My Favorite Things for Play and Learning

Transcription

Introduction and Preparation for the Focus Area –
My Favorite Things for Play and Learning
During the first 18 months of life, children are usually referred to as young infants (birth to 8
months) and mobile infants (8 to 18 months). Children between the ages of 18 and 36
months are usually called toddlers.
In Focus Area #1, About Me, many of the experiences support Benchmarks from these two
Developmental Strands:
Introduction
1. To learn about themselves – Self-concept Development
2. To learn about their feelings – Emotional Development
In Focus Area #2, My Family and Community, many of the experiences support
Benchmarks from this Developmental Strand:
3. To learn about other people – Social Development
In this Focus Area, My Favorite Things for Play and Learning, many of the experiences
will support these two Developmental Strands:
4. To learn to move and do – Physical Development
5. To learn to think – Cognitive Development
All of the topics have a strong emphasis on the Developmental Strand:
6. To learn to communicate – Language Development
As noted in the Focus Area #1 introduction, The Arkansas Framework for Infant and
Toddler Care contains information about each developmental strand and how the strands
intertwine with each other. It is suggested that you review the Framework as a foundation
for using the Adventures for Toddlers curriculum with your children.
Toddlers and their toys are a natural. From infancy through the toddler years, the preschool
years and beyond, there is a strong connection between children and their toys. There is
also a strong connection between their toys and children’s development and learning.
Toddlers develop social, emotional, physical, language and cognitive skills when they play
with appropriate toys. Caregivers who are involved with and who interact with toddlers as
they play with their toys are essential to the development of the skills just noted.
A review of the Infant/Toddler Environment Rating Scale (ITERS) indicates that there is a
strong connection between the quality of a program and the toys it has available for
children. For example there is a reference to “softness” which includes easy-to-clean soft
toys such as dolls and stuffed animals being accessible for children. Blocks, pretend play,
sand and water play, music and movement, active physical play and toys that promote the
development of eye-hand coordination are also part of ITERS. Therefore, this Focus Area,
My Favorite Things for Play and Learning, connects to ITERS, to high quality programs,
and to best practice in programs in which toddlers are enrolled.
The Creative Curriculum for Infants, Toddlers and Twos, Second Edition, page 293,
suggests that you look for toys with these characteristics:
•
simple
•
colorful
•
safe and washable
Adventures for Toddlers – Focus Area #3 – My Favorite Things for Play and Learning
#3.0 - Introduction and Preparation
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•
open-ended (variety of uses)
On page 293, this same publication emphasizes safety and health as follows:
Keeping Children Safe and Healthy
In selecting toys for infants, toddlers, and twos, ask yourself the following questions:
•
Is it solid and without breakable parts; 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 doll’s heads and limbs secure? Are facial features molded rather than sewn
on?
•
Is it free of cords and strings that could become wound around a child’s neck?
•
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 merely flame-resistant)?
During the Toddler Topic, My Senses and Play, there are several activities that focus on
sand and water play. Again, from The Creative Curriculum for Infants, Toddlers & Twos,
Second Edition, page 391,comes the following health and safety standards for sand and
water play:
Keeping Children Safe and Healthy during Sand and Water Play
•
Supervise children who are playing with sand and water closely. Be ready to step
in to prevent injuries.
•
Teach toddlers and twos a few simple rules such as “Keep the water in the basin.”
•
Use individual trays or tubs to reduce the spread of germs.
•
Use only fresh water in water tubs and empty the tubs after each use. Standing
water is a drowning hazard and an ideal environment for bacteria to grow.
•
Sanitize water tubs and props after each use, using a mild bleach solution of 1
tablespoon of liquid chlorine bleach to 1 gallon of water or 1 teaspoon of liquid
chlorine bleach to 1 quart of water.
•
Cover outdoor sandboxes when they are not in use, to keep animals out of them.
The Creative Curriculum for Infants, Toddlers & Twos, Second Edition, by Diane Trister
Dodge, Sherrie Rudick, and Kai-lee Berke, is published by Teaching Strategies, Inc.,
Washington, DC (2006)
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Note: The toys and materials and related experiences that are included in this Focus Area
should be an ongoing part of your curriculum for toddlers. Each and every day toddlers
should be playing with soft toys, toys and materials that engage their senses, toys that
encourage them to pretend, to explore, to build and to develop their large muscles, and toys
that make lots of noise. Toys are children’s vehicle for developing and learning.
In this Focus Area and in the Focus Areas that follow, you will find experiences that may not
directly relate to the Focus Area. There will be many sensory experiences involving things
children can see, touch and manipulate. You will also find experiences that are repeated
from earlier Focus Areas. These sensory experiences and repeated experiences are
included because toddlers learn through their senses and through repetition.
Through both planned and spontaneous experiences, caregivers can provide opportunities
for toddlers to discover many things.
_________________________________________________________________________
Note that many of the experiences in this Focus Area have an age designation of
either Younger Toddler (YT) or Older Toddler (OT) and that these two age
designations do not specify age in months. Weekly plan sheets that focus on one or
more of the big ideas in a toddler topic are included. One plan sheet for each week
will be designated for Younger Toddlers and one for Older Toddlers.
There will be several weeks of plan sheets for each Focus Area. Some of the same
experiences will be included for more than one week because toddlers need many
opportunities to develop and reinforce skills and begin to understand concepts.
Developers of Adventures for Toddlers suggest that caregivers use their knowledge
of individual children to determine which experiences are appropriate for which
children in their care. Feel free to adapt the weekly plan sheets or to develop new
plan sheets to meet the needs of each child and of the group. Consider adding
additional experiences from the many that are a part of this Focus Area.
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Children’s books can be purchased online, from school supply catalogs or local
book stores.
Check with your local library for the availability of children’s books.
Contact the Division of Child Care and Early Childhood Education for the following
materials or locate on the Arkansas Better Beginnings website.

Arkansas Framework for Infant and Toddler Care

Picture This: A Framework for Quality Care for Infants and Toddlers

Infant and Toddler Family Connection

A Story a Month – Corduroy (patterns for storytelling figures)

A Story a Month – The Very Busy Spider (patterns for storytelling figures)
Resources
•
Infant / Toddler Environment Rating Scale by Thelma Harms, Debby Cryer and
Richard M. Clifford, published by Teachers College Press, NY (1990)
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The Infant /Toddler Photo Activity Library, A Pam Schiller Resource, published
by Gryphon House (52 photos & activity cards focusing on the following topics: Me
and My Body, Families, Things I Wear, Toys, Pets, Big Animals, Transportation,
Construction.)
•
Rhythm instruments specifically designed for toddlers can be ordered from school
supply catalogs.
•
CDs which can be ordered online or from school supply catalogs:
o Songs for I Love You Rituals and Songs for I Love You Rituals 2 with songs
by Dr. Becky Bailey and music by Mar Harmon
o Sea Gulls Music for Rest and Relaxation by Hap Palmer
o Baby Beluga by Raffi
o Start Smart Songs for 1s, 2s & 3s – Brain-Building Activities by Pam
Schiller, KIMBO Educational
o Toddlers on Parade, KIMBO Educational
o 50 Toddler Sing-Along Songs (2 CDs with 50 activities), Twin Sisters
.
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Picture File
Collect pictures that relate to this Focus Area: My Favorite Things for Play and
Learning.
Examples of pictures to collect include:
o toddler toys, especially those featured in the curriculum
o children of all ages playing with toys
o people playing games with balls
o musical instruments
o people playing musical instruments
o children’s family members participating in sports that involve playing with balls.
Include small (index card size) as well as larger pictures.
Consider mounting the small pictures on index cards. Laminate or cover all of the
pictures with clear, self-adhesive paper for durability.
•
Post some of the pictures on the wall at toddler’s eye level. Observe to see if
toddlers look at the pictures and point to and/or name the objects or people in the
pictures. Join them and expand on what they say. For example, say to Megan who
points to a picture of her mother and says “Mommy” say “Yes Megan, that’s your
mother. She’s playing softball. She says you go with her and watch her play.”
•
Put some of the small pictures in a container and place it in the library area so that
it is accessible to children. Observe a child as he takes the pictures out of the box.
Should the child bring a picture to you, involve him in discussing what he sees in
the picture. “That’s a girl and a boy playing ball together.”
•
Keep some of the pictures in a basket or tote bag within easy reach. Use the
pictures with an individual child or a small group of children. Invite them to name
objects and to talk about what is happening in the pictures. Allow children to look at
the pictures on their own. Model and talk with them about the proper way to handle
the pictures.
•
Determine if funds are available to purchase The Infant /Toddler Photo Activity
Library, a Pam Schiller resource published by Gryphon House.
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Note: Refer to Curriculum Tips and Techniques – Picture File, for additional information
about how to organize a picture file.
The toddler environment should always provide equipment and materials for language
experiences, manipulative exploration, gross motor and block play, sensory exploration,
pretend play and outdoor exploration. The following additions to the environment are
intended for the entire Focus Area: My Favorite Things for Play and Learning. Each
Weekly Plan Sheet will specify which materials to add for that week.
Toddler
Environment
Language Area
• Add the following books:
° Touch Teddy’s Tummy
° Playing with Balls is Fun
° Playing with Toys is Fun
• Add container of pictures that have been laminated or covered with clear selfadhesive paper. (See Picture File, page 4 for examples of types of pictures to
collect.)
Manipulative Exploration
• Touch Teddy’s Tummy
• Picking up Cotton Balls
• Sound and “no sound” bottles
Gross Motor & Blocks
• Add cardboard brick blocks
• Add soft vinyl building blocks
• Add a set of small unit blocks for older toddlers
• Post pictures of different types of structures such as houses, apartment buildings
and mobile homes.
• Make shoebox blocks as follows: 1. Stuff shoeboxes with newspaper and tape the
lid securely. 2. Cover the boxes with clear self-adhesive paper for durability. 4.
Place blocks where they are accessible to children for building.
• Make grocery bag blocks as follows: 1. Stuff large brown grocery bags with
newspaper. 2. Fold down the tops of the bags to create a flat top. 3. Tape the
tops securely. 4. Place the bags in the block area so they are accessible to
children.
• Make small paper sack blocks following the same procedures for grocery bag
blocks.
• Make a train for hauling blocks as follows: 1. Use boxes that are large enough to
hold blocks. 2. Hook the boxes together with tape or rope. 3. Attach a piece of
yarn or rope to the front of the box. 4. Place the train in the block area.
• Add small people figures (wood, rubber, or vinyl) and small vehicles
Note: Store people figures and vehicles in clear plastic tubs that are labeled with both
pictures and words.
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Sensory Exploration
• Add Touch Teddy’s Tummy book
• Add sound and “no sound” bottles
• Add egg shakers and bell bracelets
• Add purchased rhythm instruments
• Make 4 or 5 identical pairs of bunnies as follows: 1. Make pairs of bunnies with
round tummies cut from soft fabric such as fake fur, fleece, and velvet or velveteen.
2. Attach magnetic or Velcro strip to the back of each bunny. 3. Add the bunnies
and a felt or magnetic board to the library area.
Pretend Play
• Have dress-up clothes in older children’s sizes, for both males and females with
large buttons and snaps. Demonstrate buttoning and snapping. Encourage
children to button and snap, assisting as needed.
• Have soft baby dolls and washable stuffed animals
• Add scarves, doll blankets, doll clothes
• Add doll bed or cradle, or box lined with a soft pillow
• Add pots and pans and wooden spoons and spatulas
• Add a picnic basket
• Have unbreakable full-length mirror that is securely fastened to wall.
• Add unbreakable hand mirrors
• Add toy telephones (at least 2)
Note: Wash dress-up clothes, stuffed animals, doll blankets and clothes at least weekly.
Outdoor Exploration
• Involve children in outdoor bubble experiences.
• Mount clear plastic or acrylic tubes, 4 or 5 inches in diameter, to the fence on the
playground at an angle and at height where children can reach them. Use rubber
straps to attach the tubes. Provide a bucket of toys nearby, some small enough to
go through the tubes and some too large.
• Take beach balls outdoors.
Safety Note: It is the responsibility of the child care program and each employee to ensure
the safety of toddlers in the program. This includes the materials and equipment provided
for children’s use. Should you have safety questions, the developers of this curriculum
suggest that you consult with your Child Care Licensing Specialist for technical assistance.
nd
Curriculum books such as The Creative Curriculum for Infants, Toddlers & 2s, 2 Edition,
contain safety information. See Curriculum Tips and Techniques, References and
Resources, for additional resources.
.
Send home a note to families stating that for the next few weeks the children will be
involved in the Focus Area: My Favorite Things for Play and Learning. They will
participate in experiences that focus on the different things that children enjoy playing with
and the many things they learn through their play. How families can be involved in this
toddler topic will depend on the situation of each child and his or her family.
Family
Experiences
Consider some of the following ways to involve the families:
• Ask families to send their child’s favorite stuffed animal, doll, or teddy bear to the
center on a specific day for a picnic.
• Invite each family to send an empty shoe box with lid to the center for making
blocks.
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•
•
•
•
Include the titles and authors of some of the child’s books that relate to the Focus
Area: My Favorite Things for Play and Learning. Suggest that they look for
these books in the local library, check them out and read them with their toddler.
Invite families to send pictures of family members participating in various sports that
involve playing with a ball.
Send home the booklet, Picture This: A Framework for Quality Care for Infants and
Toddlers. Suggest that families read pages 14 and 15 for information on toy safety
and for a list of recommended toys for their toddlers.
Plan a time for children’s family members to come and play. Consider a Family
Play Night where families can have an opportunity to be involved in some of the
children’s activities and receive information about what children learn as they play
with the different toys in their room. Take photos of the event and display them in
the classroom or in a photo album.
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#3.1 – Toys for Hugging and Pretending
Here are some big ideas about toddlers and their toys that you can help them explore:

I like toys that are soft and that I can hug and cuddle.

I like toys which help me pretend.
Big Ideas
Featured Books
Corduroy by Don Freeman
Head, Shoulders, Knees and Toes by Annie Kubler (BB)
Key: (BB) – Available in Board Book only
(+BB) – Also available in Board Book
Materials to
Collect and
Make
Note: Select additional books from your classroom library
Books to Make
Touch Teddy’s Tummy (See Attachment: Touch Teddy’s Tummy)
Storytelling Figures
• Locate at A Story a Month on the Arkansas Better Beginnings website:
Storytelling figures (felt or magnetic) for the book, Corduroy (A Story a Month)
Additional Materials
• Stuffed animals (supplied by either family or center)
• Soft baby dolls
• Doll clothes for dolls and for animals
• Doll bed or cradle
• Doll blankets
• Pairs of textured bunnies
• Small and large stuffed animals
• Small and large baskets or boxes
*Corduroy by Don Freeman
*Head, Shoulders, Knees and Toes, illustrated by Annie Kubler
Book List
*Featured
Books
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Note: Review the section in Curriculum Tips and Techniques on Reading Books with
Children, for suggestions on how to use books with children.
Benchmarks: 4.5.C
4.3.C
1.2.C
1.3.C
Reading
Books with
Toddlers
Shows enjoyment of books and stories
Responds to verbal and non-verbal communication
Becomes aware of self as a unique individual
Demonstrates increasing sense of competence and confidence in
growing abilities
6.2.C Applies knowledge to new situation
Book: Head, Shoulders, Knees and Toes illustrated by Annie Kubler (YT & OT)
First Reading of Head, Shoulders, Knees and Toes
• Take a stuffed animal with you to the book area. Keep it out of sight until after you
have read the book to the children. Begin to say or sing the following while standing:
Head and Shoulders
(Suit actions to words)
Head, shoulders, knees and toes, knees and toes!
Head, shoulders, knees and toes, knees and toes
And eyes and ears and mouth and nose.
Head, shoulders, knees and toes, knees and toes!
•
•
•
•
•
Repeat the activity with children who join you.
Sit down and show children the book, Head, Shoulders, Knees and Toes.
Look at each page and as you read the body part on the page, touch that part of your
body. Do children imitate you?
Call children’s attention to the stuffed animals on the pages.
Show the children the stuffed animal you have brought to the book area and say or
sing. “Head and Shoulders” as you touch that part of the body on the stuffed animal.
Extensions:
• Invite children to bring a stuffed animal to the book area.
• Say the rhyme and invite children to show you that body part on their animal as you
say the rhyme.
Note: The words and music to “Head and Shoulders” can be found on the back cover of the
Book.
Note: Select a stuffed animal that is upright so that children can easily see the shoulders,
knees and toes.
____________________________________________________________________________
Second Reading of Head, Shoulders, Knees and Toes
• Take a doll with you to the book area. Keep it out of sight until after you have read the
book to the children. Begin to say or sing the action rhyme, “Head, Shoulders, Knees
and Toes”.
• Sit and show the cover of the book and say the title.
• Show a page and read the body part. Invite children to show you that body part on
their bodies.
• Show the doll to the children ask if the doll has a head, shoulders, knees, toes, eyes,
ears, and mouth and nose.
• Touch a body part on the doll and invite children to name it. If children are unable to
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name the body part, touch the head, for example, and ask, “Is this the doll’s head?” or
“Show me the doll’s head.” Repeat this with all of the body parts in the rhyme.
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Book: Corduroy by Don Freeman (OT)
First Reading of Corduroy
• Go to the book area holding a stuffed bear. Say to the children, “I’m going to read a
story about a bear like this one.”
• Ask the children who join you if they have a bear at home. Does their bear have a
name?
• Sit the bear beside you and show the children the cover of the book. Say, “The name
of the story is Corduroy. Corduroy is the name of the bear in the story”.
• Read the story with the children, showing he pages so all can see the pictures.
• Follow up by asking children if they hug their bears or other stuffed animals they have
at home.
Note: Consider showing the pictures and telling the story if you think the book is too long to
read to the children.
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Second Reading of Corduroy
• Say to the children, “I’m going to the book area to read a story about a bear whose
name is Corduroy.”
• Show cover and read the title.
• Read the story with the children who join you.
• Follow up by inviting children to tell about their experiences in a toy store or a store
where toys are sold. What toys did they buy? Ask children if they have ever been on
an escalator? Where? How did they feel when they were on the escalator?
____________________________________________________________________________
Third Reading of Corduroy
• Invite children to select a stuffed animal or doll and join you in the book area to read a
story.
• Show the cover of the book and ask children if they recall the name of the bear in the
story. Say, “Yes, Corduroy is the bear’s name.”
• Read the story with the children.
• Follow up by showing the last page and reading the text again. Invite children to give
their stuffed animal or doll a big hug.
• Thank the children for bringing their friend to listen to the story.
Benchmark: 4.5.C Shows enjoyment of books and stories
Planned Experience: Storytelling (OT)
Corduroy (A Story a Month)
Language
and
Cognitive
Materials
and
Experiences
How to begin:
• Make either felt or magnetic storytelling figures for the story.
• Read the book with children several times so that they are familiar with the characters
and the order of events.
• Use the storytelling figures to tell the story.
• Involve children in placing figures on the storyboard when you feel they can do this.
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Benchmarks: 4.5.C Shows enjoyment of books and stories
6.1.C Gains an understanding of basic concepts and relationships
Planned Experience: Touch Teddy’s Tummy (YT & OT)
Materials: teddy bear pages (See Attachment, Touch Teddy’s Tummy ), fleece, fake fur, satin,
sandpaper, plastic lid, cotton balls, glue, yarn or metal rings
How to begin:
• Cut out circles the size of the teddy bear’s tummy from fleece, fake fur, satin,
sandpaper and a plastic lid.
• Glue the circles and cotton balls to the tummies of the bears.
• Use either yarn or metal rings to create a book with the cover page and the textured
pages.
• Take a stuffed teddy bear to the book area and invite children to join you for a story
about a teddy bear.
• Invite children to touch the teddy bear and describe how it feels.
• Read the book with the children.
• Follow up the reading by showing each page and inviting children to touch the bear’s
stomach. Include the texture words. For example, say “Touch the bear’s fuzzy
stomach.”
Extension:
• Provide a second set of circles to match the ones in the book.
• Place the circles on the floor after reading the book.
• Review a page and invite a child to find the matching circle. Allow children to touch
both circles and say, “Jaden, the two circles feel the same. They are both fuzzy.”
Additional Benchmark: 6.2.C Applies knowledge to new situations
____________________________________________________________________________
Benchmark: 4.4.C Communicates through language
Three Baby Dolls (YT & OT)
I have three baby dolls (hold up 3 fingers)
They all belong to me. (point to self)
Can you help me count them?
1 – 2 – 3. (count each finger)
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I’ve a Dear Little Dolly (YT & OT)
(Hold a doll in your arms as you say this rhyme)
I’ve a dear little dolly
And her eyes are bright blue. (point to eyes)
She can open and shut them (open and shut eyes)
And she smiles at me, too. (smile at children)
In the morning I wake her
And I take her out to play.
But what I like best is to rock her (pretend to rock doll)
At the close of the day.
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Miss Polly Had a Dolly (OT)
Miss Polly had a dolly
Who was sick, sick, sick.
So she called for the doctor
To come quick, quick, quick.
The doctor came with his bag and his hat,
And he knocked at the door
With a rat-a-tat-tat.
He looked at the dolly
And he shook his head,
And he said, “Miss Polly,
Put her straight to bed.”
He wrote out a paper
For a pill, pill, pill.
That’ll make her better,
Yes it will, will, will!
Extensions:
• Repeat the rhyme at another time and invite children to join you in clapping out the
rhyming words that occur in groups of three; for example: sick, sick, sick and quick,
quick, quick.
Note: Consider having a doll as a prop as you say this rhyme with the children.
____________________________________________________________________________
Floppy Rag Doll (YT & OT)
Flop your arms, flop your feet,
Let your hands go free.
You’re the floppiest rag doll
I will ever see.
Note: Consider having a rag doll as a prop as you say this rhyme with the children. Flop the
dolls arms, feet and hands to illustrate the words.
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Teddy Bear, Teddy Bear (YT & OT)
Teddy bear, teddy bear,
Turn around.
Touch the ground.
Touch your shoe.
Teddy bear, Teddy bear,
Say how do you do.
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Note: Substitute children’s names in the rhyme as follows:
Nicholas, Nicholas,
Turn around
Nicholas, Nicholas,
Touch the ground.
Nicholas, Nicholas,
Touch your shoe.
Nicholas, Nicholas,
Say how do you do.
Note: Consider having a teddy bear to give directions and have children follow them.
Says “Turn around.”
Says, “Touch the ground.”
Says, “Touch your shoe.”
Teddy bear, Teddy bear,
Says “How do you do.”
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A Bear Came to Visit (OT)
(Have a stuffed bear as you say the rhyme)
A bear came to visit me!
He thought I was a tree.
First he sat upon my knee (place bear on your knee)
Then he climbed down to my toes (crawl bear from your knee to your toes)
Oh no, now he’s looking at my nose. (turn bear so it is looking at your nose)
Note: Try this with child/children willing to participate:
A bear came to visit Tawana,
He thought she was a tree.
First he sat upon her knee (place bear on child’s knee)
Then he climbed down to her toes (crawl bear from child’s knees to toes)
Oh no, now he’s looking at Tawana’s nose (turn bear so it is looking at child’s nose)
____________________________________________________________________________
My Little Bunny (YT & OT)
(Have a stuffed bunny or another animal, changing name to match animal)
My sweet little bunny
Hopping on the ground. (hop bunny up and down)
Looking all around. (have bunny look around the room)
My bunny looks up high (hold bunny high in he air)
My bunny looks down low (bring bunny down to ground)
Run, bunny, run (move bunny as though running)
Oh, oh, oh,
Where did you go? (hide bunny behind your back)
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Ran far away
Please come back and play. (bring bunny from behind your back)
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Little Red Box (YT & OT)
(Have a red box with a stuffed animal or doll in it as you say the rhyme)
I wish I had a little red box
To put my teddy in.
I’d take him out (take animal out)
And kiss, kiss, kiss (blow kisses at animal)
And put him back again. (return animal to box)
Extensions:
• Repeat the rhyme at other times, using a different animal and changing the words to fit.
• Invite children to guess what animal is in the box before saying the rhyme.
____________________________________________________________________________
Benchmark: 4.3.C Responds to verbal and non-verbal communication
Planned Experience: What Can Your Doll Do? (OT)
Materials: Dolls or stuffed animals that have hands and feet
How to begin:
• Collect either dolls or stuffed animals, one per child and for you.
• Invite two or three children to join you for this activity, giving each a doll or an animal.
• Sit on the floor with the children and say, “We’re going to play a game with our
dolls/animals. I’ll do something with my doll and you do it, too.”
• Demonstrate and invite children to do the following with their dolls:
Wave hands
Clap hands
Move legs up and down
Clap feet together
Dance around
Throw a kiss
Give a hug
Note: Invite older toddlers to suggest other actions for the dolls and include their ideas.
____________________________________________________________________________
Benchmark: 6.2.C Applies knowledge to new situations
6.3.C Develops strategies for solving problems
Planned Experience: Where’s the Bear? (YT)
Materials: Three hand towels and a stuffed animal
How to begin:
• Lay three hand towels on a low table or on the floor and place the bear under one of
them.
• Say to children who join you, “I’ve lost my bear and can’t find it. Can you help me find
it?”
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•
•
Reinforce success of children when they find the bear. For example, say, “Royce, you
found the bear. He’s not lost anymore.”
Hide the bear under one towel, then move it under another towel, and again invite
children to find the bear.
Extensions:
• Vary the game by hiding a favorite stuffed animal in the room as a toddler watches
you.
• Say the following rhyme to encourage the child to find the animal:
•
Where is baby duckling?
Where can she be?
Let’s see if we can find her
As quick as one, two, three.
Hide other animals and say the rhyme, changing the name of the stuffed animal. Invite
a toddler to hide an animal and find it.
Note: When you invite a child to join you in an activity, make sure the child is not actively
engaged in something of interest.
____________________________________________________________________________
Benchmark: 4.5 Communicates through language
Planned Experience: Name the Animals (OT)
Materials: 4 or 5 different stuffed animals
How to begin:
• Set out 4 or 5 stuffed animals on the floor in the book area or on a low table.
• Allow children to play with the animals. Listen to them. Do they say the names of the
animals?
• Invite children to tell you the name of each animal.
• Involve children in discussing characteristics of the animals; how they feel as children
touch them, the color of each animal, the parts of the body, for example.
Extension:
• Involve older toddlers in giving the animals a name.
• Begin by saying to children, “We all have names. My name is Ms. Dot.” Invite each
child to say his or her name.
• Continue by saying, “I think this cat needs a name. What name do you think we can
give to the cat?” Accept all answers and help children choose one of the suggested
names.
• Involve children in giving each of the animals a name.
Additional Benchmarks: 6.2.C Applies knowledge to new situations
________________________________________________________________________
Benchmark: 6.1.C Gains an understanding of basic concepts and relationships
Planned Experience: Big and Little Animals (OT)
Materials: 6 to 8 stuffed animals, some small and some large, and two baskets or boxes, one
large and one small
8
How to begin:
• Set out the animals and the two baskets.
• Allow children to explore and experiment with the animals and containers.
• Select one of the large animals and say, “I’m going to put this big rabbit in the big
basket. Raul, can you find another big animal to put in the big basket?”
• Continue the game by involving children in sorting all of the animals by size.
Extension:
• Allow children to continue playing with the animals and containers.
• Observe to see if they sort the animals by size into the appropriate container.
Note: Make sure the animals and containers are obviously small and large.
Benchmarks: 3.4.C Tries out roles and relationships through imitation and pretend play
4.5.C Shows enjoyment of books and stories
Planned Experience: Reading with a Friend (YT & OT)
Materials: Two or three stuffed animals and one of children’s favorite books
Self, Social How to begin:
• Place the stuffed animals in the library area around the book.
and
• Say to children, “I see some animals in the book area. They are ready to listen to a
Emotional
story.”
Experiences
• Go to the area and begin to read the book to the animals. Move the animals close to
you as you read.
Involve children who join you in listening to the story. Allow children to hold the
animals as they listen to the story.
• Complete the story and tell the children you have to go to another area. Say, “Teddy
still wants to read. Would you like to read to Teddy?”
• Observe to see if children read to the animals? Do they select another book?
• Make positive comments such as “Teddy really liked that story” to child who reads to
animal.
____________________________________________________________________________
•
Benchmarks: 3.3.C Demonstrates caring and cooperation
3.4.C Tries out roles and relationships through imitation and pretend play
Planned Experience: Taking Care of Babies (YT & OT)
Materials: Three or four baby dolls, scarves, doll blankets, doll clothes, boxes or baskets
How to begin:
• Place the dolls on a rug in the pretend play area.
• Have separate containers for scarves, blankets and doll clothes.
• Go to the pretend play area and say, “I see some dolls who need someone to help take
care of them.”
• Model and invite children who join you to help take care of the babies. Encourage
them to rock and sing to the babies and to carry them in their arms. Ask them if they
think their baby is hungry or cold, or needs a change of clothes. Demonstrate and
assist with dressing and undressing the dolls as needed.
• Sing a quiet lullaby as you hold and rock the doll. Model hugging and cuddling the doll.
Pat it gently. Talk with the doll in a soft and loving voice.
9
•
Encourage children to show affection to their doll by hugging and cuddling it.
Extensions:
• Leave the dolls and clothes in the pretend play area.
• Observe to see if children continue to take care of the dolls.
Note: Encourage boys to be involved in caring for the babies. You might say, “Eric, you could
be the father and take the baby for a walk.”
____________________________________________________________________________
Benchmarks: 3.2.C Shows interest in peers
3.3.C Demonstrates caring and cooperation
Planned Experience: Picnic with Friends (OT)
Materials: stuffed animal for each child, blankets to sit on, food for picnic, picnic basket, picnic
supplies
How to begin:
• Send a note home to families inviting the child’s favorite stuffed animal, doll or teddy
bear to a picnic on a specific day.
• Provide stuffed animal or doll for children who may not bring a toy from home.
• Decide with children where to have the picnic. Have an inside location in case of bad
weather.
• Spread the blankets on the ground or floor and invite children to sit around the edge
with their special friend next to them.
• Join the children as you enjoy the picnic together.
Extensions:
• Take photos of the children as they enjoy their picnic with their friends.
• Place the photos in an album. Label the photos.
• Place the album in the book area. Join children in looking at the album together.
• Invite families to look at the album with their child. Suggest that children talk with their
families about the picnic, naming the other children in the group.
Note: Consider having a snack picnic rather than a lunch picnic.
Planned Experience: Bathing Babies (OT)
Materials: Waterproof baby doll, shallow plastic tub, soft washcloths, empty baby wash or
shampoo bottle, small towel for drying the doll, large towel to put under the tub,
blanket to wrap doll in after the bath
Sensory
and Art
How to begin:
Materials
• Put only 1 to 2 inches of water in the shallow plastic tub.
and
• Place tub on large towel. Put doll, 2 soft washcloths and small towel beside the tub.
Experiences
• Invite a child to join you by saying, “Clarice, this baby sure is dirty. I need you to help
me give her a bath.”
Invite child to select a washcloth. Suggest that she touch her face with the washcloth
to feel how soft it is. Say, “This baby needs a soft washcloth for her bath.”
• Observe and comment on what the child does. For example, “Clarice, you put some
10
•
•
•
•
soap in the water so the baby will get clean.”
Model washing the doll if the child does not seem to know what to do. Describe what
you are doing.
Suggest that child dry the baby with the small towel and wrap it in the blanket so “the
baby does not get cold.”
Remind child to “be gentle with the baby” and to keep water in the tub if she begins to
splash it.
Note: Have children wash hands before and after playing in the water tub.
___________________________________________________________________________
Benchmarks: 6.1.C Gains an understanding of basic concepts and relationships
Planned Experience: Match the Bunnies (YT & OT)
Materials: 4 or 5 pairs of bunnies (See Attachment, Match the Bunnies), with round tummies
cut from soft fabric such as fake fur, fleece, and velvet or velveteen, magnetic or
Velcro strips, magnet or felt board (each pair of bunnies tummies should be the
same)
How to begin:
•
•
•
•
•
•
Make 4 or 5 pairs of bunnies with round tummies cut from soft fabric such as fake fur,
fleece and velvet or velveteen, for example.
Attach a magnetic or Velcro strip to the back of each bunny.
Place the bunnies face up on the floor.
Select one of the bunnies and place it on the felt or magnetic board and say, “Yvonne,
I’ve put a soft, fuzzy bunny on the board. Can you find another soft, fuzzy bunny just
like this one? That’s right. Now put the soft, fuzzy bunny on the board next to mine.”
Continue the activity, allowing children turns finding the matching bunnies.
Encourage children to feel the softness of the bunnies.
Benchmark: 5.1.C Develops gross motor skills
Planned Experience: Animal Train (YT)
Materials: 2 or 3 boxes, strong tape, yarn or rope, stuffed animals
Movement,
Music and
Gross
Motor
Experiences
How to begin:
• Locate boxes that are large enough to hold a stuffed animal.
• Hook the boxes together with tape or rope. Attach a piece of yarn or rope to the front
of the box.
• Place the train and two or three stuffed animals in the block area.
• Observe to see if children put the animals in the train and begin to pull it. If not, say, “I
think the animals want to go on a train ride. Alexandra, which animal do you want to
put on the train?”
• Encourage child to pull the animal train.
Note: The yarn or rope that is attached to the front of the box should only be long enough for
he child to pull the train.
Note: Careful supervision is needed to help children take turns with pulling the train and to
make sure that they only use the rope for pulling the train.
11
Benchmarks: 3.4.C Tries out roles and relationships through imitation and pretend play
5.1.C Develops gross motor skills
Planning Experience: Driving My Teddy (OT)
Materials: stuffed animal for you and for each child
How to begin:
• Say to children, “I’m going for a drive in my pickup truck” and walk around the room
pretending to drive a car.
• Invite toddlers to join you as your continue to walk around the room.
• Hold a stuffed animal in your hands and say to children, “I think Teddy wants to drive
the truck.” Hold the animal in front of you and move the arms as though the animal is
driving the truck.
• Show children how to move the animal’s arms if they seem to be having problems
understanding what to do.
• Walk around the room with children behind you. Make car sounds, pretend to beep the
horn, and stop for a traffic light.
____________________________________________________________________________
Benchmarks: 5.1.C Develops gross motor skills
Planned Experience: Parade of the Animals (YT & OT)
Materials: stuffed animal for you and for each child, CD or tape with march music, CD or tape
player
How to begin:
• Provide sufficient space for children to safely move around the room.
• Provide a stuffed animal for you and for each child.
• Begin to play the music and to march around the room. Invite children to join you.
Extensions:
• Substitute a drum beat for the music. Beat a drum as you lead children around the
room with their animals.
• Lead children outdoors with their animals and continue to march around the
playground.
• Have a basket available for children to place their animals in when the activity is over.
Teddy Bear Says
• Use a stuffed bear or a bear puppet to give children directions for a transition from one
activity to another.
Transition
Times
March the Animals Outdoors
• Conclude the Parade of the Animals experience by leading children outdoors with
their animals.
• Have a basket available outdoors for children to place their animals in when the activity
is over.
Note: Adapt other finger plays previously listed as transitions to move children from one
activity or place to another. Include transitions from previous topics that worked.
Note: Consider creating a transition file, either in a small notebook or on index cards, for easy
and quick reference.
12
Send home the following activity sheet from Infant and Toddler Family Connection:

Family
Experiences
Activity #31 – “My Book of Favorite Things” (See Attachment: “My Book of Favorite
Things”)
Include a Family Response Sheet for the activity (See Attachment: Family Response
Sheet)
Suggest that the book be completed over the next weeks as children participate in
additional experiences about My Favorite Things for Play. For example, for the first pages
of the book, children can include pictures of stuffed animals and dolls.
13
Younger Toddler
Weekly Plan Sheet
Week of __________________ Topic: # 3.1 - Toys for Hugging and Pretending
_ Caregiver(s)___________________________
Big Ideas
 I like toys that are soft and that I can hug and cuddle.
 I like toys that I can pretend with.
Changes to the Environment
Language Materials /
Books
Add pictures about favorite
things for play and learning
Add books ‘Touch Teddy’s
Tummy’, ‘Playing with Balls
is Fun’, ‘Playing with Toys
is Fun’
Manipulative
Exploration
Add ‘ Touch Teddy’s
Tummy’
Gross Motor Materials
& Equipment / Blocks
Add small set of unit
blocks, post pictures of
different types of
structures, train made of
boxes
Sensory Exploration
Add rhythm
instruments, pairs of
pictures of bunnies with
textured tummies
Pretend Play
Add dress-up clothes for
both male and female, soft
baby dolls and stuffed
animals, doll clothes, doll
bed, unbreakable wall and
hand mirrors, toy
telephones
Outdoor Exploration
Add stuffed animals
Experiences for the Week
Day
Books
Monday
First Reading of:
Head, Shoulders,
Knees, and Toes –
p. 2
Tuesday
Books selected
from classroom
library
Wednesday
Second Reading of:
Head, Shoulders,
Knees, and Toes –
p. 2
Thursday
Books selected
from classroom
library
Friday
Books selected
from classroom
library
Finger Plays, Language
and Cognitive
FP or Song: Three
Baby Dolls – p. 4
Self, Social and
Emotional
Sensory, Art, Nutrition
Movement, Music, and
Gross Motor
Transition Times
Reading with a
Friend – p. 9
Match the Bunnies –
p. 11
Animal Train – p. 11
Teddy Bear Says –
p. 12
Taking Care of
Babies – p. 9
p. 11
Parade of the Animals
– p. 12
March the Animals
Outdoors – p. 12
Reading with a
Friend– p. 9
p. 11
Teddy Bear Says –
p. 12
Taking Care of
Babies – p. 9
p. 11
– p. 12
March the Animals
Outdoors – p. 12
Reading with a
Friend – p. 9
p. 11
Teddy Bear Says –
p. 12
Made Book: Touch
Teddy’s Tummy – p. 4
FP or Song: I’ve a
Dear Little Dolly – p. 4
My Little Bunny – p. 6
Experience: Where’s
the Bear? – p. 7
FP or Song: Little Red
Box – p. 7
Made Book: Touch
Teddy’s Tummy - p.4
FP or Song : Floppy
Rag Doll – p. 5
Experience: Where’s
the Bear? – p. 7
FP or Song: Teddy
Bear, Teddy Bear –
p. 5
Made Book: Touch
Older Toddler
Weekly Plan Sheet
Week of __________________ Topic: _ #3.1 - Toys for Hugging and Pretending
Caregiver(s)___________________________
Big Ideas
 I like toys that are soft and that I can hug and cuddle.
 I like toys that I can pretend with.
Books
Add pictures about favorite
things for play and learning
Add books ‘Touch Teddy’s
Tummy’, ‘Playing with Balls
is Fun’, ‘Playing with Toys
is Fun’
Manipulative
Exploration
Tummy’
different types of
structures
Sensory Exploration
Add rhythm
instruments, pairs of
pictures of bunnies with
textured tummies
Pretend Play
bed, picnic basket,
unbreakable wall and hand
mirrors, toy telephones
Outdoor Exploration
Add stuffed animals
Day
Books
Monday
First Reading of:
Head, Shoulders,
Knees, and Toes –
p. 2
Tuesday
First Reading of:
Corduroy – p. 3
Wednesday
Second Reading of:
Head, Shoulders,
Knees, and Toes –
p. 2
Thursday
Second Reading of:
Corduroy – p. 3
and Cognitive
FP or Song: Three
Baby Dolls – p. 4
A Bear Came to Visit –
p. 6
Made Book: Touch
FP or Song: I’ve a
Dear Little Dolly – p. 4
My Little Bunny – p. 6
Experience: What Can
Your Doll Do? – p. 7
FP or Song: Miss Polly
Had a Dolly – p. 5
Little Red Box – p. 7
Storytelling Figures:
Corduroy – p. 3
FP or Song : Floppy
Rag Doll – p. 5
Self, Social and
Emotional
Gross Motor
Transition Times
Reading with a
Friend – p. 9
Bathing Babies – p. 10
Driving My Teddy –
p. 12
Teddy Bear Says –
p. 12
Taking Care of
Babies – p. 9
p. 11
– p. 12
March the Animals
Outdoors – p. 12
Picnic with Friends
– p. 10
p. 12
Teddy Bear Says –
p. 12
Reading with a
Friend – p. 9
p. 11
– p. 12
March the Animals
Outdoors – p. 12
Taking Care of
Babies – p. 9
p. 12
Teddy Bear Says –
p. 12
Experience: Name the
Animals – p. 8
Friday
Third Reading of:
Corduroy – p. 3
FP or Song: Teddy
Bear, Teddy Bear –
p. 5
Experience: Big and
Little Animals – p. 8
Touch
Teddy’s
Tummy
I can touch a
Fuzzy teddy bear.
I can touch a
furry teddy bear.
I can touch a
smooth teddy bear.
I can touch a
rough teddy bear.
I can touch a
hard teddy bear.
I can touch a
soft teddy bear.
Match the
Bunnies
THE FAMILY CONNECTION
Toddlers
(18 to 36 Months)
Activity # 31 “My Book of Favorite Things”
You will need: Three-ring binder
Plain white paper (8 ½” X 11”)
Plastic sleeve to hold the paper
Black Sharpie and washable markers
Scissors and glue
Magazines and catalogs with colorful pictures
Before you begin:
•
Give your toddler a catalog or magazine to look at. Talk about the pictures that
interest him the most or represent some of his favorite things.
•
Gather your scissors, glue and paper.
Try this!
•
Cut out the pictures your child likes best. Glue each one on a piece of plain
white paper.
•
Print the name of each toy or object at the bottom of the picture.
•
Write any additional comments your child makes about the picture, “Big dog” or
“That’s my dog.”
•
Put each page in a plastic sleeve and put them in the three-ring binder.
•
Write “My Favorite Things” on an index card and tape it to the front of the binder.
Add your child’s name to the card as the author of the book.
•
Read the title of the book, then encourage the toddler to “read” the pictures to
you.
•
Talk with him about the pictures as he turns the pages. Discuss which page is
your toddler’s favorite and why.
Try this variation of the activity!
•
Add to your toddler’s collection as he finds more pictures that he likes.
•
Begin with pictures of things and then look for pictures with action. Examples of
action would be a picture of children in a swimming pool or a picture of a man
and a girl with fishing poles. Ask questions such as, “What do you think the man
and the girl are doing?”

FAMILY RESPONSE
We’d like to hear from you about this Infant and Toddler Family Connection Activity.
Please return this Family Response sheet by ________________
Name of Activity: __________________________________________________
Child’s Name: ____________________________________________________
Tell us who in your family participated in this activity with your child:
___________________ _______________________ ___________________
Help us evaluate the effectiveness of the Family Connection information and activity
by rating the items listed below. Check the boxes that best express your opinion.
Interested
Excited
Bored
Frustrated
Family Response
My reaction to the information contained in
the Family Connection activity
My child’s reaction as he/she participated in
My reaction and/or reactions of others who
participated in the Family Connection
activity with my child
My overall rating for this
Family Connection activity
Give us any additional comments and suggestions. _______________________
________________________________________________________________
________________________________________________________________
Your Name: __________________________________ Date: _______________
#3.2 – My Senses and Play
Big Ideas

I use my senses when I play.

Playing in sensory materials such as sand and water is lots of fun.

Creating and playing with bubbles is also fun.
Featured Books
I Touch by Helen Oxenbury (BB)
The Very Busy Spider by Eric Carle (+BB)
Materials to
Collect and
Make
Note: See the Book List section, for additional books that can be used if some of the featured
books are unavailable and as supplemental books to read with children.
Storytelling Figures
• Locate at A Story a Month on the Arkansas Better Beginnings website:
Storytelling figures (felt or magnetic) for the book, The Very Busy Spider (A Story a
Month, )
Books to Make
Touch Teddy’s Tummy (from #3.1 - Toys for Hugging and Pretending or See Attachment:
Touch Teddy’s Tummy)
• White sterilized sand
• Sand play props such as sifters, strainers, funnels, plastic cups, small plastic shovel,
clear plastic bottles with large openings, measuring cups and spoons, slotted spoons,
salt shaker with large holes in top.
• Water play props such as funnels, colanders, strainers, plastic cups, margarine tubs,
measuring cups, egg beater, variety of clear plastic bottles, rubber jar openers, turkey
baster
• Bubble play props: bubble solution (see different bubble experiences for ingredients),
metal baking pan or cookie sheet with low edges, chenille stems, rings from six-pack of
cold drinks
• Clear plastic boxes for storing sand and water props
• Whisk broom and dustpan and/or small hand-held vacuum cleaner
• Plastic tubs, sweater boxes or shoe boxes
1
*I Touch by Helen Oxenbury
My Five Senses by Aliki
*The Very Busy Spider by Eric Carle
Book List
Touch and Feel Animals box set by Dorling Kindersley (includes baby animals, farm animals
and wild animals)
Touch and Feel: Farm Animals by Dorling Kindersley
*Featured
Books
children for suggestions on how to use books with children.
Book: I Touch by Helen Oxenbury (YT)
Reading
Books with
Toddlers
First Reading of I Touch
• Collect soft items such as a stuffed toy, pieces of fake fur and a few cotton balls in a
small container.
• Take the items to the book area, keeping them out of sight of the children.
• Say to the children, “I’m going to read a book about a cat. I wonder what the cat is
doing.”
• Involve the children who join you in naming the objects or characters on each page.
• Bring out the soft items and invite children to examine them.
• Use words to describe what children are experiencing with their sense of touch. For
example, say, “Use your fingers to feel the soft cotton balls.”
____________________________________________________________________________
Second Reading of I Touch
• Take a soft stuffed animal or doll with you to the book area.
• Invite children to join you and bring a soft stuffed animal or doll to hold while they are
listening to the story.
• Involve the children who join you in naming the objects or characters on each page.
____________________________________________________________________________
Book: The Very Busy Spider by Eric Carle (YT & OT)
First Reading of The Very Busy Spider
• Seat yourself in the book area and begin to sing and do the motions for the “Itsy Bitsy
Spider”.
The Itsy Bitsy Spider
The itsy bitsy spider
Went up the water spout
Down came the rain,
And washed the spider out.
Out came the sun
And dried up all the rain.
And the itsy bitsy spider
Went up the spout again.
2
•
Show the cover of the book, The Very Busy Spider, to the children who join you and
say, “This book is about a very busy spider.”
• Read the book for the content this first reading.
• Invite children to feel the finished spider web.
___________________________________________________________________________
Second Reading of The Very Busy Spider
• Involve one child in reading the book with you.
• Invite the child to rub his hands over the spider web on each page.
• Comment that “The spider is spinning more and more threads in her web.”
• Invite the child to feel the finished spider web and find the sleeping spider on the last
page of the book.
Benchmark: 4.5.C Shows enjoyment of books and stories
Planned Experience: Storytelling (YT & OT)
The Very Busy Spider (A Story a Month)
How to begin:
• Make either felt or magnetic storytelling figures for the story.
• Read the book with children several times so that they are familiar with the characters
and the order of events.
• Use the storytelling figures to tell the story.
• Involve children in placing figures on the storyboard when you feel they can do this.
____________________________________________________________________________
Language
and
Cognitive
Materials
and
Experiences
Planned Experience: Touch Teddy’s Tummy (YT & OT)
Materials: teddy bear pages (See Attachment Touch Teddy’s Tummy), fleece, fake fur, satin,
sandpaper, plastic lid, cotton balls, glue, yarn or metal rings
How to begin:
• Cut out circles the size of the teddy’s bears tummy from fleece, fake fur, satin,
sandpaper and a plastic lid.
• Glue the circles and cotton balls to the tummies of the bears.
• Use either yarn or metal rings to create a book with the cover page and the textured
pages.
• Take a stuffed teddy bear to the book area and invite children to join you for a story
about a teddy bear.
• Invite children to touch the teddy bear and describe how it feels.
• Follow up the reading by showing each page and inviting children to touch the bear’s
stomach. Include the texture words. For example, say “Touch the bear’s fuzzy
stomach.”
Extension:
• Provide a second set of circles to match the ones in the book.
• Place the circles on the floor after reading the book.
• Review a page and invite a child to find the matching circle. Allow children to touch
both circles and say, “Jaden, the two circles feel the same. They are both fuzzy.”
3
Beautiful Bubbles
Bubbles, bubbles, beautiful bubbles, (make circle with hands)
We love you more and more. (hug self)
Bubbles, bubbles, beautiful bubbles, (make circle with hands)
You’re the ones that we adore. (hug self)
___________________________________________________________________________
Bubble Chant
Bubbles, bubbles everywhere,
Gently floating through the air.
Bouncing up and down without a care.
Bubbles, bubbles everywhere.
___________________________________________________________________________
Bubbles, Bubbles!
Bubbles, bubbles way up high!
Bubbles, bubbles in the sky.
Bubbles, bubbles way down low.
Bubbles, bubbles on my toe.
Bubbles, bubbles in the air.
Bubbles, bubbles everywhere.
____________________________________________________________________________
Bubbles in the Air
(Sing to tune of “Put Your Finger in the Air” and include actions to suit words)
There are bubbles in the air,
In the air.
In the air.
There are bubbles everywhere.
In the air.
There are bubbles in my hair,
In my hair.
In my hair
There are bubbles everywhere.
There are bubbles In my hair,
In my hair.
There are bubbles in my hand,
In my hand.
In my hand.
Try and catch them if you can.
In my hand.
4
The Bubble Song
(Sing to tune of “Ten Little Indians”)
1 little, 2 little, 3 little bubbles
4 little, 5 little, 6 little bubbles.
7 little, 8 little, 9 little bubbles
10 little bubbles go pop, pop, pop.
Pop those, pop those, pop those bubbles
Pop those, pop those, pop those bubbles
Pop those, pop those, pop those bubbles.
10 little bubbles go pop, pop, pop.
(Hold up correct number of fingers)
(Clap hands 3 times as you sing “pop, pop, pop”)
(Clap hands together as though popping bubbles
as you sing each line)
(Clap hands 3 times as you sing “pop, pop, pop”)
____________________________________________________________________________
6.2.C Applies knowledge to new situations
Planned Experience: Colored Sand (OT)
Materials: white sand, dry tempera paint in 2 or 3 colors, large plastic bottles with lid
How to begin:
• Invite children to scoop white sand into the jar.
• Show the children the tempera paint in the container and label the color. Say, for
example, “This is blue paint. What do you think will happen when I add the blue paint
to the white sand?”
• Add one color of tempera paint to the sand, screwing the lid on tightly so that children
cannot open it.
• Invite children to shake the bottle and watch the sand change color.
Extension:
• Use a different color of tempera and follow the same procedure as above.
Note: When adding the tempera paint to the sand, make sure that children do not inhale the
paint.
Note: Add the colored sand to the sand table or use it to make sand pictures.
____________________________________________________________________________
Benchmark: 6.3 Develops strategies for solving problems
Planned Experience: Buried Treasure (OT)
Materials: tub with a couple of inches of sand, small toys such as small plastic cars or animals
How to begin:
• Bury several small toys in the sand.
• Allow children to discover the toys in the sand.
• Make comments or ask questions such as, “Michael, you found something in the sand.
How do you think it got there?”
• Observe to see if children play with the toys or bury them again.
5
Planned Experience: Bathing Babies (OT)
Materials: Waterproof baby doll, shallow plastic tub, soft washcloths, empty baby wash or
shampoo bottle, small towel for drying the doll, large towel to put under the tub,
blanket to wrap doll in after the bath
Self, Social
How to begin:
and
• Put only 1 to 2 inches of water in the shallow plastic tub.
Emotional
• Place tub on large towel. Put doll, 2 soft washcloths and small towel beside the tub.
Experiences
• Invite a child to join you by saying, “Clarice, this baby sure is dirty. I need you to help
•
•
•
•
•
me give her a bath.”
Invite child to select a washcloth. Suggest that she touch her face with the washcloth
to feel how soft it is. Say, “This baby needs a soft washcloth for her bath.”
Observe and comment on what the child does. For example, “Clarice, you put some
soap in the water so the baby will get clean.”
Model washing the doll if the child does not seem to know what to do. Describe what
you are doing.
Suggest that child dry the baby with the small towel and wrap it in the blanket so “the
baby does not get cold.”
Remind child to “be gentle with the baby” and to keep water in the tub if she begins to
splash it.
Note: Have children wash hands before and after playing in the water tub.
____________________________________________________________________________
Benchmarks: 3.2.C Shows interest in peers
Planned Experience: Sharing Tub (YT & OT)
Materials: dish tub or other container, large pegs and two peg boards
How to begin:
• Place a tub with pegs between two peg boards on a table. Make sure there are
enough pegs so that two children can fill their peg boards.
• Invite two children to join you at the table. Say, “Kasandra, here is a peg board for you
and here is one for you, Miguel. You can share the pegs in the tub.”
• Observe to see if one child tries to hoard all of the pegs. If so, join them and say,
“There are enough pegs for both of you to share. Take one peg at a time.”
Note: Close supervision is needed when children are playing with pegs.
Extensions:
• Use this same technique with other materials. For example, put play dough toys
between two children playing with play dough and invite them to “share the toys.”
• Put a tub of crayons between two children who are scribbling. Invite the children to
“share the crayons.”
Note: Toddlers are not yet ready to “share” by giving up what they are playing with to someone
else or to voluntarily give another child half of their play dough, for example. Providing a
sufficient number of interesting toys and materials and duplicates of some toys minimizes
conflict over sharing, which is an unreasonable expectation for most toddlers. Use the word
“sharing” in situations such as those described in the Sharing Tub experience.
6
Note: When you invite a child to join you in activity, make sure the child is not actively
Benchmark: 5.2 Develops fine motor skills
Planned Experience: Tub of Shredded Paper (YT & OT)
Materials: paper of different colors, paper shredder, plastic tub or pan
How to begin:
• Shred paper into long, thin strips.
• Add the shredded paper to a tub or pan.
• Invite toddlers to explore the paper.
Sensory
and Art
Materials
Extension:
and
• Add plastic containers and scoops to add variety to the play
Experiences
Note: Use paper shredder when children are not present.
____________________________________________________________________________
Benchmarks: 5.2.C
5.3.C
6.1.C
6.2.C
6.3.C
Develops fine motor skills
Coordinates eye and hand movement
Gains an understanding of basic concepts and relationships
Applies knowledge to new situations
Develops strategies for solving problems
Planned Experience: Sand Play (OT)
Materials: clean sand, sand tub, variety of sand toys, such as sifters, strainers, funnels, plastic
cups, small plastic shovel, clear plastic bottles with large openings, measuring cups
and spoons, slotted spoons, salt shaker with large holes in top, small whisk broom
and dustpan or portable vacuum cleaner
How to begin:
• Add approximately 3 inches of sand to a sand tub.
• Place sand toys next to the tub; toys for filling and dumping, sieve, colander, and a
funnel, for example.
• Allow children to experiment with the different materials.
• Observe and make comments about children’s experiences. For example, point out
cause and effect by saying, “What happened when you poured the sand into the
colander?” Pose problem-solving situations such as, “How can you fill this container
with sand?”
Extensions:
• Change out the sand props to keep children interested and to encourage continued
exploration.
• Provide small people, animals and vehicles to encourage pretend play.
• Spray the sand lightly with a spray bottle to make it easier for children to mold and
pack the sand. Allow the sand to dry completely before covering it.
Note: Have children wash and dry hands before and after playing in sand to reduce the spread
of germs.
Note: Use individual containers for sand play to reduce the spread of germs.
7
Note: Provide at least two individual containers at one time to encourage toddlers to play side
by side and to minimize conflicts.
Note: Sand play requires close supervision so children do not throw the sand or dump it on the
floor.
Note: See the Introduction and Preparation for the Focus Area for additional information
about sand play.
____________________________________________________________________________
Benchmarks: 5.2.C Develops fine motor skills
5.3.C Coordinates eye and hand movements
Planned Experience: Tub of Rocks (OT)
Materials: Collection of different types, colors and textures of rocks, plastic tub or pan, small
plastic containers
How to begin:
• Add a collection of rocks and small plastic containers to a tub or pan.
• Place the pan on the floor or on a low table.
• Invite toddlers to explore the rocks.
• Talk with children about the colors of the rocks and that some rocks are smooth and
some are rough.
Extensions:
• Add a sifter and a funnel and observe to see if children try to sift the rocks or to put
them in the funnel as they do sand.
• Create a sensory tub with shells and follow the same procedures as for rocks.
Note: Make sure that the rocks and shells are too large for children to swallow.
Note: This activity requires close supervision so that children do not throw rocks.
____________________________________________________________________________
Planned Experience: Water Play (YT & OT)
•
Materials: water tub, water play props such as funnels, colanders, strainers, plastic
cups, margarine tubs, measuring cups, egg beater, variety of clear plastic bottles,
rubber jar openers, turkey baster, vinyl tablecloth or towel, small mop for mopping up
spills, shirts or aprons
How to begin:
• Add two or three inches of water to the tub.
• Place the tub on a low table or floor with a vinyl tablecloth or towel underneath it.
• Place water toys next to the tub.
• Assist children in putting on a shirt or apron to prevent clothing from getting wet.
• Observe and make comments as children experiment with the water and toys. For
8
example, point out cause and effect relationships by asking, “What happened when
you poured the water in the funnel?” Encourage predictions with questions such as, “I
wonder if this boat will float?”
Extensions:
• Change props to keep children’s interest and to encourage continued exploration and
experimentation.
• Provide small plastic boats and plastic or rubber animals, and people to encourage
pretend play.
• Add a few drops of food coloring to the water and invite children to stir the water with
their hands or with a spoon and observe it change color.
• Add small tubs of water to a large water table so that children have individual
containers for play. This reduces the spread of germs, promotes side-by-side play and
minimizes conflicts.
Note: Have children wash hands before and after water play to reduce the spread of germs.
Note: Water play requires close supervision so that children do not attempt to drink the water,
get each other or themselves wet, or dump water on the floor.
Note: See the Introduction and Preparation for the Focus Area for additional information
about water play.
____________________________________________________________________________
Planned Experience: Tub of Bubbles (OT)
Materials: small water tub, small whisk, dish detergent
How to begin:
• Add about 2 inches of water to small water tub.
• Place the tub on a low table which has been covered with a vinyl tablecloth or a towel.
• Add a small amount of dish detergent and a whisk to the water.
• Observe child to see what she does with the whisk. If necessary, demonstrate using
the whisk, then allow child to continue to make bubbles. Listen to what child says as
bubbles begin to form and reinforce their efforts with comments such as, “Jana, you are
making lots of bubbles with that whisk.”
Note: Consider having two water tubs and two whisks to encourage side-by-side play.
Note: Supervise children in this experience and redirect them if they begin to spill water, for
example, by saying, “Jana, keep the water in the water tub.”
__________________________________________________________________________
Planned Experience: Playdough (OT)
Materials: 1 cup flour, ½ cup salt, 2 teaspoons cream of tartar, 1 tablespoon cooking oil, 1
teaspoon food coloring, 1 cup boiling water
How to begin:
• Make playdough as follows:
o Mix together flour, salt, oil, and food coloring
9
•
•
•
•
o Add the cup of boiling water. Mix well.
o Knead the mixture until it forms a soft dough.
o Keep stored in a sealed container.
Place a container of playdough on a table.
Sit at the table, take out some playdough and begin to roll it into a ball.
Give children who join you some of the playdough.
Observe to see if they begin to roll the dough into balls. Comment on what they are
doing. “Frances, you have made a big ball with your playdough. Emily, you made 2
balls with your playdough.”
Extensions:
• Add props such as small rolling pins or short dowels, craft sticks and plastic knives, as
you think children are ready for them.
• Make additional batches of playdough of different colors.
Note: Because boiling water is used for this playdough recipe, make playdough when children
are not present.
Note: Children must be closely supervised when they are playing with dough and props. Pay
close attention to toddlers as they play with dough to prevent them from eating it. Model and
comment about the appropriate way to use dough. For example, say, “We can pat the dough.
We can roll it into balls like this.” Carefully supervise children as they play with props to prevent
them from hurting each other.
___________________________________________________________________________
Benchmarks: 6.1.C
6.2.C
5.2.C
5.3.C
Coordinates eye and hand movements
Planned Experience: Sticky Experience (YT)
Materials: Long piece of self-adhesive paper (3 feet), tape, lightweight materials such as
feathers, fabric scraps and small laminated pictures, container for materials
How to begin:
• Remove the backing from a long piece of self-adhesive paper (3 feet) and use tape to
attach the paper sticky side out to the wall at children’s height.
• Invite toddlers to feel the sticky surface. Discuss with them that the wall is “sticky.”
• Place lightweight materials such as feathers, fabric scraps and small laminated
pictures in a container near the sticky wall.
• Observe to see if children try and stick any of the items to the wall. If not, join them
and select one of the items in the container and say, “I wonder if this feather will stick
to the wall.”
• Comment when children are successful in sticking items to the wall. For example, say,
“Yolanda, you stuck that picture of a horse to the wall.”
Extensions:
• Cut out photos of the toddlers or pictures from magazines and glue them to the tops of
plastic lids from yogurt containers or potato chip cans.
• Place the pictures in a container near the sticky wall.
• Observe to see if children try and stick any of the pictures to the wall.
10
Benchmarks: 5.3.C Coordinates eye and hand movement
6.2.C Develops fine motor skills
Planned Experience: Picking up Cotton Balls (YT & OT)
Materials: 2 unbreakable bowls, 2 pairs of tongs and a bag of cotton balls
How to begin:
• Place 2 unbreakable bowls and 2 pairs of tongs on a low table.
• Scatter about 20 cotton balls on the table near the bowls and tongs.
• Observe to see if toddlers go the table and begin to experiment with the materials. If
they do not, introduce the activity by saying, “Anna, use the tongs to pick up the cotton
balls and put them in the other bowl.”
• Assist children who ask for help by modeling and describing how you are holding the
tongs.
• Supervise this activity and, if necessary, set limits for proper use of tongs. Say, for
example, “Leandra, use the tongs to pick up the cotton balls.”
Extension:
• Define space for one child by placing one bowl, one pair of tongs and 10 cotton balls
on a tray (8 x 10 inches) or on a vinyl place mat. Repeat this for the second child.
• Count the number of cotton balls the older toddler puts in the bowl with the tongs.
____________________________________________________________________________
5.3.3 Coordinates eye and hand movements
Planned Experience: Drawing in Sand (OT)
Materials: metal baking pan or cookie sheet with low edges, or shallow box with low sides,
dark paper, sand, plastic spoons, craft sticks
How to begin:
• Line the bottom of the pan with dark paper.
• Cover the paper with about ½ inch of sand.
• Shake the pan so that the sand covers the paper evenly.
• Place the pan on the floor or a low table, using a vinyl tablecloth or a towel underneath
it to catch any sand that spills out of the pan.
• Provide children with items for drawing: plastic spoons or craft sticks.
• Observe children as they use the drawing tools in the sand. Do they experiment with
different tools to make lines in the sand? Do they use their hands to pat the sand? Do
they play with the small amount of sand differently than they play with more sand in a
sand tub?
Note: To make the sand ready for a new drawing, shake the pan from side to side so that it will
again cover the paper evenly.
____________________________________________________________________________
Planned Experience: Painting with Sand (OT)
Materials: cardboard or heavy paper, white glue, large plastic or metal saltshaker filled with
colored sand, large paintbrush
11
How to begin:
• Paint a piece of cardboard or heavy paper with white glue.
• Invite toddlers to use the saltshaker to sprinkle colored sand onto the glue surface.
• Allow the sand to dry. Some sand will stick to the sand and dry and some will not.
• Invite toddlers to touch the sand painting once it is dry. Talk with them about how the
sand feels.
Extension:
• Have sheets of sand paper for children to feel and compare to the sand painting.
Note: See the Colored Sand experience on page 5 for information on how to make colored
sand.
__________________________________________________________________________
Benchmarks: 5.2.C
6.1.C
6.2.C
6.3.C
Develops strategies for solving problems
Planned Experience: Gritty Fingerpainting (YT & OT)
Materials: Pre-mixed liquid starch fingerpaint, fine clean sand, glossy or shiny paper, plastic
tablecloth, shower curtain, or newspaper, masking tape, paint smocks/shirts or
t-shirts, towels for clean-up
How to begin:
• Prepare fingerpaint by mixing ½ cup liquid starch and ½ cup liquid washable tempera
paint and ¼ cup fine clean sand in a cup.
• Cover a low table with a plastic tablecloth, shower curtain or newspaper.
• Tape large pieces of white paper to the covered work surface.
• Invite a small group of toddlers (2 or 3) to experience fingerpainting.
• Assist toddlers in putting on paint smocks or shirts.
• Give each toddler a space for painting.
• Offer toddlers a choice of 2 colors of paint: yellow and blue, for example.
• Assist each child in spooning a puddle of paint in the middle of his or her paper.
• Say, “This is fingerpaint. We use our fingers and our hands for painting.”
• Encourage children with comments such as, “You are using your hands to cover your
paper with blue paint.” “Look at your fingers. They are blue just like the paint on your
paper.” “Feel the paint. Does it feel bumpy?”
• Help each child wash and dry hands before leaving the area.
• Take the fingerpainting to a drying area and allow it to dry completely.
Extensions:
• Allow children to make their own fingerpaint. Pour a puddle of liquid starch on the
child’s paper. Ask, “Aden, what do you think will happen if I squirt some paint into the
starch?” Squirt one or tablespoons of liquid washable tempera paint onto the puddle.
Encourage the child to use his hands to mix the tempera and the starch. Listen to what
the toddler is saying as the starch and tempera paint mix.
• Make and use easy clean-up tempera paint by mixing ¼ cup washable liquid tempera
paint with ¼ cup liquid soap.
• Add peppermint, lemon or vanilla extract to the paint that toddlers are using for
fingerpainting. Observe and listen to see if toddlers notice and comment about the
scent.
• Allow each child to approach fingerpainting in his or her own way. For children who
12
•
•
may be hesitant about covering their hands with paint, suggest that they use their
fingertips first.
Allow children to fingerpaint directly on the tabletop. Pour a small puddle of paint
directly on the tabletop. Consider using one or more colors. Observe children to see if
they notice when paints mix and new colors are created.
Include fingerpainting throughout the year.
Note: When children are fingerpainting, always have them put on paint shirts and always have
water and paper towels or moist towelettes readily available for washing and drying hands
before children leave the area. Remind children that paint goes only on paper. Use only one
scent per day. Combining scents can be overpowering.
__________________________________________________________________________
Planned Experience: Friends Bubble Art (OT)
Materials: ½ cup dishwashing detergent, ½ cup water, 1 teaspoon sugar, food coloring, small
paper cups, chenille stems, large sheet of butcher paper
How to begin:
• Make colored bubble solution as follows: prepare bubble mixture of ½ cup
dishwashing detergent, ½ cup water and 1 teaspoon sugar. Divide the solution into
small paper cups. Mix a different color of food coloring into each cup.
• Cover a table with white butcher paper so children can make bubble prints together.
• Bend and twist the end of the chenille stem to form circles for blowing bubbles.
• Demonstrate for children how to gently blow colored bubbles through the circle onto the
paper.
• Call attention to the colored bubble designs on the paper if children do not notice them.
• Label the painting “Friends Bubble Art” and post it in the classroom at children’s eye
level.
Extension:
• Take this activity outdoors.
• Tape a large sheet of white paper to the fence or the side of the building.
• Follow the procedures for the indoor bubble art experience.
Note: Have children stand above or slightly to the side of the paper as they blow colored
bubbles.
Planned Experience: Catch the Bubbles (YT & OT)
Materials: liquid detergent, water, glycerin, assorted sizes of bubble wands
Movement, How to begin:
• Make bubbles by mixing liquid detergent with water. Add a few drops of glycerin to the
Music and
mix to make the bubbles stronger.
Gross
• Take children outdoors for this experience.
Motor
• Use different sizes of bubble wands.
Experiences
• Blow bubbles and encourage toddlers to catch the bubbles with their hands.
13
Note: Large bubbles move slower and are easier to catch than small bubbles.
Note: If a toddler gets soap in her eyes, rinse with clear water.
____________________________________________________________________________
Planned Experience: Throwing Soft Objects (YT & OT)
Materials: Nylon-net puffs (usually used for bathing) and a soft basket to throw them into
How to begin:
• Locate the activity in an area of the room that is out of the pathway of children.
• Begin to throw the puffs into the basket.
• Invite a couple of children to join you if they do not voluntarily do so.
• Give each child two puffs and suggest where they should stand as they try to throw the
puffs into the basket.
• Allow each child a turn to throw his or her two puffs.
• Adjust where children stand to help them be successful.
• Allow other interested children a turn with the throwing game.
• Continue the activity as long as children remain interested.
Extensions:
• Offer this as an alternative when a toddler throws an inappropriate toy. Provide a
verbal explanation of why you are offering the alternative experience. For example,
say, “Jacob, I can’t allow you to throw that hard truck. It might hit someone and hurt
them. You can roll the truck on the floor or throw this soft puff into this bucket.”
• Consider providing other soft objects that children can safely throw in a designated
area. Balled-up socks, soft fleece or felt balls are safe alternatives.
Hold a Bubble
• Invite children to hold a bubble in their hands as they transition to a new activity.
• Demonstrate how to make a circle/bubble with two thumbs and pointer fingers.
Note: Include transitions you have previously used to move children from one activity or place
to another.
Transition
Times
•
Send home the following activity sheet from Infant and Toddler Family Connection

Family
Experiences
•
Activity #34 – “Tubs of Fun with Water and Sand” (See Attachment: “Tubs of Fun
with Water and Sand”)
Include a Family Response sheet. (See Attachment: Family Response Sheet)
14
Younger Toddler
Weekly Plan Sheet
Week of __________________ Topic: #3.2 My Senses and Play
_ Caregiver(s)___________________________
Big Ideas
 I use my senses when I play.
 Playing in sensory materials such as sand and water is lots of fun.
 Creating and playing with bubbles is also fun.
Books
Add pictures about
favorite things for play
and learning
Add books ‘Touch
Teddy’s Tummy’
Manipulative
Exploration
Add ‘Touch Teddy’s
Tummy’
different types of
structures
Sensory Exploration
Pretend Play
Add rhythm instruments,
picking up cotton balls
bed, picnic basket,
Outdoor Exploration
Add stuffed animals,
bubbles
Day
Books
Monday
First Reading of:
The Very Busy Spider
– p. 2
Tuesday
First Reading of:
I Touch – p. 2
Finger Plays, Language and
Cognitive
FP or Song: Beautiful Bubbles
– p. 4
Self, Social and
Emotional
Gross Motor
Sharing Tub –
p. 6
Tub of Shredded
Paper – p.7
Catch the Bubbles –
p. 13
Hold a Bubble –
p. 14
Sharing Tub –
p. 6
Sticky Experience –
p. 10
Throwing Soft
Objects – p. 14
Hold a Bubble –
p. 14
p. 13
Hold a Bubble –
p. 14
Transition Times
Made Book: Touch Teddy’s
Tummy – p. 3
FP or Song: Bubble Chant –
p. 4
The Very Busy Spider – p. 3
Wednesday
Second Reading of:
– p. 3
Thursday
Second Reading of:
I Touch – p. 2
FP or Song: Bubbles,
Bubbles – p. 4
Sharing Tub –
p. 6
Made Book: Touch Teddy’s
Tummy – p. 3
FP or Song : Bubbles in the
Air – p. 4
Picking up Cotton
Balls – p. 11
Sharing Tub –
p. 6
Water Play – p. 8
Throwing Soft
Objects – p. 14
Hold a Bubble –
p. 14
Sharing Tub –
p. 6
Gritty Fingerpainting
– p. 12
p. 13
Hold a Bubble –
p. 14
The Very Busy Spider – p. 3
Friday
Select from book
list – p. 2
FP or Song: The Bubble Song
– p. 5
Experience: Buried Treasure
– p. 5
Older Toddler
Weekly Plan Sheet
Week of __________________ Topic: #3.2 - My Senses and Play
Caregiver(s)___________________________
Big Ideas
 I use my senses when I play.
 Playing in sensory materials such as sand and water is lots of fun.
 Creating and playing with bubbles is also fun.
Books
Add pictures about
and learning
Add books ‘Touch
Teddy’s Tummy’
Manipulative
Exploration
Tummy’
different types of
structures,
Sensory Exploration
Add rhythm
instruments, picking up
cotton balls
Pretend Play
bed, picnic basket,
Outdoor Exploration
Add stuffed animals,
bubbles
Day
Books
Monday
First Reading of:
– p. 2
Tuesday
Select from book
list – p. 2
Wednesday
Second Reading of:
– p. 3
Thursday
Select from book
list – p. 2
and Cognitive
FP or Song: Beautiful
Bubbles – p. 4
Self, Social and
Emotional
Bathing Babies –
p. 6
Made Book : Touch
FP or Song: Bubble
Chant – p. 4
The Very Busy Spider –
p. 3
FP or Song: Bubbles,
Bubbles – p. 4
Select from book
list – p. 2
FP or Song: The
Bubble Song – p. 5
The Very Busy Spider –
p. 3
Transition Times
p. 13
Hold a Bubble –
p. 14
Throwing Soft Objects
– p. 14
Hold a Bubble –
p. 14
p. 13
Hold a Bubble –
p. 14
Throwing Soft Objects
– p. 14
Hold a Bubble –
p. 14
p. 13
Hold a Bubble –
p. 14
Sand Play – p. 7
Sharing Tub – p. 6
Drawing in Sand –
p. 11
Playdough – p. 9
Bathing Babies –
p. 6
Tub of Rocks – p. 8
Painting with Sand –
p. 11
Sharing Tub – p. 6
Experience: Buried
Treasure – p. 5
Friday
Tub of Shredded
Paper – p. 7
Gross Motor
Picking up Cotton Balls
– p. 11
Experience: Colored
Sand – p. 5
FP or Song : Bubbles in
the Air – p. 4
Water Play – p. 8
Gritty Fingerpainting –
p. 12
Bathing Babies –
p. 6
Tub of Bubbles – p. 9
Friends Bubble Art –
p. 13
Touch
Teddy’s
Tummy
I can touch a
Fuzzy teddy bear.
I can touch a
furry teddy bear.
I can touch a
smooth teddy bear.
I can touch a
rough teddy bear.
I can touch a
hard teddy bear.
I can touch a
soft teddy bear.
Toddlers
(18 to 36 Months)
Activity #34 “Tubs of Fun with Water and Sand”
________________________________________________________________
You will need: Two plastic tubs, one with a cover
Objects such as plastic measuring cups and spoon small colander,
sifter, plastic pitcher, small bucket, shovel, egg beater, turkey baster
Plastic or vinyl cloth, towel, small whiskbroom and dust pan, sponge
Clean sand
Older toddler
Time to observe
Before you begin:
•
Designate one tub for water play and the tub with lid for sand play.
•
Collect some of the items listed above. Store them in a box or mesh bag.
•
Decide which activity to introduce first.
______________________________________________________________________
Try this!
Water Play
•
Put about two inches of water in the tub
•
Place the tub on a table covered with a plastic or vinyl cloth.
•
Dress your child in old clothes because clothes may get a little wet.
•
Allow your child to select three or four items to place in the water tub.
•
Discuss with your child the correct way to play in the water tub.
 Water stays in the tub
 Use the sponge to clean up any accidental spills
 Dry props with the towel before putting them back in the box or bag.
•
Talk with your child about what he is doing as he plays in the water. Say, for
instance, “Look! That water is going right through the colander.” Or ”You’re
filling that pitcher with water.”
•
Stay near by in case your child needs a reminder about the correct way to play in
the water.
Throw the water away after play. Then thoroughly dry the tub.
•
Sand Play
•
Put about two inches of sand in the tub.
•
Place the tub on a table covered with a plastic or vinyl cloth.
•
Allow your child to select three or four items to place in the tub.
•
Discuss with your child the correct way to play in the sand tub.





Sand stays in the tub.
Ask for help to clean up any spilled sand. Use the whiskbroom and dustpan.
Store toys in box or bag at end of play.
Wash hands after playing in sand.
Play with the sand when an adult says it’s okay.
•
Talk with your child as he is playing in the sand. Ask, for instance, “What do you
think you can use to fill the bucket with sand?” or “Try putting some sand in the
sifter. What happens when you turn the handle?”
•
Stay nearby in case your child needs a reminder about the correct way to play in
the sand.
•
Cover the sand tub and put it away until next playtime.
Try these variations of the activities!
•
Take sand and water play outdoors where your child can play without having to
be so concerned about spilling the sand or water.
•
Allow your child to add water to the sand. Give him molds to use in the wet sand.
Talk with him about his “mold” creations.
•
Allow your child to add a couple of squirts of liquid detergent to the water tub.
Give him an eggbeater or whisk. Talk with him about what happens when he
uses the eggbeater or whisk in the water to which detergent has been added.
•
Add vinyl animals, a couple of squirts of liquid detergent and a sponge to the
water tub. Encourage your child to wash the animals, then dry them with a towel.

FAMILY RESPONSE
Name of Activity: __________________________________________________
Child’s Name: ____________________________________________________
___________________ _______________________ ___________________
Interested
Excited
Bored
Frustrated
Family Response
________________________________________________________________
________________________________________________________________
Your Name: __________________________________ Date: _______________
#3.3 - Motor Skills and Play
Big Ideas

I can stack and build with blocks.

I can roll, toss, catch and throw a ball.

I can do lots of things with beanbags.
Featured Books
Changes, Changes by Pat Hutchins
Note: Since there is only one featured book for this week, consider reading some of the
children’s favorite books. The books can be from previous Focus Areas and weeks as well as
other books from your library that toddlers enjoy.
Materials to
Collect and
Make
Books to Make
Playing with Balls is Fun (See Attachment: Playing with Balls is Fun)
Playing with Toys is Fun (See Attachment: Playing with Toys is Fun)
• Balls for play (beach balls, textured/sensory balls of different sizes and colors)
• Balls for exploration (tennis balls, basketball, football, soccer ball, golf ball)
• Beanbags
• Cardboard brick blocks
• Soft vinyl building blocks
• Paper sack blocks
• Grocery bag blocks
• Shoebox blocks
Changes, Changes by Pat Hutchins
Book List
*Featured
Books
#3.3 – Motor Skills and Play
1
4.4.C Communicates through language
Book: Changes, Changes by Pat Hutchins (OT)
Reading
Books with
Toddlers
First Reading of Changes, Changes
• Place some unit blocks of different shapes and sizes in a box and take the box
to the library area, keeping it out of sight until you have read the book with the
children.
• Show the children the book, give the title and invite them to say what they see on the
cover.
• Show the pages and invite children to comment on what is happening on each page.
• Ask questions such as, "What do you think will happen next?" before turning a page
where the blocks are transformed into something else such as a fire truck.
• Describe what is happening on each page if children need help with this.
• Follow up by bringing out the box of blocks and placing them on the floor in front of the
children.
• Invite children to explore the block. Ask questions such as, "Do you think you could
build a house with the blocks? A fire truck? A boat?"
• Remind children that blocks will be in the block center for them to use for building.
Note: This is a wordless book and is an excellent tool for encouraging children to
communicate.
Note: Have enough blocks so that each child in the group will have at least two. Be
responsible for distributing the blocks if children seem to need this assistance from you.
___________________________________________________________________________
Second Reading of Changes, Changes
• Go to the library area and invite children to join you for the book about building with
blocks.
• Show the cover and give the title.
• Show each page and invite children to say what is happening on the page.
• Accept that some may only point and say a word or two and others may give a more
detailed explanation.
__________________________________________________________________________
Book: Playing with Balls is Fun (YT & OT)
First Reading of Playing with Balls is Fun
• Say to children, “I’m going to the book area to read a book about playing with balls.”
• Show the cover and read the title to the children who join you.
• Invite children to name and talk about the balls on the cover.
• Read the book with the children, allowing them to add comments about their family’s
experiences with balls.
____________________________________________________________________________
Second Reading of Playing with Balls is Fun
• Take a tennis ball and a golf ball to the book area. Keep them out of sight of children
until the end of the story.
• Show the cover and read the title.
2
•
•
•
•
Read the book with the children, allowing them to add comments about their family’s
experiences with balls.
Show the children the tennis ball and the golf ball and involve them in discussing what
they know about each.
Allow the children to explore each of the balls. Listen to what they say about them.
Point out likenesses and differences in the balls if children do not do so. For example,
both balls are round and small, the tennis ball is soft and the golf ball is hard, the tennis
ball has a smooth surface and the golf balls has a bumpy surface.
Extensions:
• Repeat the reading experience and include a different set of balls; for example, a
beach ball, basketball and/or a soccer ball
• Repeat the reading experience and include a basketball and a football. Involve
children in exploring the two balls and discussing the texture of each. Invite them to tell
you how they are different.
Additional Benchmark: 6.1.C Gains an understanding of basic concepts and
relationships
Note: For the hands-on experiences, include the balls with which children are most familiar.
____________________________________________________________________________
Book: Playing with Toys is Fun (YT & OT)
First Reading of Playing with Toys is Fun
• Go to reading area and say, “I’m going to read a book about some of our favorite toys.”
• Show the cover and give the title. Invite children to name the different toys on the
cover.
• Read the book with the children, allowing them to make comments about their
experiences with the toys.
____________________________________________________________________________
Second Reading of Playing with Toys is Fun
• Place items such as a block, a beach ball, a small bucket with shovel, and a beanbag
in a large bag or pillowcase and take the bag with you to the reading area. Keep it out
of sight until after you have read the story to the children.
• Invite children to join you to read about their favorite toys.
• Read the book with children, allowing them to make comments.
• Bring out the bag and say to children, “I have some of your favorite toys in this bag.
What do you think is in the bag?”
• Allow children to predict what they think is in the bag.
• Bring out one toy at a time and invite children to talk about how they play with the toy.
Extension:
• Read the story with two children.
• Place two of the selected toys on the floor.
• Invite each child to say which toy he likes to play with the most. Encourage the child to
discuss what he likes to do with the toy.
Additional Benchmark: 1.4.C Asserts independence
3
Count the Balls
I have three balls to play with (hold up 3 fingers)
They all belong to me. (point to self)
Can you help me count them?
1 – 2 – 3. (count each finger)
____________________________________________________________________________
Language
and
Cognitive
Materials
and
Experiences
Playing Ball
(Sing to tune of “Mulberry Bush”)
(Make appropriate motions as you sing each verse)
This is the way we roll the ball (pretend to roll ball on floor)
Roll the ball, roll the ball.
This is the way we roll the ball.
Playing ball is fun.
This is the way we bounce the ball (pretend to bounce ball)
Bounce the ball, bounce the ball.
This is the way we bounce the ball.
This is the way we throw the ball (make throwing motion)
Throw the ball, throw the ball.
This is the way we throw the ball.
This is the way we catch the ball (pretend to catch a ball)
Catch the ball, catch the ball.
This is the way we catch the ball.
This is the way we bat the ball (pretend to bat ball)
Bat the ball, bat the ball.
This is the way we bat the ball.
Playing ball if fun.
This is the way we kick the ball (pretend to kick a ball)
Kick the ball, kick the ball.
This is the way we kick the ball.
Note: Invite children to make the motions with you.
Note: Make sure each child has sufficient space to make the motions without interfering with
the other children.
____________________________________________________________________________
Roll, Roll, Roll the Ball
(Sing to tune of “Row, Row, Row Your Boat”)
Roll, roll, roll the ball (pretend to roll ball)
Roll it to a friend.
Roll and roll and roll the ball.
Roll it to a friend.
4
Throw, throw, throw the ball (pretend to throw ball)
Throw it to a friend.
Throw and throw and throw the ball.
Throw it to a friend.
Kick, kick, kick the ball (pretend to kick ball)
Kick it to a friend.
Kick and kick and kick the ball.
Kick it to a friend.
____________________________________________________________________________
I Use My Hands
(Sing to tune of “Mary Had a Little Lamb”)
I use my hands to catch the ball (pretend to catch ball)
Catch the ball, catch the ball, catch the ball.
I use my hands to catch the ball.
I can catch the ball.
I use my arms to throw the ball (pretend to throw)
Throw the ball, throw the ball, throw the ball.
I use my arms to throw the ball.
I can throw the ball.
I use my feet to kick the ball (pretend to kick)
Kick the ball, kick the ball, kick the ball.
I use my feet to kick the ball.
I can kick the ball.
____________________________________________________________________________
Planned Experience: Making Grocery Bag Blocks (YT & OT)
Materials: brown grocery bags, newspaper, tape
How to begin:
• Invite toddlers to help you make grocery bag blocks.
• Involve them in scrunching newspaper and stuffing it into the bags.
• Fold down the tops of the bags to create a flat top. Tape the tops securely.
• Place the bags in the block area and observe children as they play with the blocks. Do
they stack them? Do they place them side-by-side? Do they line them up? Do they
create an enclosure and put animals or small vehicles inside?
• Comment on what you see children doing with the blocks. For example, say, “Kaley,
you’ve stacked 3 blocks on top of each other.”
Extension: Small Paper Sack Blocks
• Repeat this process with small grocery sacks.
• Place the small bags in the block area and observe children as they play with them.
____________________________________________________________________________
Planned Experience: Making Shoebox Blocks (YT & OT)
Materials: shoeboxes, newspaper, tape
5
How to begin:
• Invite each family to send an empty shoebox with lid to the center. Explain that the
children will be making blocks with the shoeboxes.
• Involve toddlers in scrunching newspaper and stuffing it into the shoebox.
• Help toddlers securely tape the lid on the box.
• Cover the shoebox with self-adhesive paper.
• Add the shoebox blocks to the block area.
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Planned Experience: Big, Middle-size and Small Blocks (OT)
Materials: large paper bag block, small paper bag block and shoebox block
How to begin:
• Place all 3 blocks on the floor in front of you.
• Invite a child to help you put the blocks in order from biggest to smallest. Say, “Nathan,
I’m looking for the biggest block. Now I need the middle-size block. Now I need the
smallest block.”
• Acknowledge child’s efforts and/or accomplishments. “Nathan, you found the biggest
block. Can you put it here?” “Look at these two blocks. Which of these two is the
biggest block?”
Extension:
• Consider using 3 sizes of purchased blocks for this same type of activity. Small
wooden unit blocks may be used with older toddlers if carefully supervised.
____________________________________________________________________________
Planned Experience: Block Shapes (OT)
Materials: pairs of wooden unit blocks with the same shape: 2 small squares, 2 rectangles, 2
large squares and 2 triangles for example
How to begin:
• Go to block area and locate the pairs of blocks.
• Mix up the blocks.
• Invite children to come and help you find the blocks that go together.
• Select one of the blocks and invite a child to find the other block that matches it. Say,
“Shawna, you found the other small square.”
• Continue this with the pairs of blocks.
• Name the shapes of each block as children match them.
____________________________________________________________________________
Planned Experience: Building a Fence (OT)
Materials: wood unit blocks, vinyl covered blocks or blocks made from small paper sacks,
small vinyl or rubber farm animals
6
How to begin:
• Add a container of vinyl animals to the block area.
• Observe children to see what they do with the animals. Do they incorporate them into
their block play?
• Join children in the block area and say, “We need to build a fence for the animals so
they don’t run away.” Begin to build a fence.
• Involve children who join you in helping to build the fence. Say, “Isaac, can you find
me another square block like this one?” “Which block do we need to put here?”
• Invite children to put the animals inside the enclosure.
• Leave the area and observe to see if they continue to build enclosures for the animals.
Extension:
• Add small vehicles to the block area and observe them in play. Do they incorporate the
vehicles into their block play?
• Join children and invite them to help you build a garage for their cars.
____________________________________________________________________________
Benchmarks: 5.2.C
5.3.C
6.1.C
6.2.C
Coordinates eye and hand movements
Planned Experience: Balls and Tubes (YT & OT)
Materials: small balls such as golf balls and tennis balls, paper tubes from paper towels,
packing tubes, clear plastic or acrylic tubes, PVC pipe
How to begin:
• Cut the tubes or pipe into different lengths.
• Place the tubes and balls in a box or tub.
• Invite no more than 2 or 3 children to play with the balls and tubes.
• Observe as children explore the materials. Do they try a ball, find it is too large and
select another one?
• Join the children and encourage their exploration. Say, for example, “Ben, that ball is
too big for that tube. Can you find a smaller ball to put in the tube?”
Extension:
• Mount clear plastic or acrylic tubes, 4 or 5 inches in diameter, to the fence on the
playground at an angle and at height where children can reach them. Use rubber
straps to attach the tubes.
• Place a bucket of toys nearby, some small enough to go through the tubes and some
too large.
• Observe children as they place toys in the tubes and observe them go down. Do they
try other objects in the tube?
Note: The indoor activity requires close supervision so that children do not throw the balls or
hit each other with the tubes.
Note: Check the outdoor tubes for edges that may become sharp or brittle over time and
replace the tube, or cut off the sharp bridge and remount it to the fence.
7
4.3.C Responds to verbal and non-verbal communication
Planned Experience: Pass the Beanbag (OT)
Materials: 2 or 3 identical beanbags
Self, Social
and
Emotional
Experiences
How to begin:
• Place the beanbags on the floor in an area that is out of the flow of traffic.
• Pick up one of the beanbags and say, “I wonder what we can do with these beanbags.”
• Allow children who join you to explore the beanbags. Encourage them to say and
demonstrate what they can do with beanbags.
• Collect the beanbags and say, “We’re going to play a game with just one of the
beanbags” and put the other beanbags out of sight.
• Invite the children to form a circle with you by holding hands, then ask children to drop
hands.
• Say, “I’m going to pass the beanbag to John. John, you pass the beanbag to Audrey,
and Audrey will pass the beanbag to Leandra.”
• Guide the children through the process of passing the beanbag to each other as you
say or sing, “Pass the beanbag to your friend, Audrey. Pass the beanbag to your
friend, Leandra. Pass the beanbag to your friend, Ms. Brown.”
Extensions:
• Vary the game by adding the words “Stop” and “Go.” Say to the children, “When I say
‘Stop’, hold the beanbag until I say ‘Go’.” Make sure each child has a turn holding the
beanbag when you say “Stop.”
• Add variety by playing music as you pass the beanbag to each other.
____________________________________________________________________________
Planned Experience: Roll the Ball (YT)
Materials: ball
How to begin:
• Sit on the floor with a young toddler.
• Roll the ball to the child, chanting the following: “I’m rolling the ball to Marcy.”
• Encourage the child to roll the ball back to you and chant the following: “Marcy is
rolling the ball to Mr. Jones.”
Planned Experience: Textured Balls (OT)
Materials: beach ball, golf ball, tennis ball, purchased texture balls, basketball, baseball or
softball
How to begin:
Sensory
• Provide a collection of 3 or 4 balls for children to explore. Have the balls in a container.
and Art
• Invite children to join you in an area where you can sit on the floor.
Materials
• Bring out the balls and invite children to explore them.
and
• Discuss with the children how the balls are different and how they are alike. For
Experiences
example, all are round, some are large and some are small, balls have different
8
•
•
textures, some are hard and some are soft, balls are different colors.
Encourage children to talk about the experiences they and their families have had with
the different types of balls.
Conclude the experience by putting the balls back into the bag and putting the bag
away.
Note: Select balls that are different in many ways as possible. First choice of balls should be
those that children play with; balls such as beach ball and texture balls.
Note: This experience requires close supervision by the adults. The balls are for supervised
exploring only, not for children’s independent play.
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Planned Experience: Playdough (OT)
Materials: 1 cup flour, ½ cup salt, 2 teaspoons cream of tartar, 1 tablespoon cooking oil, 1
teaspoon food coloring, 1 cup boiling water.
How to begin:
• Make playdough as follows:
o Mix together flour, salt, oil, and food coloring
o Add the cup of boiling water. Mix well.
o Knead the mixture until it forms a soft dough.
o Keep stored in a sealed container.
• Place a container of playdough on a table.
• Sit at the table, take out some playdough and begin to roll it into a ball.
• Give children who join you some of the playdough.
• Observe to see if they begin to roll the dough into balls. Comment on what they are
doing. “Frances, you have made a big ball with your playdough. Emily, you made 2
balls with your playdough.”
Extensions:
• Add props such as small rolling pins or short dowels, craft sticks and plastic knives, as
you think children are ready for them.
• Make additional batches of playdough of different colors.
Note: Because boiling water is used for this playdough recipe, make playdough when children
are not present.
Note: Children must be closely supervised when they are playing with dough and props. Pay
close attention to toddlers as they play with dough to prevent them from eating it. Model and
comment about the appropriate way to use dough. For example, say, “We can pat the dough.
We can roll it into balls like this.” Carefully supervise children as they play with props to prevent
them from hurting each other.
____________________________________________________________________________
Benchmarks: 1.3.C Demonstrates increasing sense of competence and confidence in
growing abilities
1.4.C Asserts independence
9
Planned Experience: A Collage of Toys (OT)
Materials: collection of pictures of toys cut from school supply and toy catalogs, trays
approximately 12 x 18 inches, one sheet of paper per child, sheet of card stock for
cover, small containers with washable school glue, cotton swabs for spreading glue
How to begin:
• Give each child a tray to contain the materials needed for this experience: paper,
container with small amount of glue and cotton swab.
• Place the cutout pictures of toys on the table so children can see them.
• Guide each child to choose a few pictures of the toys (3 to begin with).
• Talk children through the steps for gluing. Say, “Turn the toys over and use the cotton
swab to spread a little glue on the back of the picture. Now place the side with glue on
it on your paper. Put it anywhere you want to.”
• Assist the children with gluing if they ask you to.
• Allow the children to glue on as many or as few of the pictures of toys as they choose.
Extension:
• Ask children to tell you the name of the toy and, with their permission, write the name
of the toy underneath the picture. Ask them if they want their name on their paper, and
with permission, write the name.
• Consider vinyl place mats for each child if trays are not available.
___________________________________________________________________________
Planned Experience: Unwrapping Toys (YT)
Materials: 2 or 3 small balls, small blocks, several kinds of paper such as tissue, foil, wrapping
paper and newspaper
How to begin:
• Wrap a couple of balls and blocks in colorful paper.
• Place the wrapped toys on a table or on the floor in an area with space for 2 or 3
children to sit.
• Say to children who discover the wrapped toys, “What do you think is inside?”
• Observe as children work to unwrap the toys. Do they persist until they have
completely unwrapped the toy?
• Wrap the same toys in another kind of paper as children watch you. Do they try and
unwrap the newly wrapped toys?
• Continue the activity until children tire of the game.
Note: Children may enjoy the sound of the wrapping paper as much as the unwrapping of the
toys.
___________________________________________________________________________
Planned Experience: Scarf Box (YT)
Materials: 4 or 5 patterned scarves with different textures, a cylinder shaped chips can
such as a Pringles can with plastic lid, or small plastic box with hinged lid (from
diaper wipes, or any other small box with a small opening)
10
How to begin:
• Use an exacto knife to cut an X in the plastic lid of the can.
• Tie scarves together and stuff them into the box.
• Leave one corner of a scarf sticking out of the hole in the lid.
• Place the box on a table or floor for toddlers to discover.
• Observe as a toddler discovers the box and begins to pull out the scarves. Describe
what the child has discovered. For example, say, “Ethan, I saw you pull the scarf out.
You pulled out four scarves.”
Note: The exacto knife is to be used by adults when there are no children present and it is to
be stored away in a locked cabinet out of reach of children
Planned Experience: Roll the Ball (YT)
Materials: ball
Movement,
Music and
Gross
Motor
Experiences
How to begin:
• Sit on the floor with a young toddler.
• Roll the ball to the child, chanting the following: “I’m rolling the ball to Marcy.”
• Encourage the child to roll the ball back to you and chant the following: “Marcy is
rolling the ball to Mr. Jones.”
____________________________________________________________________________
Planned Experience: Boxes and Blocks (YT & OT)
Materials: 2 or 3 boxes, strong tape, yarn or rope
How to begin:
• Locate boxes that are large enough to hold blocks.
• Hook the boxes together with tape or rope. Attach a piece of yarn or rope to the front
of the box.
• Place the train in the block area.
• Observe to see if children put the blocks in the train and begin to pull it.
• Demonstrate placing the blocks in the box and pulling it if children seem to need this
guidance.
• Observe to see if children put other objects in the train and begin to pull it.
Note: The yarn or rope that is attached to the front of the box should only be long enough for
he child to pull the train.
Note: Careful supervision is needed to help children take turns with pulling the train and to
make sure that they only use the rope for pulling the train.
Note: Use the box train from #3.3 – Toys for Hugging and Pretending.
____________________________________________________________________________
11
Planned Experience: Throwing Balls (OT)
Materials: 6 tennis balls or soft balls of fleece or felt, box or basket with large opening
How to begin:
• Place the box or basket in a clear area next to a wall.
• Place the balls in a container on the floor near the box.
• Go to the area and say to children who join you, “This is a game where you throw the
balls into the basket.”
• Model throwing the ball into the basket.
• Observe children. If they are not successful, do they move closer to the basket? Do
they stand over the basket and drop the ball into it?
• Allow each child a turn with the throwing game.
• Adjust where children stand to help them be successful.
• Continue the game as long as children remain interested.
Extensions:
• Use bean bags for throwing into a basket or box.
• Throw nylon-net puffs into a basket or box.
• Offer throwing soft objects such as nylon-net puffs when a toddler throws an
inappropriate toy. Provide a verbal explanation of why you are offering the alternative
experience. For example, say, “Jacob, I can’t allow you to throw that hard truck. It
might hit someone and hurt them. You can roll the truck on the floor or throw this soft
puff into this bucket.”
• Make an animal face on the bottom of a large box. Cut a large hole for the mouth.
Lean the box against the wall so that children can see the hole. Invite older toddlers to
toss the beanbags into the mouth of the animal.
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Planned Experience: Let’s Play Catch (OT)
Materials: beach ball
How to begin:
• Take a beach ball outdoors.
• Invite one or two children to join you in playing catch with the beach ball.
• Experiment with the distance needed between you and the children and adjust to allow
them to be successful in catching the ball.
• Toss the ball to a child. Encourage the child to hold out her hands and arms to catch
the ball.
• Invite child to throw the ball back to you.
• Take turns throwing the ball to the two children.
Note: A child will initially use her arms to gather the ball to her body, then gradually will use
hands to catch the ball.
____________________________________________________________________________
Planned Experience: Kick the Beach Ball (OT)
12
Materials: beach ball
How to begin:
• Take the beach ball to a clear, grassy area on the playground.
• Place the ball on the ground and invite a child to kick it to you.
• Model kicking the ball with your arms out to your side and say to children, “Holding out
my arms helps me keep my balance.”
• Suggest that children walk to the ball and kick it.
• Allow children turns kicking the ball.
• Play the kicking game as long as children remain interested.
Extension:
• Allow children many opportunities to practice kicking the ball.
Note: Use large, lightweight balls for kicking.
I’m Rolling the Ball to You
• Sit with the children in a circle. Ask children to sit with legs apart.
• Say to one child as you roll the ball to him, “Justin, I’m rolling the ball to you.”
• Ask child to bring the ball to you as he transitions to the next activity.
____________________________________________________________________________
Transition
Times
Make a Ball
• Model making a ball with your hands.
• Invite children to make a ball with their hands as they transition from one activity to
another.
Note: Adapt other finger plays previously listed as transitions to move children from one
activity or place to another. Include transitions from previous topics that worked.
Note: Consider creating a transition file, either in a small notebook or on index cards, for easy
and quick reference.
Send home the following activity sheet:
•
Making Blocks at Home (See Attachment: Making Blocks at Home)
Family
Experiences
13
Younger Toddler
Weekly Plan Sheet
Week of __________________ Topic: #3.3 Motor Skills and Play
_ Caregiver(s)___________________________
Big Ideas
 I can stack and build with blocks.
 I can roll, toss, catch and throw a ball.
 I can do lots of things with beanbags.
Books
Add pictures about
and learning, ‘Playing
with Balls is Fun’,
‘Playing with Toys is Fun’
Manipulative
Exploration
Knobbed puzzles about
balls and toys
Add cardboard brick
blocks, soft vinyl blocks,
grocery bag blocks,
shoebox blocks
Sensory Exploration
Pretend Play
Add rhythm instruments,
scarf box, and wrapped
toys
male and female,
unbreakable hand and
wall mirrors, toy
telephones
Outdoor Exploration
Add beach balls, clear
tubes on fence with
bucket of small toys
Day
Books
Monday
First Reading of:
Playing with Toys is
Fun – p. 3
Tuesday
First Reading of:
Playing with Balls is
Fun – p. 2
Wednesday
Books selected
from classroom
library
Thursday
Second Reading of:
Fun –p. 3
Friday
Second Reading of:
Fun – p. 2
and Cognitive
Self, Social and
Emotional
FP or Song: Count the
Balls – p. 4
Roll the Ball– p. 8
Unwrapping Toys –
p. 10
Boxes and Blocks –
p. 11
I’m Rolling the Ball
to You – p. 13
Experience: Making
Grocery Bag Blocks –
p. 5
FP or Song: Roll, Roll,
Roll the Ball – p. 4
Scarf Box – p. 10
Boxes and Blocks p. 11
Make a Ball – p. 13
Unwrapping Toys –
p. 10
p. 11
to You – p. 13
Scarf Box – p. 10
p. 11
Unwrapping Toys –
p. 10
p. 11
to You – p. 13
Gross Motor
Transition Times
Experience: Balls and
Tubes - p. 7
FP or Song: I Use My
Hands – p. 5
Tubes – p. 7
FP or Song : Count the
Balls – p. 4
Experience: Making
Shoebox Blocks – p. 5
FP or Song: I Use My
Hands – p. 5
Tubes – p. 7
Older Toddler
Weekly Plan Sheet
Week of __________________ Topic: #3.3 Motor Skills and Play
_ Caregiver(s)___________________________
Big Ideas
 I can stack and build with blocks.
 I can roll, toss, catch and throw a ball.
 I can do lots of things with beanbags.
Books
Add pictures about
and learning, ‘Playing
with Balls is Fun’,
‘Playing with Toys is
Fun’
Manipulative
Exploration
Knobbed Puzzles about
balls and toys
Add small people figures
and small vehicles,
cardboard brick blocks,
soft vinyl building
blocks, small set of unit
blocks, shoebox blocks,
grocery bag blocks
Sensory Exploration
Pretend Play
Add rhythm instruments
male and female,
unbreakable hand and
wall mirrors, toy
telephones
Outdoor Exploration
Add beach balls, clear
tubes on fence with
bucket of small toys
Day
Books
Monday
First Reading of:
Changes, Changes –
p. 2
Tuesday
First Reading of:
Fun – p. 2
Wednesday
First Reading of:
Fun – p. 3
Thursday
Second Reading of:
Changes, Changes –
p. 2
Friday
Second Reading of:
Fun – p. 3
Cognitive
FP or Song: Count the Balls –
p. 4
Experience: Making Grocery
Bag Blocks – p. 5
Making Shoebox Blocks – p. 5
FP or Song: Roll, Roll, Roll the
Ball – p. 4
Self, Social and
Emotional
Sensory, Art,
Nutrition
Movement, Music,
and Gross Motor
Transition Times
Pass the Beanbag
– p. 8
Textured Balls –
p. 8
Boxes and
Blocks – p. 11
to You – p. 13
Pass the Beanbag
– p. 8
Playdough – p. 9
Throwing Balls –
p. 12
Pass the Beanbag
– p. 8
Collage of Toys –
p. 10
Let’s Play Catch
– p. 12
to You – p. 13
Pass the Beanbag
– p. 8
Textured Balls –
p. 8
Kick the Beach
Ball – p.12
Pass the Beanbag
– p. 8
Playdough – p. 9
Throwing Balls –
p.12
to You – p. 13
Experience: Big, Middle-size,
and Small Blocks – p. 6
FP or Song: I Use My Hands –
p. 5
Experience: Block Shapes –
p. 6
FP or Song : Count the Balls –
p. 4
Experience: Building a Fence –
p. 6
FP or Song: I Use My Hands –
p. 5
Experience: Balls and Tubes –
p. 7
Playing
with Balls
is Fun
Playing with a
baseball is fun.
Playing with a
football is fun.
Playing with a
soccer ball is fun.
Playing with a
basketball is fun.
Playing with a
golf ball is fun.
Playing with a
tennis ball is fun.
Playing with a
beach ball is fun.
Playing
with balls
is fun!
Playing
with Toys
is Fun
Playing with dolls
is fun.
Playing with stuffed
animals is fun.
Playing with balls
is fun.
Playing with toys
with wheels is fun.
Playing with blocks
is fun.
Playing with toys
that make noise
is fun.
Playing with toys
is fun.
Making Blocks at Home
Toddlers love to play with blocks. They carry them around, they stack them, they
build with them, and they create a fence for their animals or a garage for their
cars. Here are some inexpensive ideas for involving your toddler and other
family members in making blocks from grocery bags, shoe boxes and
newspaper.
Grocery Bag Blocks
•
•
•
•
•
•
•
•
Collect brown grocery bags, newspaper and tape for the project.
Invite your toddler to help you make grocery bag blocks.
Involve your child in scrunching newspaper and stuffing it into the bags.
Fold down the tops of the bags to create a flat top. Tape the tops
securely.
Provide floor space where your child can build with the blocks.
Add small cars and animals to the block play.
Sit on the floor with your child and talk about what he or she is doing.
Say, for example, “You’ve stacked 3 blocks on top of each other.”
Provide a large box for storing the blocks.
Small Paper Sack Blocks
• Repeat the process with small grocery sacks.
• Encourage your child to play with both the big and small blocks.
• Invite your child to put all of the big blocks together and all of the small
blocks together.
• Count the blocks with your child. Your child may not know how to count
the blocks, but you are introducing numbers to him or her.
Shoebox Blocks
• Collect shoeboxes with lids from family members and neighbors.
• Invite your toddler to help you make shoebox blocks.
• Involve your child in scrunching newspaper and stuffing it into the bags.
• Help your toddler securely tape the lid on the box.
• Cover the shoebox with self-adhesive paper.
• Add the shoebox blocks to the grocery bag and small paper sack blocks.
#3.4 – Music and Movement Play
Big Ideas

I like to play with things that make lots of noise.

I like to play rhythm instruments.

I enjoy listening to and moving to music.
Featured Books
Pots and Pans by Patricia Hubbell, illustrated by Diane deGroat (BB)
Note: Since there is only one featured book for this week, consider reading some of the
children’s favorite books. The books can be from previous Focus Areas and weeks as well as
other books from your library that toddlers enjoy.
Materials to
Collect and
Make
Books to Make
Playing with Toys is Fun (From #3.3 – Motor Skills and Play or See Attachment:
Playing with Toys is Fun)
• Purchased rhythm instruments (maracas, tambourines, bells, castanets)
• Drum
• Egg shakers
• Bell bracelets
• Sound bottles
• “No sound” bottles
Note: When purchasing rhythm instruments, refer to the infant and toddler section of school
supply catalogs for instruments designed specifically for toddlers.
*Pots and Pans by Patricia Hubbell, illustrated by Diane deGroat
Book List
*Featured
Books
1
Book: Pots and Pans by Patricia Hubbell, illustrated by Diane deGroat (YT & OT)
Reading
Books with
Toddlers
First Reading of Pots and Pans
• Collect kitchen items that make a good sound such as one or two pots, a couple of pot
lids, pie tins, wooden spoons, and wooden spatula.
• Place the items in a box and keep it out of sight until after you have read the story to
the children.
• Invite two or three children to the book area to read a story about making lots of noise.
• Show the cover and say the title.
• Invite older toddlers to tell you about their experiences with pots and pans and noise.
• Read the book with children.
• Bring out the box and say, “I wonder what is in this box. Do you think it might be pots
and pans and things that make noise?”
• Take the kitchen items out of the box, sit them on the floor and allow children to explore
and experiment with them.
Note: Allow all children an opportunity to hear the story and play with the kitchen items.
____________________________________________________________________________
Second Reading of Pots and Pans
• Take the kitchen items in the box to the library area, keeping the box out of sight until
you have read the story with the children.
• Invite two or three children to the book area to read the story with you.
• Read the book with children.
• Bring out the box and allow children to explore and experiment with the kitchen items
for a few minutes.
• Say to children, “We are going to do a loud and soft game with the pots and pans and
spoons. What should you do when I say, “Make a soft sound.”? That’s right, you make
a real soft sound. What should you do when I say, “Make a loud sound.”? That’s right,
you make a loud sound.”
• Play the game with the children. Do they understand when to make a soft and a loud
sound?
Additional Benchmark: 4.3.C Responds to verbal and non-verbal communication
Note: Demonstrate soft and loud sounds with the kitchen items if necessary.
____________________________________________________________________________
Third Reading of Pots and Pans
• Show the cover and say the title.
• Follow up by showing each page and inviting children to find the cat and puppy on the
page.
2
Book: Playing with Toys is Fun (YT & OT)
First Reading of Playing with Toys is Fun
• Go to the library area and say to the children, “I have a book about our favorite toys.”
• Show the cover of the book to the children who join you and say the title.
• Invite children to name the toys on the cover.
• Read the book with children, allowing them to point to and talk about what they see on
each page.
__________________________________________________________________________
Second Reading of Playing with Toys is Fun (OT)
• Display the toys featured in the book in obvious places in the room so they can easily
be seen by the children. Have them in the area where they would normally be found.
For example, the doll can be found in the pretend play area.
• Go to the library area and say to the children, “I’m going to read a book about our
favorite toys.”
• Show the cover and read the title.
• Follow up by showing each page and inviting a child to locate the toy featured on that
page and bring it to the group. Acknowledge children who are successful and assist a
child who needs help locating the toy. For example, say, “Jessica, you found the doll
that was sleeping in the doll bed.” “Felix, remember that we used the blocks to build a
fence for the animals this morning.”
Ring, Ring, Ring Those Bells
(Sing to tune of “Row, Row, Row Your Boat)
(You and children make appropriate motions with bells)
Language
and
Cognitive
Materials
and
Experiences
Ring, ring, ring those bells.
Ring them loud and clear.
Ring them high
And ring them low.
Music time is here.
____________________________________________________________________________
Shaker, Shaker
(Sing to tune of “Twinkle, Twinkle Little Star”)
(You and children standing. Make appropriate motions with shakers)
Shakers up and shakers down.
Shakers, shakers all around.
Shakers, shakers turn around.
Shakers, shakers, let’s sit down.
____________________________________________________________________________
Where are Your Bells?
(Sing to tune of “Where Is Thumbkin?)
(You and children have bells)
Where are your bells? Where are your bells? (bells behind back)
Here they are! Here they are! (bring bells from behind back)
Play them together, play them together.
Ring, ring, ring. Ring, ring, ring. (all ring bells)
3
Extensions:
• Substitute shakers for bells and sing as follows:
Where are your shakers? Where are your shakers? (shakers behind back)
Here they are! Here they are! (bring shakers from behind back)
Play them together, play them together.
Shake, shake, shake. Shake, shake, shake. (all shake shakers)
• Use other rhythm instruments when there are enough for each child to have one.
____________________________________________________________________________
Who Plays the Bells? (OT)
(Sing to tune of “The Farmer in the Dell”)
(Each child with bell bracelets)
Who plays the bells?
Hi ho the dairy oh,
Michael plays the bells.
Hi ho the dairy oh,
Note: Allow each child in the group who wants a turn to play the bells. Substitute each child’s
name in the song. Conclude with the following verse:
We all play the bells.
Hi ho the dairy oh.
____________________________________________________________________________
Benchmarks: 1.3.C Demonstrates increasing sense of competence and confidence in
growing abilities
Planned Experience: Who Has This Toy? (OT)
Materials: Playing with Toys Is Fun book, doll, stuffed animal, ball, small vehicle, block,
rhythm instrument, bag for the toys
How to begin:
• Place the toys in a bag and keep out of sight of children until after you have read the
book to them.
• Go to the library and say to children, “After we have read our story, I have a surprise for
you.”
• Bring out the bag and remind children that you said there would we a surprise for them.
“The surprise is in this bag. Can you guess what it is?” Pause for answers. “We’ve
been reading about toys, Do you think there might be toys in this bag?”
• Invite each child to reach into the bag, pull out a toy and say what it is.
• Place the book on the floor, open it to the first page and read the text.
• Ask, “Who has a doll to play with? Yes, Marshall, you have the doll.”
• Follow this procedure for each page of the book.
4
Extension:
• Repeat the activity, allowing children to select another toy from the bag.
• Change the items in the bag. For example, include a different doll, stuffed animal, or
rhythm instrument.
Note: Have enough toys for each child in the group. This may mean having duplicates of
some toys or different types of blocks or rhythm instruments, for example.
Note: Allowing children to reach into the bag for a toy without seeing it may eliminate conflicts
over which toy a child wants.
Note: Select items such as rhythm instruments that are similar to those in the book.
___________________________________________________________________________
Benchmarks: 1.1.C Feels valued and attached to others
4.4.C Communicates through language
Planned Experience: Play Your Instruments (OT)
Materials: different instruments such as maracas, tambourines, castanets, bells, shakers
How to begin:
• Collect instruments, place them in a bag and take them to an area with enough space
for you and the children to play instruments.
• Invite each child to reach inside the bag for an instrument.
• Allow children time to explore and experiment with the instruments.
• Label each instrument and invite each child with that instrument to say the name with
you. Then say, “Reggie and Jordan, you have a tambourine. Play the tambourines for
us.”
• Sing the following song (sing to tune of “Farmer in the Dell”) and invite children with the
instrument named in the song to play their instrument:
Reggie and Jordan play tambourines.
Hi ho the dairy oh,
•
•
Substitute children’s names and their instruments in additional verses.
Sing the concluding verse as follows:
We all play together.
Hi ho the dairy oh,
___________________________________________________________________________
Planned Experience: Sound and “No Sound” Bottles (OT)
Materials: 4 clear plastic water or drink bottles, feathers, cotton balls, buttons, jingle bells,
superglue and strong tape.
How to begin:
• Make sound bottles by placing buttons in one of the clear plastic bottles and jingle bells
in the other.
5
•
•
•
•
•
•
Make “no sound” bottles by placing a few feathers in one of the clear plastic bottles and
cotton balls in the other.
Superglue the caps on each bottle securely and cover with strong clear tape.
Place the bottles with feathers and cotton balls and two of the sound bottles on a low
shelf or table.
Observe children as they interact with the bottles. Do they shake them? Do they seem
to notice that no sound comes from the bottles with feathers and cotton balls?
Join children as they play with the bottles. Invite a child to shake one of the bottles and
ask, “Pedro, do the buttons make a sound? Can you hear the buttons when you shake
them?” Repeat this with all of the bottles. Can the children correctly identify the items
that make sounds and those that don’t?
State that “We have two bottles that make sounds and two that don’t”.
Extension:
• Store the sound bottles and the “no-sound” bottles on storage shelf where toddlers can
see and reach them.
Note: Make sure caps are securely glued on the bottles. Make a daily check of the bottles to
make sure caps remain secured.
____________________________________________________________________________
Planned Experience: Egg Shakers (YT & OT)
Materials: large plastic eggs (usually in stores at Easter), salt, beans, paper clips, rice,
buttons, small bells, superglue, clear tape
How to begin:
• Place some of the items listed above in the eggs; one type item per egg.
• Superglue the two halves of the eggs together and cover the closing with strong clear
tape.
• Store the eggs in a plastic container or basket.
• Place the container on a low storage shelf or on a table and allow children to discover
it.
• Observe children as they explore the eggs. Do they shake them? Do they hold them
to their ear? Do they try to open them?
• Join the children as they play with the eggs. Pick up an egg and, hold it to your ear as
you shake it and say, “I wonder what is in this egg.”
• Store the container on an open shelf so children can play with the eggs independently.
Extension: Match the Eggs (OT)
• Consider making identical pairs of eggs, using the same color of eggs and the same
number or amount of items for each pair.
• Invite an older toddler to help you find the two eggs that are alike.
• Begin by selecting an egg and saying, “Deandra, can you find a yellow egg like this
one? That’s right. Now, shake the two yellow eggs. Do they sound alike?”
• Encourage child to match the other eggs by color and to shake them to determine if
they sound alike.
Note: Check the eggs each day to make sure they are securely sealed.
6
Planned Experience: Loud and Soft Sounds (OT)
Materials: drum, two cymbals or two pan lids
How to begin:
• Place the drum, cymbals or pan lids on the floor in an area large enough so that three
or four children can sit with you.
• Explain to children who join you that you are going to make a sound with each
instrument and they are to tell you if the sound is soft or loud.
• Tap the drum head softly with your hand. Ask children, “Was that a soft or loud sound?
Yes, that was a soft sound. Now listen to this one? Is it soft or loud?”
• Clang the cymbals or pan lids together and ask children, “Was that a soft or a loud
sound? That’s right. It was a loud sound.”
• Allow children turns to tap the drum with their hands and clang the cymbals together.
• Continue to involve them in saying if sound is loud or soft.
Extension:
• Add other items such as bells, shakers and sound bottles and involve children in
determining if the sound is soft or loud, or in the middle.
____________________________________________________________________________
Planned Experience: What Made That Sound? (OT)
Materials: 3 or 4 different rhythm instruments, a visual barrier such as a felt board or
box large enough to hide the instruments behind
How to begin:
• Take the instruments to an area where you and the children can sit on the floor.
• Begin to play one of the instruments.
• Allow children who join you to explore and experiment with the instruments.
• Demonstrate the sound that each of them makes and name the instrument.
• Hide all of the instruments behind the barrier.
• Make a sound with one of the instruments.
• Remove the barrier and invite a child to guess which instrument made the sound by
pointing to it.
• Invite the child to make the sound with the instrument and decide if it is the same. If
child chooses the correct instrument, make a comment such as, “Yes, Dawn, that’s the
one. You heard the maraca.”
• Allow each child a turn.
Extensions:
• Use only two instruments with distinctively different sounds if children are having
trouble distinguishing between the sounds of four different instruments. Increase the
number of instruments as children become more able to associate the sound with the
instrument that makes it.
• Vary this experience by using different objects to make the sounds.
• Allow younger toddlers to simply make noise with the instruments rather than trying to
identify sounds made with a hidden instrument.
7
Benchmarks: 1.4.C Asserts independence
Planned Experience: A Band of Friends (YT & OT)
Materials: bell bracelets (see page 10) and egg shakers (see page 6), basket or box for
each set of instruments
Self, Social How to begin:
• Select CDs or tapes of music from different cultures such as Irish, African, Native
and
American, reggae. Choose music with a definite beat.
Emotional
• Allow each child in the group to choose one of the instruments.
Experiences
• Explain to children that “We are a band of friends. Friends can make music together.”
•
•
Begin to play a lively tune and invite children to play their instruments and dance to the
music.
Choose an instrument and participate in the experience with the children.
Extensions:
• Allow children to switch instruments.
• Play different types of music and observe to see if children begin to match the sounds
they make with their instruments to the beat of the music.
• Include this experience several times a week.
• Include purchased instruments such as castanets, maracas, and tambourines
Note: Have enough egg shakers and bell bracelets for each child so that all children have
choices.
Planned Experience: Sound Bottles (YT & OT)
Materials: Clear plastic water or drink bottles, objects such as buttons, jingle bells and paper
clips that make noise, superglue, strong tape
Sensory
and Art
How to begin:
Materials
• Place sound-making objects inside individual bottles: buttons, jingle bells, and paper
and
clips for example.
Experiences
• Superglue the caps on securely and cover with strong clear tape.
•
•
•
Place the bottles on a low shelf or on a table.
Observe toddlers as they interact with the bottles. Do they shake them? Do they seem
to have a favorite? Do they look at and listen to the objects inside the bottle? Do they
apply the same strategy for manipulating one bottle and then another?
Join children as they interact with the bottles. Pick up one of the bottles, shake it and
say, “I hear paper clips in this bottle. Renetta, can you tell me what you hear in this
bottle?” (as you hand her the bottle with buttons in it). “Which bottle do you like to
listen to the best?”
Extensions:
• See page 4 for a song that you can sing as you and the children shake the bottles
together.
• Store the bottles in a clear plastic tub and place on storage shelf where toddlers can
see and reach them.
8
•
Make additional sound bottles and rotate them to maintain toddler’s interest.
Safety Note: Make sure caps are securely glued on the bottles. Make a daily check of the
bottles to make sure caps remain secured.
___________________________________________________________________________
Planned Experience: Find the Ticking Clock (OT)
Materials: A loudly ticking clock
How to begin:
• Hide a ticking clock when the children are not looking.
• Ask toddlers to be very quiet and listen. Ask, “What do you hear?” Pause and allow
children to listen and say what they hear. If they do not respond, say, “I hear a ticking
clock. Can you use your ears to help me find the clock?”
• Invite children to tell you how they found the clock.
Extension:
• Substitute a wind-up music box for the ticking clock.
Planned Experience: Shake, Shake, Shake that Bottle (YT & OT)
Materials: Sound Bottles (See page 8 Sound Bottles)
Movement,
Music and
Gross
Motor
Experiences
How to begin:
• Place two or three of the bottles on a shelf where children can easily see and select
them.
• Observe as a child experiments with the bottle.
• Join the child, select a bottle, and begin to sing the following song to the tune of “Row,
Row, Row Your Boat.” Suit actions to the words.
Shake, shake shake that bottle,
Shake it if you can.
We can shake it, then we’ll stop.
Then we’ll start again.
Shake, shake shake that bottle
Shake it if you can.
Shake it loud, then shake it soft.
Then we’ll start again.
9
Benchmarks: 4.3.C Responds to verbal and non-verbal communication
Planned Experience: The Freeze (OT)
Materials: drum
How to begin:
• Provide sufficient space for 4 or 5 children to move about without touching each other.
• Explain to children that as you play the drum they are to march around the room.
Remind them to not bump into each other. When you stop playing the drum, you will
say “freeze” and they are to stop marching and stand still. When you start playing the
drum again, they are to begin marching.
• Begin to play the drum and march with the children.
• Play this game with children as long as they remain interested.
Extension:
• Play this game outdoors. Consider introducing the game just before time to go indoors.
• Allow the children to “freeze” a couple of times, then beat the drum and lead them
indoors.
• Play this game from time to time with the children.
Extension:
• Prepare to play a dance tune on the CD player or tape player.
• Clear a space for dancing.
• Explain to children that “We’re going to dance to music. When there is no music, stop
dancing.”
Note: It may take children a few seconds to “freeze.” Since they are learning to keep their
balance, limit the freeze to no more than 10 seconds.
Note: Consider having two adults present when using a CD or tape to play freeze. This will
allow one person to control the music and the other to be involved with the children to insure
safety and minimize conflicts.
____________________________________________________________________________
Benchmarks: 1.4.C Asserts independence
Planned Experience: Dancing with Bells (YT & OT)
Materials: bells, elastic (1/2 to 1 inch wide), needle, nylon thread, CD or tape of dance music,
CD or tape player
How to begin:
• Make a bell bracelet for each child as follows:
o Cut elastic into lengths to fit around toddler’s arms, plus 1 inch.
o Sew three or four bells to each length of elastic. Make sure the bells are
securely sewn to the elastic.
o Bring ends of elastic together, overlap and sew them together.
o Make a bell bracelet for the adults in the group.
• Store the bells in a basket or tub.
• Take the basket of bells to an area where there is space for you and the children to sit
on the floor together.
• Put your bell bracelet on your arm and begin to sing the following song:
10
Ring, Ring, Ring Those Bells
(Sing to tune of “Row, Row, Row Your Boat”)
Ring, ring, ring those bells.
Ring them loud and clear.
Ring them high
And ring them low.
Music time is here.
•
•
•
•
•
•
•
Pass around the basket and invite children to select a bell bracelet. Some may choose
to put it on their arm and others may choose to hold it in their hand.
Encourage children to experiment with the bells.
Explain to children that they can ring their bells and move to the beat of the music.
Play a song that encourages movement.
Join the children in moving to the music.
Turn down the volume of the music so that the bell sounds can be heard.
Pass around the basket and ask children to put their bell bracelet in the basket.
Note: Make sure the bells are securely attached to the elastic.
Transition
Times
Make a Soft or a Loud Sound
• Have a pie pan and a wooden spoon.
• Demonstrate making a soft sound by gently tapping the pie pan with the wooden spoon
and making a loud sound by hitting the pie pan with the spoon.
• Invite each child to make either a soft or a loud sound with the pie pan and spoon and
transition to the next activity.
____________________________________________________________________________
A Helper I Will Be (Sing to tune of “The Farmer in the Dell”)
• Begin to sing the following song when it is time to put away the toys children are
playing with and transition to another activity:
A helper I will be,
A helper I will be.
I’ll pick up the toys and put them away.
A helper I will be.
Note: Consider including a specific toy and inserting that into the song. For example, sing “I’ll
pick up the cars/blocks/dolls and put them away.”
•
Family
Experiences
Send home to each family the booklet, Picture This: A Framework for Quality Care for
Infants and Toddlers. Suggest that they look at the section entitled Toys and Materials
for Infants and Toddlers. Pages 14 and 15. These two pages provide toy safety
information and a list of recommended toys for toddlers.
 Copy the two pages and send home to families if you are unable to get enough
copies of the booklet for each family.
 Locate the booklet from the Division of Child Care and Early Childhood
Education or on the Arkansas Better Beginnings website. Print pages 14 and
15 to make copies to send home.
 Suggest that families use the list as a guide when purchasing toys for their
toddlers.
11
•
Send home the following Activity sheet from Infant and Toddler Family Connection:

•
Activity Sheet #35 – “Sorting Toys By Color” (See Attachment: “Sorting Toys
By Color”)
Include a Family Response Sheet for the activity. (See Attachment: Family Response
Sheet)
12
Younger Toddler
Weekly Plan Sheet
Week of __________________ Topic: #3.4 Music and Movement
Caregiver(s)___________________________
Big Ideas
 I like to play with things that make lots of noise.
 I like to play rhythm instruments.
 I enjoy listening to and moving to music.
Books
Add Pots and Pans,
Fun’, container of
pictures of things for
play and learning
Manipulative
Exploration
Add sound bottles
Add cardboard blocks,
soft vinyl blocks, small
people figures and cars
Sensory Exploration
Add sound bottles
Pretend Play
males and females, soft
baby dolls, stuffed animals,
pots and pans, wooden
spoons, toy telephones
Outdoor Exploration
Rhythm instruments
Day
Monday
Books
First Reading of:
Pots and Pans –
p. 2
and Cognitive
FP or Song: Ring, Ring,
Ring Those Bells – p. 3
Self, Social and
Emotional
Gross Motor
Transition Times
A Band of Friends –
p. 8
Sound Bottles – p. 8
Shake, Shake, Shake
that Bottle – p. 9
Make a Soft or a
Loud Sound – p. 11
p. 8
Dancing with Bells –
p. 10
A Helper I Will Be –
p. 11
p. 8
Shake, Shake, Shake
Make a Soft or a
p. 8
Dancing with Bells –
p. 10
A Helper I Will Be –
p. 11
p. 8
Shake, Shake, Shake
Make a Soft or a
Experience: Egg
Shakers – p. 6
Tuesday
First Reading of:
Fun – p. 3
Wednesday
Second Reading of:
Pots and Pans –
p. 2
Thursday
Books selected
from classroom
library
Friday
Third Reading of:
Pots and Pans –
p. 2
FP or Song: Shaker,
Shaker – p. 3
Experience: Egg
Shakers – p. 6
FP or Song: Where are
Your Bells?– p. 3
Experience: Egg
Shakers – p. 6
FP or Song : Shaker,
Shaker – p. 3
Experience: Egg
Shakers – p. 6
FP or Song: Ring,
Ring, Ring Those Bells
– p. 3
Experience: Egg
Shakers – p. 6
Older Toddler
Weekly Plan Sheet
Week of __________________ Topic: #3.4 Music and Movement Play
Caregiver(s)___________________________
Big Ideas
 I like to play with things that make lots of noise.
 I like to play rhythm instruments.
 I enjoy listening to and moving to music.
Books
Add Pots and Pans,
Fun’ container of
pictures of things for
play and learning
Manipulative
Exploration
Add sound and ‘no
sound’ bottles
Add cardboard blocks,
soft vinyl blocks, small
people figures and cars
Sensory Exploration
Add sound and ‘no
sound’ bottles, egg
shakers, bell bracelets,
rhythm instruments
Pretend Play
males and females, soft
baby dolls, stuffed
animals, pots and pans,
wooden spoons and
spatulas, toy telephones
Outdoor Exploration
Rhythm instruments
Day
Books
Monday
First Reading of:
Pots and Pans –
p. 2
Tuesday
First Reading of:
Fun – p. 3
Cognitive
FP or Song: Ring, Ring, Ring
Those Bells – p. 3
Experience: Who Has This
Toy? – p. 4
Loud and Soft Sounds – p. 7
FP or Song: Shaker, Shaker –
p. 3
Experience: Play Your
Instruments – p. 5
Self, Social and
Emotional
Movement, Music,
and Gross Motor
Transition Times
A Band of Friends
– p. 8
Shake, Shake,
Shake that Bottle –
p. 9
Make a Soft or a
Loud Sound –
p. 11
A Band of Friends
– p. 8
Find the Ticking
Clock – p. 9
The Freeze – p. 10
A Helper I Will Be
– p. 11
A Band of Friends
– p. 8
Dancing with Bells
– p. 10
Make a Soft or a
Loud Sound –
p. 11
A Band of Friends
– p. 8
Find the Ticking
Clock – p. 9
Shake, Shake,
Shake that Bottle –
p. 9
A Helper I Will Be
– p. 11
A Band of Friends
– p. 8
The Freeze – p. 10
Make a Soft or a
Loud Sound –
p. 11
What Made That Sound? – p. 7
Wednesday
Second Reading of:
Pots and Pans – p. 2
FP or Song: Where are Your
Bells?– p. 3
Experience: Sound and “No
Sound” Bottles – p. 5
Thursday
Second Reading of:
Fun – p. 3
Friday
Third Reading of:
Pots and Pans –
p. 2
FP or Song: Who Plays the
Bells? – p. 4
Experience: Egg Shakers –
p. 6
FP or Song: Ring, Ring, Ring
Those Bells – p. 3
Experience: Match the Eggs
– p. 6
Playing
with Toys
is Fun
Playing with dolls
is fun.
Playing with stuffed
animals is fun.
Playing with balls
is fun.
Playing with toys
with wheels is fun.
Playing with blocks
is fun.
Playing with toys
that make noise
is fun.
Playing with toys
is fun.
Toddlers
(18 to 36 Months)
Activity #35 “Sorting Toys by Color”
________________________________________________________________
You will need: Red, blue, yellow and green plastic bowls
At least three each of red, yellow, blue and green plastic toys such as
cars, animals or bugs
A small basket or plastic storage container
________________________________________________________________
Before you begin:
•
Clear a space on a child sized table or coffee table
•
Place the four bowls and the basket of toys on the table.
•
Allow your child to play with and explore the toy collection.
Try this!
•
Talk with your child about the red, blue, green and yellow bowls and the toys.
Ask him to show you a red toy. Then ask him, “Where is the red bowl?”
•
Ask him to put a toy in the bowl of the matching color. For example, ask, “Can
you put the blue car in the blue bowl?”
•
Allow him to place the toys anywhere he wants if he is enjoying playing with
them.
Talk with him about the colors of the toys as he plays with them. “I see you’ve
lined up your cars.” Touch each car and say, “That’s a blue car, a red car, a
green car and two yellow ones.” “Are you going to race your cars?”
•
Play this game at other times with your child. Eventually he should be able to
match the toys to the bowls. Celebrate your child’s progress with claps and
cheers.
Try this variation of the activity!
•
Look at the sorted toys and say, “Let’s count the blue cars.”
•
Count the toys. Say, “Look, you have three blue cars. 1, 2, 3.” Touch each car
while saying the number. “Are you ready for a NASCAR race? Start your
engines. Rummmm, Rummmm, Rummmm!”
•
Encourage your toddler to help you count the toys as you put them back in the
basket.
•
Find other colorful toys such as plastic dinosaurs or balls to sort by color and to
count.

FAMILY RESPONSE
Name of Activity: __________________________________________________
Child’s Name: ____________________________________________________
___________________ _______________________ ___________________
Interested
Excited
Bored
Frustrated
Family Response
________________________________________________________________
________________________________________________________________
Your Name: __________________________________ Date: _______________

My Favorite Things for Play and Learning

Transcription

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