginning tricycle for children.

res Homemade Treasu

f a baby wipe box or a coffee tin. lace tape around the cut area to prevent injury from any sharp edges. Let

, clothespins, cards, etc. through the holes. e

erful

, photos, pictures from a catalog or magazine, old

lace

= Broken telephone, old computer keyboards and other adult

Some of the most popular toys are HOME MADE or BEAUTIFUL JUNK! L’eggs Eggs = shakers. Put beans inside and glue or tape securely shut. Bag Collection = ask families to donate shopping bags and let the children use them to carry, dump, fill,etc. Shape Sorters = Cut holes in the plastic lid oPtoddlers fit empty spoolsDrop and Dump Toys = Large hair curlers, bean bags, gelatin boxes, or squeeztoys in a large plastic pitcher, waste basket, or rubber pail become a wondtoy for toddlers. Lotto Games = Using stickerscards, etc. and make copies. Laminate the pictures and glue one set to poster board “lotto cards.” Provide the card and matching pictures to toddlers to pon the card. Cardboard Blocks = Fill empty milk cartons with crumbled newspaper and cover with contact paper (brick designs are great). These can be used as blocks.Old Equipment items are appealing to toddlers. Remove any wires or cords and make sure the items are safe and don’t have loose parts!

r Children with DisabilitiesAdaptations fo

s, and markers. Activity Frames: Similar to "baby gyms" used by infants. Hang toys from the

m. These will help children for

We want all children to be able to participate. Simple adaptations can allow greater opportunities and choices for children with disabilities. Handles of Built-Up Knobs: Glue wooden knobs or corks to puzzles and other toys to assist children with limited fine-motor skills. Add foam curlers to build up the handles of spoons, brushes, crayon

frame so that children have easy access to thewhom the toys are difficult to reach. Frames can also be placed on the floor, attached to a table, or attached to a wheelchair or stander.


Grasping Ideas: Using Velcro, items can be adapted for easier use: Stick Holder: Use a small stick with a piece of Velcro wrapped around one end. Attach a piece of Velcro (rough side) to toys, such as toy peo

ple or cards. The asping skills).

ier to

tdoor

ple f

child can use the stick to pick up and manipulate toys. Attach Velcro to a mitten. This allows children to manipulate toys. Attach Velcro to various toys and the child picks up the toy with the Velcro mitt. Make a Velcro holder: placearound the child's palm (for children who have little or no grMitt: Purchase larger or various shaped crayons, chalk, and other writing implements. Add pieces of sponge to writing implements to make them easgrasp. Play Boards: Attach toys to a firm surface (foam core, pegboard, indoor-oucarpet) with Velcro, string, or elastic. This creates a variety of play boards thatallow children to participate in imaginative play. For example; make one with purse, keys, wallet, etc., another with tea party materials, another with peoand furniture. The child can then move and grasp materials without fear odropping the toy.

Safety – Ask these questions when selecting toys Is it solid, without breakable parts, any sharp or jagged edges, or exposed

nails, wires, pins, or splinters? Is it made of washable nontoxic materials? Is it too large to be swallowed (at least 1 ½ inches in diameter) and free

parts that m

of ight break off and become lodged in noses, ears, or

windpipes? tal suffocations?

d? Are facial features molded in, rather

nd free of parts that could pinch or pierce children or trap

ered?

4 Biblio apDombro, A.; C . (1997). The Creative Curriculum for Infants and Toddler Wa Honig, A.S. (2 e Relationships: Nurturing Infant and Toddler Attachment in Early Childhood Settings. Washington, DC: NAEYC.

Teaching with the Brain in Mind. Alexandria, VG: ASCD.

Are stuffed toys light enough to prevent acciden Are plastic toys flexible?

Are dolls’ head and limbs securethan sewn on?

Are cords that could become wound around a child’s neck shorter than 12 inches? Is it stable atheir hair or clothing?

Are hinges and joints cov If made of cloth, is it nonflammable or flame retardant (not flame

resistant)? adapted from Dombro, pp.225-23

gr hy: olker, L. J.; Dodge, D.T

s. shington, DC: The Creative Curriculum.

002). Secur

Jensen, E. (1998).


Activities

Children learn best through th r senses, through interaction with concrete materials, thr rather than lecture, and through h tive

volvement in learning appl t matter e single most important factor in learning. Adapted from:

nker, pp. 72

rt Activities impact other areas of development:

own creativity and use nd perceptual skills.

ocial skills nse of self.. By

cal an be positively impacted. Children learn through their senses and art is

lity and creativity. Creativity is a the world from different

erspectives.

er made

eiough conversations ands-on activity. Acies across all subjecin

as thRi A Participation in art activities that allow children to explore their their imagination helps children build confidence, self-esteem, aThese skills enhance cognitive development, sensory-motor skills, s(cooperation, sharing, appreciation for the ideas of others), and a separticipating in art activities children's social, emotional, cognitive, and physidevelopment ca sensory experience that should encourage individuaprocess that involves all that we do. It helps us to viewp It is natural for children to be creative and providers should encourage this individuality. If children are only exposed to coloring books, ditto sheets, teachmaterials to copy, creativity is limited and interest may lessen. Cognitive Development: Art experiences begin long before children are even able to grasp a crayon or painbrush. Art begi

t ns when a baby notices sunlight streaming through a window or a

attern on wallpaper or clothing. If encouraged art becomes another language for ng skills

rt reinforces science skills: Children gain physical knowledge through manipulation of cause and effect in mixing different colors of paint or gluing

aper, leaf rubbings. They learn how properties change when ingredients are mixed ng ater

d differences.

e;

pchildren, a way to express feelings and ideas. Children develop critical thinkithrough art. Amaterials. They experienceptogether or how play dough figures change as they dry. Children learn about “missiprinciples” such as washing their hands in the sink and watching the color of the wchange. Children are able to practice decision-making, prediction, planning and carrying out a project, they are able to test ideas, find solutions, and observe similarities an Art reinforces math skills: Children develop concepts of shape, size, conservation, and counting through painting, mixing, and measuring. Children compare different attributes such as long, short, small, large, same and different. Children problem solvhow should I represent something (such as bones) or how and where should I place something on this box?


Art reinforces music skills: Children can paint to any type of music, paint to asong, or paint to a beat or clap

favorite ping.

in an

ing. Art is universal!

supports all areas of development. Enhances aesthetic development; talking and reflecting with children

what it is. om Wellhousen and Crowther, pp. 165.

Art reinforces language and literacy skills: Children learn to communicate ideas, followdirections, and express feelings. Art provides the opportunity to express oneself alternate way. By illustrating stories or creating a book, children can read about various forms of art and experiment with other mediums. Children can describe what they did to create someth Art connects all areas across the curriculum. When art is an active, sensory experience, process-oriented, open-ended, it

about their work. Enhances observation skills; observe something to draw Increases task persistence Increases understanding of cultural values; i.e.; dream catchers spark

interest in knowing more about adapted fr

Social Development: Art reinforc different forms k, mask making, hair braiding. Art reinforc nning and verbalizing (discussing a project and helpin

motio al De lopm nt:

es social studies/social development: Study other cultures and experience of art; tie dye, bati

es sharing and cooperation, plag each other), appreciation of other people.

E n ve e rt reinforces awareness and expression of feelings through talking and expression

rt activities. Children can also relieve feelings of anger,

rt reinforces feelings of self-esteem: By receiving appreciation and positive feedback

fidence: Children feel satisfaction when completing

st experiences t and develop

Development:

Awhen participating in afrustration, and aggression through pounding on play dough or clay. Afrom others regarding their work, children feel good about making choices and being creative. Art reinforces pride and consomething that was created by them or when participating with a group of children. Art reinforces aesthetic judgment: Children make choices based on pa

ith materials. They become more aware of things in the environmenwaesthetic judgment. Physical

rt reinforces motor skills: Gross motor movements include painting with broad r

rials, they can see the difference in items (visual perception and isual discrimination). By participating in "hands on" activities, children enhance

iscrimination.

Astrokes, manipulating larger materials, and using the body when creating. Fine motoskills are used when cutting, using writing implements, and making creations. Art reinforces sensory perception and sensory discrimination: Children become awareof how things look, smell, taste, and sound when using art materials. When childrenselect their own matevsensory perceptions and d


Perceptual Motor Skills: Children coordinate movements with perception during aactivities such as painting, making collages and cutting, all which enhance eye-hand coordination.

rt

opy process

Art can support creativity: Everyone is creative to varying degrees and this can be nurtured through encouragement, or it can be stifled by criticism and demand for conformity. Children should be encouraged to be creative and to express their individuality rather than ca teacher made model or a photocopy. It is the not the product that is

portant. Providers should avoid cut and paste activities, photocopies or

n pace.

)

ders should join in! Be careful not to create a model for children to copy. Be creative WITH the children.

creativity builds confidence

uld place items led

n’s items can be placed in another box that

s textures, mediums, and pictures/magazines. Five In

hild to describe what s/he is doing ion and open-ended questions.

Gu

d ability level d expression of ideas

writing skills!) e (ages 1-3)

immimeographed sheets, and any activity that requires children to copy an adult made model. To encourage Art Exploration:

Provide art materials during the day for children to use at their ow If possible, make art materials easily accessible in a well-lit area. Art should be done in an area where the floor is easy to clean. You can place a

shower curtain or newspaper under easels for easier clean up. Ask open-ended questions (requiring more than a one or two word answer

about what the children are doing. Encourage children to share ideas with others. Provi

Recognize - originality and Allow choice Provide different textures Allow children to be creative in the use of materials

Provide an area that is stocked with art supplies. Providers shofor older children out of reach of the younger children in an appropriate labestorage bin or box. Younger childreis easily accessible.

Focus on the process NOT the product Encourage scribbling

Read about other cultures and forms of art Provide variou

gredients of Active Learning: 1. Provide concrete materials for each child 2. Encourage manipulation and exploration of those materials by the child. 3. Allow each child to choose what to do with the materials. 4. Encourage each c5. Support each child through recognit

idelines for Art Activities: Activities should be safe Appropriate for children’s age an Allow ample time for exploration of materials an

Allow children to succeed Provide for originality and independence Be easy to set up and clean up

un! Be f Stages of Art Development: (pre-

1. The Scribble Stag


At first scribbles are random and disordered and later ed – patterns and designs

es 3-4) ares emerge or unplanned creations

ake children think of something after it appears on the paper.

3. ge (ages 4-5) preplanned purpose and their

epresent something in real life.

Ideas for Art Experiences Painting Col Modeling materials Chalk Crayons and markers Prin Weaving and sewing Woodworking

s: liquid tempera paint, easels (two-sided, adjustable in height),

r-paint paper (butcher paper), paintbrushes, aprons or inger-paints.

Tools: shes (various size and thickness, including paint

rollers, edgers, sponge brushes) tive tools: toothbrushes, shaving brushes, weeds, fingers,

feet! Surfaces:

tion, manila, newsprint, wallpaper, cardboard,

packing pieces lexiglas table tops

Plastic Ar ,

sand, cement. ls: Spatulas, rolling pins, cookie cutters, scissors, mallets,

rs,

Cut and P t d left handed), paste, glue, paper (var y ing, computer paper), tape (masking and cellophane nger children enjoy tearing before they are able to cut.

Media: paper; tissue, newsprint, construction, cardboard,

design, sea life, skin colors, airplane, holograph, foil, lt,

◊ ter mixture, glue sticks, glue containers with lids, glue brushes, glue paddles,

become more controllemerge.

2. Basic Forms Stage (agCircles and squthat m

Pictoral StaChildren draw with

paintings rdrawings or

lage and sculpture

ting

Ideas for Basic Art Supplie

Painting:paper for easels, fingesmocks, recipes for f

◊ paintbru

◊ alterna

◊ Paper: construcfinger painting paper, wax paper, large rolls of paper.

◊ Wood: sanded and smooth ◊ Boxes and Styrofoam◊ P◊ Fabric

t: clay, plasticine, play dough (recipe ingredients), papier mache

◊ Toogarlic press, bowls, spoons, forks, plants (dried weeds, flowetwigs, bark), molds, cookie cutters, muffin tins.

as e/collage: safety scissors (right aniet ; construction, draw). Note: you◊

corrugated, doilies, paper plates. Other papers; animal prints, fabric wallpaper. Fabric; satin, metallic, polyester, canvas, burlap, fefleece, corduroy, cotton, netting, sheer. Tools: white glue, paste powders, flour and wa


masking tape, clear tape, double edged tape, scissors as indicated

per,

◊ r and fat ones), oil

ge of the child.

s, mpoms,

ed F

N PUTTING ITEMS IN THEIR MOUTHS AND CHOKING

◊ eeds, letters, numbers, rubber stamps,

hapes the children find, special-effect rollers, patterned corks, , hands, feet, fingers, tools, keys, cut-out shapes, odd

Weaving Mate

◊

◊ per, fabric, grass, sticks,

Art for Infants an

above.

Drawing and Writing Implements: ◊ Media: paper; lined and unlined, newsprint, construction pa

envelopes, letter, rolls of paper (adding machine paper works well), chalk board with appropriate writing implements. Tools: pencils, crayons, water based felt markers, pencil crayons (large and small), pencils (regulapastels, chalk, pencil sharpeners, rules, erasers. Include various colors; skin colors, pastels, and fluorescent. Use materials appropriate to the a

Print-Making Materials: ◊ Media: Boxes (various sizes and shapes), decorative items such

as; buttons, straws, beads, sequins, artificial flowers and leavegreeting cards, calendars, magazines, wrapping paper, pocotton balls, feathers, pipe cleaners, glitter, confetti, shreddpaper, yarn, wood scraps, colored pasta, rice. BE AWARE OCHILDREHAZARDS AND PLAN ACCORDINGLY. Tools: Stapler, yarn, string, sponge shapes, wooden shapes, dried flowers, grasses, wsleaves, barkshapes.

rials: Media: Frames, cardboard with center cut out, wire frames, plastic frames, old picture frames, wooden frames, pipe cleaners or wire to twist into frame, rings, branches, dried vines, hoops. Tools: Materials include yarn, wool, palaces, cord, wallpaper borders.

d Toddlers: Young Infa

Cloth a ypes of materials that have distinct textures, such y, satin, silk, taffeta, netting, knits, hosiery, denim,

pla i Variou ,

hold price apmake s s in their mouths!

below)

nts: nd other t

as flannel cordurolace, fake fur, burlap, carpet remnants, vinyl, etc. Provide for children to

y w th and crawl on. s types of nontoxic papers that infants can crumble, tear, shred

ight, and wave. Waxed paper, butcher paper, parchmenu to the l t, p er, and cellophane paper are fun to play with. Watch infant and

ure they do not place these item Edible Finger paint (see

Mobile Infants: Finger and Water Painting use their hands or stubby-handles brush

to paint with on trays or use water on walls of buildings, fences, tree trunks. For Drawing use jumbo crayons, stubby chalk, water based markers, soap crayons or scribble

es

wafers. Draw on various size and shapes of

paper, both wrinkled and smooth, dry and wet, and use various types of paper. Chalk can be used on the driveway and/or sidewalk.


s enjoy firmer

For Molding Introduce dough that is oily and easily squeezed such as Cloud Dough or Homemade Plasticene. Older mobile infanttextures.

Toddlers: For Painting Children can use flat bristled brushes (5 to 6 inches long)

with nylon hairs and thick, stubby handles; empty deodorant bottles with rollers; and squeeze bottles, dishwashing pompoms, rollers, spray

y r

ith paper or

g Use a variety of materials and a variety of textured and pers, both dry and wet.

en

and

ewsprint

bottles, nylon sponges, and cotton swaps. Use a variety of papers, 24 b26 inches or larger. You can recycle; newsprint, computer paper, papegrocery bags, paper towels, butcher paper, wall paper scraps, paper plates, and plastic doilies. Use the entire table and cover it wuse outside. Use finger paint or tempera paint in one or two colors. Youcan use whipped cream or nontoxic shaving cream or mud too! For Drawincolored pa

For Molding Use an eye-dropper filled with liquid food coloring to add color to the dough and work in color with fingers and fists. Offer woodmallets, tongue depressors, plastic rods cut to six inch lengths, and potato mashers for pounding, poking, rolling, and stamping the dough. For Printing Include a variety of printing tools such as rubber stamps, butter molds, sponges, dominoes, corks, golf balls, old puzzle pieces,the rubber soles of old shoes. Make ink pads by fastening a piece of firm foam rubber or sponge onto Styrofoam meat trays, pour tempera paint into the foam or sponge. Print on tissue paper, butcher paper, nand other papers. Older Toddlers:

o Add materials for collages o Assist children with library paste and small, blunt

nosed children’s scissors.

ART RECIPES

In all cases, proper supervision is required. Some recipes should be made with older children and you can share end product wit t Extender

h he rest of the group.

: Make a smooth mixture of 3 parts flour to 4 parts water Liquid Starch: If none is available, you can mix 3 tablespoons flour with 4 tablespoons water.

Soap Crayons

. Mix

1 cup of soap flakes such as Ivory Flakes 1/8 cup water drops food coloring of choice 3

Grease plastic ice cube tray or Popsicle molds with shortening or non-stick sprayingredients together in a bowl. Pour into trays or molds. Allow time to harden. Pop out.


Scribble Wafers Ingredients:

tubs of old crayons SProcedure:

Preheat oven to 350 degrees and then turn off. Sort crayons stubs by color. Remove papers. Place crayons by color in separate sections of a muffin tin. Place muffin tin in oven. When wax is completely melted, remove pan from oven and let cool. Release shiny, waxed waf

Cloud Dough

er crayons

proximately 1 cup water to bind

Kn l product will feel oily and very smooth. Store in an air

Recipe

6 cups of flour 1 cup salad oil Ap

ead ingredients together. Finatight container.

Easel Paint –

Pro the childrendus rom powdered tempera paint use. Ingredients:

2 parts powde 1 part water

Procedure:

This basic recipe can be used to mix either small or large amounts of s you keep the proper owdered detergent can be added;

as desired.

videt f

r should make this recipe without due to inhalation of

red tempera

Pour water slowly into powdered tempera, stirring to eliminate lumps

paint, as long a proportions. One-half part p

esheners such as alum or oil ofpreservatives and fr cloves can be added

“Edible” Fingerpaint As we k ow, infants love to touch their food. You can provide edible finger paint such

dding or yogurt for infants on their trays. Be ready for a mess and lots of fun

No Cook Finger-Paint - Recipe

nas cooked pu

!

Prochi the children. Ingredients:

° 1 cup dry laundry starch

3/4 cup powdered detergent Procedure:

° Put the dry starch in a sauc

vider should make this recipe without ldren due to boiling water or the provider can add the boiling water when away from

° 1/2 cup cold water ° 1 and 1/2 cups boiling water °

epan


° Gradually add the cold water, stirring until smooth.

tergent, stir again until smooth.

resh Play Dough

° Add the boiling water, stirring rapidly and continually. ° Add the de

Stay F

Ing

ro d° Pour dry ingredien er to mix well. ° and food co

quid into the dry ingredients while mixing, squ e sticky, add more flour.

Alu a the dough should keep for several weeks if placed in an airt t he refrigerator.

Craft Clay

redients: ° 2 cups flour

salt ° 1 cup° 2 tablespoons alum ° 1 cup water ° 2 tablespoons oil ° liquid food coloring ce ure: P

ts into a large pan, stirring togethloring into the water. Stir oil

° Pour li eezing, and kneading thdough. If too

m cts as a preservative; igh container in t

ing soda in a pan. Add water gradually, stirring until smooth ° Place mixture over mediu hickened and dough like in

consistency, stirring consixture out onto a pastry board and knead well.

cloth or keep in a plastic bag. ng into various shapes.

i ques, mobiles, and other models that will be painted when dry.

Ingredients: ° 1 cup cornstarch ° 2 cups baking soda (1 - pound box) ° 1 and 1/4 cups water

Procedure:

° Combine cornstarch and bak°

m heat, and cook until ttantly.

° Turn m° Cover with a damp° When ready for use, roll flat for cuttiTh s clay works well for pla

Bubbles

Ing

Pro

d enough water to the detergent to make 1 gallon of liquid

° Add glycerin mixture sit out for 1 day

redients: ° 2/3 cup Dawn liquid detergent ° water ° 1 tablespoon glycerin

cedure: ° Ad

° Let the° Stir before using


Colored Bubbles

° 1 cup soap powder rt warm water

Pro darm water

Art fo ious Childre t. When providing materials, be aware of the age and dev p he children. All children love to color. Young infants can "co " ir high chairs, older infants and toddlers can use "fat"

can make your own by melting leftovers and putting in muffin tins – see Scribbl marks, preschoolers and school-age children will av drawings. Ask children to tell you about their drawings.

uggest using different colors. When children are drawing something from nature, take em outside to draw and color.

hink about each activit fore you offer the

ooler,

d e

Ingredients:

° 1 qualiquid° food coloring

ce ure: Dissolve soap in w°

° Stir in food coloring

r Children of Var Ages

n of all ages enjoy arelo mental variations of tlor with ice cubes on the

crayons (youe Wafer recipe) to make random

h e more sophisticatedSth

T y that you do with the children in your care beactivity to the children. How can an infant participate? How can a toddler, preschschool-age child benefit from this activity? It may be that you need to vary the materialand have children sit in different areas to have access to materials. Infants can sit in an infant seat or their high chair to do an activity, toddlers can be at a small child-sizepicnic table or at one end of the kitchen table and preschoolers/school-age children onanother side. Older children can assist younger children during art. It may be a simpladaptation such as offering glue sticks to younger children and glue bottles to older children. Bibliography Croft, D., 2000, An Activities Handbook for Teachers of Young Children, Boston, MA: Houghton Mifflin. Dombro, A.L.; Colker, L.J.; Dodge, D.T. (1997). The Creative Curriculum for Infants & Toddlers. Washington, DC: Teaching Strategies. Rinker, L., September/October 2000, Active Learning Through Art. Child Care Information Exchange, pp. 72-76.

rowther, I. (2004). Creating Effective Learning Environments. Clifton

velopment? rama helps in developing major life skills such as:

Wellhousen, K.; CPark, NY: Delmar Thomson Learning

How does drama support de

Self-esteem and confidence Communication skills

D



Command of language Development of imagination Physical freedom Responsibility

hers

le, etc. n observe what

erent roles. They learn to coo play helps children to “act out” situations from• g to share, make friends, be creative,

• t: Expressing emotions appropriately and recognizing s regardless of how they are dressed or who they pretend

• rning knobs, buttoning,

olving

pment: Communicating effectively and appropriately with

A eDramtheir play! For exampl d leaves, s/he may begin to creat A aDsolve

ay:

xt, last. Make changes! tumes to supplement the story.

se poetry: movement and music.

Use music: Children lo m ongs! There are many song he Bed.”

Sensitivity to ot Concentration Math: following patterns, setting the play tab

Dramatic play arises out of everyday events. Childrethe es by trying out diff

is going on around m and learn to express themselv

ends. Dramatic perate, share, and make fri his/her own life. Social Development: Learninunderstanding others. Emotional Developmenthat they are themselveto be. Physical Development: Learning life skills such as tuand zipping.

• Cognitive Development: Making decisions and choices, learning problem-sskills, and exploring new ideas from others.

• Language Develoothers, and incorporating print into daily activities.

n xtension of play: a is an extension of play. Children love to play and become quite imaginative in

e, if a child is playing with sticks ane a sailboat and pretend s/he is sailing through water.

n venue for the imagination: rama provides the opportunity to try out other roles, re-enact situations, problem-

, and change ourselves into someone else if only for a few moments. Encourage dramatic pl

Through stories – change our voice, add props, body movements Extend stories – through children’s narration (change the ending or add

pieces throughout the story), children play the characters, children tell the story using their own words.

Guess what happens first, ne Use props, masks, and cos

For example; provide plastic vegetables when reading a story about vegetables or animal masks when reading about animals!

URhymes can be supplemented with

Say poems together with the children Add sounds to replace some of the words

Talk about the poem and what the children think it means Extend the poem by acting it out!

ve usic! They can act out the lyrics and make up their own ss that involve drama and acting out the song such as, “Monkeys on t

Use puppets: Add puppets to supplement a story.

Children can make up their own puppet show. or children to be creative!

s. puppets when telling stories.

Make your own puppets; provide materials f Use puppets with songs. Use puppets in movement activitie Use

Adapted from: Drama: A Rehearsal for Life!, by Julia Gabriel, Sept./Oct. 2003. Child Care Information Exchange, pp. 46-48.

Include a

y-to-fasten alternatives to buttons. am.

nts know when, where, and how to participate by giving hands-on narrated “tours” of objects beforehand.

Provide rich photos and pictures to spark ideas; put pictures in ith curtains to lift and peek; label the environment with

n when you speak. Consider tput

n small s.

Do I need a special place for pretend play? Pretend pla p, enjoy a specia nt their play. Ch Materials: Infants enjsimple facial e

irrors areh as;

ll children: The environment must be accessible. Include costumes and props that are simpler to use: large knobs,

handles and switches, eas Make lightweight props out of Styrofo Help children with visual impairme

Keep the environment organized and provide verbal assistance throughout the activity.

“windows” wwords (include pictures). Face childreadapted tape recorders, talking photo frames, and special voice oudevices that play back one or more messages.

o a minimum, work i Keep background noise and distractions tgroups or individually with children, and provide step-by-step direction

Use cardboard, poster paint, and imagination!

y can take place any time or any place. Older children, toddlers and ul place for dramatic play. You can add objects and props to supplemeildren also enjoy child size furniture if you have the space.

oy small dolls to grasp and hold. The dolls should be washable and have arts. Non breakable f atures with no moveable pieces or detachable p

fun for all ages. mOlder toddlers and preschool children enjoy props suc

carts to push, a baby carriage, other wheeled toys; doll bottles, baby blankets, and cradles play telephones or real ones; pots, pans, plastic dishes child size stove, refrigerator, sink, table and chairs Dress up clothes; cloth bags, coats, pocketbooks, briefcases, dresses work-related props such as boots, firefighter (plastic) hats, work gloves,

stethoscope. Preschool and School-Age children enjoy props such as;

Plastic food, plates, utensils Books; address books and telephone books, note pads and pens, menus Ask children what else they would like to add

Dramatic Play for children of various ages

ude all fe place Children love to play and be part of the experience. Activities can be adapted to incl

ldren. For example; if the activity is puppetry, place the infants in a sachi


whe and talk ab re doing. Toddlers, preschoolers, and school-age children can all

eading or after listening to a s will usually be at a comfortable level for them acc er, simpl nd more advanced roles for the school-age children. Music, movement, and dance are popular for all children and

t lots of space to move.

re they can see the puppet show or hold the infant and point to the childrenout what they a

participate in a puppet show; let the children perform while rtory. The part the child assumes ording to their age and developmental level. If you plan a puppet show togeth

er roles would be for toddlers and preschoolers a

usually do not need adaptations for different ages - jus Ages and Stages of Dramatic Play Infants and Toddlers: Infants and toddlers enjoy copying others actions and expressions. They prefer to play along and/or next to another child. The items you give them will determine their play. For example, the child will make animal sounds whprovided with a farmhouse. They enjoy communicating through gestures, body language, sound effects, single words or phrases. Three – Year Old Children:

en

Preschoolers enjoy acting out the roles of significant ults in their lives, interacting with peers, and dressing up. Children add props to

o. Children at this age may have imaginary adplay and vocalizing what they are going to driends. f Four-Year Old Children: Children begin acting out roles of non-familiar adults and enjoy adventure roles! Four year old children realize that their play is pretend yet will reenact activities or events. Children use a variety of voices during play and enjoy dramatic play for longer periods of time. Five-Year Old Children and Older: Children begin to create their own imaginativecharacters and will also imitate characters from books and television. Children beginextend play for more than one day with the involvement of several children and have increased attention to detail. Children may begin to write down scenarios, create own rops, an

to

d use extensive plots in play.

en.

p Bibliography Croft, D., 2003, An Activities Handbook for the Teachers of Young Children, Boston, MA, Houghton Mifflin, pp. 64-92 Haguen, K., September/October, 2000, Using Creative Dramatics to Include All ChildrChild Care Information Exchange, pp.56. Wellhousen, K.; Crowther, I. (2004). Creating Effective Learning Environments. Clifton Park, NY: Delmar Thomson Learning.

When a child creates with blocks, when he communicates with paint, when he uses his body freely as a means of expression, he is being taught

read. to (J. Hymes, 1965)

ll forms; Literacy is communication in a

listening speaking/signing


reading writing

nd

ge 0-2

Literacy begins at birth. Literacy skills grow when the child interacts with others aexperiences in his/her world. While the sequence of literacy development follows the same general pattern, individual rates of growth may vary. A

Adult’s response to infant’s communication impacts the infant’s response and behavior;

Builds language und themselve

erstanding before words/signs (receptive language) are used s (expressive language); to express

Responds to cues (waves: bye-bye); Uses one-word sentences (by 18 months) and two-word sentences (between 18-

24 months); Shows interest in books that feature familiar objects and begin to name these

objects out loud (between 18-24 months); Participates in making the sounds of animals they see in books; Enjoys listening to stories, rhymes, and songs, participating in finger-plays,

looking at books; ds that his/her written name signifies something special that pertains Understan

specifically to him/her; Vocalizes less while learning to walk; Scribbles enthusiastically; A 2 year old child has a vocabulary of about 50 words.

Age 2-3:

animals are dogs; Generalizes: apple is a ball, all four-legged Uses me and mine; Says no; nd mimicking nursery rhymes; Enjoys imitating a Increase in communication, conversation, and interest in language;

Ag

Vocabulary increases.

e 3-5 Pretends to read, using visual cues to remember the words of his/her favorite

stories; Realizes that reading moves left to right, top to bottom; Learns that print, rather than pictures, carries the meaning of the story; Begins to make sense of information and ask questions; Understands that writing is used to convey messages and has a specific form

and symbol system; Recognizes and names letters, writes some letters Enjoys playing games involving written words and numbers Recognizes examples of print in their environment; Knows that writing is a form of communication; Communicates needs and questions; word sentences (beginning at ages 3-4). Uses 4Uses 3-4 -8 word sentences by

age 5; Begins to understand beside and under; Uses “private speech” to problem-solve, think out loud, and control own

behavior; e words, uses silly and profanGiggles over nonsens e language to shock;


Oral language development helps build social skills and the ability to attach names to objects and activities;

Enjoys dictating comments about artwork and letters; Tells longer stories; Begins to engage in inquiry, reflection, argument, description, and explanation; n 3-5 years, children learn an average of 50 new words per monthBetwee ; Vocabulary of 400-900 words by age 4.

Age 5-8

Enjoys writing and giving written messages to others, using invented and standard spelling;

e he rs and learns to leave spaces between Begins to write words that he/sh awords;

Enjoys reading and browsing through favorite books, simple predictable books, and books he/she has written;

Seeks clarification, explores ideas, and develops understanding; Social skills improve; use of language in social settings is more appropriate; By 7 or 8, a

hichild will ask for clarification of information that is unclear to

m/her; Eager to learn the answers to “why” questions; r and pronunciation improves; Mastery of gramma May have difficulty decoding sentences; Recognizes and identifies some of the sounds that letters represent and begins

to sound out some words; Begins to understand language is governed by a set of rules; Vocabulary continues to increase: at age 6 = 8,000-14,000 words between 9 &

M racy

11 years = 13,000-19,000 words.

aterials & Activities to Support Lite FoProvidmater nclude; water or sand on deve

r All Children: e appropriate art materials that encourage exploration and manipulation of

ls (be aware of children “mia outhing” items). Daily explorations iplay, painting, and playing with clay or play dough (older infants and older-based

lopment); s are hung just above reach, but low enough Artwork and other creative project

for tots to see. Hang at eye-level for older children; Interest areas i.e. dramatic play, blocks, manipulatives (can be portable and

stored in boxes and taken down for use) or these areas can be defined by the ers or furniture to define different areas; use of low divid

Sturdy books are available representing different races, ages, cultural groupfamily types, and abilities/disabilities.

` Infants through Age 2:

s,

Color and Visuals at eye level; Books, activity boxes, and grasping toys; Nesting & stacking materials and fill and empty containers; Variety of balls, bells, rattles, feathers, soft washable dolls; Measuring spoons and cups, non-breakable bowls, cardboard boxes; Labels and objects to use that show writing and pictures; Active, large muscle play is available indoors and out; Daily walks outside (weather permitting - for infants).


Preschool through School-Age: ART & MUSIC

Provide labels with pictures that show where things are kept (write words on a atalogs or

the item piece of cardboard and place a picture of the item next to the word – c

that storesnewspapers are good sources for pictures – place on the boxor on the bookshelf);

Ask children to describe materials they use and write dpaper-tape to the wall for children and parents to see;

escriptions on large chart

Offer a variety of art forms, techniques, and materials; Invite parents or visitors to share their talent with the children;

Display artwork and books related to art/music; Offer a variety of instruments and music and materials to make instruments; Introduce appropriate songs with accompanying movements.

KS BLOC

r storage bins) with a picture of the block shape and words Label block shelves (o(classification);

Children can clean up blocks after using them - ask children to help each other putting blocks on the right shelf or box;

Provide drawing materials for children to sketch structures and offer to write ea; down children’s descriptions on large chart paper to post in block ar

Provide architectural magazines, and other written materials and drawings on buildings and construction;

Block play enhances literacy development=practice with symbolic representation s become whatever the child likes).

CO K

(block

O ING Label cooking equipment, shelves; Describe actions (“pour, measure, stir”); Use recipe cards with both pictures and words. Encourage children to use act

and expressive words and create their own recipes; ion

Provide and make cookbooks; Provide cooking magazines;

Provide “recipes” for children to follow with non-food materials. DISCOVERY/SCIENCE

Label all materials and encourage “writing” and “reading” about items during e a science area;

oks, and other reference materials for science activities and if you havProvide resource books, children’s bouse,

Ask questions about what is displayed (if you have a garden, insects etc.); Place children’s work on display, when possible, and ask them to describe

hat they say and place it next to the display; their work – write down w Graph growth and changes of plants, animals, children, and expe riments; Offer many writing materials;

Add items that interest the children and change items as needed. Ask children to bring items in to share.

LA UANG GE/WRITING (in a writing area & throughout the home)


Label the bookshelf, tape recorder, other equipment, and areas throughout the program (refrigerator, table, chair, etc.). Provide name tags on cubby area, mailboxes etc.;

Help children make their own books that involve description, narration (it is winter when…), and recall (Yesterday, I…);

, letters to one another, friends, their families; Encourage children to “write” notes lists, or

Provide writing materials and print in different forms; phone books, coupons, magazines, resource books, etc.;

Provide materials representing diversity.; Develop a writing corner with a typewriter, office supplies, and so on. Provide a listening corner or provide materials at the table, along with

corresponding easy-to-read books; Provide language experiences: nursery rhymes, fairy tales, visually appealing

stories, imagin

ative picture books, puppetry, finger plays, familiar songs,

MANIPULATIVES – small items such as; puzzles, plastic teddy bears, Cu na

beginning drama, storytelling, poetic verse, flannel stories...

ise ire rods, etc. Re lk

andcognize these activities as a place for self-communication, as children ta sing to themselves while they work;

Ask about and explain similarities and differences of materials and structures; Pro

chilvide writing materials so children can “write” about or draw their creations as dren learn about quantity, shape, size, patterns, and color;

Provide magazines related to this manipulatives; Lego, etc.; Children practice visual discrimination, eye-hand coordination, and fine-muscle control that are helpful in reading. DRAMItecan h

ATIC PLAY Change the theme of this area as interests change. can be placed in a bin or box and taken down for play or if you have room, you ms ave a dramatic play area. Provide books to read to dolls or stuffed animals; Place cookbooks by the play stove and other written materials related to the

area: phone books, lists, magazines, receipts, coupons, and menus; Provide writing materials for making lists, notes, writing down phone numbers,

elopes, copies stamps, etc.; stationary, env Provide empty and clean containers; Place emergency Phone number decal in the area or bin used to store materials; Provide a variety of appropriate magazines and newspapers; Provide play money and grocery store food ads;

Chi ire wo OU

ldren enter a fantasy world similar to worlds of an author: creating scenes and ent = develops the imagination. rlds

TSIDE Identify, point out, and describe motor skills children are using such as;

running, hopping, climbing; Use and encourage children to use action words and expressive words (“I am

running, I am lifting my arm”); Become involved in a supportive manner (Ask children questions about what

they are doing or talk about what you observe them doing); Add materials to encourage exploration and spark interest; Assist with social interactions; Bring “indoor” activities outside!


ada InterAdults

pted from Hohman, 343

actions and experiences are key to literacy development: need to:

Have appropriate expectations Observe Respond Interact Expand

Realize that communication in all forms is literacy.

ffaanntt aanndd ttooddddlleerr yyeeaarrss:: DDuurriinngg tthhee iinnAdult’s interactions with children are p

teracy skills. Ideas incarticularly important in the

develo lude, but are not limited to: pment of li Use simple

a language, frequent eye contact, and respond to children’s cues and ttempts; language

Frequently play with, talk to, sing to, and do finger plays; Share cardb lers on the

lt’s lap ooard books with babies and frequently read to toddr together with one or two other children; adu

Provide simple art materials such as cratoddlers to explore and manipulate;

yons, markers, and large paper for

Help children learn about their world and express themselves through daily routines;

Engage in reciprocal play; ivities to meet needs. Adapt schedules and act

DDuurriiYoung ort liter

nngg tthhee PPrreesscchhooooll YYeeaarrss:: c hildren need developmentally appropriate experiences and teaching to supp

y learning. These include but are not limited to: ac Positive, nurturing relationships with adults who engage and respond to

individual children, model reading and writing behavior, and foster children’s f reading and writing; interest in and enjoyment o

Print-rich environments that provide opportunitieand use written language for a variety of purpo

s and tools for children to see ses, with teachers drawing

letters and words; children’s attention to specific Adults’ daily reading of high-quality books to individual children or small groups, including books that positively reflect children’s identity, home language, and culture;

Opportunities for children to talk about what is read and to focus on the sounand parts of language as well as the meaning;

ds

honemic (letter-sound) awareness such as songs, finger plays, games, poems, and stories that contain rhyme, patterns, rhythm, and repetition;

Teaching strategies and experiences that develop p

nd arious

DDuurriiConti d add the foll

Opportunities to engage in play that incorporates literacy tools and firsthaexperiences that expand children’s vocabulary such as trips, exposure to vtools, objects, and materials.

nngg KKiinnddeerrggaarrtteenn aanndd PPrriimmaarryy GGrraaddeess:: nue with many of the same good practices described for younger children an

owing: Daily read-aloud and independent reading of meaningful and engaging stories

and informational texts;


A balanced instructional program that includes systematic code (letter-sound)instruction along with meaningful reading and writing activities;

r support to write many kinds of texts for different purposes, including stories, ists, messages, poems, reports, and Daily opportunities and teache

lresponses to literature;

Writing experiences that allow flexibility for use of unconventional forms of writing at first (invented spelling);

Opportunities to work in small groups and collaboration with others; An intellectually engaging and challenging curriculum that expands knowledge

of the world and vocabulary, and; uction if the

ion Statement, 3-4 BibBe Br Bredek Copple, C. (1997). Developmentally Appropriate Practice in Early

rewer, J. (2001) Introduction to Early Childhood Education Preschool Through Primary , MA: Allyn and Bacon.

actice. t. Paul, MN: Redleaf Press.

ook, R.; Tessier, A. and Klein, M.D. (1996) Adapting Early Childhood Curricula for

ooper, J.D. (1993) Literacy Helping Children Construct Meaning. Boston, MA:

Inc.

ie ds, M. & Spangler, K. (1995) Reading Right: Developmentally Appropriate Beginning

o on, A. & Williams-Browne, K. (1999). Beginnings and Beyond. Albany, NY: Delmar

o ann, M. & Weikart, D. (1995) Educating Young Children. Ypsilanti,

Adaptation of instructional strategies or more individualized instrchild fails to make expected progress in reading or when literacy skills areadvanced. adapted from Joint Posit

liography: rk, L. (1997). Child Development. Needham Heights, MA: Allyn and Bacon.

antley, J. (1999). Stepping Into Literacy. Crystal Lake, IL: Rigby.

amp, S. andChildhood Programs. Washington, DC: NAEYC. BGrades. BostonCarter, M. and Curtis, D. (1994). Training Teachers: A Harvest of Theory and PrS CChildren in Inclusive Settings. New Jersey: Prentice Hall. CHoughton Mifflin Company. Davidson, J. (1996) Emergent Literacy and Dramatic Play in Early Education. Albany, NY: Delmar Publishers. Essa, E. (1999) Introduction to Early Childhood Education. Boston, MA: Delmar Publishers. Feldman, R. (2001). Child Development. Upper Saddle River, NJ: Prentice-Hall, F lLiteracy. Englewood Cliffs, NJ: Prentice Hall G rdThomson Learning. H hmMI: High/Scope Press. Machado, J. (2001) Early Childhood Experiences in Language Arts.Albany, NY: Delmar Publishers.


NAEYC. (1996). Guidelines for Preparation of Early Childhood Professionals Practice in Early Childhood Programs. Washington, DC: NAEYC.

ood Resource lmar-Thomson Learning.

aciorek, K. and Munro, J. (Ed.) (2001) Annual Editions, Early Childhood

ournals and Articles:

Reading Association RA) and the National Association for the Education of Young Children (NAEYC).

f Emotions

od Today (Jan. 2000). Nurturing Literacy. Neuman, S.B.

n participate in as well as simple everyday u es such as listening to music, clapping, and moving! Math skills that children

, ro m solving, communicating, reasoning, making connections, estimating, as well as ounting and addition and other concepts.

s with any developmental skill, the acquisition of math skills follows a developmental e ce. Children learn the structure of math, vocabulary and symbols, prior to use.

g

o arn the basic structure of math, children need to see the relationships between

is to rstand that

rs and letters are symbols that represent something. When we attach objects to to

,

Nelson, M. and Nelson-Parish, J. (2002) Peak with Books An Early Childhfor Balanced Literacy. Albany, NY: De Owocki, G. (2001). Make Way for Literacy!. Washington, DC: NAEYC. PEducation 01/02. Guilford, CT: McGraw-Hill/Duskin JNAEYC: Learning to Read and Write - Developmentally Appropriate Practices for Young Children (1999). A Joint Position Statement of the International (IWashington, DC: NAEYC. Scholastic Early Childhood Today (Oct. 2001). Learning to Read: The Role oand Play by Greenspan, S., and Leong, D. Scholastic Early Childho Children begin learning basic math skills as early as infancy. Math skills are learned through day-to-day adventures that childrero tinlearn at young ages include; matching and comparing, patterning and sequencingp blec As quenIt is important to remember that recognizing the symbols does not equal understandinthe concepts they represent. We need to start where children need to learn, applicationthrough experience in their environment and play experiences. This is called physicalknowledge as children learn from acting on things. Children do not gain physical knowledge by being told, but through direct action and involvement. T lethings. This is accomplished through interesting, hands-on experiences that is availablefor the children. Mathematical understanding develops as children grow and have concrete experiences. Children learn through experience, "I drank two cups of juice today and ate three cookies." "I need five more blocks to build my house." A parent may say, “My 4 year old can count to twenty!” What the child has learnedmemorize. This is called “social knowledge.” Children do not yet undenumbeeach number, two cookies or hold up two fingers for the number two, the child beginsdevelop understanding of concepts. Children practice concepts through everyday experience, placing one cookie on each plate (one to one correspondence), matchingand placing small blocks on larger ones.


Providers need to provide children with words, materials, and experiences and to recognize that math is more than numbers, rote counting, addition and subtractioEarly math includes investigations about size, quantity, categories, patterns, space, speed, properties, and sequence. These experiences help children to develop “physical knowledge,” to understand that the symbol represents a relationship such as; howmany objects are there on the table.

n.

lan the Curriculum: y

f p

ild a structure. In this way, they begin to nderstand patterns, use concrete objects to problem solve, and integrate experiences

nderstanding of mathematical concepts.

f

ned? What do

Le n• e with small. • • O

a• P

owing math skills by

PChildren have many math experiences by the time they are in preschool. They mahave helped to set the table, choose a snack at the supermarket, counted the number ofruit on their plate, counted the red cars on the road, classify items, played with dumand fill toys, and on and on. The early childhood environment can provide many opportunities for children to explore math concepts such as; playing with blocks = learning certain size or number to buuwhen playing and build an u

Relate activities to children’s natural interests, when possible. Count items when playing or preparing foods Sort nature items collected on a walk outside. Plan activities and extensions. Read a story about apples, draw pictures o

apples, buy various apples at the supermarket – compare size, color, shape,taste, smell. Mental images are also important – ask children to describe how something tastes, smells, and feels.

Ask questions: What happened? Why do you think that happeyou think will happen if you try it another way?

ar ing: Match things that are the same or equal and largUse finger-plays

ne to one correspondence – help at snack – one cracker for you, one for Mary,nd one for me, and/or placing each snack on a napkin. atterning

Providers can help children to build the follof erf ing appropriate materials and activities. C sGrou k on these skills by so in as toys, nature items (rocks, acorns, leaves), etc. – sort by common

aits such as size, shape, color, texture, and use. Through outdoor experiences, cts,

largest) or repeating sequence or pattern

la sification – common traits: ping things according to common traits. Children can wor

rt g items suchtrchildren have opportunities to observe details in objects, touch, feel, and small objemake predictions, count, learn vocabulary associated with objects, etc. Classification - different traits: Classify items by differences (smallest to (alternate red-blue-red-blue). Children can work on these skills by using items mentioned under classification. Conservation:


The principal that the quantity remains the same regardless of the shape. For examwhen you place the same amount of milk in a tall, thin glass and then in a shortwider glass, children under abou

ple; er,

t age 4 or so, will state there is more milk in the taller ass. This principle applies to number, length, liquid amount, solid amount, area or ace, weight, and displacement volume.

bjects with another to determine if they are uivalent.

ssification), distinctions (like seriation), and one-to-e correspondence. It also involves conservation, the idea that quantity remains fixed

e or size of the container (1 cup of water in a tall glass looks different

ach child, one cookie on each napkin, using the sand and water table to sift ing various size containers).

number, or length. To do this, children must e able to compare objects and mentally retain the relationship between them.

ents. A subset a set within a set. ys.

in it.

:

ember the past d anticipate the future. As they grow, children are better able to understand

, tomorrow, and next week. Adults use clocks and calendars to measure time

s

glsp Counting: Naming numbers. Rote counting includes reciting number names with little or no understanding of their meaning. Equivalence: Matching and pairing one object or set of oeq Number: Number involves equalities (like claonregardless of shapthan 1 cup of water in a shorter, wider glass- but the amount remains the same). Children can work on these skills by helping to set the table for snack or lunch; one

apkin for enand sort (us One-to-one Correspondence: A relationship that exists when one element is equal to another - when one set has the same number of members as the other set. One napkin for each child. Serration: Order items according to increasing size, b Set: A collection of things. Things belonging to a set are its members, or elemis If the set is children, one subset could be bo Space: Children need to move freely to build an understanding of space and their place TimePreschoolers deal with time concretely. They form mental representations and are able to see time in more symbolic ways as they develop. They begin to remanyesterdayobjectively, children need materials that they can see such as a Velcro chart that shows

e daily routine (written and with pictures). th Support Math Skills through Music: Through musical activities, children develop the foundation of mathematical thinking that supports the use of symbols and the language of math. By providing opportunitiefor children to apply skills in different ways, you are reinforcing understanding and the ability to apply and use skills.


ongs incorporate: S• Matching and comparing - changes in pitch, vol• Patterning and sequencing - repetitions o

ume, and rhythm. f melodies, rhythms, and lyrics.

B d e body. •

• nces = change and expand learning!

ops, or your own voice. • Dramatize songs (such as "Ten in the Bed") and encourage children to subtract

and with their bodies as they "jump" off the bed.

• Counting and addition - identifying cardinal numbers and adding one more with each verse ("This Old Man").

• Match sounds, beats, pitches, and speed or tempo (children use these skills every time children sing a song).

Activities:

y a ding movement, you can create additional learning through use of the entirMatching - using one-to-one correspondence skills: Sing a tone or make a sound and ask children to repeat it. Be creative! Change and expand experie

• Experiment: ask children to match sounds, beats, words, pitches, and speed or tempo - use instruments, pr

verbally

Cinderella Dressed In Red - ball-bouncing rhyme. lla dressed in red. What time did she go to beCindere d? 1,2,3,4,5,6,7,8,9,10,11,12

Prin1,2, 4Some s tead of f

Move to the Beat

ce Charming dressed in red. What time did YOU go to bed? 3, ,5,6,7,8,9,10,11,12

ongs invite children to count backward (subtract) insorward (add) - in the context of song, children understand.

Explore rhythm with your bo

What do you Hear?

dies. This is more difficult than following a pattern with clapping, you are now adding movement. Create a clapping beat, invite children tostand up and move to the beat.

high and low pitches,

e sound or beat. Say mething (or sing) something loudly, ask children to repeat softly. Create a slow beat

with a drum, and ask children to cla ment and instruments.

Children can learn different sounds; loud and soft, slow and f t, aslong and short notes. Children can listen and create the oppositso

p a fast beat. Add moveCount to the Beat!

There are many great counting songs. The songs encourage children to count to a beat, tune, motion, or all of the above. For example, "One Potato, Two Potato" songs help children to connect the beat with an action and numerals.

Fruit Symphony One of the most important skills in math is the ability to read a repeating pattern and verbalize it. Give each sound a symbol or picture and write it on chart paper. For example, use different pictures of fru , and play. One might

ldren to clap oup

m" pattern. They might say, ver again. Change the pattern, the sounds, add movement, ft sounds, e

it for children to read, sayread: apple; apple-plum; apple-apple-plum…what comes next? Invite chialong to the words to reinforce the beat and the pattern. You can have another grof children make sounds to accompany the "apple-plu"Yummy Fruit" over and oinstruments, loud and so tc.

Make Music Softly


To the tune "Where is Thumbkin?" sing: Make music softly, Make music softly. 1-2-3, 12-3. Play it very loudly. Play it very loudly. Just like me. Just like me.

-

on -

This…

Change the verses to create new comparisons. Add movement to reinforce comparismove slowly, fast, etc.

Try Music consists of patt ns. T rning is echoing. Ask children to repeat a rhythm or a melod Children use a longer sequence;

er he beginning stage of pattey by clapping or singing.

listen, learn, remember, repeat.

Sorting and Categorizing Children can sort sounds. Plastic, wood, ds each have a different quality or tone. Invite children to so by sound. Use the instruments to

intbrush, saw? Support Math Skills th

and metal sounrt instruments

accompany a favorite song. Use different sounds for "The Wheels on the Bus" song and ask children to sort and match different sounds for each verse. What instruments make the sounds of a hammer, pa

rough Cooking Children can measure ingredients, following the sequence of a recipe, and monitor baking times. It is helpful to put recipes on large paper or even poster board with pictures and words. Depict different amounts; for example "2 cups" would show 2 cups along with a picture of 2 measuring cups. Do the same with spoons. Count the numof items as the children pour them in the bowl. Co

ber mpare what you are doing with the

cipe. When you are ready to eat, ask children to divide the food equally for all o one correspondence). Add cooking

rechildren and place each piece on a napkin (one titems to dramatic play for use by children. Support Math Skills through Art Children naturally reinforce math skills when exploring with art. They manipulate shapes and forms (clay, paper), or fill and cover space (paper and materials), and creata visual representation of an idea. Use "junk" for sorting, classifying, and creatinitems to create patterns. Encourage children to experiment with size when making objects: "Can you make a longer snake?" "C

e g! Use

an you make a bigger ball?" When lanning, think of various textures, colors, and shapes; add large paper, small, different

s, pine cones, sticks, sand, glue and paste, pshape cookie cutters for stenciling, featheretc.

Support Math Skills through Block Play Block play reinforces concepts of size, shape, pattern. Provide a variety of blocks andobjects for children to use to match, sort, measure, and estimate. Children can pindependently and learn by doing! You can reinforce learning by asking questions or commenting on children's structures such as; "Look how you used two small blocks tomatch the big block." "How many blocks do you think it will take to make a tower as

lay

high as…" You can u tape (or sheets of paper) to mark off geometric shapes on the many blocks they need to fill it in.

sefloor and ask children to see which blocks and how Add items to reinforce learning and add interest such as; maps, blueprints, paper andpens (to draw the block structure - plan and document), play figures, fabric, etc. Add paper for children to draw their own structures and determine how many blocks and what type they need to build their structure. Support Math Skills through Science


Science can reinforce volume, area, and measurement skills. Sand and water play are rich in math learning opportunities. You can use simple plastic tubs for this type of play if you don't have a sand and water table. Children fill and empty, compare,

anipulate, use different size and shape containers, estimate and use basic counting filling a container. Add and switch containers to vary how many scoops it takes to

ll one container and then another. Using various sieves (can be homemade with r will pour out. Add different numbers

masfiStyrofoam trays), estimate how fast sand or wateof holes to the sieve (2 or 4) and see if it comes out faster. Use different materials in the buckets or table such as Styrofoam peanuts. Support Math Skills through Dramatic Play In dramatic play, children match and compare, use one-to-one correspondence, and recognize monetary values. Provide different size dolls and clothes, dishes, pots and pans, different shape and size place mats, dishes, fabrics. Children can match things according to shape, size, and texture to build math skills. Add play money, a clock, take out menus, phone books, food order pads, adding machines, receipts, rules, shoes, hoeboxes, maps, notepads and writing instrus ments, etc. to reinforce concepts of

money and recognition of numbers.

These items can be available on a shelf and in a plastic bin or you can put them awayin bins and take them out for children to use. Materials Select materials that have a great deal of versatility. They should be colorful, different sizes and textures, and interesting to touch!

• Attribute blocks • Beads and strings and jumbo beads with plastic tubing (be aware

of size and choking hazards). • Color cubes

• Colored links for patterns and measurement

The Many A ES

• Geoboards • Jumbo linking cubes (similar to Unifix cubes but larger for little

hands) • Legos and Lincoln Logs • Pan balance

s • Pattern block• Sand and water table containers

r boards and boxes • Shape sorte• Tangrams • Teddy bear counters • Translucent Counters

with operational grids • Unifix blocks • Unit blocks • Wooden puzzles • Other ideas?

G of Math Children learn ath t aying music, children learn to identify a beat and a pat n them by singing and holding their h ds w development for infants as well as olde hildrAt snack time, when p n the infant’s high chair, you can count them aloud. Toddlers, pres school-age children can set the snack table. By

m hrough experience. By pltern. I fants clap to music and you can help

. Sounds further languagean hile clappingr c en.

s olacing cheeriochoolers, and


placing one napkin and one cookie at each seat, children are learning counting and one simple activity that children can do each day and

tion, learn about space through

he

ecognition of new and

of

arn

n

to one correspondence. This is alearn basic math skills. Other daily activities that enhance math for all ages are music, movement, dancing, and counting while walking. Infants: Uses senses to learn about shape, size, weight and color. Children learn about space by experiencing different environments, learn about time through predictable routines, learn about sequence, learn about spatial terms (crawl under, over), start to make decisions about where to go. Toddlers: Develop awareness and understanding through exploration. Toddlers learn about weight and size through carrying, stacking and moving objects. Learn about hape and color through examination and observas

activity, learn about time and sequence through predictable routines, learn about sorting and matching through play, discover relationships between cause (I push tball) and effect (it rolls). reschoolers: Preschoolers develop an understanding and rP

familiar objects, explore and develop understanding through experience, use inquiry and problem-solve. Preschoolers learn through exploration and asking questions. Theylearn weight and size by carrying, constructing, and manipulating objects. Conceptsshape and color are strengthened through experience. Through activity, children leabout space. They compare, match, and discover relationships in their environment. Children begin to count and develop one-to-one correspondence skills. School-Age School-age children develop a general understanding/recognition of newobjects, people, events, and concepts and more specific understanding and recognitioof known objects, people, events, and concepts. School-Age children learn about concepts through writing, manipulation, asking questions, reading, performing operations and observing; weight and size by measuring with tape, scale, thermometer recording, calculating. Through examination, comparison, talking. representing, exploration, and activity, children learn about shape, color, space, and time. Resources: Church, E.B. Jan. 2001. The Math in Music and Movement, Scholastic Early Childhood Today, pp.39-44.

Croft, D. (2000). An Activities Handbook for Teachers of Young Children. Boston, MHoughton Mifflin Company.

A:

pstein, A., May 2003. Early Math: It’s More Than Numbers, Child Care Information EExchange, and pp. 42-43.

ments. Clifton ng.

. Creating Effective Learning EnvironWellhousen, K.; Crowther, I. (2004)

Park, NY: Delmar Thomson Learni


Outdoor Play Outdoor time is a time children can have fun, get fresh air, and move around! It also stimulates many developmental areas! By enjoying the outside you and your children will look forward to this important time of the day. Be Creative:

Look at your outdoor space and ask yourself: What can I add to make it more interesting? What do I need to do to make it safe? Do the children wander around, or do they become involved in activities? (you

may need to add materials and/or supplement with activities). Other ideas can be r our technical assistance paper: Kids In Motion.

S

found unde uggestions:

Many activities that you do inside can also be done outside; pets and other dramatic painting, sand and water play, pup

play items, blocks, and even musical instruments. Try using open-ended items such as; large boxes, tubes or crates, big brushes

and mural paper, plastic flowers, plastic dishes, and old pots, pans, and spoon, as well as old sheets and strips of fabric to encourage creative thinking

lem solving. and prob Create shady spaces for quiet play and reflection. An old blanket or tablecloth

ving nature, and can be used for sitting or laying down for cloud gazing, obserreading books.

Bring books outside. Offer children the opportunity to read alone, to read to others, or to listen to a story.

Play movement games that promote language and physical activity such as; ‘Red Rover, Red Rover, come over if you are wearing red.’

Use clay, a natural product from the earth. Give children lumps of clay to use to make prints of trees (press it on the bark), rolling pebbles, sticks, and/or make their own creation!

Trace shadows on the driveway or sidewalk. Make wind chimes to hang outside. Old metal spoons or bells suspended with

fishing line or yarn work well. Sing songs and play music outside. There is plenty of space to move to the

music! Discuss animals and how they move. Children can mimic the movements of

their favorite animal. Blow bubbles! You can count them as they blow by. Observe nature and discuss what happens. Talk about seasons and the

change in weather.


Children can draw pictures of the yard or the neighborhood. Some children may be able to draw a map.

Chart rainy days, sunny days, cloudy days. Count each rainy day, etc. and sehow many there are in

e one month.

Promote safety. Talk about bike helmets and safe crossing of the street. Set up a dramatic play site outside or bring a bin of items outside to play with. s in a garden! Grow your own snack Make sure you provide lots of water to prevent dehydration! A "self-serve"

area may work well with a cooler with a spout and paper cups available. Outdoor Activities for Children with Special Needs: • F a Th w sh c throwing/pitching, catching and so• Provi lly impaired and a child with motor impairments.

walk for children lable for

elopment, kinesthetic awareness, and coordination.

conflict resolution skills Language and literacy skills

n,

e

or child who is wheelchair bound and who has upper body movement. ro ing, bouncing, and catching a ball is a great group or partner activity. He or e an participate in a “baseball” game bymeone else can hit the ball and run the bases. Use a soft, Nerf type ball.

de large balls, hoops, and other oversized equipment for a child who is visua • Provide a tape recording of birdcalls you might hear on a nature

w ith perceptual or sensory deficit. Adjust the volume control and make avai all children.

eate a • Place topsoil on a table for a child who is in a wheelchair for play and/or to cr tabletop garden. • Play a listening or moving game for children with attention deficit disorder with

r play space to tag or run around. hyperactivity (ADHD). Place objects in the outdoo• Provide large size chalk, paintbrushes, and crayons for children with fine motor difficulties.

bag game for children with limited vision by moving the equipment • Adapt a bean closer to the child or making a larger target.

Learning: Children can learn a great deal outside and through movement activities inside.

tAc ivities can encourage: • Gross, fine motor dev• Problem-solving and critical thinking skills • Cooperative play, social skill development and • • Creativity• Math and science skills; classification, prediction, sequencing, experimentatio

analysis, counting, part to whole relationships, observation, inductive and deductivreasoning

• Listening skills and following directions • What else can you think of?

Babies need to move too! Provide “tummy time” each day for infants. Make sure the infant is out of people traffic and able to lie safely. A favorite toy could be placed ju t out of reach to encouras ge movement. An older child could face the baby on his/her belly and talk with him/her. Other ideas:


Birth – 2 Years Years 2-5 Years 6+ Introduce visual and sensory motor activities: Stimulate upper and lower limb interplay.

During the 2

Provide colorful moving ;

foot

ollintanding, walking, jumping,

.

balls of different sizes and colors.

tivities that such

g,

throwing/catching, striking a ball, kicking, rolling a ball

nd year, introduce basic gross-motor activities such as; striking a ball, kicking, catching, and bouncing

Play games that require coordinating body movements and visual information such as;

mobiles over cribencourage hand andinteraction with objects. Provide opportunities to develop sitting, crawling, creeping, body r g, sand running movements

Encourage acelevate the heart rateas brisk walking, jogginswimming, biking, gymnastics and jumping rope

Adapted from Gabbard, pp. 34.

Rainy Days: Indoor AIf the weather keeps you inactivities to meet your needs

Dress-up, pret Ball play: U

ctdo on your space, adapt these

a your care: e ve a parade, move to the music.

sin Nerf, other soft balls, or newspaper rolled and wrapped tap ss across the floor. Childr can “kick” it with their y it a laundry basket. See how many you can get into the

basket before a song ends! ren carry a set number of clothespins to a . This can be a relay with other children or

craps of materials

ay say, hold up one leg, the next child says,

Use of Sens

ctivity Ide

ive Play ors, have fun! Depending nd those of the children ind, han

gin maskingfeet or carr

e, toto

en

Clothespin Drop: Have childclothespin bag or paper bageach child can have their own bag. Everyone wins!

Rain Dance: Play classical music, provide scarves or sand move to the music.

Read a story and make up movements to go along with it. Play a game of “Simon Says,” adding various forms of movement. A child can take the lead. Going around a circle, each child adds a movement. The first child mhold up one leg, and hop, etc.

orimotor Exploration activities to develop: Body awareness

Space awareness kills Locomotor s Balance

Combining Movements

as for all children: ABody Awareness

nd with enough space around them so Have children sta that they can

w they can move different parts of their body; head, mouths, eyes, elbows, chest, arms, fingers, waist, hips,

e a certain body part.

move freely. ho Ask them to show

oulders, arms, shlegs, ankles, toes.

Ask the children to mov


As they develop body awareness add another body part, speed the game ur hand on your foot. up, add variations such as put yo

Space Awareness: Using large cardboard boxes - place them around in a circle like a corra

(inside or outside depending on space and weather). Have the childrenl

walk out and touch the

the boxes with

Locomotor Skil

begin in the middle of the boxes. Ask children to walk around slowly, stopping to touch the box - then

walk back into the middle of the boxes. Move the boxes father out - ask the children to

boxes and come back. Ask them if they have more space to move in or less.

the boxes in again and ask the children to walk to Movetheir eyes closed.

Sit down and discuss - talk about how sometimes we can't change the space around us and sometimes we can. Ask whether they have more space in their bathroom or living room. Talk about how sometimes it feels good to be in a small space, such as tucked into bed!

ls: vement is movement that carries one through space on a moving base Locomotor mo

(either somjumping, h Balance:

ething or by your own feet). Locomotor skills include; walking, running, opping, leaping galloping, sliding, and skipping.

Balancing skil(balance beam d), bstacle courses, and m

ls can be reinforced through various activities such as; walking board ), hoola hoops (jump or hop in and out of the hoola hoop on the groun

azes. o Combining Movements: To reinforce motor skills, you can ask children to combine movements such as clappithen touching toes, using parachutes and running under and shaking the chute up and

g exercises to music.

ng

down, and doin But We Don’t Have Room! Take it outside if possible. If it’s rainy, push furniture to the walls and create as open a space as possible. If there is still just a little bit of space, children can jump and run in lace. Arm movements and hep ad movements can be added. Children can stretch and

ovements to a story or make a game out of it.

bend at the waist. Add music to encourage movement, both fast and slow. When reading a book, add movements and encourage children to add movements. Make animal sounds and m(Croft, pp. 92-108) Book Suggestions:


An Activities Handbook for Teachers of Young Children,

roft, D. oughton Mifflin, 2000. pp. 92-108.

CH Don’t Take Your Snake for a Stroll

by David Catrow arcourt; 2003; ISBN 0152023615.

Karin Ireland, IllustratedH

ts Poems, and PaintingsSomersaul Douglas Florian Greenwillow Books; 2003; ISBN 0060292679

Game Story How Will We Get to the Beach? A Guessing

arlet orth South Books; 2003; ISBM 0735817839

listed on: www.earlychildhoodnews.com

oung Children,

abard, C. and Rodrigues, L., May/June 2002, Optimizing Early Brain and Motor

Brigitte Luciani, Illustrated by Eve ThN Additional books Bibliography:

An Activities Handbook for Teachers of YCroft, D. (2000). Boston, MA: Houghton Mifflin, 2000. GDevelopment Through Movement, Early Childhood News. pp. 32-34.

ne 2003. Explore, Discover, Create! Fantastic Outdoor Activities Miller, S. May/JuAcross the Curriculum, Early Childhood News, pp. 32-34. ica, R., March/April 2003, “But We Don’t Have Room! Creating Places for Children to P

Move in Small Spaces, Early Childhood News, pp. 24-25. Scholastic Early Childhood Today, June/July/August 2003: entire journal on outdoor

omlin, C., May/June 2003. Outdoor Activities for Special Needs

Educational Value of Music

play ideas. TChildren, Early Childhood News, pp. 48.

Music h lps children to understand concepts such as beginning, the middle, and the nd, concepts that are important pre-reading skills. Other language and literacy skills e developed through music such as; developing language and building vocabulary,

sing words in different contexts, following along with a printed song, using music as a eans to communicate, and children and providers writing their own songs. Music also inforces math skills such as counting, adding, and subtracting (clap hands to a beat,

songs that take one away or d). Music helps children with social and emotion together, and

eearumre

add one such as Monkeys on the Beal skills such as; cooperation, working


building self-esteem and confidence. With movement combined with music, physical skills are developed such as fine motor skills (finger puppets, hand motions) and gross motor skills through larger movements of the legs, arms, and entire body. Children reinforce eye-hand coordination, listening skills, cooperation, and creativity through finger plays and other musical activities. Music makes math meaningful. Music is a part of everyone and helps children develop pattern-making skills, enriches the environment, it promotes exploration and fun of learning, and children are active participants! Children with special needs can often perform at age level for music activities. It is a great way to involve all children in this fun and educational experience. Children withearing impairments can enjoy music when the bass is turned up! Activities for all ages: Variety: Expose childre

h

n (infants too) to a variety of music. Play a few minutes of music and

old the infant’s or toddler’s hands and clap. Have all the clap along to the music. You can try a clap, a stomp, and a clap, for example.

Try o nd note which kind each child enjoys. It is ildren are resting or sleeping. Music with words/singing is appropriate at times during play.

le, and roll” and repeat them in the same order. hen you say the word, “shake,” shake all over. Invite children to do the same. When

say, “roll,” roll one

a “story” about an instrument to the other children.

Invite families to bring in their favorite tape or CD to share with children. Make y do not contain inappropriate language.

Suggested Musical Instruments: Ins ents for spe

observe how the children respond: Are the enjoying it Are they happy, smiling? Does it seem to soothe them or get them moving?

Clap to the music and then hchildren Vary with the tempo of music.

an ther type of music a

helpful to play soothing music without words when ch

Music and Movement: Call out the words, “shake, rattWyou say, “rattle,” pretend to shake rattles in your hand. When you hand around the other. Vary the tempo and the amount of time between pauses. Encourage children to follow along. You can mix up the words when you play next time! Other ideas:

Play musical instruments; homemade or store bought or any items that children can make music with.

Make a musical parade. Play music and have children march using their instruments to the beat of the music.

Older children can “research” information about music at the library and tell

sure the

truments should be durable and of good quality. Introduce and share instrumcial activities. Show children how to use and store instruments.

tone blocks


rhythm sticks jingle bands tambourines or tambourine sticks

ther suggestions icks ipes, tone drums, African Djembe or Ashiko drum, a Native

American F atin Conga.

of Music

small and durable drums maracas

ORain st , xylophone or p

rame Drum, or a L

Ages and Stages Prenatal: e to music, in the prenatal stage, detectable movement includes icking, poking, and relaxing.

, turns body toward sound and waves hands eet.

orite song, discriminate among different songs, enjoys

songs, demonstrates understanding of tempo, volume, and pitch, prefers

y dance or musical instrument, compares more than two

:

od

With exposurk Infants: Infants are comforted by music, seem to prefer certain sounds, soothing music helps children sleep, can feel steady rhythms such as heartbeat and a clock, urns his/her eyes and head toward soundt

and f Infants and Toddlers: Begin to initiate or move body to music, responds to hum, croon, single words, phrases, simple songs. Responds to rhythmic movements by ouncing or clapping, has a favb

making musical sounds. Preschool and School-Age: Reproduces sounds, experiments with sound, sings familiar tunes, creates own words and songs, uses whole body in response to music, dramatizesactive participation, enjoys silly and nonsense songs, definite musical preference, coordinates two movements at the same time. School-Age: Reads music and lyrics, enjoys simple dances, harmonizes, plays an instrument, desire to studsounds. Bibliography: Croft, D., 2000, An Activities Handbook for Teachers of Young Children, Boston, MAHoughton Mifflin Company, pp. 66. Edelson, J. Johnson, G. (Winter 2003/04). Music Makes Math Meaningful. ChildhoEducation. Wellhousen, K.; Crowther, I. (2004). Creating Effective Learning Environments. Clifton

Thomson Learning. Park, NY: Delmar Musical Future, May/June 2003, Early Childhood News, pp. 26. Shake, Rattle, Roll, May/June 2003, Early Childhood News, and pp. 27.


Obesity* Trends Among U.S. Adults

RFSS, 2000

Percentage of individuals that are obese in each state: <10% = light gray 10%-14% = none 15-19 ark gray >20% = black

B

% = d

• One in eight children under the age of 5 are overweight • 7% of teenagers are overweight• In the past 20 years, the rate of children who are overweight has

TRIPLED!

rbohydrates

• For teens, soft drinks comprise about 40% of energy from added sugar.

3-48,51. Cavadini, Siega-Riz, and PopClin Nu Fiv S

Increase in obesity:

• Youth energy intakes have increased. constant, but calories from ca• Calories from fat have remained fairly

have increased. • Added sugars account for 16% of total energy intake, versus allowance for 6-

10%.

Sou e: Guthrie and Mortrc on, JADA 2000; 100:4

kin, Western J Med 173: 378-383 Zoumas-Morse, Rock, Sobo, and Neuhoser, Am J tr 72S, 1343S-1353S.

e imple things providers can do to help reduce obesity: • Get the Kids Moving


• Encourage parents to turn off the television and computer monitors. Childreare sitting in front of a monitor for 35 hours a week.

• Help children choose he

n

althy snacks and incorporate new nutritious foods into the day. We have some new ideas in the nutrition training from today.

. Sma , es

ea y ldren. Very young children should not limit eir fat intake since it is important in the formation of brain cells. By age 5, children’s

fat a es, pg. 2-23). vegetables are the most important foods along with heese, milk, yogurt, and other healthy foods that contain fats.

development and a

ncourage families to do the following and follow these guidelines at your program: • During mealtime - turn off the TV • Limit television viewing and computer time • Make breakfast a habit • Offer healthy choices (variety & exposure) • At least 5 fruits/vegetables each day (fiber)

• Be a Role Model for Healthy Habits

• Leading sources of added sugars are soft drinks (33%), sweets (16%) and sweetened grains (12.9%).

lllth snacks even more important for chi

growing children need to eat more frequently than adults too, which makhth

int ke shouldn’t be more than 30% of the calorie intake of the child’s diet (Jon This means that fruits and2

c Encourage children to peel, cut, and select fruits using plastic utensils. Cut fruits and vegetables into various shapes and sizes. Make fruit kabobs out of apples, oranges, bananas, and pineapples or other fruit combinations the children select. Children need a minimum of two fruits and three vegetables a day as recommended by the U.S. Dept. of Agriculture. With busy family schedules, it is important to teach hildren and families the value of eating healthy foods to promotec

healthy lifestyle. Fast foods are low in Vitamins A and C and calcium. Commercials promote sweetened cereals, candy, and fast foods that are high in sugar and fat content. Teaching children to eat “5 a day” can help them get the nutrients that they need and help them to develop life-long healthy eating habits. By growing up eating a well-balanced diet, children can avoid many health problems as adults. E


• Choose low fat milk for strong bones! • Limit fast foods or modify to improve quality

Other ways to encourage healthy eating:

children about healthy eating and

menu choices redients that we put in our food

and how we can make these selections healthier.

Bib Bre k

C

ombro,A., Colker, L., Dodge, D. (1997). The Creative Curriculum for Infants and ngton, DC: Teaching Strategies, Inc.

• Read about and provide activities that teachproper nutrition

• Encourage children to help with making healthy• Cook with the children and talk about the ing

liography:

de amp, S. & Copple, C. (Ed.). (1997). Developmentally Appropriate Practice in ly hildhood Programs, Washington, DC: NAEYC. Ear

DToddlers. Washi Jones, R. (10/98). Starting Early, The Why and How of Preschool Education. Early Childhood Education. Guildford, CT: McGraw-Hill/Duskin, 01/02. Lowman, L. and Ruhmann, L. (5/98). Simply Sensational Spaces: A Multi- “S” Apprto Toddler Environments, Annual Editions: Early Childhood Education.

oach 00/01.

Pica, R., (March/April 2002). Exploring the Rainforest. Early Childhood News. Vol. Issue 2.

14,

Pica, R. (March/April 2002). Moving and Learning, Using Movement Across the Curriculum. Early Childhood News, Volume 14, Issue 2. Sanders, S. and Yongue, B. (Winter 1998). Challenging Movement Experiences for YoungChildren.

Annual Editions, Early Childhood Education, 00/01.

Texas Child Care. Fall 1999. Teach ‘5 a Day’ and the pyramid for better nutrition. (no author). Tomlin, C.R., (March/April 2002). Teaching Beyond Four Walls, Early Childhood News. Vol. 14, Issue 2. Weikart, Phyllis. (5/98). Facing the Challenge of Motor Development. Child Care Information Exchange. Websites: http://www.usda.gov/cnpp/ , USDA’s Center for Nutrition Policy and Promotion.

ttp://www.ecdgroup.coh m: Early Childhood Care and Development

.naeyc.org http://www : National Association for the Education of Young Children.


http://www.ericeece.org: Eric Clearinghouse on Elementary and Early Childhood Education

ttp://www.connectforkids.org h : Connect for Kids, a nonprofit site with news and

to cal and national resources.

ducation and Care– Information on “Bringing the Curriculum Outside” and hone numbers of local Child Care Resource & Referral Agencies to contact for training

information on issues affecting children and families, with over 1,500 helpful links lo The Early Epinformation. http://www.nacd.org: The National Academy for Child Development http://www.zerotothree.org: Zero to Three – Developmental information on the first 3 years of life. 6-page booklet: Tips for Using the Food Guide Pyramid for Young Children 2 to 6 years

02-512-1800 – Stock No.: 001-00004665-9.

1old: 2

Science is about experiencing the world around you and developing theories on how things work.

Many of us are unsure ab how to pursue science with young children. We are concerned about p ming experiments and science activities!

ng children

y observe

nnate curiosity and provide opportunities for hildren to explore the world in which they live. Science experiences should be open-

hen they are investigating their everyday world. They ribe

e basis for future learning for higher order intellectual skills such

outerfor

In early childhood, science is a very broad concept. It involves everyday activities such as nature walks, growing plants, seeing what floats and what sinks, wondering why popcorn pops and your heartbeats.

Children are natural scientists that enjoy exploration. Science is a way youexplore and understand the world in which they live. Children constantlpeople, watch animals with fascination and have many questions about why something is the way it is or "what if?" As teachers, we can appreciate this icended and ACTIVE. Science Fosters Language and Literacy Development Children are highly engaged wcreate strong and enduring mental representations and acquire vocabulary to descwhat they are thinking as well as to describe their thought process. These mental representations are thas problem solving, hypothesizing, and generalizing. Other ways to support language and literacy through science:

• Use of nonfiction books


http://www.connectforkids.org/

• Vocabulary growth is supported by children's prior knowledge as well as experiences. • The provider encourages expressive languag

new

e as children read and talk about what they are doing.

Science skills help children in social situations: Scienceexperim pes of things float?), evaluating what they thought, and determ n

sed in science transfer to social situations. rtable in large group

s motor p

e periences involve children working together to discover through xentation (what ty

ini g why. • The problem-solving skills u• Science demonstrations help children become comfo situations.

Science connects to other curriculum areas: Science onnects to c other areas; including all forms of play, math, art, fine and gros

ay (i.e.; how our bodies move) and social interactions. l

Science Activities Guidelines:

Children are active, self-motivated learners who learn best from personalexperience.

with others in at foster experimentation, problem solving, and social

ns.

Young children construct knowledge through participation activities thinteractio

Offer children to choose science activities in the learning environment.

them in the context of meaningful activities.

Activities: The proces f r play, dram c . Children a an assist childrennswers. It is n those of the day before and provide a

ties for the next day. This encourages longer-term exploration and

l and weather changes: Observe weather changes; hot and cold, snow and other nature changes

Children's social skills develop best when they have opportunities to learn and practice(Conezio and French, pp. 13)

s o formulating theories based on experience happens in art, block, outdooayati play, cooking, field trips, walks, and other activities throughout the d

re naturally curious which leads to discovery and exploration. Providers cestions and encouraging children to find in their learning by asking qu

helpful for activities to build oabasis for actividiscovery.

• Observation • Blowing bubbles • Using a flashlight to make shadows • Experimenting: what sinks? what floats? • Mixing colors (by trial and error) • Insects • Nature • Field Trips • Reading • Cooking • Sand and water play

s • Texture• Seasona clouds, rain/


• Look for animals and insects ets

Document Learning:

arning over a period of time. Older write in a journal complete with the date, a short

lude illustrations. and

• Use magn

• Through drawings, drawings and dictation, photos, write down children's descriptions. • Collect documentation of le children can

narrative, and inc• Work together: children can exchange ideas, try out suggestions, talk about the activity together.

Activity Ideas WormAges:

bjective: To observe how worms move, to obse worms make soil from

ewspaper and food scraps.

dded Newspaper

worms per

art cylindrical plastic container with opaque lid and clear sides bottle with water (optional)

Pro

ner with dirt

r with

Place the food scraps in the top 1/3 of the container.

container to keep light out

Science Science ac r. If you are doing a unit on weather with the children, include inf ld, windy, rainy, and sunny. Describe what you s and infants can nd you can describe

hat you see; the plants are green, the dirt is brown and cold, etc. Science activities ds can also include all ages. Describe taste, texture, color,

Watch: Toddlers and up!

O

rve change, to observen Materials:

Dirt Shre Food scraps (no meat, citrus peels or dairy – only fruits and vegetables) 10 Red Wriggler earth Black construction pa 2-qu Spray

cedure: in the plastic container 1. Punch small air holes

tai2. Fill bottom 1/3 con3. Lightly moisten dirt with water mist

ded newspaper. Mist the newspape4. Fill the next 1/3 with shredwater.

5.6. Add earthworms. 7. Place opaque lid on container. 8. Wrap black construction paper around9. Periodically slip paper off to check transformation.

for All Ages: tivities include weatheants. Describe the weather; hot, coee on nature walks; the sun, trees, animals. Children can do planting dig in the dirt (watch what they put in their mouths!) a

wthat involve cooking and fooand smell. Children can smell various spices that are in film containers that are tightly sealed. Children can describe what they taste, smell, hear, and see. Play different sounds and have children describe what they hear. Infants close by will hear the


sounds and what children say. Infants know what many items are prior to being able to say what they are! Resources: Conezio, K and French, L. September 2002, Capitalizing on Children's Fascination wthe Everyday World to Foster Language and Literacy Development, Young Children,

ith pp.

10-18).

s, May/June 2003, News, Tips and Tidbit Early Childhood pp.19.

Routines and Structure

nd bodies in a afe and healthy place.(Cryer, Harms, Ray p. 3).Caregivers have to use

everything they about themselves, to b ance, learning as well as making sure children are f clean, and safe from harm.

nk, and

imes is important to provide a safe place for them to play, explore, and

o develop skills by watching and doing! Preschool children also love to

r nt children experience the same routine in different ke about how to respond to children and promote their

ld be based on each child’s developmental level, enjoy

e.

t

en become “routine!” emember, all learning is integrated. Physical skills affect thinking skills and vice

ts ing.

Quality programs help children to develop their minds as

do during the day to help children feel good e safe, and to learn. This includes love, guid

ed, Exploring Throughout the day, children should be provided with safe ways to explore, thito talk about what they are doing. All children, even infants, need stimulation and variety throughout the day. Move infants from their infant seat, swing, and/or activity ym to other areas of the room with other toys. Toddlers move and explore, sometg

more than webe with others t

wish! It

explore which helps them to learn. School-Age children enjoy opportunities to learn about things that interest them. The Value of Routines In order to help children learn and be safe, it is important to have a routine that provides structure to the day. It is important for children to anticipate what comes next, it helps them to feel secure and to have some control over their environment. Fooddlers and preschoolers, differet

ways. The decisions that you malearning through routines shouinterests and personality. (Dombro, Colker, Dodge, pp. 167). School-age children structure. Knowing what happens when allows them to enjoy their time in child carThere should be sufficient time allotted for children to spend at any activity that is offered. Planning also helps you to enjoy the day! When we talk about children learning through routines, we are not talking abou“teaching” in the traditional sense. It is more about nurturing children’s natural curiosity and guiding them as they make sense of the world around them. You certainly will need to help children to learn things like putting on their jacket, tying their shoes, and other daily self-help skills. These will thRversa. Everyday routines help children grow and learn in all areas. You can plan enriching curriculum activities for children at specific times based on their interesand ability and add materials to play areas that encourage exploration and learn


To Summarize: Routines help you to organize your day = less stress and more enjoyable! It establishes an order of events. For example;

Before sitting down at the table for lunch, we need to wash our hands. Children know about how long an activity will last, but remember – be flexible! Helps children to learn predictability. Knowing what will happen next helps

velop trust and feel secure. children to de Help children to make sense of their world by watching what is going on around

them. Help children develop a sense of time. Help children to know what is expected of them.

What does a “good” Routine look like?

It should be consistent, flexible, and responsive to the needs and interests of the childre n.

It should provide a balance of active and quiet activities, incluand individual activities.

ding both group

It should have both child initiated activities and careactivities.

giver initiated (and planned)

It should allow lots of time for children to interact positively with one another and with the caregiver.

It should allow for free choice activities e for each activity-children should not be rushed or It should allow enough tim

become bored. tdoor time each day, weather permitting and at least 30 minutes of Include ou

physical activity each day! should be based

care providers must communicate with fFor infants – the routine on the individual infant’s needs. Child

amilies and carefully observe infants to

PlanWhenfamilie

learn about their individual eating patterns and developmental needs.

ning a Routine for your Program: planning your Routine, you should consider the children’s needs as well as the s in your program. Begin by writing down the following information:

Hours you are caring for children Ages of children served Drop off and pick up time for each child = Hellos and Good-Byes Diapering and Toileting Hand washing Establish eating times – breakfast, as infant feeding times.

lunch, dinner, and snacks as well

Determine what times children need to sleep. For example: Infanr lunch (see regulations)

ts – as needed, preschool children – afte

Dressing and undressing (outdoor time) Now determine times you can have; story time, offer curriculum

indoor free play. It is helpful to have a activities, outside play, quiet time prior to rest so this may be a good time to read a book to

the children. Write out your Routine and post for families to see. It is helpful to write at the

ildren in may have to

bottom: This routine is subject to change based on the needs of the chlsethe program. If you are having a great time outside, something e

wait!


TransTransi

ctivity to another. It is important to plan simple activities to help children uring these times. It will help them to know that it is time to move onto nother part of their day.

ition Times: tion times are important since they help children to move from one

ada Here are a few suggestions for planning transition times:

Before transition times start (for example, it is time to finish up a curriculum activity and get ready to go outside), give children notice of what is going to take place.

A few more minutes and we will need to clean up. Help children feel responsible by assigning them tasks.

cabinet and John and Jess, Jerry, Lisa, and Germaine please put the glue in theplease put the scraps into the recycle bin.

Allow sufficient time for tasks to be accomplished during transition times. about giving directions to children during transition times. Be clear lots of repetition to do things Practice transition times every day. Children need

on their own.

eas to incorporate into transition

SomRoutine elp sha e oung infants, mobile infa ts arn hr gh .

Be creative! Transition times must be fun and relevant to the children’s needs. Songs, games, and stories are excellent idtimes. “Time to clean up, time to clean up, time to clean up and…” See Additional Information on Drop Off and Pick Up Time in this packet.

e things to REMEMBER: s are an integral part of the curriculum. Every routine offers opportunities to h

and extep nd children’s learning. The routine will also vary for yn , toddlers, preschoolers, and school-age children. You can help each child le

ou out the day by observing them, asking questions, and offering suggestionst Training and Resources: There will be challenges as you run your Family Child Care Program. You can contact your local Child Care Resource and Referral Agency for various types of training related to many topics related to children and families. Also, many books provide ideas for youegarding routines and other topics that may be helpful for you. Some resources are r

listed below.


Inh

fants are fed according to their own schedule. Diapers are changed at least every two ours or as needed when wet or soiled.

a Morning Set out morning activity for children to use independently Greet parents and children

ns and news of the day Set up activity and invite children to participate

ing, and wash hands

utdoor Play/walk Wash hands, read story

Midday t lunch , use toileting, and wash hands sic Help children prepare for rest

ddle time nd wash hands

as a small group. ys.

m home – day.

m

E rly Clean up and wash hands

Prepare and eat snack Discuss pla

Late Morning Wash Hands

Change diaper, use toiletActivity Time Snack Time O

Wash hands Prepare and eaChange diaperBrush Teeth Read stories, play soft mu

Wake up and cu Change diaper, use toileting, a Prepare and eat snack Late Afternoon Play indoors and outside Offer activities to do independently or Read stories or do quiet play, such as table art or to

nite and leave fro Help parents and children reu Provide news about the child’s

Adapted from The Creative Curriculu


7: 8:00 Arrival 00- Wash hands, Breakfast, wash face Play with dramatic play items 8:00-9:00 Play time: Play dough or other table toys at table Interest areas open (vary each day) 9:00-9:30 Toileting and diaper changes Wash hands, snack 9:30-10:00 Story time and music 10:00-11:1 Dress and go outside to play o5 r do indoor

movement activity if inclement weather 11:15-11:30 Remove outside clothing Toileting and diapering, wash hands 11:30-12:00 Quiet choices; book reading, puzzles, etc. Prepare lunch (those helping, wash hands first) 12:00-12:30 Wash hands Eat lunch, wash face 12:30-1:00 Story Time and quiet music Toileting and Diapering before rest, wash Hands 1:00-3:00 Rest 3 : Toileting and Diapering, wash hands :00-3 30 Older children arrive 3:30-4:00 Wash hands and eat snack 4:00-4:45 Dress and go outside to play or do indoor

movement activity if inclement weather 4:45-5:30 Remove outside clothing. Toileting and diapering, wash hands Departure, free choice activity


Bibliography: lark, A. (2003). The ABCs o lmar Thomson arnin .

lick, P.; Parker, J. (2002). Caring for School-Age Children, 3rd Ed., Albany, NY: Delmar homson Learning.

our

x

a derman Hall (1999). This resource provides information on the subject of or infants through school-age children.

Y

d Learning

tek Resource Guide on Play for Children with Disabilities

t NW, Washington, DC 20036-1426.

by: Family as the First School

C f Quality Child Care. Albany, NY: DeLe g CT Cryer, Harms, Ray. (1996). Active Learning for Fours. Parsippany, NJ: Dale SeymPublications. Dombro, A.; Colker, L.; Dodge, D. (1998). The Creative Curriculum for Infants and Toddlers. Washington, DC: Teaching Strategies, Inc. Learning Through Routines and Activities: Behavior Guidance for Infants and Toddlers Alice S. Honig (1996). Available from Southern Early Childhood Association, PO Bo56130, Little Rock, AR 72215-6130. Creative Resources for the Anti-Bias Classroom. N dia Samulticulturalism and provides activity ideas fAvailable from Delmar Thomson Publishing, 3 Columbia Circle, Box 15015, Albany, N12212-5015. Emerging Literacy: Linking Social Competence anDerry Koralek for Aspen Systems Corporation (1997). Available from the Head Start Bureau, Administration for Children and Families, U.S.Dept. of Health and Human Services, Washington, DD 20447 lay Is a Child’s World: A LekoP

for Families, Friends, and Professionals The national Lekoteck Center (n.d.). Available from: National Lekoteck Center, 2100 Ridge Avenue, Evanston, IL 60201. 1-800-366-7529. The Right Stuff for Children Birth to 8: Selecting Play Materials to Support Development Martha B. Bronson (1995).

eeAvailable from: NAEYC, 1509 16th Str1-800-424-2460

alking with Your BaTAlice S. Honig and Harriet E. Brophy (1996).

versity Press, 1600 Jamesville Avenue, Syracuse, NY Available from: Syracuse Uni13244. 315-443-5541.


Arrival and Departure

Whether children arrive with mom and dad or arrive on the bus, each day begins and ends with a transition. Learning to separate and reunite is a life-long process and involves deep feelings. Learning to separate is a

A eir children feel more comfortable during this transitio 1) Support

a. Spenb. Han

h

sition. e the amount of time they leave the child at the

d

ang a shoe holder

k. l.

ir child.

2.)

h doors and rops like mom and

e

Biblio

valuable learning experience that involves trust. s a provider, you can help families and th

n.

families by easing anxiety. d time with each child before s/he starts in your program.

g up welcome signs with children’s names and photos of the child and is/her family.

c. Talk about hellos and goodbyes with families; what to expect and planning extra time for this tran

d. Ask parents to gradually increasprogram, if possible.

e. Greet each family and child upon arrival and say good-bye when children anfamilies depart. Upon arrival, shf. are something you are going to do that day.

g. Upon departure, share something positive that the child did during the day. h. Pay attention and participate in ‘rituals’ that the family follows during arrival

and departure. Be available to hold a child after a good-bye kiss and walk a child to the door or window to wave good-bye. These types of rituals help everyone to feel more secure.

i. Hang children’s pictures on their own mailbox (you can also hand label with children’s names) or cubby so they can place items in or take them at the end of the day.

j. Set out an interesting activity for arrival each morning. Keep communication with families open and reciprocal. Allow children to bring a special blanket or stuffed animal from home.

m. Include pictures of children and families in the childcare environment. n. Place toy or old, real phones near family pictures for children to ‘make calls’ to

mom or dad. Have parents record a favorio. te bedtime story or song for the

p. Photograph the child’s family members at your program.

To help children to be more comfortable about hello and good–bye. a. Create an environment where children can participate in self-help and general

help (clean up, help with snack) b. Let children know that it’s ok to express your feelings. c. Play games that help with separation: Peek-A-Boo, tunnels, boxes wit

windows, tents (drape a sheet over a table or couch), add pdad might use; briefcase, lists, empty food boxes, pocketbook.

Are You My Mother?d. Read books about saying good-bye; By P.D. Eastman (Eres tu mi mama?) and Goodnight Moon by Margaret Wise Brown. You can also makup your own books with the children.

adapted from Dombro, pp. 169-173

graphy:


DoToddle

or Additional Information and Training: Department of Early Education and Care Website at: ation

– a list of CCR&Rs is located on ur website.

ome offer on-line and distance

mbro, A.L.; Colker, L.J.; Dodge, D.T. (1998). The Creative Curriculum for Infants and rs. Washington, D.C.: Teaching Strategies, Inc.

FAccess the TheTraining Inform Call you local Child Care Resource and Referral Agency o Contact your local college regarding college courses (slearning courses)


I hear and I forget.

I see and I remember.

I do and I understand.


Department of Early Education and Care

ne 20, 2005

The attached forms are for your use. Feel free to copy the form and delete “Sample” from the heading. You can then use it when planning activities for the

care. This form is an acceptable document to present to your

You may wish to use another form that fits the categories listed on the Activity ms and lesson plans through curriculum books,

your local CCR&Rs, and/or from an Internet search of education sites.

Ju

Dear Family Child Care Provider:

children in yourlicensor.

Sheet. You can assess activity for

We hope that these forms help you as you plan and provide exciting and stimulating activities for the children in your program. Sincerely,

Dave McGrath Assistant Commissioner for Field Operations


Sample Curriculum Activity Plan

Name of the Activity:___________________________________________________________ Objective of Activity: (what are the children supposed to learn?) ___ _______ _____________________________________________________________________ __________________________________________________________________________________________________________________________________________________ Number of children that can participate: __________ Ages of children that can participate: __________ Preparation time needed: __________ Introduce Activity: at story time, outside time, individually

Ma

3

ring materials to the children OR children have access to maProDes___ ____________________________________________________________ _______________________________________________ _________________________________________

other Activity Areas: (for example; add books to reading area, read add items to sand play…)

___________________________________

terials Needed: . ______________ 1

2. ______________ . ______________

4. ______________ . ______________ 5

add more lines as needed.

Access: (circle one) Bterials. cedure: cribe the activity.

____________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________Extension intochildren a specific book,______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Assessment/Changes you would make to improve this activity: _________________________________________________________________________________________________________________________________________


Sample Weekly Planning Form Goals and Objectives: ________________________________________________________________________ ________________________________________________________________________________________________________________________________________________

Week of:_______________________

Changes to the Environment: Changes to Play/Activity Areas:

Activities for the Week Indoor Monday

Activities

Planned

Tuesda

skills reinforced:

y

skills

Wednesday skills

Thursday

reinforced:

reinforced:

skills reinforced:

Friday skills reinforced:

Outdoor Activities Planned

skills reinforced:

skills reinforced:

skills reinforced:

skills reinforced:

skills reinforced:

Physical

kills inforced:

kills inforced:

kills inforced:

kills inforced:

kills inforced:

Activity s s s s sPlanned re re re re re

Changes to Daily Routines: A o elp prepare an set out snacks and lunch. See if this cuts down on sk children t h dw i ting w ildren a d and hu aiting, push ng, and hit hen ch re bore ngry. R a an ach day. ead a story bout feelings d friendship e Working with Families: Share the article about child guidance. Discuss concerns with parents regarding hitting and pushing. Responsibilities: Borrow a set of blocks and duplicates of favorite toys from the Resource and Referral Agency. Check books out of the children’s library. Copy article on child guidance for families. Adapted from The Creative Curriculum for Infants and Toddlers, pp. 74


Family Child Care Curriculum Questionnaire

Provider’s Name:_________________________________________________

rogram Name:__________________________________________________

ate:_________________ EEC Regulation 8.11 – “The provider must develop, implement, and ubmit to the Office, a written plan that addresses curriculum,

ing that s/he does with children is curriculum.

P

___________________________________________ D

sactivities, and routine.”

Everyone who interacts with a young child is a teacher, and everyth

INSTRUCTIONS: Assess your curriculum by reviewing and completing this

de your licensor with examples and/or samples of your

ovider:

Shares information with parents upon arrival and departure

es: anned

d

, obstacle course and making your own storybook). Example:

questionnaire. When you check the box to the left of the activities that are listed below, you are stating that you complete the activity routinely as required. List one example for each activity below. lease also be prepared to proviP

curriculum and activities during the licensor’s visit to your family child care home.

Family Child Care Pr Greet each child and family upon arrival and assist with departure.

Example:

Example: Daily Activity Schedule Includ

Provides well-balanced meals and snacks; 2 snacks and 1 lunch are plExample:

Nap/rest time is scheduled daily Example:

At least two planned activities are scheduled daily; one outdoors and one indoor

oor activities in the event of inclement weather. (for example; walk anor two indrt activitya


mum of 30 motor activity.

Example:

Children are able to choose from a variety of play activities. Example:

Individual and group activities are scheduled in the morning and afternoon.

Activities Provide Children with Opportunities to Learn:

xample:

d personal safety

numeracy

Outside physical activities are planned daily. In the event of inclement weather, motor activities are done inside. Each day providers offer a miniminutes of gross

Both active and quiet play opportunities are scheduled for children. Example:

Example:

Self-confidence and self-control Example:

Self-help skills (such as; cleaning up toys, washing face and hands, dressing sEelf)

lving skills Problem-soxample: E

About other children, families, cultures. Example: S cience and nature Example:

Art and Music Example:

Nutrition, health, anExample:

Math skills andExample:


Language and literacy skills

Example:

pleasant social time xample:

ncourage learning and exploration Example:

rmation xample:

and thinking skills

e roviderignature:___________________________________________________________________

____________________

The Activities Allow Children To: Engage in E E

Share infoE

Solve problems Example:

Work together Example:

Build knowledgeExample:

Be challenged Example:

Stimulate interest Example:

Comm nts:

P ’s S

ate: ___D


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