Family Child Care Curriculum Guide

Transcription

EEC
Family Child Care
Curriculum
Resource Guide
December 2003
TABLE OF CONTENTS
Topic
Page Numbers
Overview of Child Development and Learning
Developmental Areas
Learning
Curriculum in Family Child Care
Play
Multi-Age Groupings
Bibliography
Including Children with Special Needs
3
4
4
5
5
6
8
7
Planning Activities
Sample Activity Plan
Sample Weekly Planning Form
Planning Around Themes
Sample Theme-Based Activity Plan
Families and Culture
11
12
13
15
16
Ideas for Infants and Toddlers
Components of Quality Child Care
Environment and Learning
20
21
Activities
Art
Creative Drama
Language and Literacy
Math
Motor Skills
Music
Nutrition and Health
Science
25
34
37
44
51
55
58
61
Routines and Structure
Sample Daily Schedule #1
Sample Daily Schedule #2
Arrival and Departure Time
I Hear and I Forget
67
68
70
72
Appendix
Letter – Use of Plans/Documentation
Sample Plans
Family Child Care Curriculum Questionnaire
73
74
76
EEC Guide for FCC Providers: 10-03: jpf
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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.
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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.
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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, selfconfidence, and tolerance.
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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
Begley, S. (Fall/Winter 2000). Wired for Thought. Newsweek, 25-30.
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Katz, L. (2000). Engaging Children’s Minds: The Project Approach. Ablex Publishing.
Oesterreich, L. (2/95). Caring for Multi-Age Groups. National Network for Child Care: Iowa
Sate University.
Schweinhart and Weikart, (March 1998). Why Curriculum Matters in Early Childhood
Education. Educational Leadership, 57-60.
Tanger-Foster, J. (1998). The Caring Capacity: A Case for Multi-Age Experiential Learning.
Moscow, Idaho: University of Idaho Library
http//egj.lib.uidaho.edu/egj09/foster1.html.
Theilheimer, R. (7/93). Benefits of Mixed-Age Grouping for Children, Parents, and Teachers.
Young Children, 82-87.
Including Children with Special Needs in
Family Child Care Programs
Each child is unique:
Each child in your program has different needs based on his/her personality, interests,
culture, 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 tightly
structured. 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 with an
emphasis on the use of concrete, real, and relevant activities.
Developmentally Appropriate Practice:
Utilization of developmentally appropriate practice allows successful inclusion of all children
including 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.
In the family child care home, children learn from each other, younger children learn from
observing and interacting with older children and older children learn from interacting and
helping younger children. In appropriate settings, children with disabilities engage in higher
levels 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.
For children with special health care needs, it is necessary to obtain detailed information
from the child’s parents, pediatrician, and any specialists regarding treatment, permission
and 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
indicate a medical condition that requires treatment at home or the hospital.
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Children could have cognitive, motor, communication/language, social/emotional, and/or
behavioral disabilities. It is important in all cases to discuss the child’s strengths and needs
with 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 quality
environment for any child.
Early Childhood Special Education Recommended Practices:
Early and comprehensive intervention helps children with disabilities to reach their
developmental potential.
1. Services for the child should focus on specific and measurable child goals.
2. The family should be involved in program planning for their child.
3. In collaboration with specialists and other early childhood professionals, the provider
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 child care program to
attend kindergarten. Through careful planning, this transition can be a smooth one.
The transition should involve planning with the new program/school, the family, and
the child care program.
Providers can assist children with identified special needs by working on specific skills,
providing reinforcement, and collecting data to monitor a child’s progress. Some
services/intervention strategies for children with disabilities may include; a specialist coming
to your family child care program to work with a child, providing specific services in the
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 with disabilities:
Families often want their children to participate in family child care programs in their
community. It is important for program to include children and families regardless of their
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 Referral Agency with questions
regarding including children with disabilities, as well as any materials, services, and training
that may be available to help children succeed in the program.
If a child has not been diagnosed with a disability and the provider has concerns about the
child, s/he should plan a meeting with the child’s parents. At the meeting, the provider
should relate positive information about the child, such as strengths, interests, and abilities
FIRST, 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 discuss
the concerns. Also, the provider could suggest an evaluation through Early Intervention
(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 accept vouchers through their local CCR&R may
check with their regional Policy and Training Advisor about flexible funding opportunities.
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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
typically developing children often report beneficial changes in their children’s confidence,
self-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:
Attend training on special needs,
Recognize and make adaptations to materials, activities, and the environment when
necessary and possible,
Communicate regularly with parents, and
Make time to meet with other professionals to support the child with disabilities.
Supporting Children in your care:
Inclusion is about belonging and participating in a diverse society. (Schwartz, pp. 124).
Providers play a crucial role in building relationships between children by modeling
respectful and positive communication. It is helpful to incorporate social skill development
in the child care program. By discussing conflicts and resolutions, the provider can help
children 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; smiling
and praise of positive, appropriate behaviors. Positive personal messages seem especially
effective 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, selfreliance, and motivation for learning (Duncan, pp. 120-121). This type of praise is specific
and delivered directly to the child involved.
Rather than considering developmentally appropriate practice a curriculum, it can be viewed
as a framework based on knowledge of child development. This framework combined with
early childhood special education recommended practices will help children with disabilities
succeed in the family child care setting.
For further information on children with physical disabilities:
See the Activities Section: Motor Skills
Resources:
American with Disabilities Act “Questions and Answers”:
http://www.usdoj.gov/crt/ada/q&aeng02.htm.
Benefits of inclusion
http://glsd76.glcn.com/Webbasedresources/My%20Webs/mywebiresources/inclusion.htm
Bredekamp, S., & C. Copple, eds. 1997. Developmentally Appropriate Practice in Early
Childhood Programs. Rev. ed. Washington, DC: NAEYC.
Buell, M.J., M. Gamel-McCormick, & R.A. Hallam. 1999. Topics in Early Childhood Special
Education. Experiences and attitudes of family child care providers.
Commonly Asked Questions about Child Care Centers and the American with Disabilities:
http://www.usdoj.gov/crt/ada/childq&a.htm.
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Understanding Inclusion and the American with Disabilities Act (ADA):
http://www.flchild.com
Education World
http://www.education-world.com/
Inclusion School as a Caring Community
http://www.quasar.ualberta.ca/ddc/incl/intro.htm
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)
http://www.nasponline.org/advocacy/IDEAinformation.html
Resources on Inclusion
http://www.disabilitytraining.com/edinc.html
Society for Research in Child Development:
http://www.srcd.org/
Articles
What are the benefits of inclusion?
http://soeweb.syr.edu/thechp/incbenef.htm
What is Inclusive Quality Child Care?
http://www.childrenslink.org/childrenslink/inclusion.html
What are the potential benefits of inclusion?
http://www.mld.arundel.k12.me.us/benefits.html
Recreational Choices for People of All Abilities:
http://boundlesschoice.org/Benefits.htm
Bibliography:
Duncan, T.K.: Kemple, K.M.; Smith, T.M. (September 2000, pp. 194-199). Reinforcement in
Developmentally Appropriate Early Childhood Classrooms. Childhood Education, Association
of Education International.
Edmiaston, R. K.; Fitzgerald, L.M. (September 2000, pp. 66-69). How Reggio Emilia
Encourages Inclusion. Educational Leadership.
Odom, S.; Diamond, K. (Vol. 13, No. 1, 1998, pp. 3-25). Inclusion of Young Children with
Special Needs in Early Childhood Education: The Research Base. Early Childhood Research
Quarterly.
Schwartz, I.S.; Odom, S.L.; Sandall, S. R. (November 1999, pp. 74-78). Including Young
Children with Special Needs. Children Care Information Exchange.
Udell, T.; Peters, J.; Templeman, T.P. (January/February 1998, pp. 44-49). From Philosophy
to Practice in Inclusive Early Childhood Programs. Teaching Exceptional Children. The
Council for Exceptional Children.
Page 10 of 78
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.
Encourage children to work together and help each
other.
Provide a variety of experiences.
Things to think about when planning:
What is the reason (objective) for this activity? i.e.: build language skills, math
skills, and motor skills - you can be more specific.
o How many children and what ages will participate?
o How much preparation time is needed?
o How will you introduce the activity?
o What materials are needed?
o Will the children have access to the materials or will you bring them to the
children?
o How will you proceed with this activity?
o How can you extend this activity into other activity areas?
see sample plan
o Activity Assessment - review the activity and write down how you might
change this activity next time.
o
Communication:
Providers can involve parents in the planning process by asking for information or materials
for specific themes and activities. Let the parents know what you are planning through a
weekly newsletter or posting a “calendar of events.” Share activities with parents by sending
home song lyrics, ideas for home, and asking for feedback.
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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
Materials Needed:
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Add more lines as needed.
Access: (circle one) Bring materials to the children OR children have access to
materials
Procedure:
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:
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Goals and Objectives:
To learn about feelings/to be able to express feelings in appropriate ways. (Social/e
motional, problem-solving, communicating with families).
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
Activities
Planned
Examples of
skills
reinforced;
math, science,
motor, social,
self-help,
language and
literacy, etc.
Outdoor
Activities
Planned
Monday
Spreading
apple
butter on
crackers
Fine motor
skills,
nutrition,
social skills
Tuesday
Make play
dough
Trip to
library to
check out
books for
the week.
Wednesday
Make fruit
salad with
children
Thursday
Finger-painting
Sing songs
about feelings
Friday
Making
feeling
faces out
with paper
plates and
talk about
feelings
Art, motor
skills, literacy,
cognitive
Nutrition, math,
literacy, science
Social/emotional,
motor, science,
cognitive
Social, motor,
Language,
cognitive
Blow
bubbles
Tell stories
about how
we feel
when: write
down what
children say.
“Illustrate” our
stories –
children draw
pictures
Bring a
magnifying
stool
outside
Nature
walk
Changes to Daily Routines:
Ask children to help prepare and set out snacks and lunch. See if this cuts down on waiting,
pushing, and hitting when children are bored and hungry.
Read 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:
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Planning Around Themes
Provide a framework to incorporate theme related stories, materials,
music, activities, trips, and visitors by planning around certain topics.
Planning your curriculum around a theme that is of interest to the
children provides you with an outline to begin planning. Your plans should
remain flexible you should feel comfortable changing activities to meet children’s needs. If
they aren’t becoming involved, think about how you can change the activity to spark interest.
Young children enjoy themes that involve actual things in their environment. As they grow,
you can expand 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.
Children enjoy long term exploration of topics. You can plan themes and continue adding
and extending based on the interests of the children and your own imagination!
Curriculum Boxes:
As you build curriculum around themes, you can save your activity plans and materials in a
cardboard 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 time
you wish to use these items. You should continue to update and change materials as needed
to meet the needs of the children.
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 include lesson plans/outline of activities related to fall.

Write down any resources (websites, field trips) that you can access to use
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 you
suggest to read at home.
Sample Contents of a Fall Curriculum Box:

Cookie cutters in the following shapes; leaf, witch, ghost, pumpkin, apple (to
make cookies or to use with play dough)

Fall color tissue paper

Fall stamps; both chunky one for paint and ink stamps

Foam shapes: leaves, acorns, pumpkins, ghosts, apples.

Wooden shapes; pumpkins, apples, leaves, acorns

Stuffed or plush squirrel, apple, pumpkin, ghost

Fall stickers

Songs: Autumn Leaves are Falling Down, Once There was a Pumpkin…

Books: It’s Pumpkin Time, By the Light of the Halloween Moon, One Hungry
Monster, We Love Fall, The Witch has an Itch, Clifford’s First Halloween, Tilly
Witch, Flying Squirrel at Acorn Place, Snappy Little Halloween, Why Do Leaves
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Change Color?, The Pumpkin Book, Pumpkin Day, Red Leaf Yellow Leaf, The
Hallo Weiner, The Biggest Leaf Pile.
contributed by GEM Family Daycare
Family Involvement
It is important to realize that parents are the child's first teacher. Providers and parents
should work together to make the child care experience a positive and beneficial one for the
child. To accomplish this, communication must be ongoing and respectful. Parents can
provide valuable information to providers such as information about the child's needs,
interests, and abilities. The provider can provide information to parents such as the goals of
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.
Chenfeld, M.B. (1995). Creative Experiences for Young Children. Orlando, FLA: Harcourt
Brace & Company.
Clark, A.M. (2003). The abcs of Quality Child Care. Clifton Park, NY: Delmar Tomson
Learning.
Dorrell, A. (March/April 2000). All They Do Is Play? Play in Preschool. Early Childhood
News, 18-22.
Jones, R. (October 1998). Starting Early: The Why and How of Preschool Education, The
American School Board Journal, 20-25.
Lowman, L.; Ruhymann, L. (May 1998). Simply Sensational Spaces: A Multi-"S" Approach to
Toddler Environments. Young Children. 11-17.
O'Donnell, N. (March 1999). Using Early Childhood Brain Development Research. Child
Information Exchange. 58-62.
Staly, L. (September 1998). Beginning to Implement the Reggio Philosophy. Young Children.
20-25.
Wardle, F. (March/April 1999). Play as Curriculum. Early Childhood News. 6-9.
Page 15 of 78
Sample of Planning Around Themes
Theme: Healthy Eating
Activity
Areas
Monday
Tuesday
Wednesday Thursday Friday
Theme/topics
for discussion
Guess the
fruit – smell,
touch, taste
What do
you like to
eat?
Foods from
around the
world.
Activity
Centers or
Boxes
Monday
Tuesday
Wednesday Thursday Friday
Books and
Language &
Literacy
Activities
The Big
Hungry
Caterpillar
Math
Sorting
pictures of
fruit
Sorting
pictures of
vegetables
Science
Taking care
of plants
Differences
in foods
Art
Fingerpaint
prints
Music
Choose and
play tapes
Movement
Move to the
Music!
Favorite
foods
collage
Seeing
Words for
Songs
Outdoor
discovery –
gardening
Dramatic Play
Grocery Store
Blocks
Make signs
for block area
– fruit stand!
Use picture
word recipes
to try a new
food!
How many
types of …
Use food
pyramid
Cooking
The
different
color of
foods.
How do we
grow food?
Vegetable
stamps –
write names
of vegetable
for children
Matching &
sorting
continues
How many?
Taking care
of plants
Sink or float
game
Picture stories
Picture
stories
Favorite
foods collage
Make up a
song
Tape our
Song
Add our
instruments!
Plastic hoop
hops
Floor
Puzzles
Outdoor
obstacle
course
Grocery
Store
Grocery Store
Grocery
Store
Blocks
Add a picture
of a farm
Blocks
Grocery
Store,
Restaurant
Put
magazines
of various
parts of the
world in
block area
Resource:
Cryer, Harms, Ray (1999). Active Learning for Four, Parsippany, New Jersey: Dale
Seymour Publications.
Families and Culture
Getting to know families:
1. Meet with families prior to enrolling their child.
2. Ask parents information about the child’s interests, special qualities that they
observe in their child, and the child’s needs.
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3. Observe rituals such as drop off and pickup time; expression of emotions, body
language, communication style, rituals and routines, comfort strategies and ways to
provide reassurance.
4. Survey parents to see if they wish to volunteer to share a special food dish and
recipes, customs and clothing, music and stories or an activity with the group. If
they cannot come to the program, ask for tapes of favorite music, games, or books.
Ask about special interests and/or skills.
5. Invite families to share a story about their own childhood with the group. Provide the
invitation in person or in writing to each family.
Cultural Influences on the Development of Self-Concept:
Perspectives vary in different cultures. An individual from one culture may interpret
behaviors very differently than someone from another culture. For instance, Americans may
view the individual that does not come forward and speak up for themselves as lacking selfconfidence. Other cultures may view this in a different way. Culture impacts not only which
behaviors 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
southern European cultures also value interdependency. In cultures influenced by
Confucius and Taoist philosophies, self-restraint and control of emotional expressiveness are
viewed as a sign of emotional maturity. Asserting oneself, in contrast to Western views, is
interpreted as a sign of immaturity. In the People’s Republic of China, children who are shy,
reticent, and quiet are likely to be considered competent and well behaved. Navajo cultures
expect 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 cultural
experience and expectations of their children. Differences are evident within cultures as well
as 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 skills and
development.
Providers can influence all children’s self-concept by:

Helping each child to feel important.

Believing each child is competent and unique.

Guiding each child in impulse control (controlling behavior and responses) by
providing choices and talking WITH children.

Helping each child interpersonal skills (relating to and communicating with
others).
Providers should be sensitive to cultural practices of children and families in their care:

Be aware of the ways your own culture influences your expectations and
interpretations of behavior.

Consider the cultural backgrounds of children in your setting and the
community.
Page 17 of 78

Learn about the cultures of the children in your program.
Talk with children and families about values and practices.
Build on your knowledge about each child’s culture.
Provide a variety of materials from the cultures of the children in your
program as well as from other cultures such as; families sharing songs and
stories, special items representing the culture, recipes, music, photos,
literature, posters, and other items that are important to them and of interest
to the children.
Multicultural Programs:
Multicultural practice should be woven throughout the curriculum and built around small,
everyday experiences. You should try to avoid the “tourist approach” (one time activities or
limited materials) when including other cultures in your program. Ongoing positive and
supportive human relationships and participation is very important in helping children to
value and respect differences.
It is important to get to know families and children and demonstrate a genuine respect for
their values and beliefs. Early exposure to various languages is interesting and helpful for
children. Providers or children who speak a language other than English could share their
language with others in the program. It is very important to show children that people have
different interests, routines, traditions, and likes and dislikes and the importance and value
of 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. This
can 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
These websites may also have links to other topics.
Celebrate Differences and Explore further:
Colors
Animals
Homes
Transportation
Dance
Entertainment
Music
Family structure
Jobs (not gender-specific – expand)
Foods
Climate
Clothing
Plants
Schooling/Education
Page 18 of 78
Expand Your Horizons!
What things don’t you see where you live?
What things don’t you see in our country?
What do you want to know more about?
Incorporation into Childcare Programs:
Use a variety of materials; various color crayons, paint, and paper
Use a variety of textures; cloth, paper, wallpaper
Use a variety of books; for example, about other places, forms of dress,
celebrations, transportation, animals
Add magazines and newspapers that families and friends obtain in their travels
Add menus from different kinds of restaurants
Add brochures and flyers from different cultural events
Add various dolls and games (you can make yourself)
Add various animals from around the world; plastic, stuffed, pictures, posters,
drawings, magazines
Add Architectural magazines and pictures of homes around the world
Add information on how people get from one place to another; pictures, books,
drawings, posters
Find out about schools and childcare around the world; stories, discussions,
posters, pictures
Art projects; explore various materials
Ask families to share information, music, and activities from their culture
Purchase various materials and patterns for dramatic play; remnants work well
Communication:
Regular communication with families is extremely important. Written communication is
especially important when children are transported by a bus to your program. You can also
provide a communication notebook to communicate with the family about your program and
the child. You can list meals, activities, sleep, special events, and “cute” things that the
child said or did while at your program. The notebook could then go home with the child for
the parent to include notes for you.
Bibliography
Marshall, H., November 2001, Cultural Influences on the Development of Self-Concepts:
Updating Our Thinking, Young Children, and pp. 19-25.
Neugebauer, B. (Ed.), 1992, Alike and Different, Washington, DC: NAEYC.
Ideas for Infants and Toddlers
The most important component in providing quality family child care for infants and
toddlers is developing a secure relationship with each child in your care. Infants need
to be held and cuddled, even when they are not crying. Provide frequent touch and
ongoing interactions throughout each day.
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 feel secure and comfortable exploring his/her
environment. Exploration leads to learning. This secure relationships is a strong,
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secure foundation that helps a child feel confident in his/her learning journey in the
years to come.
The components of quality child care
LOVE
A provider should have warm and nurturing feelings toward each child in
his/her care. You are building a special bond that is crucial to an infant’s
and toddlers’ well-being and development.
TOUCH
Hold, cuddle, stroke the child’s head, arm, talk with each child. Interact
throughout each day through questions, answers, conversation, words of
encouragement.
NOURISH
Each child must feel protected and know that the provider is available to
his/her when needed.
RESPECT
Each child must be treated with respect. This is demonstrated through
making the child feel special by showing common courtesy, using a calm tone
of voice, and behaving respectfully even when a child is challenging.
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 ATTACHMENT
Create a safe emotional climate where children can be active, curious, and selfmotivated. Frequently 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 causing behavior that you may
view as difficult.
YOUR 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 between the infants, toddlers, and the provider.
RESPOND
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 lap or
children snuggled with you. Use books made of plastic, sturdy oilcloth, or
laminated pages. Use poems and short stories. Read favorite books over and
over so children become familiar with them and can "read" the books themselves
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or read along. Introduce new short stories and poems. Let parents know the
books the infants and toddlers enjoy and compile a list for them.
MUSIC 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. Children
enjoy variety! Share favorite music (lyrics too) and songs with families to share
at home.
GROUP ENTRY SKILLS
Patiently guide children in relating to others, this is an important part of
bonding and attachment.
RESPONSIVE ENVIRONMENT
Create an environment where children feel comfortable and at ease. Provide soft
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 without yelling or hitting. This is difficult for toddlers
since they are just beginning to use language, so be patient, calm, and
consistent. Talk to children calmly by bending down, making eye contact, and
using a soft voice.
The Environment and Learning
Brain research tells us that the early years are learning years. By providing an
environment that allows exploration and appropriate challenges, the brain can literally
grow new connections. An enriched environment actually results in a brain that is
larger and the brain cells communicate better with one another. (Jensen, pp. 30)
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 involved
in more stimulating and challenging activities have 25% more brain growth overall than
those in less stimulating environments.
Not only does the environment affect the size and efficiency of the brain, experiences are
another 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 children need to explore, use their natural curiosity
to problem-solve, and interact with others. You can also provide age-appropriate
challenging 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 example,
guidance, experiences, and the care you provide each day.
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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
direct traffic. Place the infant on his/her stomach where you can easily observe
him/her. Provide a toy just out of reach for the child to reach for. If the infant
does not enjoy being placed on his/her tummy, lay down in front of the child
within 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.
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 what objects do, sound like, look
like, and feel like. This will help children build skills. You can also describe
what you are doing throughout the day, especially when caring for the child.
Treat Learning as an Adventure
Children experience many exciting learning opportunities through everyday life
in 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 with
objects and they don’t have to be expensive, just safe. Cardboard boxes, plastic
bowls and spoons, plastic measuring cups, and other real objects are interesting
for 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.
Everyday Activities
Providers have a wonderful opportunity to help infants and toddlers form a firm
foundation for learning. Each interaction and each experience is an opportunity for
learning. Most of an infant’s day is devoted to routine care therefore, much of the
infant’s and toddler’s learning takes place through these routines; during morning
good-byes, diaper and clothing changes, feeding, and naps.
Activities for infants and toddlers are integrated into everything you do throughout the
day. You can plan simple activities for children as they get older.
Playing with Toys
As stated earlier, some of the best toys for young children you already have in your
home! Children learn about size, shape, and sequence as they play with a stacking toy
or various size plastic bowls. When pulling a wheeled toy, children learn about problem
solving, cause and effect, balance, and eye and hand coordination. By playing with
another child, children learn social skills. Play is a natural teacher.
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 designs
as they mature. Hang above the crib and changing table. Remove the mobile
when infants can reach it.
Mirrors: From about 2 months of age, infants love mirrors! Place unbreakable
mirrors on the sides of cribs, changing tables and low on the wall.
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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.
Books: Provide lots of books with vinyl pages or canvas books for infants to
play with and listen to.
Appropriate Toys for Mobile Infants:
Balls: Between 7 months and 2 years, children love balls – the best ball for this
age is a plastic, inflatable beach ball. Mobile infants love to throw, carry, and
retrieve balls of all sizes (not too small!). Balls with chimes and visible objects
rolling inside, weighted balls, oddly shape balls, and yarn balls (hung from the
ceiling for babies to bat) are also favorite play items.
Puzzles: Puzzles are grasping toys that help children develop fine motor skills
and 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, nesting cups, and surprise
boxes 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 have endless possibilities for children just learning
to 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 toys
for infants include one-piece molded plastic replicas of cars (6”-8” long), buses,
trains, trucks, and airplanes. These are great for infants to push and pull and
ride on.
Blocks: Mobile infants may not be ready to ‘build’ with blocks, but they love to
carry, pile, and knock down blocks. Since they may also enjoy throwing the
blocks, 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-walkers enjoy swings and crawling platforms that are foam or vinyl and low
to 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 be
homemade) and a variety of age appropriate music. Children can listen to 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 books.
Guide children on the use and care of books.
Appropriate Toys for Toddlers
Mirrors and Dolls: This enhances pretend play. Provide easy to take on and off
“dress up” cloths. Dolls should be 12” to 15” long and reflect the ethnic
backgrounds of the children in your program.
Push and Pull Toys: These enhance pretend play. Observe how children use
them!
Soft, fuzzy stuffed Animals: These are popular with toddlers as well as
rubber, wood, vinyl, and plastic figures.
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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 able to use
puzzles with as many as 12 pieces. Some may enjoy giant dominoes and
matching picture pieces to lotto boards. See next page for information on lotto
games, under “Homemade Treasures.”
Activity Toys: Shape boxes, nesting cups, and stacking rings (5 to 10 pieces)
help children to learn about shapes, colors, cause and effect, and sequence.
children also build eye-hand coordination. Self-help boards are also important
and fun such as; cards or frames for practicing fastening, zippering, using
Velcro, snaps, buckles, and hooks. Lacing and stringing large beads is another
fun and important activity.
Transportation Toys: Toddler size transportation toys are 2 to 4 inches long or
12 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 Duplo
blocks per toddler.
Outdoor Toys and Equipment: Toddlers need to move! Outside tunnels,
swings, riding toys, and climbers are important pieces of equipment. Large
cardboard boxes are wonderful and exciting for toddlers. Balls encourage use of
arms and legs as well as the entire body. Toddlers approaching age three may
enjoy using a beginning tricycle for children.
Homemade Treasures
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 of a baby wipe box or a coffee tin.
Place tape around the cut area to prevent injury from any sharp edges. Let
toddlers fit empty spools, clothespins, cards, etc. through the holes.
Drop and Dump Toys = Large hair curlers, bean bags, gelatin boxes, or squeeze
toys in a large plastic pitcher, waste basket, or rubber pail become a wonderful
toy for toddlers.
Lotto Games = Using stickers, photos, pictures from a catalog or magazine, old
cards, 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 place
on 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 = Broken telephone, old computer keyboards and other adult
items are appealing to toddlers. Remove any wires or cords and make sure the
items are safe and don’t have loose parts!
Adaptations for Children with Disabilities
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, crayons, and markers.
Activity Frames: Similar to "baby gyms" used by infants. Hang toys from the
frame so that children have easy access to them. These will help children for
whom 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.
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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 people or cards. The
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: place
around the child's palm (for children who have little or no grasping skills).
Mitt: Purchase larger or various shaped crayons, chalk, and other writing
implements. Add pieces of sponge to writing implements to make them easier to
grasp.
Play Boards: Attach toys to a firm surface (foam core, pegboard, indoor-outdoor
carpet) with Velcro, string, or elastic. This creates a variety of play boards that
allow children to participate in imaginative play. For example; make one with
purse, keys, wallet, etc., another with tea party materials, another with people
and furniture. The child can then move and grasp materials without fear of
dropping 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 of
parts that might break off and become lodged in noses, ears, or
windpipes?

Are stuffed toys light enough to prevent accidental suffocations?

Are plastic toys flexible?

Are dolls’ head and limbs secured? Are facial features molded in, rather
than sewn on?

Are cords that could become wound around a child’s neck shorter than
12 inches?

Is it stable and free of parts that could pinch or pierce children or trap
their hair or clothing?

Are hinges and joints covered?

If made of cloth, is it nonflammable or flame retardant (not flame
resistant)?
adapted from Dombro, pp.225-234

Bibliography:
Dombro, A.; Colker, L. J.; Dodge, D.T. (1997). The Creative Curriculum for Infants and
Toddlers. Washington, DC: The Creative Curriculum.
Honig, A.S. (2002). Secure Relationships: Nurturing Infant and Toddler Attachment in
Early Childhood Settings. Washington, DC: NAEYC.
Jensen, E. (1998). Teaching with the Brain in Mind. Alexandria, VG: ASCD.
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Activities
Children learn best through their senses, through interaction
with concrete materials, through conversations rather
than lecture, and through hands-on activity. Active
involvement in learning applies across all subject matter
as the single most important factor in learning. Adapted from:
Rinker, pp. 72
Art Activities impact other areas of development:
Participation in art activities that allow children to explore their own creativity and use
their imagination helps children build confidence, self-esteem, and perceptual skills.
These skills enhance cognitive development, sensory-motor skills, social skills
(cooperation, sharing, appreciation for the ideas of others), and a sense of self.. By
participating in art activities children's social, emotional, cognitive, and physical
development can be positively impacted. Children learn through their senses and art is
a sensory experience that should encourage individuality and creativity. Creativity is a
process that involves all that we do. It helps us to view the world from different
perspectives.
It is natural for children to be creative and providers should encourage this
individuality. If children are only exposed to coloring books, ditto sheets, teacher made
materials 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 paint
brush. Art begins when a baby notices sunlight streaming through a window or a
pattern on wallpaper or clothing. If encouraged art becomes another language for
children, a way to express feelings and ideas. Children develop critical thinking skills
through art.
Art reinforces science skills: Children gain physical knowledge through manipulation of
materials. They experience cause and effect in mixing different colors of paint or gluing
paper, leaf rubbings. They learn how properties change when ingredients are mixed
together or how play dough figures change as they dry. Children learn about “missing
principles” such as washing their hands in the sink and watching the color of the water
change. 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 and differences.
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 solve;
how should I represent something (such as bones) or how and where should I place
something on this box?
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Art reinforces music skills: Children can paint to any type of music, paint to a favorite
song, or paint to a beat or clapping.
Art reinforces language and literacy skills: Children learn to communicate ideas, follow
directions, and express feelings. Art provides the opportunity to express oneself in an
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 something. Art is universal!
Art connects all areas across the curriculum. When art is an active, sensory
experience, process-oriented, open-ended, it supports all areas of development.
Enhances aesthetic development; talking and reflecting with children
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 what it is.
adapted from Wellhousen and Crowther, pp. 165.
Social Development:
Art reinforces social studies/social development: Study other cultures and experience
different forms of art; tie dye, batik, mask making, hair braiding.
Art reinforces sharing and cooperation, planning and verbalizing (discussing a project
and helping each other), appreciation of other people.
Emotional Development:
Art reinforces awareness and expression of feelings through talking and expression
when participating in art activities. Children can also relieve feelings of anger,
frustration, and aggression through pounding on play dough or clay.
Art reinforces feelings of self-esteem: By receiving appreciation and positive feedback
from others regarding their work, children feel good about making choices and being
creative.
Art reinforces pride and confidence: Children feel satisfaction when completing
something that was created by them or when participating with a group of children.
Art reinforces aesthetic judgment: Children make choices based on past experiences
with materials. They become more aware of things in the environment and develop
aesthetic judgment.
Physical Development:
Art reinforces motor skills: Gross motor movements include painting with broad
strokes, manipulating larger materials, and using the body when creating. Fine motor
skills are used when cutting, using writing implements, and making creations.
Art reinforces sensory perception and sensory discrimination: Children become aware
of how things look, smell, taste, and sound when using art materials. When children
select their own materials, they can see the difference in items (visual perception and
visual discrimination). By participating in "hands on" activities, children enhance
sensory perceptions and discrimination.
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Perceptual Motor Skills: Children coordinate movements with perception during art
activities such as painting, making collages and cutting, all which enhance eye-hand
coordination.
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 copy
a teacher made model or a photocopy. It is the process not the product that is
important. Providers should avoid cut and paste activities, photocopies or
mimeographed 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 own pace.
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.
Providers should join in! Be careful not to create a model for children to copy.
Be creative WITH the children.
Recognize - originality and creativity builds confidence
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 should place items
for older children out of reach of the younger children in an appropriate labeled
storage bin or box. Younger children’s items can be placed in another box that
is easily accessible.
Focus on the process NOT the product
Encourage scribbling
Read about other cultures and forms of art
Provide various textures, mediums, and pictures/magazines.
Five Ingredients 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 child to describe what s/he is doing
5. Support each child through recognition and open-ended questions.
Guidelines for Art Activities:
Activities should be safe
Appropriate for children’s age and ability level
Allow ample time for exploration of materials and expression of ideas
Allow children to succeed
Provide for originality and independence
Be easy to set up and clean up
Be fun!
Stages of Art Development: (pre-writing skills!)
1. The Scribble Stage (ages 1-3)
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At first scribbles are random and disordered and later
become more controlled – patterns and designs
emerge.
2. Basic Forms Stage (ages 3-4)
Circles and squares emerge or unplanned creations
that make children think of something after it appears
on the paper.
3. Pictoral Stage (ages 4-5)
Children draw with preplanned purpose and their
drawings or paintings represent something in real life.
Ideas for Art Experiences

Painting
Collage and sculpture
Modeling materials
Chalk
Crayons and markers
Printing
Weaving and sewing
Woodworking
Ideas for Basic Art Supplies:
Painting: liquid tempera paint, easels (two-sided, adjustable in height),
paper for easels, finger-paint paper (butcher paper), paintbrushes, aprons or
smocks, recipes for finger-paints.
Tools:
◊ paintbrushes (various size and thickness, including paint
rollers, edgers, sponge brushes)
◊ alternative tools: toothbrushes, shaving brushes, weeds, fingers,
feet!
Surfaces:
◊ Paper: construction, manila, newsprint, wallpaper, cardboard,
finger painting paper, wax paper, large rolls of paper.
◊ Wood: sanded and smooth
◊ Boxes and Styrofoam packing pieces
◊ Plexiglas table tops
◊ Fabric
Plastic Art: clay, plasticine, play dough (recipe ingredients), papier mache,
sand, cement.
◊ Tools: Spatulas, rolling pins, cookie cutters, scissors, mallets,
garlic press, bowls, spoons, forks, plants (dried weeds, flowers,
twigs, bark), molds, cookie cutters, muffin tins.
Cut and Paste/collage: safety scissors (right and left handed), paste, glue,
paper (variety; construction, drawing, computer paper), tape (masking and
cellophane). Note: younger children enjoy tearing before they are able to cut.
◊ Media: paper; tissue, newsprint, construction, cardboard,
corrugated, doilies, paper plates. Other papers; animal prints,
fabric design, sea life, skin colors, airplane, holograph, foil,
wallpaper. Fabric; satin, metallic, polyester, canvas, burlap, felt,
fleece, corduroy, cotton, netting, sheer.
◊ Tools: white glue, paste powders, flour and water mixture, glue
sticks, glue containers with lids, glue brushes, glue paddles,
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masking tape, clear tape, double edged tape, scissors as indicated
above.
Drawing and Writing Implements:
◊ Media: paper; lined and unlined, newsprint, construction paper,
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 (regular and fat ones), oil
pastels,
chalk, pencil sharpeners, rules, erasers. Include various colors;
skin colors, pastels, and fluorescent. Use materials appropriate
to the age of the child.
Print-Making Materials:
◊ Media: Boxes (various sizes and shapes), decorative items such
as; buttons, straws, beads, sequins, artificial flowers and leaves,
greeting cards, calendars, magazines, wrapping paper, pompoms,
cotton balls, feathers, pipe cleaners, glitter, confetti, shredded
paper, yarn, wood scraps, colored pasta, rice. BE AWARE OF
CHILDREN PUTTING ITEMS IN THEIR MOUTHS AND CHOKING
HAZARDS AND PLAN ACCORDINGLY.
◊ Tools: Stapler, yarn, string, sponge shapes, wooden shapes,
dried flowers, grasses, weeds, letters, numbers, rubber stamps,
shapes the children find, special-effect rollers, patterned corks,
leaves, bark, hands, feet, fingers, tools, keys, cut-out shapes, odd
shapes.
Weaving Materials:
◊ 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, paper, fabric, grass, sticks,
laces, cord, wallpaper borders.
Art for Infants and Toddlers:
Young Infants:
Cloth and other types of materials that have distinct textures, such
as flannel corduroy, satin, silk, taffeta, netting, knits, hosiery, denim,
lace, fake fur, burlap, carpet remnants, vinyl, etc. Provide for children to
play with and crawl on.
Various types of nontoxic papers that infants can crumble, tear, shred,
hold up to the light, and wave. Waxed paper, butcher paper, parchment,
rice paper, and cellophane paper are fun to play with. Watch infant and
make sure they do not place these items in their mouths!
Edible Finger paint (see below)
Mobile Infants:
Finger and Water Painting use their hands or stubby-handles brushes
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 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.
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For Molding Introduce dough that is oily and easily squeezed such as
Cloud Dough or Homemade Plasticene. Older mobile infants enjoy firmer
textures.
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
bottles, nylon sponges, and cotton swaps. Use a variety of papers, 24 by
26 inches or larger. You can recycle; newsprint, computer paper, paper
grocery bags, paper towels, butcher paper, wall paper scraps, paper
plates, and plastic doilies. Use the entire table and cover it with paper or
use outside. Use finger paint or tempera paint in one or two colors. You
can use whipped cream or nontoxic shaving cream or mud too!
For Drawing Use a variety of materials and a variety of textured and
colored papers, both dry and wet.
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 wooden
mallets, 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, and
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, newsprint
and 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 with the rest of the group.
Extender: 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
1 cup of soap flakes such as Ivory Flakes
1/8 cup water
3 drops food coloring of choice
Grease plastic ice cube tray or Popsicle molds with shortening or non-stick spray. Mix
ingredients together in a bowl. Pour into trays or molds. Allow time to harden. Pop out.
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Scribble Wafers
Ingredients:
Stubs of old crayons
Procedure:
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 wafer crayons
Cloud Dough

6 cups of flour
1 cup salad oil
Approximately 1 cup water to bind
Knead ingredients together. Final product will feel oily and very smooth. Store in an
airtight container.
Easel Paint – Recipe
Provider should make this recipe without the children due to inhalation of
dust from powdered tempera paint use.
Ingredients:
2 parts powdered tempera
1 part water
Procedure:
Pour water slowly into powdered tempera, stirring to eliminate lumps
This basic recipe can be used to mix either small or large amounts of paint, as long as
you keep the proper proportions. One-half part powdered detergent can be added;
preservatives and fresheners such as alum or oil of cloves can be added as desired.
“Edible” Fingerpaint
As we know, infants love to touch their food. You can provide edible finger paint such
as cooked pudding or yogurt for infants on their trays. Be ready for a mess and lots of
fun!
No Cook Finger-Paint - Recipe
Provider should make this recipe without
children due to boiling water or the provider can add the boiling water when away from
the children.
Ingredients:
° 1 cup dry laundry starch
° 1/2 cup cold water
° 1 and 1/2 cups boiling water
° 3/4 cup powdered detergent
Procedure:
° Put the dry starch in a saucepan
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°
°
°
Gradually add the cold water, stirring until smooth.
Add the boiling water, stirring rapidly and continually.
Add the detergent, stir again until smooth.
Stay Fresh Play Dough
Ingredients:
° 2 cups flour
° 1 cup salt
° 2 tablespoons alum
° 1 cup water
° 2 tablespoons oil
° liquid food coloring
Procedure:
° Pour dry ingredients into a large pan, stirring together to mix well.
° Stir oil and food coloring into the water.
° Pour liquid into the dry ingredients while mixing, squeezing, and kneading the
dough. If too sticky, add more flour.
Alum acts as a preservative; the dough should keep for several weeks if placed in an
airtight container in the refrigerator.
Craft Clay
Ingredients:
° 1 cup cornstarch
° 2 cups baking soda (1 - pound box)
° 1 and 1/4 cups water
Procedure:
° Combine cornstarch and baking soda in a pan.
° Add water gradually, stirring until smooth
° Place mixture over medium heat, and cook until thickened and dough like in
consistency, stirring constantly.
° Turn mixture out onto a pastry board and knead well.
° Cover with a damp cloth or keep in a plastic bag.
° When ready for use, roll flat for cutting into various shapes.
This clay works well for plaques, mobiles, and other models that will be painted when
dry.
Bubbles
Ingredients:
° 2/3 cup Dawn liquid detergent
° water
° 1 tablespoon glycerin
Procedure:
° Add enough water to the detergent to make
1 gallon of liquid
° Add glycerin
° Let the mixture sit out for 1 day
° Stir before using
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Colored Bubbles
Ingredients:
° 1 cup soap powder
° 1 quart warm water
° liquid food coloring
Procedure:
° Dissolve soap in warm water
° Stir in food coloring
Art for Children of Various Ages
Children of all ages enjoy art. When providing materials, be aware of the age and
developmental variations of the children. All children love to color. Young infants can
"color" with ice cubes on their high chairs, older infants and toddlers can use "fat"
crayons (you can make your own by melting leftovers and putting in muffin tins – see
Scribble Wafer recipe) to make random marks, preschoolers and school-age children
will have more sophisticated drawings. Ask children to tell you about their drawings.
Suggest using different colors. When children are drawing something from nature, take
them outside to draw and color.
Think about each activity that you do with the children in your care before you offer the
activity to the children. How can an infant participate? How can a toddler, preschooler,
school-age child benefit from this activity? It may be that you need to vary the material
and 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-sized
picnic table or at one end of the kitchen table and preschoolers/school-age children on
another side. Older children can assist younger children during art. It may be a simple
adaptation 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.
Wellhousen, K.; Crowther, I. (2004). Creating Effective Learning Environments. Clifton
Park, NY: Delmar Thomson Learning
How does drama support development?
Drama helps in developing major life skills such as:
Self-esteem and confidence
Communication skills
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Command of language
Development of imagination
Physical freedom
Responsibility
Sensitivity to others
Concentration
Math: following patterns, setting the play table, etc.
Dramatic play arises out of everyday events. Children observe what is going on around
them and learn to express themselves by trying out different roles. They learn to
cooperate, share, and make friends. Dramatic play helps children to “act out” situations
from his/her own life.
• Social Development: Learning to share, make friends, be creative,
understanding others.
• Emotional Development: Expressing emotions appropriately and recognizing
that they are themselves regardless of how they are dressed or who they pretend
to be.
• Physical Development: Learning life skills such as turning knobs, buttoning,
and zipping.
• Cognitive Development: Making decisions and choices, learning problem-solving
skills, and exploring new ideas from others.
• Language Development: Communicating effectively and appropriately with
others, and incorporating print into daily activities.
An extension of play:
Drama is an extension of play. Children love to play and become quite imaginative in
their play! For example, if a child is playing with sticks and leaves, s/he may begin to
create a sailboat and pretend s/he is sailing through water.
An avenue for the imagination:
Drama provides the opportunity to try out other roles, re-enact situations, problemsolve, and change ourselves into someone else if only for a few moments.
Encourage dramatic play:
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, next, last. Make changes!
Use props, masks, and costumes to supplement the story.
For example; provide plastic vegetables when reading a story about
vegetables or animal masks when reading about animals!
Use poetry:
Rhymes can be supplemented with movement and music.
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!
Use music:
Children love music! They can act out the lyrics and make up their own songs! There
are many songs that involve drama and acting out the song such as, “Monkeys on the
Bed.”
Use puppets:
Add puppets to supplement a story.
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Children can make up their own puppet show.
Make your own puppets; provide materials for children to be creative!
Use puppets with songs.
Use puppets in movement activities.
Use puppets when telling stories.
Adapted from: Drama: A Rehearsal for Life!, by Julia Gabriel, Sept./Oct. 2003. Child
Care Information Exchange, pp. 46-48.
Include all children:
The environment must be accessible.
Include costumes and props that are simpler to use: large knobs,
handles and switches, easy-to-fasten alternatives to buttons.
Make lightweight props out of Styrofoam.
Help children with visual impairments know when, where, and how to
participate by giving hands-on narrated “tours” of objects beforehand.
Keep the environment organized and provide verbal assistance
throughout the activity.
Provide rich photos and pictures to spark ideas; put pictures in
“windows” with curtains to lift and peek; label the environment with
words (include pictures). Face children when you speak. Consider
adapted tape recorders, talking photo frames, and special voice output
devices that play back one or more messages.
Keep background noise and distractions to a minimum, work in small
groups or individually with children, and provide step-by-step directions.
Use cardboard, poster paint, and imagination!
Do I need a special place for pretend play?
Pretend play can take place any time or any place. Older children, toddlers and up,
enjoy a special place for dramatic play. You can add objects and props to supplement
their play. Children also enjoy child size furniture if you have the space.
Materials:
Infants enjoy small dolls to grasp and hold. The dolls should be washable and have
simple facial features with no moveable pieces or detachable parts. Non breakable
mirrors are fun for all ages.
Older toddlers and preschool children enjoy props such as;
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
Children love to play and be part of the experience. Activities can be adapted to include
all children. For example; if the activity is puppetry, place the infants in a safe place
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where they can see the puppet show or hold the infant and point to the children and
talk about what they are doing. Toddlers, preschoolers, and school-age children can all
participate in a puppet show; let the children perform while reading or after listening to
a story. The part the child assumes will usually be at a comfortable level for them
according to their age and developmental level. If you plan a puppet show together,
simpler roles would be for toddlers and preschoolers and more advanced roles for the
school-age children. Music, movement, and dance are popular for all children and
usually do not need adaptations for different ages - just lots of space to move.
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 when
provided with a farmhouse. They enjoy communicating through gestures, body
language, sound effects, single words or phrases.
Three – Year Old Children: Preschoolers enjoy acting out the roles of significant
adults in their lives, interacting with peers, and dressing up. Children add props to
play and vocalizing what they are going to do. Children at this age may have imaginary
friends.
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 imaginative
characters and will also imitate characters from books and television. Children begin to
extend 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
props, and use extensive plots in play.
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 Children.
Child Care Information Exchange, pp.56.
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
to read.
(J. Hymes, 1965)
Literacy is communication in all forms;
listening
speaking/signing
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reading
writing
Literacy begins at birth. Literacy skills grow when the child interacts with others and
experiences in his/her world. While the sequence of literacy development follows the
same general pattern, individual rates of growth may vary.
Age 0-2
Adult’s response to infant’s communication impacts the infant’s response and
behavior;
Builds language understanding before words/signs (receptive language) are used
to express themselves (expressive language);
Responds to cues (waves: bye-bye);
Uses one-word sentences (by 18 months) and two-word sentences (between 1824 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;
Understands that his/her written name signifies something special that pertains
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:
Generalizes: apple is a ball, all four-legged animals are dogs;
Uses me and mine;
Says no;
Enjoys imitating and mimicking nursery rhymes;
Increase in communication, conversation, and interest in language;
Vocabulary increases.
Age 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;
Uses 3-4 word sentences (beginning at ages 3-4). Uses 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;
Giggles over nonsense words, uses silly and profane language to shock;
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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;
Between 3-5 years, children learn an average of 50 new words per month;
Vocabulary of 400-900 words by age 4.
Age 5-8
Enjoys writing and giving written messages to others, using invented and
standard spelling;
Begins to write words that he/she hears and learns to leave spaces between
words;
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 child will ask for clarification of information that is unclear to
him/her;
Eager to learn the answers to “why” questions;
Mastery of grammar and pronunciation improves;
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 &
11 years = 13,000-19,000 words.
Materials & Activities to Support Literacy
For All Children:
Provide appropriate art materials that encourage exploration and manipulation of
materials (be aware of children “mouthing” items). Daily explorations include; water or
sand play, painting, and playing with clay or play dough (older infants and older-based
on development);
Artwork and other creative projects are hung just above reach, but low enough
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
use of low dividers or furniture to define different areas;
Sturdy books are available representing different races, ages, cultural groups,
family types, and abilities/disabilities.
`
Infants through Age 2:
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).
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Preschool through School-Age:
ART & MUSIC
Provide labels with pictures that show where things are kept (write words on a
piece of cardboard and place a picture of the item next to the word – catalogs or
newspapers are good sources for pictures – place on the box that stores the item
or on the bookshelf);
Ask children to describe materials they use and write descriptions on large chart
paper-tape to the wall for children and parents to see;
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.
BLOCKS
Label block shelves (or storage bins) with a picture of the block shape and words
(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
down children’s descriptions on large chart paper to post in block area;
Provide architectural magazines, and other written materials and drawings on
buildings and construction;
Block play enhances literacy development=practice with symbolic representation
(blocks become whatever the child likes).
COOKING
Label cooking equipment, shelves;
Describe actions (“pour, measure, stir”);
Use recipe cards with both pictures and words. Encourage children to use action
and expressive words and create their own recipes;
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
science activities and if you have a science area;
Provide resource books, children’s books, and other reference materials for
use,
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
their work – write down what they say and place it next to the display;
Graph growth and changes of plants, animals, children, and experiments;
Offer many writing materials;
Add items that interest the children and change items as needed. Ask
children to bring items in to share.
LANGUAGE/WRITING
(in a writing area & throughout the home)
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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…);
Encourage children to “write” notes, lists, or letters to one another, friends,
their families;
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, imaginative picture books, puppetry, finger plays, familiar songs,
beginning drama, storytelling, poetic verse, flannel stories...
MANIPULATIVES – small items such as; puzzles, plastic teddy bears,
Cuisenaire rods, etc.
Recognize these activities as a place for self-communication, as children talk
and sing to themselves while they work;
Ask about and explain similarities and differences of materials and structures;
Provide writing materials so children can “write” about or draw their creations as
children 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.
DRAMATIC PLAY Change the theme of this area as interests change.
Items can be placed in a bin or box and taken down for play or if you have room, you
can have 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,
stationary, envelopes, copies stamps, etc.;
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;
Children enter a fantasy world similar to worlds of an author: creating scenes and entire
worlds = develops the imagination.
OUTSIDE
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!
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adapted from Hohman, 343
Interactions and experiences are key to literacy development:
Adults need to:
Have appropriate expectations
Observe
Respond
Interact
Expand
Realize that communication in all forms is literacy.
During the infant and toddler years:
Adult’s interactions with children are particularly important in the
development of literacy skills. Ideas include, but are not limited to:
Use simple language, frequent eye contact, and respond to children’s cues and
language attempts;
Frequently play with, talk to, sing to, and do finger plays;
Share cardboard books with babies and frequently read to toddlers on the
adult’s lap or together with one or two other children;
Provide simple art materials such as crayons, markers, and large paper for
toddlers to explore and manipulate;
Help children learn about their world and express themselves through daily
routines;
Engage in reciprocal play;
Adapt schedules and activities to meet needs.
D u r in g t h e P r e s c h o o l Y e a r s :
Young children need developmentally appropriate experiences and teaching to support
literacy learning. These include but are not limited to:
Positive, nurturing relationships with adults who engage and respond to
individual children, model reading and writing behavior, and foster children’s
interest in and enjoyment of reading and writing;
Print-rich environments that provide opportunities and tools for children to see
and use written language for a variety of purposes, with teachers drawing
children’s attention to specific letters and words;
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 sounds
and parts of language as well as the meaning;
Teaching strategies and experiences that develop phonemic (letter-sound)
awareness such as songs, finger plays, games, poems, and stories that contain
rhyme, patterns, rhythm, and repetition;
Opportunities to engage in play that incorporates literacy tools and firsthand
experiences that expand children’s vocabulary such as trips, exposure to various
tools, objects, and materials.
During Kindergarten and Primary Grades:
Continue with many of the same good practices described for younger children and add
the following:
Daily read-aloud and independent reading of meaningful and engaging stories
and informational texts;
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A balanced instructional program that includes systematic code (letter-sound)
instruction along with meaningful reading and writing activities;
Daily opportunities and teacher support to write many kinds of texts for
different purposes, including stories, lists, messages, poems, reports, and
responses 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;
Adaptation of instructional strategies or more individualized instruction if the
child fails to make expected progress in reading or when literacy skills are
advanced.
adapted from Joint Position Statement, 3-4
Bibliography:
Berk, L. (1997). Child Development. Needham Heights, MA: Allyn and Bacon.
Brantley, J. (1999). Stepping Into Literacy. Crystal Lake, IL: Rigby.
Bredekamp, S. and Copple, C. (1997). Developmentally Appropriate Practice in Early
Childhood Programs. Washington, DC: NAEYC.
Brewer, J. (2001) Introduction to Early Childhood Education Preschool Through Primary
Grades. Boston, MA: Allyn and Bacon.
Carter, M. and Curtis, D. (1994). Training Teachers: A Harvest of Theory and Practice.
St. Paul, MN: Redleaf Press.
Cook, R.; Tessier, A. and Klein, M.D. (1996) Adapting Early Childhood Curricula for
Children in Inclusive Settings. New Jersey: Prentice Hall.
Cooper, J.D. (1993) Literacy Helping Children Construct Meaning. Boston, MA:
Houghton 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, Inc.
Fields, M. & Spangler, K. (1995) Reading Right: Developmentally Appropriate Beginning
Literacy. Englewood Cliffs, NJ: Prentice Hall
Gordon, A. & Williams-Browne, K. (1999). Beginnings and Beyond. Albany, NY: Delmar
Thomson Learning.
Hohmann, M. & Weikart, D. (1995) Educating Young Children. Ypsilanti,
MI: High/Scope Press.
Machado, J. (2001) Early Childhood Experiences in Language Arts.Albany, NY: Delmar
Publishers.
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NAEYC. (1996). Guidelines for Preparation of Early Childhood Professionals Practice in
Early Childhood Programs. Washington, DC: NAEYC.
Nelson, M. and Nelson-Parish, J. (2002) Peak with Books An Early Childhood Resource
for Balanced Literacy. Albany, NY: Delmar-Thomson Learning.
Owocki, G. (2001). Make Way for Literacy!. Washington, DC: NAEYC.
Paciorek, K. and Munro, J. (Ed.) (2001) Annual Editions, Early Childhood
Education 01/02. Guilford, CT: McGraw-Hill/Duskin
Journals and Articles:
NAEYC: Learning to Read and Write - Developmentally Appropriate Practices for Young
Children (1999). A Joint Position Statement of the International Reading Association
(IRA) and the National Association for the Education of Young Children (NAEYC).
Washington, DC: NAEYC.
Scholastic Early Childhood Today (Oct. 2001). Learning to Read: The Role of Emotions
and Play by Greenspan, S., and Leong, D.
Scholastic Early Childhood Today (Jan. 2000). Nurturing Literacy. Neuman, S.B.
Children begin learning basic math skills as early as infancy. Math skills are learned
through day-to-day adventures that children participate in as well as simple everyday
routines such as listening to music, clapping, and moving! Math skills that children
learn at young ages include; matching and comparing, patterning and sequencing,
problem solving, communicating, reasoning, making connections, estimating, as well as
counting and addition and other concepts.
As with any developmental skill, the acquisition of math skills follows a developmental
sequence. Children learn the structure of math, vocabulary and symbols, prior to use.
It is important to remember that recognizing the symbols does not equal understanding
the concepts they represent. We need to start where children need to learn, application
through experience in their environment and play experiences. This is called physical
knowledge as children learn from acting on things. Children do not gain physical
knowledge by being told, but through direct action and involvement.
To learn the basic structure of math, children need to see the relationships between
things. This is accomplished through interesting, hands-on experiences that is available
for 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 learned is to
memorize. This is called “social knowledge.” Children do not yet understand that
numbers and letters are symbols that represent something. When we attach objects to
each number, two cookies or hold up two fingers for the number two, the child begins to
develop understanding of concepts. Children practice concepts through everyday
experience, placing one cookie on each plate (one to one correspondence), matching,
and placing small blocks on larger ones.
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Providers need to provide children with words, materials, and experiences and to
recognize that math is more than numbers, rote counting, addition and subtraction.
Early 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; how
many objects are there on the table.
Plan the Curriculum:
Children have many math experiences by the time they are in preschool. They may
have helped to set the table, choose a snack at the supermarket, counted the number of
fruit on their plate, counted the red cars on the road, classify items, played with dump
and 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 build a structure. In this way, they begin to
understand patterns, use concrete objects to problem solve, and integrate experiences
when playing and build an understanding of mathematical concepts.
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 of
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 happened? What do
you think will happen if you try it another way?
Learning:
•
•
•
•
Match things that are the same or equal and large with small.
Use finger-plays
One to one correspondence – help at snack – one cracker for you, one for Mary,
and one for me, and/or placing each snack on a napkin.
Patterning
Providers can help children to build the following math skills by
offering appropriate materials and activities.
Classification – common traits:
Grouping things according to common traits. Children can work on these skills by
sorting items such as toys, nature items (rocks, acorns, leaves), etc. – sort by common
traits such as size, shape, color, texture, and use. Through outdoor experiences,
children have opportunities to observe details in objects, touch, feel, and small objects,
make predictions, count, learn vocabulary associated with objects, etc.
Classification - different traits:
Classify items by differences (smallest to largest) or repeating sequence or pattern
(alternate red-blue-red-blue). Children can work on these skills by using items
mentioned under classification.
Conservation:
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The principal that the quantity remains the same regardless of the shape. For example;
when you place the same amount of milk in a tall, thin glass and then in a shorter,
wider glass, children under about age 4 or so, will state there is more milk in the taller
glass. This principle applies to number, length, liquid amount, solid amount, area or
space, weight, and displacement volume.
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 objects with another to determine if they are
equivalent.
Number:
Number involves equalities (like classification), distinctions (like seriation), and one-toone correspondence. It also involves conservation, the idea that quantity remains fixed
regardless of shape or size of the container (1 cup of water in a tall glass looks different
than 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
napkin for each child, one cookie on each napkin, using the sand and water table to sift
and sort (using various size containers).
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, number, or length. To do this, children must
be able to compare objects and mentally retain the relationship between them.
Set:
A collection of things. Things belonging to a set are its members, or elements. A subset
is a set within a set. If the set is children, one subset could be boys.
Space:
Children need to move freely to build an understanding of space and their place in it.
Time:
Preschoolers deal with time concretely. They form mental representations and are able
to see time in more symbolic ways as they develop. They begin to remember the past
and anticipate the future. As they grow, children are better able to understand
yesterday, tomorrow, and next week. Adults use clocks and calendars to measure time
objectively, children need materials that they can see such as a Velcro chart that shows
the daily routine (written and with pictures).
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 opportunities
for children to apply skills in different ways, you are reinforcing understanding and the
ability to apply and use skills.
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Songs incorporate:
•
•
•
•
Matching and comparing - changes in pitch, volume, and rhythm.
Patterning and sequencing - repetitions of melodies, rhythms, and lyrics.
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:
By adding movement, you can create additional learning through use of the entire body.
• Matching - using one-to-one correspondence skills: Sing a tone or make a sound
and ask children to repeat it. Be creative!
• Change and expand experiences = change and expand learning!
• Experiment: ask children to match sounds, beats, words, pitches, and speed or
tempo - use instruments, props, or your own voice.
• Dramatize songs (such as "Ten in the Bed") and encourage children to subtract
verbally and with their bodies as they "jump" off the bed.
Cinderella Dressed In Red - ball-bouncing rhyme.
Cinderella dressed in red. What time did she go to bed? 1,2,3,4,5,6,7,8,9,10,11,12
Prince Charming dressed in red. What time did YOU go to bed?
1,2,3,4,5,6,7,8,9,10,11,12
Some songs invite children to count backward (subtract) instead
of forward (add) - in the context of song, children understand.
Move to the Beat
Explore rhythm with your bodies. This is more difficult than following a pattern with
clapping, you are now adding movement. Create a clapping beat, invite children to
stand up and move to the beat.
What do you Hear?
Children can learn different sounds; loud and soft, slow and fast, high and low pitches,
long and short notes. Children can listen and create the opposite sound or beat. Say
something (or sing) something loudly, ask children to repeat softly. Create a slow beat
with a drum, and ask children to clap a fast beat. Add movement and instruments.
Count 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 fruit for children to read, say, and play. One might
read: apple; apple-plum; apple-apple-plum…what comes next? Invite children to clap
along to the words to reinforce the beat and the pattern. You can have another group
of children make sounds to accompany the "apple-plum" pattern. They might say,
"Yummy Fruit" over and over again. Change the pattern, the sounds, add movement,
instruments, loud and soft sounds, etc.
Make Music Softly
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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.
Change the verses to create new comparisons. Add movement to reinforce comparison move slowly, fast, etc.
Try This…
Music consists of patterns. The beginning stage of patterning is echoing. Ask children
to repeat a rhythm or a melody by clapping or singing. Children use a longer sequence;
listen, learn, remember, repeat.
Sorting and Categorizing
Children can sort sounds. Plastic, wood, and metal sounds each have a different
quality or tone. Invite children to sort instruments by sound. Use the instruments to
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, paintbrush, saw?
Support Math Skills through 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 number
of items as the children pour them in the bowl. Compare what you are doing with the
recipe. When you are ready to eat, ask children to divide the food equally for all
children and place each piece on a napkin (one to one correspondence). Add cooking
items 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 create
a visual representation of an idea. Use "junk" for sorting, classifying, and creating! Use
items to create patterns. Encourage children to experiment with size when making
objects: "Can you make a longer snake?" "Can you make a bigger ball?" When
planning, think of various textures, colors, and shapes; add large paper, small, different
shape cookie cutters for stenciling, feathers, pine cones, sticks, sand, glue and paste,
etc.
Support Math Skills through Block Play
Block play reinforces concepts of size, shape, pattern. Provide a variety of blocks and
objects for children to use to match, sort, measure, and estimate. Children can play
independently 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 to
match the big block." "How many blocks do you think it will take to make a tower as
high as…" You can use tape (or sheets of paper) to mark off geometric shapes on the
floor and ask children to see which blocks and how many blocks they need to fill it in.
Add items to reinforce learning and add interest such as; maps, blueprints, paper and
pens (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
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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,
manipulate, use different size and shape containers, estimate and use basic counting
as filling a container. Add and switch containers to vary how many scoops it takes to
fill one container and then another. Using various sieves (can be homemade with
Styrofoam trays), estimate how fast sand or water will pour out. Add different numbers
of 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,
shoeboxes, maps, notepads and writing instruments, 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 away
in 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
•
Geoboards
•
Jumbo linking cubes (similar to Unifix cubes but larger for little
hands)
•
Legos and Lincoln Logs
•
Pan balance
•
Pattern blocks
•
Sand and water table containers
•
Shape sorter boards and boxes
•
Tangrams
•
Teddy bear counters
•
Translucent Counters
•
Unifix blocks with operational grids
•
Unit blocks
•
Wooden puzzles
•
Other ideas?
The Many AGES of Math
Children learn math through experience. By playing music, children learn to identify a
beat and a pattern. Infants clap to music and you can help them by singing and
holding their hands while clapping. Sounds further language development for infants
as well as older children.
At snack time, when placing cheerios on the infant’s high chair, you can count them
aloud. Toddlers, preschoolers, and school-age children can set the snack table. By
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placing one napkin and one cookie at each seat, children are learning counting and one
to one correspondence. This is a simple activity that children can do each day and
learn 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
shape and color through examination and observation, learn about space through
activity, learn about time and sequence through predictable routines, learn about
sorting and matching through play, discover relationships between cause (I push the
ball) and effect (it rolls).
Preschoolers: Preschoolers develop an understanding and recognition of new and
familiar objects, explore and develop understanding through experience, use inquiry
and problem-solve. Preschoolers learn through exploration and asking questions. They
learn weight and size by carrying, constructing, and manipulating objects. Concepts of
shape and color are strengthened through experience. Through activity, children learn
about 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 new
objects, people, events, and concepts and more specific understanding and recognition
of 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, MA:
Houghton Mifflin Company.
Epstein, A., May 2003. Early Math: It’s More Than Numbers, Child Care Information
Exchange, and pp. 42-43.
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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
found under our technical assistance paper: Kids In Motion.
Suggestions:
Many activities that you do inside can also be done outside;
painting, sand and water play, puppets and other dramatic
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
and problem solving.
Create shady spaces for quiet play and reflection. An old blanket or tablecloth
can be used for sitting or laying down for cloud gazing, observing nature, and
reading 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.
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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 see
how many there are in 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.
Grow your own snacks in a garden!
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:
•
•
•
•
•
•
•
For a child who is wheelchair bound and who has upper body movement.
Throwing, bouncing, and catching a ball is a great group or partner activity. He or
she can participate in a “baseball” game by throwing/pitching, catching and
someone else can hit the ball and run the bases. Use a soft, Nerf type ball.
Provide large balls, hoops, and other oversized equipment for a child who is visually
impaired and a child with motor impairments.
Provide a tape recording of birdcalls you might hear on a nature walk for children
with perceptual or sensory deficit. Adjust the volume control and make available for
all children.
Place topsoil on a table for a child who is in a wheelchair for play and/or to create a
tabletop garden.
Play a listening or moving game for children with attention deficit disorder with
hyperactivity (ADHD). Place objects in the outdoor play space to tag or run around.
Provide large size chalk, paintbrushes, and crayons for children with fine motor
difficulties.
Adapt a beanbag game for children with limited vision by moving the equipment
closer to the child or making a larger target.
Learning:
Children can learn a great deal outside and through movement activities inside.
Activities can encourage:
• Gross, fine motor development, kinesthetic awareness, and coordination.
• Problem-solving and critical thinking skills
• Cooperative play, social skill development and conflict resolution skills
• Language and literacy skills
• Creativity
• Math and science skills; classification, prediction, sequencing, experimentation,
analysis, counting, part to whole relationships, observation, inductive and deductive
reasoning
• 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
just out of reach to encourage movement. An older child could face the
baby on his/her belly and talk with him/her.
Other ideas:
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Birth – 2 Years
2-5 Years
6+ Years
Introduce visual and
sensory motor activities:
Stimulate upper and lower
limb interplay.
year,
During the
introduce basic grossmotor activities such as;
striking a ball, kicking,
catching, and bouncing
balls of different sizes and
colors.
Play games that require
coordinating body
movements and visual
information such as;
throwing/catching, striking
a ball, kicking, rolling a ball
Provide colorful moving
mobiles over crib;
encourage hand and foot
interaction with objects.
Provide opportunities to
develop sitting, crawling,
creeping, body rolling,
standing, walking, jumping,
and running movements.
2nd
Encourage activities that
elevate the heart rate such
as brisk walking, jogging,
swimming, biking,
gymnastics and jumping
rope
Adapted from Gabbard, pp.
34.
Rainy Days: Indoor Active Play
If the weather keeps you indoors, have fun! Depending on your space, adapt these
activities to meet your needs and those of the children in your care:
Dress-up, pretend, have a parade, move to the music.
Ball play: Using Nerf, other soft balls, or newspaper rolled and wrapped
in masking tape, toss across the floor. Children can “kick” it with their
feet or carry it to a laundry basket. See how many you can get into the
basket before a song ends!
Clothespin Drop: Have children carry a set number of clothespins to a
clothespin bag or paper bag. This can be a relay with other children or
each child can have their own bag. Everyone wins!
Rain Dance: Play classical music, provide scarves or scraps of materials
and 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 may say, hold up one leg, the next child says,
hold up one leg, and hop, etc.
Use of Sensorimotor Exploration activities to develop:

Body awareness
Space awareness
Locomotor skills
Balance
Combining Movements
Activity Ideas for all children:
Body Awareness
Have children stand with enough space around them so that they can
move freely.
Ask them to show how they can move different parts of their body; head,
arms, shoulders, mouths, eyes, elbows, chest, arms, fingers, waist, hips,
legs, ankles, toes.
Ask the children to move a certain body part.
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As they develop body awareness add another body part, speed the game
up, add variations such as put your hand on your foot.
Space Awareness:
Using large cardboard boxes - place them around in a circle like a corral
(inside or outside depending on space and weather). Have the children
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 walk out and touch the
boxes and come back. Ask them if they have more space to move in or
less.
Move the boxes in again and ask the children to walk to the boxes with
their 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!
Locomotor Skills:
Locomotor movement is movement that carries one through space on a moving base
(either something or by your own feet). Locomotor skills include; walking, running,
jumping, hopping, leaping galloping, sliding, and skipping.
Balance:
Balancing skills can be reinforced through various activities such as; walking board
(balance beam), hoola hoops (jump or hop in and out of the hoola hoop on the ground),
obstacle courses, and mazes.
Combining Movements:
To reinforce motor skills, you can ask children to combine movements such as clapping
then touching toes, using parachutes and running under and shaking the chute up and
down, and doing exercises to music.
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
place. Arm movements and head movements can be added. Children can stretch and
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 movements to a story or make a game out of it.
(Croft, pp. 92-108)
Book Suggestions:
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An Activities Handbook for Teachers of Young Children,
Croft, D.
Houghton Mifflin, 2000. pp. 92-108.
Don’t Take Your Snake for a Stroll
Karin Ireland, Illustrated by David Catrow
Harcourt; 2003; ISBN 0152023615.
Somersaults Poems, and Paintings
Douglas Florian
Greenwillow Books; 2003; ISBN 0060292679
How Will We Get to the Beach? A Guessing Game Story
Brigitte Luciani, Illustrated by Eve Tharlet
North South Books; 2003; ISBM 0735817839
Additional books listed on: www.earlychildhoodnews.com
Bibliography:
Croft, D. (2000). An Activities Handbook for Teachers of Young Children,
Boston, MA: Houghton Mifflin, 2000.
Gabard, C. and Rodrigues, L., May/June 2002, Optimizing Early Brain and Motor
Development Through Movement, Early Childhood News. pp. 32-34.
Miller, S. May/June 2003. Explore, Discover, Create! Fantastic Outdoor Activities
Across the Curriculum, Early Childhood News, pp. 32-34.
Pica, R., March/April 2003, “But We Don’t Have Room! Creating Places for Children to
Move in Small Spaces, Early Childhood News, pp. 24-25.
Scholastic Early Childhood Today, June/July/August 2003: entire journal on outdoor
play ideas.
Tomlin, C., May/June 2003. Outdoor Activities for Special Needs
Children, Early Childhood News, pp. 48.
Educational Value of Music
Music helps children to understand concepts such as beginning, the middle, and the
end, concepts that are important pre-reading skills. Other language and literacy skills
are developed through music such as; developing language and building vocabulary,
using words in different contexts, following along with a printed song, using music as a
means to communicate, and children and providers writing their own songs. Music also
reinforces math skills such as counting, adding, and subtracting (clap hands to a beat,
songs that take one away or add one such as Monkeys on the Bed). Music helps
children with social and emotional skills such as; cooperation, working together, and
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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 with
hearing impairments can enjoy music when the bass is turned up!
Activities for all ages:
Variety:
Expose children (infants too) to a variety of music. Play a few minutes of music and
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 hold the infant’s or toddler’s hands and clap. Have all the
children clap along to the music. You can try a clap, a stomp, and a clap, for example.
Vary with the tempo of music.
Try another type of music and note which kind each child enjoys.
It is helpful to play soothing music without words when children are resting or sleeping.
Music with words/singing is appropriate at times during play.
Music and Movement:
Call out the words, “shake, rattle, and roll” and repeat them in the same order.
When you say the word, “shake,” shake all over. Invite children to do the same. When
you say, “rattle,” pretend to shake rattles in your hand. When you say, “roll,” roll one
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 a
“story” about an instrument to the other children.
Invite families to bring in their favorite tape or CD to share with children. Make
sure they do not contain inappropriate language.
Suggested Musical Instruments:
Instruments should be durable and of good quality. Introduce and share instruments
for special activities. Show children how to use and store instruments.
tone blocks
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rhythm sticks
jingle bands
tambourines or tambourine sticks
small and durable drums
maracas
Other suggestions
Rain sticks, xylophone or pipes, tone drums, African Djembe or Ashiko drum, a Native
American Frame Drum, or a Latin Conga.
Ages and Stages of Music
Prenatal: With exposure to music, in the prenatal stage, detectable movement includes
kicking, poking, and relaxing.
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,
turns his/her eyes and head toward sound, turns body toward sound and waves hands
and feet.
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
bouncing or clapping, has a favorite song, discriminate among different songs, enjoys
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,
dramatizes songs, demonstrates understanding of tempo, volume, and pitch, prefers
active 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 study dance or musical instrument, compares more than two
sounds.
Bibliography:
Croft, D., 2000, An Activities Handbook for Teachers of Young Children, Boston, MA:
Houghton Mifflin Company, pp. 66.
Edelson, J. Johnson, G. (Winter 2003/04). Music Makes Math Meaningful. Childhood
Education.
Musical Future, May/June 2003, Early Childhood News, pp. 26.
Shake, Rattle, Roll, May/June 2003, Early Childhood News, and pp. 27.
Page 57 of 78
Obesity* Trends Among U.S. Adults
BRFSS, 2000
Percentage of individuals that are obese in each state:
<10% = light gray
•
•
•
10%-14% = none
15-19% = dark gray
>20% = black
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!
Increase in obesity:
• Youth energy intakes have increased.
•
•
•
Calories from fat have remained fairly constant, but calories from carbohydrates
have increased.
Added sugars account for 16% of total energy intake, versus allowance for 610%.
For teens, soft drinks comprise about 40% of energy from added sugar.
Source: Guthrie and Morton, JADA 2000; 100:43-48,51. Cavadini, Siega-Riz, and
Popkin, Western J Med 173: 378-383 Zoumas-Morse, Rock, Sobo, and Neuhoser, Am J
Clin Nutr 72S, 1343S-1353S.
Five Simple things providers can do to help reduce obesity:
•
Get the Kids Moving
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•
•
•
•
Encourage parents to turn off the television and computer monitors. Children
are sitting in front of a monitor for 35 hours a week.
Help children choose healthy snacks and incorporate new nutritious foods into
the day. We have some new ideas in the nutrition training from today.
Be a Role Model for Healthy Habits
Leading sources of added sugars are soft drinks (33%), sweets (16%) and
sweetened grains (12.9%).
.
Small, growing children need to eat more frequently than adults too, which makes
healthy snacks even more important for children. Very young children should not limit
their fat intake since it is important in the formation of brain cells. By age 5, children’s
fat intake shouldn’t be more than 30% of the calorie intake of the child’s diet (Jones, pg.
22-23). This means that fruits and vegetables are the most important foods along with
cheese, milk, yogurt, and other healthy foods that contain fats.
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
children and families the value of eating healthy foods to promote development and a
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 wellbalanced diet, children can avoid many health problems as adults.
Encourage 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)
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•
•
Choose low fat milk for strong bones!
Limit fast foods or modify to improve quality
Other ways to encourage healthy eating:
•
•
•
Read about and provide activities that teach children about healthy eating and
proper nutrition
Encourage children to help with making healthy menu choices
Cook with the children and talk about the ingredients that we put in our food
and how we can make these selections healthier.
Bibliography:
Bredekamp, S. & Copple, C. (Ed.). (1997). Developmentally Appropriate Practice in
Early Childhood Programs, Washington, DC: NAEYC.
Dombro,A., Colker, L., Dodge, D. (1997). The Creative Curriculum for Infants and
Toddlers. Washington, DC: Teaching Strategies, Inc.
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” Approach
to Toddler Environments, Annual Editions: Early Childhood Education. 00/01.
Pica, R., (March/April 2002). Exploring the Rainforest. Early Childhood News. Vol. 14,
Issue 2.
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 Young
Children. 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.
http://www.ecdgroup.com: Early Childhood Care and Development
http://www.naeyc.org: National Association for the Education of Young Children.
Page 60 of 78
http://www.ericeece.org: Eric Clearinghouse on Elementary and Early Childhood
Education
http://www.connectforkids.org: Connect for Kids, a nonprofit site with news and
information on issues affecting children and families, with over 1,500 helpful links to
local and national resources.
The Early Education and Care– Information on “Bringing the Curriculum Outside” and
phone numbers of local Child Care Resource & Referral Agencies to contact for training
information.
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.
16-page booklet: Tips for Using the Food Guide Pyramid for Young Children 2 to 6 years
old:
202-512-1800 – Stock No.: 001-00004665-9.
Science is about experiencing the world around you and developing
theories on how things work.
Many of us are unsure about how to pursue science with young children.
We are concerned about performing experiments and science activities!
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 young children
explore and understand the world in which they live. Children constantly observe
people, 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 innate curiosity and provide opportunities for
children to explore the world in which they live. Science experiences should be openended and ACTIVE.
Science Fosters Language and Literacy Development
Children are highly engaged when they are investigating their everyday world. They
create strong and enduring mental representations and acquire vocabulary to describe
what they are thinking as well as to describe their thought process. These mental
representations are the basis for future learning for higher order intellectual skills such
as problem solving, hypothesizing, and generalizing.
Other ways to support language and literacy through science:
• Use of nonfiction books
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•
•
Vocabulary growth is supported by children's prior knowledge as well as new
experiences.
The provider encourages expressive language as children read and talk
about what they are doing.
Science skills help children in social situations:
Science experiences involve children working together to discover through
experimentation (what types of things float?), evaluating what they thought, and
determining why.
• The problem-solving skills used in science transfer to social situations.
• Science demonstrations help children become comfortable in large group
situations.
Science connects to other curriculum areas:
Science connects to other areas; including all forms of play, math, art, fine and gross
motor play (i.e.; how our bodies move) and social interactions.
Science Activities
Guidelines:
Children are active, self-motivated learners who learn best from personal
experience.
Young children construct knowledge through participation with others in
activities that foster experimentation, problem solving, and social
interactions.
Offer children to choose science activities in the learning environment.
Children's social skills develop best when they have opportunities to
learn and practice them in the context of meaningful activities.
(Conezio and French, pp. 13)
Activities:
The process of formulating theories based on experience happens in art, block, outdoor
play, dramatic play, cooking, field trips, walks, and other activities throughout the day.
Children are naturally curious which leads to discovery and exploration. Providers can
assist children in their learning by asking questions and encouraging children to find
answers. It is helpful for activities to build on those of the day before and provide a
basis for activities for the next day. This encourages longer-term exploration and
discovery.
• 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
• Textures
• Seasonal and weather changes: Observe weather changes; hot and cold,
clouds, rain/snow and other nature changes
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•
•
Look for animals and insects
Use magnets
Document Learning:
•
•
•
Through drawings, drawings and dictation, photos, write down
children's descriptions.
Collect documentation of learning over a period of time. Older
children can write in a journal complete with the date, a short
narrative, and include illustrations.
Work together: children can exchange ideas, try out suggestions, and
talk about the activity together.
Activity Ideas
Worm Watch:
Ages: Toddlers and up!
Objective:
To observe how worms move, to observe change, to observe worms make soil from
newspaper and food scraps.
Materials:
Dirt
Shredded Newspaper
Food scraps (no meat, citrus peels or dairy – only fruits and vegetables)
10 Red Wriggler earthworms
Black construction paper
2-quart cylindrical plastic container with opaque lid and clear sides
Spray bottle with water (optional)
Procedure:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Punch small air holes in the plastic container
Fill bottom 1/3 container with dirt
Lightly moisten dirt with water mist
Fill the next 1/3 with shredded newspaper. Mist the newspaper with
water.
Place the food scraps in the top 1/3 of the container.
Add earthworms.
Place opaque lid on container.
Wrap black construction paper around container to keep light out
Periodically slip paper off to check transformation.
Science for All Ages:
Science activities include weather. If you are doing a unit on weather with the children,
include infants. Describe the weather; hot, cold, windy, rainy, and sunny. Describe
what you see on nature walks; the sun, trees, animals. Children can do planting and
infants can dig in the dirt (watch what they put in their mouths!) and you can describe
what you see; the plants are green, the dirt is brown and cold, etc. Science activities
that involve cooking and foods can also include all ages. Describe taste, texture, color,
and 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
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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 with
the Everyday World to Foster Language and Literacy Development, Young Children, pp.
10-18).
Tips and Tidbits, May/June 2003, Early Childhood News, pp.19.
Routines and Structure
Quality programs help children to develop their minds and bodies in a
safe and healthy place.(Cryer, Harms, Ray p. 3).Caregivers have to use
everything they do during the day to help children feel good about
themselves, to be safe, and to learn. This includes love, guidance, learning
as well as making sure children are fed, clean, and safe from harm.
Exploring
Throughout the day, children should be provided with safe ways to explore, think, and
to 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
gym to other areas of the room with other toys. Toddlers move and explore, sometimes
more than we wish! It is important to provide a safe place for them to play, explore, and
be with others to develop skills by watching and doing! Preschool children also love to
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. For
toddlers and preschoolers, different children experience the same routine in different
ways. The decisions that you make about how to respond to children and promote their
learning through routines should be based on each child’s developmental level,
interests and personality. (Dombro, Colker, Dodge, pp. 167). School-age children enjoy
structure. Knowing what happens when allows them to enjoy their time in child care.
There 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 about
“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 then become “routine!”
Remember, all learning is integrated. Physical skills affect thinking skills and vice
versa. Everyday routines help children grow and learn in all areas. You can plan
enriching curriculum activities for children at specific times based on their interests
and ability and add materials to play areas that encourage exploration and learning.
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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
children to develop trust and feel secure.
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
children.
It should provide a balance of active and quiet activities, including both group
and individual activities.
It should have both child initiated activities and caregiver initiated (and planned)
activities.
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
It should allow enough time for each activity-children should not be rushed or
become bored.
Include outdoor time each day, weather permitting and at least 30 minutes of
physical activity each day!
For infants – the routine should be based on the individual infant’s needs. Child
care providers must communicate with families and carefully observe infants to
learn about their individual eating patterns and developmental needs.
Planning a Routine for your Program:
When planning your Routine, you should consider the children’s needs as well as the
families 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, lunch, dinner, and snacks as well
as infant feeding times.
Determine what times children need to sleep. For example: Infants – as needed,
preschool children – after lunch (see regulations)
Dressing and undressing (outdoor time)
Now determine times you can have; story time, offer curriculum
activities, outside play, indoor free play. It is helpful to have a
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
bottom: This routine is subject to change based on the needs of the children in
the program. If you are having a great time outside, something else may have to
wait!
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Transition Times:
Transition times are important since they help children to move from one
activity to another. It is important to plan simple activities to help children
during these times. It will help them to know that it is time to move onto
another part of their day.
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.
Jerry, Lisa, and Germaine please put the glue in the cabinet and John and Jess,
please put the scraps into the recycle bin.
Allow sufficient time for tasks to be accomplished during transition times.
Be clear about giving directions to children during transition times.
Practice transition times every day. Children need lots of repetition to do things
on their own.
Be creative! Transition times must be fun and relevant to the children’s needs.
Songs, games, and stories are excellent ideas to incorporate into transition
times.
“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.
Some things to REMEMBER:
Routines are an integral part of the curriculum. Every routine offers opportunities to help
shape and extend children’s learning. The routine will also vary for young infants, mobile
infants, toddlers, preschoolers, and school-age children. You can help each child learn
throughout the day by observing them, asking questions, and offering suggestions.
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 you
regarding routines and other topics that may be helpful for you. Some resources are
listed below.
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Infants are fed according to their own schedule. Diapers are changed at least every two
hours or as needed when wet or soiled.
Early Morning
Set out morning activity for children to use independently
Greet parents and children
Clean up and wash hands
Prepare and eat snack
Discuss plans and news of the day
Set up activity and invite children to participate
Late Morning
Wash Hands
Change diaper, use toileting, and wash hands
Activity Time
Snack Time
Outdoor Play/walk
Wash hands, read story
Midday
Wash hands
Prepare and eat lunch
Brush Teeth
Read stories, play soft music
Help children prepare for rest
Wake up and cuddle time
Prepare and eat snack
Late Afternoon
Play indoors and outside
Offer activities to do independently or as a small group.
Read stories or do quiet play, such as table art or toys.
Help parents and children reunite and leave from home –
Provide news about the child’s day.
Adapted from The Creative Curriculum
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7:00-8:00
Arrival
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
10:00-11:15
Dress and go outside to play or 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
3:00-3:30
Toileting and Diapering, wash hands
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
Page 68 of 78
Bibliography:
Clark, A. (2003). The ABCs of Quality Child Care. Albany, NY: Delmar Thomson
Learning.
Click, P.; Parker, J. (2002). Caring for School-Age Children, 3rd Ed., Albany, NY: Delmar
Thomson Learning.
Cryer, Harms, Ray. (1996). Active Learning for Fours. Parsippany, NJ: Dale Seymour
Publications.
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 Box
56130, Little Rock, AR 72215-6130.
Creative Resources for the Anti-Bias Classroom.
Nadia Saderman Hall (1999). This resource provides information on the subject of
multiculturalism and provides activity ideas for infants through school-age children.
Available from Delmar Thomson Publishing, 3 Columbia Circle, Box 15015, Albany, NY
12212-5015.
Emerging Literacy: Linking Social Competence and Learning
Derry 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
Play Is a Child’s World: A Lekotek Resource Guide on Play for Children with Disabilities
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).
Available from: NAEYC, 1509 16th Street NW, Washington, DC 20036-1426.
1-800-424-2460
Talking with Your Baby: Family as the First School
Alice S. Honig and Harriet E. Brophy (1996).
Available from: Syracuse University Press, 1600 Jamesville Avenue, Syracuse, NY
13244.
315-443-5541.
Page 69 of 78
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
valuable learning experience that involves trust.
As a provider, you can help families and their children feel more comfortable
during this transition.
1) Support families by easing anxiety.
a. Spend time with each child before s/he starts in your program.
b. Hang up welcome signs with children’s names and photos of the child and
his/her family.
c. Talk about hellos and goodbyes with families; what to expect and planning extra
time for this transition.
d. Ask parents to gradually increase the amount of time they leave the child at the
program, if possible.
e. Greet each family and child upon arrival and say good-bye when children and
families depart.
f. Upon arrival, share 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 hang a shoe holder
and 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.
k. Keep communication with families open and reciprocal.
l. 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.
o. Have parents record a favorite bedtime story or song for their child.
p. Photograph the child’s family members at your program.
2.) 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 with doors and
windows, tents (drape a sheet over a table or couch), add props like mom and
dad might use; briefcase, lists, empty food boxes, pocketbook.
d. Read books about saying good-bye; Are You My Mother? By P.D. Eastman (Eres
tu mi mama?) and Goodnight Moon by Margaret Wise Brown. You can also make
up your own books with the children.
adapted from Dombro, pp. 169-173
Bibliography:
Page 70 of 78
Dombro, A.L.; Colker, L.J.; Dodge, D.T. (1998). The Creative Curriculum for Infants and
Toddlers. Washington, D.C.: Teaching Strategies, Inc.
For Additional Information and Training:
Access the The Department of Early Education and Care Website at:
Training Information
Call you local Child Care Resource and Referral Agency – a list of CCR&Rs is located on
our website.
Contact your local college regarding college courses (some offer on-line and distance
learning courses)
Page 71 of 78
I hear and I forget.
I see and I remember.
I do and I understand.
Page 72 of 78
Department of Early Education and Care
June 20, 2005
Dear Family Child Care Provider:
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
children in your care. This form is an acceptable document to present to your
licensor.
You may wish to use another form that fits the categories listed on the Activity
Sheet. You can assess activity forms and lesson plans through curriculum books,
your local CCR&Rs, and/or from an Internet search of education sites.
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
Page 73 of 78
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
Materials Needed:
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
add more lines as needed.
Access: (circle one) Bring materials to the children OR children have access to
materials.
Procedure:
Describe the activity.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Extension into other Activity Areas: (for example; add books to reading area, read
children a specific book, add items to sand play…)
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Assessment/Changes you would make to improve this activity:
______________________________________________________________________________________
______________________________________________________________________________________
Page 74 of 78
Goals and Objectives:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Week of:_______________________
Changes to the Environment:
Changes to Play/Activity Areas:
Activities for the Week
Indoor
Activities
Planned
Monday
skills
reinforced:
Wednesday
Thursday
Friday
skills
reinforced:
skills
reinforced:
skills
reinforced:
skills
reinforced:
reinforced:
skills
reinforced:
skills
reinforced:
skills
reinforced:
skills
reinforced:
skills
reinforced:
skills
reinforced:
skills
reinforced:
skills
reinforced:
skills
reinforced:
Outdoor
Activities
Planned skills
Physical
Activity
Planned
Tuesday
Changes to Daily Routines:
Ask children to help prepare and set out snacks and lunch. See if this cuts down on
waiting, pushing, and hitting when children are bored and hungry.
Read 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
Page 75 of 78
Family Child Care Curriculum
Questionnaire
Provider’s Name:_________________________________________________
Program Name:__________________________________________________
Date:____________________________________________________________
EEC Regulation 8.11 – “The provider must develop, implement, and
submit to the Office, a written plan that addresses curriculum,
activities, and routine.”
Everyone who interacts with a young child is a teacher, and everything that s/he does
with children is curriculum.
INSTRUCTIONS: Assess your curriculum by reviewing and completing this
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.
Please also be prepared to provide your licensor with examples and/or samples of your
curriculum and activities during the licensor’s visit to your family child care home.
Family Child Care Provider:

Greet each child and family upon arrival and assist with departure.
Example:

Shares information with parents upon arrival and departure
Example:
Daily Activity Schedule Includes:

Provides well-balanced meals and snacks; 2 snacks and 1 lunch are planned
Example:

Nap/rest time is scheduled daily
Example:

At least two planned activities are scheduled daily; one outdoors and one indoor
or two indoor activities in the event of inclement weather. (for example; walk and
art activity, obstacle course and making your own storybook).
Example:
Page 76 of 78

Outside physical activities are planned daily. In the event of inclement weather,
motor activities are done inside. Each day providers offer a minimum of 30
minutes of gross motor activity.
Example:

Children are able to choose from a variety of play activities.
Example:

Both active and quiet play opportunities are scheduled for children.
Example:

Individual and group activities are scheduled in the morning and afternoon.
Example:
Activities Provide Children with Opportunities to Learn:

Self-confidence and self-control
Example:

Self-help skills (such as; cleaning up toys, washing face and hands, dressing
self)
Example:

Problem-solving skills
Example:

About other children, families, cultures.
Example:

Science and nature
Example:

Art and Music
Example:

Nutrition, health, and personal safety
Example:

Math skills and numeracy
Example:
Page 77 of 78

Language and literacy skills
Example:
The Activities Allow Children To:

Engage in pleasant social time
Example:

Encourage learning and exploration
Example:

Share information
Example:

Solve problems
Example:

Work together
Example:

Build knowledge and thinking skills
Example:

Be challenged
Example:

Stimulate interest
Example:
Comments:
Provider’s
Signature:___________________________________________________________________
Date:
_______________________
Page 78 of 78