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- https://quizlet.com/83894992/working-with-young-children-chapter-9-flash-cards/

https://quizlet.com/113899218/working-with-young-children-chapter-10-flash-cards/

https://quizlet.com/96768111/working-with-young-children-chapter-18-flash-cards/

https://quizlet.com/171721477/working-with-young-children-ch-20-flash-cards/

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What are program goals?

Program goals are broad statements that state the desired end results- what is to be achieved

List three groups of people who may be involved in curriculum development

Headteacher, Aides, Parents

List two advantages of a pre planned curriculum

Helpful to a staff with little training, saves teachers time and energy

Describe a content and process-centered approach to curriculum development. Explain how materials and environment relate to this approach.

A hands on lesson is taught, materials and equipment are set to the children's abilities.

How do direct and indirect learning experiences differ?

Direct is planned, indirect happens in the moment

List three questions to ask when choosing information to cover

Is the lesson worthy being taught? Is it suitable for the children? Is the information beneficial for the children.

What type of children like to work with others and often volunteer to help?

Field- sensitive

What type of children like to try new activities and work on their own?

Field-independent

What type of learners enjoy looking at books and other objects?

Visual learners

What type of learners enjoy activities involving music, stories, and poems?

Auditory learners

Explain what is meant by an emergent curriculum.

It is child-centered “emerges” from the children's interest and experiences Involves both teacher and children in decision making.

Spiral curriculum is a concept that explains the growth of children interest from the immediate surroundings to a variety of topics.

What is a Web?

planning tool or map that outlines major concepts and ideas related to a theme

How does a block plan differ from a lesson plan?

A block plan is an overall view of the curriculum. This lesson plan is more detailed than a block plan. It outlines specific actions and activities that will be used to meet goals and objectives.

How do developmental goals and program goals differ?

Developmental goals are statements that tell why of the activity. They are more specific than program goals.

Name three parts of learning objectives. Explain

Level of Performance- How well can they do this? Did they maybe reach a goal

Behavior- How they behave

Conditions of Performance- How the outcome is, what has the performance taught?

Which section of the lesson plan gives step-by-step directions?

Procedure section

When evaluating the success of a specific learning activity, what three steps should you follow?

Evaluate the learning experience

Evaluating children and their responses

Evaluating your own teaching strategies

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Chapter 9/10

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Hannah Harlan- Chapter 20 
What its important.

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Hannah Harlan- Chapter 20 
What its important.

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Storytelling has invited kids to a magical, make-belief world of adventure.
Strong education tool
Storytelling- an important task for child care teachers
Involves reciting a story or reading from a book
Storytelling is normally a routine
Storytelling can help kids learn to love reading and boo as they grow and develop
Can help with there language development
Why Is It Important

Regular storytelling promote cognitive, social, and emotional development
Understand the world in which we live
Understand other people
Develop a positive attitude towards books
Develop listening skills
Build correct concepts of objects and form new ideas
Increase their vocabulary
Associate written and spoken words
Understand that prints carry meaning
Develop an appreciation of printed words
Learn the difference between everyday language and written language
Understand the letters can be capital or small
Develop a desire to read
Learn that you read from left to right across the page
Stories that draw on the children's backgrounds help them understand themselves better
They learn words that describe feelings the have
Stories provide models of acceptable behavior and positive relationships
They learn how to express their feelings through characters
They become more understanding of other people needs
Helps children learn more reading skills
Helps kids learn the alphabet, numerals, and language

It's a good form of relaxation for the child and teacher
Books As A Source Of Stories

Can be divided into two main  groups picture books and storybooks
Picture books -have single words, or simple sentences  and simple plots
Usually first kind of book shared with young children
Some are wordless allows children to tell the story
Storybooks- are often categorized as family life stories and fairy tales
Contain pictures but they have more words and more complex plot lines
Help kids understand how a character acts and feels
Built around achievement, love or a theme
Family Life Stories- contain the theme of social understanding
Usually characters have problems
Problem resolved with love n care
Purpose is too help children develop social understanding by sharing the problems, troubles, and feelings of others
Animal Stories - some animals have human qualities
Usually the animal hero has some unusal success or ability
Fairy Tales- have a theme of achievement
Character or hero preforms tasks throughout whole story
Confront giants, witches, or other obstacles
Kindness and goodness win over all evil
Predictable
Selecting Children's Books
Storytelling in an art that requires study and practice
The key is to choose book that have dramatic elements
Book that mirror a kids emotional experiences will engage their hearts and minds
He teacher should value the book also
Reviews- lists and description of books
May help you find titles, authors, and publishers of the book
Can be ordered from the American Library Association Children’s Service
Fictional content- made up stories, probably didn't actually happen
Stories should reflect the child's developmental level, backgrounds, and experiences.
content , illustrations, vocabulary, durability, and length of book should all be considered
Most preschoolers cannot separate fact from fiction
Fantasy book should not be read till age 5
Book with talking or moving trees or flowers should be avoided when it comes to younger children, it could confuse them
Illustrations- pictures in children’s books. Drawn or printed
Pictures should be easy to recognize
Good pictures help children have an idea if whats going to happen next in the story
Respond best to brighter illustration as in darker ones could confuse them
Should be large and colorful and plentiful
Represent the written word
Avoid unneeded detail
Be realistically an attractively colored
Vocabulary
Should only include a limited number f word to keep the book simple
Use words that they can easily understand
Only a few words should be continuously used in the story
Repetition of some words will increase the enjoyment of the book
Durability
Children should be able to hold and carry books as well as turn pages
Covers should be sturdy
Page surface should be dull to prevent glare
Binding should lay flat
Length
Toddlers and infants may stay with a book for 2 to 3 minutes
2 year old will remain interested for 5 to 8 minutes
Three year old from 6 to 10 minutes
Four year olds from 8 to 12 minutes
Five year old from 10 to 15 minutes
Redlected on number of pages in the book
Avoiding Stories that Reinforce Stereotypes
Selecting anti-bias stores that are free from stereotypes is essential
Stereotypes- present ideas about people based on sex, culture, nationality, religion, or/and age
Reading Stories To Children
Good oral reading takes time and effort

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Terms to Know

Incidental learnings

learning experiences that happen during the course of an average day

Omission

implication that some groups have less value than other groups in our society cause by not mentioning or including a group on teaching

Morning meetings

class meetings that promote a caring community at toddler, preschool, kindergarten and school-age democratic environment

Ecology

Study of the chain of life, focusing on water,land,air,grass,trees,birds and insects

Perceptions

Ideas formed about a relationship or object as a result of what is learned through the senses

Culture

A groups ideas and ways of doing things. Such as traditions, language, beliefs,and customs, that become a learned pattern of social behavior

Young children approach classroom life eagerly and positively. They are always interested in everything that goes on and are full of questions. Children's questions might relate to social skills,cultures,families, careers,holidays,current events, history or geography. These questions revolve around social studies as a curriculum. The field of social studies includes many subjects that help children learn about themselves and other people.

Importance of Social Studies

Children need to understand and appreciate how other people live

Their lifestyles,languages, and viewpoints

Helps develop self- respect and healthy self-concept

Develop respect for others

Develop self control and independence

Learn to share ideas and materials

Gain the attitudes, knowledge, and skills needed for living in a democracy

Learn to appreciate the past and its relationship to the present

The Teacher’s role in Social Studies

The skill and knowledge they bring to the classroom is a key to a good social studies program

They will understand the need to use community resources,themes, group participation, evaluation

They should make daily observations.

Determine the Children’s Needs, Interests, Abilities, and Experiences

Every group of children brings a wide variety of interests to the classroom

Some children may be interested in airplanes, trains, or geography

To determine their interests you can observe them during play, interact with them in a casual way, ask the children’s parents to share their children’s interests with you, and observe the children’s choice of books

Skills of every group of children should influence the social studies program

You need to make sure to match materials and equipment with each child’s ability level

Determine ability levels by observing the children’s social skills as they play with other children, reviewing the children's physical growth and health records, and structuring a variety of tasks for each child to complete

Develop the Curriculum

Encourage children to take part in the planning

Helps them organize their thoughts and express their ideas

Young children are able to plan the following aspects of their activities:

Whom to play with

Materials needed for a project

Places to visit

People to invite to classroom

How to celebrate birthdays and holidays

Themes

Many teachers use themes

One theme can be used to integrate the learning opportunities of many different concepts

Not introduced at a particular time each day

Therefor a variety of daily experiences help children learn concepts

Use Community Resources

Look at community resources as a variety of learning opportunities

Record names of stores, museums, art galleries, community services, community workers, and housing groups that may be of interest

The people providing might also have suggestions for curriculum

Incidental Learnings

Every classroom has unique incidental learning experiences

Classroom and playground repairs

Classroom rules

Roles of center workers such as the janitor, bus driver, or office worker

Handling an argument

Happenings in the local community

Evaluation

Evaluation is a key

The evaluation process will help you see if goals have been met, what new goals are needed, and whether any current goals are need modification

Questions to ask children:

What do you like best?

Why do you like it?

What did you learn?

Building Social Studies Concepts

Young children want to find out about their world; they touch, taste, smell, see, and hear in an attempt to learn

They form perceptions which are ideas formed about a relationship or object as a result of what a child learns through senses

Perceptions are ideas formed about a relationship or object as a result of what a child learned

Concepts help children to organize, group, and order experiences

Personality, experiences, language skills, health, emotions, and social relationships all affect the formation of accurate concepts

Experiences are affected by feelings and emotions

Multicultural Concepts

Culture is learned patterns of social behavior

Children are typically aware of skin color around three years old

Culture influences feelings, thoughts, and behavior

When planning multicultural curriculum keep this in mind…

Respect for oneself as a worthwhile and competent human being

Acceptance and respect for others’ similarities and differences

Parent Involvement

Parents and other family members can be the best resources

Selecting and Preparing Materials

Select materials that reflect that ethnic heritage of all children such as

Cooking utensils

Flags

Weavings

Traditional Games

Children’s Books

Musical Recordings

Pictures

Videos

All groups must be included and respected in teaching materials

To prevent omission

Activities to Encourage a Multicultural Perspective

Children are more likely to focus on differences than similarities

Focus on similarities

Democracy Concepts

Children's concepts based on democratic society are based on what they recieve from home, the media, and center

To help children learn governmental concepts, design group activities based on the function of a democracy

Some activities will help children understand the purpose rules and laws such as

Morning meetings promote a caring community at toddler, preschool, kindergarten, and school aged children

Class meetings will help create and model a democratic environment

Ecology Concepts

Ecology is the study of the chain of life, it focuses on water, land, air, grass, trees, birds, and insects

Some activities that focus on ecology are…

Take children on a trip around the block. As you walk, point out plants, trees, flowers, shrubs, and birds

Keep plants and animals in the classroom or the play yard

Children need to learn that change affects their lives in many ways

To help children learn this concept, use nature and family

Geography Concepts

Young children are geographers as soon as they become mobile

The relationship of humans to the earth is important for children to understand

Some activities to use for younger children are allowing them to dig in a sandbox or garden and play in a sandbox with cars, trucks, pails, and shovels

Design a bulletin board that maps out the neighborhood surrounding the center and the children can study this board and help navigate a field trip through the neighborhood

Community Living Concepts

During preschool years children are becoming more and more aware of the world outside their homes and families

Explore with the children the neighborhood around the center

Plan trips to some of the community places that provide services for people (library, museum, fire station, police station and the post office)

Plan visits to various workplaces to show the children how the people work

Current Events

Preschoolers are usually unaware of events outside their own environment

Show and tell is an activity that helps children understand current events

Some classrooms develop a current events bulletin board titled News

Holiday Concepts

Holiday celebrations teach children about their own culture and other cultures

They provide opportunities for meaning learning about about similarities and differences

Carefully choose and prepare for the holidays that are being celebrated

Let parents become involved in the celebrations

Five years of age children understand that people celebrate holidays in differents ways

Family diversity needs to be considered when planning mothers day and father's day

Involve the children in the planning for holidays and special events

Classroom Celebrations

Celebrate any milestone a child has mastered

Make a bulletin board titled classroom celebrations for anything a child or class has achieved

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Guiding Math Experiences

Reciting words is a key step in learning math concepts

Math for young children is an active process of thinking about and organizing experiences to make sense of their world

This process involves reasoning, problem solving, and communication

Relating new experiences and information to what they already know is how children construct math concepts

Classroom equipment, materials, and activities must provide opportunities for the children to understand patterns through play

Early math experiences for young children should focus on exploration, discovery, and understanding

Math concepts are usually taught informally in day-to-day activities in early childhood classrooms]

One way you can include math concepts in the daily routine include asking:

“are there enough chairs”?

“Is everybody here today”?

“Is there a cookie for each child”?

Goals of Early Math Experiences

Well-planned settings provide developmentally appropriate play experiences that als help promote math skills

These math concepts should help form concepts such as color and shape recognition, classification, measurement, counting, time, temperature, space, and volume concepts

Math experiences should stress some of the following:

Observing and describing concrete objects

Recognizing colors, patterns, and attributes

Classifying sets of objects

Copying patterns

Comparing objects and using terms that describe quantity such as more than and lighter than

Using one-to-one correspondence 9

Estimating quantity and measurement

Assessing Math Ability

Before planning math activities for children, first determine the children's skill levels

In order to do this properly children need to be assessed individually

There are two common forms of assessment:

Observation

Specific task assessment

The information obtained from these processes will help you plan developmentally appropriate math activities

Assessment by Observation

Observation involves informal viewing of a child or during self-selected activities

Specific behavior to watch for are:

Identifying colors and shapes

Sorting and classifying objects

Counting objects

Setting a table correctly

Pouring liquids and carefully watching the amount poured

Constructing patterns

Writing numerals

Through observation you will be able to determine a child’s needs

You will need to provide sorting activities if you notice that a child cannot sort objects

Specific Task Assessment

Specific task assessment involves giving the children set activities to determine skill and/or needs

Examples include:

Present a child with crayons and say “tell me the colors” after the child has replied, say “now count these for me”

Show a child one group of four pennies and one group of seven pennies. Then ask the child “what group has more pennie?”

Present a child with circle, diamond, square, and rectangle shapes. Say “Find the square.” Then have the child identify each of the remaining shapes

As with observation, the information provides information for use in planning math activities

Math Equipment

Encourage the children by providing an active, stimulating environment to foster mathematical thinking

Provide the children with a variety of three dimensional objects and promote physical and mental activities

Things that should be included are:

Collections of items for counting

Observing

Creating

Sorting

Discussing

Construction and comparing

Mathematical Activities

A quality curriculum provides a rich environment it also provides developmentally appropriate activities to help children explore key concepts

Math activities should promote the development of many skills, some examples are:

Children should learn to count and recognize numbers and understand the concepts of space, size, volume, and time

Matching children’s needs to their interests is the art of curriculum design

This requires keen observation skills, listening skills, and thorough understanding of children development

Color concepts

Color is considered a math concept because it helps children learn to discriminate among objects

Children can classify, pattern, and sequence using color

Color also seems to help language development

It requires the skill to recall a name and associate it with a visual image

As the child’s language skills grow, their skill at naming colors improves

According to studies children learn how to identify colors before shapes

By age two many children can match a color to a sample but some three-, four-, or five-year-old children may not be able to match colors

This problem may be caused by color blindness

Activities you can conduct to teach color concepts include the following :

Pour all you're crayons into a basket or box. Then set out several empty baskets or boxes-one for each color of crayon. Encouraging the children to sort the crayons by color

Shape Concepts

Children are often confused by shape

At first they will say circle and squares are the same shape because they both have closed boundaries

The skills to identify and draw shapes do not develop at the same time. Most of the time children can name shapes before they can draw them

When copying shapes circles are easiest for children, followed by squares, then rectangles and triangles

Most children cannot copy shapes other than circles until they are about four years of age

To learn basic shape concepts, use a variety of activities that stress touching, holding, and matching of shapes

Shape is defined by “what goes around the outside” or the outline of the object

Teachers use parquetry blocks to teach shape concepts

Some activities to encourage identification of shape include the following

Cut geometric shapes out of one color of poster board. Ask the children to name and sort the shapes

Place a circle on a flannel board. Ask the children to name an object in the classroom of that shape. Repeat this activity using squares, rectangles, and triangles

Use jump ropes, masking tape, or chalk to make shapes in the floor. Ask children to name shapes as they walk backwards over the figures

Classification

Classification is the process of mentally sorting and grouping objects or ideas by a common attribute

Attribute examples include size, color, shape, pattern, or function

Matching is a farm of classification. It involves putting like objects together

Sorting also involves classification. It is the process of physically separating objects based on unique features.

Sequence is the process of ordering real-life objects from shortest to tallest or tallest to shortest

Children begin to learn classification skills in their first few weeks of life. By two months children begin to classify experiences as pleasant or unpleasant.

Recognizing is a simple for of classification. It is the ability to relate past and present experiences

Some useful classification tasks for young children include:

Provide children with a set of black and red buttons. HAve them sort the buttons into piles by color

Give children toys with and without wheels. Have them sort the toys into two piles based on whether or not they have wheels

Give children kitchen and bathroom items. Have them sort the items based on use

Sets

Before children learn to add and subtract in elementary school they need to understand sets

A set is a group of objects that are alike in some way and, therefore, belong together

An empty set is a set with no members

In order to understand the concept of a set, children first need to learn about sets that have like members

The concept of sets can be strengthened by asking a small group of children to divide themselves into a set

Teach the concept of an empty set during snack time

Counting

Counting needs to be included in the curriculum because it is a key problem-solving tool

One-to one correspondence is the understanding that one group has the same number as another

Cardinality means that the last number of the counting sequence, tells how many objects exist  in a set

Rational counting involves attaching a number to a series of grouped objects

Identifying Numerals

Numerals are the symbols that represent numbers

Children gain these recognition skills as they are continually exposed to numerals

A good activity for teaching number symbols is to have the children take part in a number walk43

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What is science?

Science: is the study of natural processes and their products

In order for children to understand their world, they must explore and question

As children explore they activity learn

Experiences should use hands-on approach for both process and products

This allows children to be involved in and think about sights, sounds, and smells

Role as teacher? Provide a rich, inviting, and supportive environment

Focus for young children should be observing and exploring

Why study science?

Enhances the curiosity of children

Build skill in picking out similarities and differences

Vocabulary growth is supported

Children improve language skills and general knowledge

Such as round, triangular, big, and small

Fine-motor and hand-eye coordination improve as children measure items, collect samples, and handle objects

By weighing and counting, math skills are improved

Planning science activities

Science can be found in every area of curriculum

Focusing on a theme helps children learn about world

Fingerplays, stories, field trips, math activities, physical activity, and are can all teach science concepts

Give children time to play and explore

Science activities should offer children the chance to:

Observe and explore, note differences and likenesses, make predictions/solve problems, build theories, collect samples, develop new interests and skills, listen to sounds, view videos, look at books, collect pictures

Science area

Often set apart from other classroom areas

Tables, shelves, and/or storage cabinets can be used

Best located near a kitchen

Allows access to heat and water sources

Outdoor science area may also be used

Garden space and an area for conducting weather tests

Small animals may be raised

Can store garden tools, insect nets, and water tubes

Equipment and materials

Can be bought at little or no cost

Consider safety of item and Decide whether children have skills to use it

Many centers have a science table, used to display science related items

Children should feel motivated to explore the table on their own, materials should be changed on table often

Table should sit away from the walls

Playground equipment can be used to teach science concepts

Role of teacher

Offer space, materlais, and activities that encourage discovery

For safety reasons, must prove constant supervision

Provide hands-on activities

Activities should promote development of these 5 basic skills:

Observing objects using 5 senses, drawing conclusions, classifying objects into sets, comparing sets of objects by counting or measuring, communicating with description

Provide many chances for children to practice observing

Use effective questions techniques

Ask fewer questions using open-ended questions

Poor questioning techniques encourage children to guess

Give children time to answer open-ended question

Positive response should be given to all answers

Being to listened to strengthens the child’s wish to participate

Developing child’s understanding of senses

As children learn more about senses, they become more aware of how to explain surroundings

Help them learn to focus on how to use senses

Feeling:

Fun and important sense to explore

Feel box can be made- cut large circle in box and let child feel what is inside

Fabric samples of varying textures- velvet, leather, knit, etc.

Tasting:

Can be built through the use of food

Plan a tasting party using a number of common foods

Smelling:

Need to learn objects can be named by their smell

Method: collect items in classroom that have distinct odors

Place a small amount of each item in a container

Food can be used, paint, crayons, play dough, etc.

Hearing

To help children become more aware of this sense, you can use an audio recorder

Teach concept that each person has a different sounding voice

What can you use?

There are many different things you can use to teach children science concepts

Such as

-Color

-Own body

-Magnets

-Water

-Gardening

-field trips

-Foods

-Air

-animals

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Manuscript writing

Print script, is a simple strokes look like the printed words

Objective for writing

There are many reasons to encourage writing in preschool

Children need to learn the differences in the formation of letters

4 elements are needed if children are to meet these objectives

Pre-writing schools

It’s a manuscript of writing

Two skills are needed before children are able to write

Children need this fine motor skill

Early childhood teachers need to include activities that promote this skills on a daily basis

Children learn the basic skills needed to learn writing

Fine Motor Skills

Fine  motor activities are those that encourage children to use small muscles in their hands and fingers

They observe the children's interest

Provide interesting materials

Practice should provide the children with the fine-motor coordination skills needed for writing

Hand-eye Coordination Activities

Is muscle control that allows the hand to do a task in the way the eye sees it done

These activities will promote, they should be available for use at all times

Manuscript writing systems

There are a number of manuscript writing system available for teachers to use

Include the directions minor

Research does not support one system over another

Zaner-Bloser is perhaps the most widely used system in preschools and kindergartens

Common use and the ease by which children can actually learn from

Since the letter formation is difficult, it is popular for preschool children

Graphic Writing Tools

Provide a variety

Chalk, crayons, washable felt-tip markers, and colored and lead pencils are examples

Children enjoy scribbling and may hold a writing tool

The young children hold the writing tool in the fist and use their shoulder and arm muscles to produce markings

Children to control the way they write

Between the age of 4 and 5 children begin to mature tripod grip on the writing tool

They like to draw more complex objects

Conventions of print- standardize spelling, word spacing, and upper & lower case letters

Paper

Teachers should provide a lot of paper for the children, so that way they can encourage them to write.

Most preschool children lack the muscle control and hand-eye coordination to use line paper

Use large, unlined pieces of paper such as newsprint instead

Manuscript Sequence

There is a sequence on how children recognize whether a line is curved or straight

The easiest letters are those made of straight lines or circles

You can also follow this sequence design written materials

Building writing skills

Proper writing skills are based on a few basic guidelines

Children learn the importance of letter reversals

You must be able to work through unique situations faced by left- handed children

Size and proportion

To provide useful models for children to imitate

You must use the correct letter size and proportion

This rule holds true no matter what size it is.

Spacing

Achieving proper spacing between letters and words is difficult for many beginning writers

To help children gain control, have them write the letter of the next word to the right of their finger

Unless a child’s fingers are usually large, this should produce proper spacing

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Building Social Studies Concepts
Young children want to find out about their world; they touch, taste, smell, see, and hear in an attempt to learn
They form perceptions which are ideas formed about a relationship or object as a result of what a child learns through senses
Concepts help children to organize, group, and order experiences
Personality, experiences, language skills, health, emotions, and social relationships all affect the formation of accurate concepts
Experiences are affected by feelings and emotions
Children well-formed language skills form useful concepts
A number or concepts are formed through social studies activities such as multicultural, intergenerational, democracy, ecology, change, geography, community living, current events, and holiday concepts

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The importance of art experience is that art promotes physical, social, emotional, and cognitive growth in children. Some techniques you can use for guiding art is observing your kids art skills right now in order to come up with something to improve them. There re three stages of art development. These stages are called, scribble, basic form, and pictorial drawing. Knowing these steps can help someone come up with ideas for their kids.
The scribble stage occurs between the ages of 18 months and 3 years. The basic forms stage happens between the ages of 3-4.
The final stage of pictorial drawing stage is the 4-5 years. They're many types of paints/tools.
Tempera paint is used in many childcare centers.
Brushes provide children with a number of different paint brushes. Easels should be provided as a place to paint and tools should be put in a tray. They're are many different type paper and painting surfaces. They include newsprint, Manila paper, construction paper, wallpaper, cardboard, and old newspaper.
Coloring books are not good for kids. They have a negative effect on children because it blocks their creative impulses.
Paste is a type of adhesives that can be bought or prepared at home.
Glue is the best all-purpose adhesive and is more permanent than paste.
Cleanup tools should be kept in the art area for a quick cleanup but make sure they are child sized because this will encourage the kids to want to help more.
Space and storage is used to encourage children to use art areas.
Painting actives are good because they help children learn different things that they didn't already know.
Easel painting should be a daily activity in all early childhood programs. Easels should be adjusted to the correct height for the child using it.
Finger painting is a good sensory experience. It promotes expression and release of feelings.
String painting is cutting several pieces of heavy yarn or string and sliding the yarn through paint then onto the paper
Mono painting starts with regular finger painting then a paper is places over it, pressed down then pulled apart.
chalk painting is dipping chalk into water then onto paper
Texture painting is adding sand or another substance to tempera paint
salt painting is painting then putting salt on top of it
Spice painting is adding water to glue then spreading that over the paper and putting spices.
Molding- children enjoy this because they enjoy the tactical appeal of these responsive materials.
Kids need to learn to cut because they enjoy using scissors
Collages are two dimensional arrangements of many materials
Block building helps with body changing positions
Sand play gives children a place to display their molded sand forms.
water play is using a table and cups with water and water toys
woodworkking- hammering is usually their first interest and it helps with coordinations

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Storytelling helps teach children to understand the world they live in, understand other people, develop a positive attitude towards books, develop listening skills, increase their vocabulary, develop a desire to read.

Two types of storytelling books-picture and storybooks

Stories should reflect the child's developmental level

Consider content, illustrations, vocab, durability, and length of the book

Most preschool children can’t separate fact from fiction so it is important to look for realistic stories

Pictures should be large,colorful,and plentiful
Flannel bored-Most popular story book activities the story tellers use props cut of felt and put them on the bored.
Puppets are a great way to read a story. Puppets have always appealed to younger children
Flip charts are drawn on large poster bored

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Stages of Play

Solitary Play

This is when a child play by themselves

Children spend this time gathering information

This happens until about nine months of age where they explore one object at a time

Parallel Play

Typically in two year olds

Children play beside each other but not with each other

They may be doing the same thing but there is little interaction

They focus on playing with things on their own

Associative Play

This is when the children first interact with each other

They are doing the same activity

They may exchange play materials

Cooperative Play

This is between two or more children

The children gradually learn property rights of others

They learn that permission is needed if they want something

They learn how to make a relationship with others

Children who are aggressive may have problems with cooperative play

They need to give affection, be friendly, and consider others feelings

Personification

This means giving human traits to non living objects

Children may talk to dolls or puppets

They could say “Mommy is going to feed you now” with a puppet to another

Stages of Material Use in Play

Manipulative Stage

Children use stage props

Like a baby bottle they will screw and unscrew the cap

Functional Stage

This is the second stage

Using a baby bottle to feed a doll

Imaginative Stage

Children do not need real props

They can think of substitutes

Instead of a bottle they could use a finger, stick, or pencil

Many times children will come up with unique ideas

Some children find it hard to get into a role without real props

Not all children are able to reach the imaginative stage

Socio-Dramatic Play

Role-playing

This allows children to try out different roles

As one child is a hairstylist the other is the costumer

Benefits of Socio-Dramatic Play

Children grow physically, socially, emotionally, and cognitively from this play

Children’s imaginations allow them to be what they can’t be in real life

Play Themes

The themes often focus on everyday situations that children face

The Teacher’s Role

The first role is to provide space and material for children

The quality of toys will affect time spent in socio-dramatic play

Coaching requires that you provide children with ideas for difficult situations

Modeling you show the children appropriate behavior to use during their socio-dramatic play

Scheduling

Dramatic play is best scheduled during self-selected play time

Equipment and Setup for Socio-Dramatic Play

Children spend more time in socio-dramatic play when it is in the center of the classroom

Prop Boxes

Prop box contains materials and equipment that encourage children to explore various roles

They include a theme such as office worker, shoe shop owner, painter, hair stylist, baker, florist, and gas station worker

Costume Corner

Rotate costumes to complement current studies

Housekeeping Area

Supply child-sized furniture and equipment

Rotate equipment often

Outdoor Play Area

Include a jungle gym, sandbox, housekeeping items, toy cars, and trucks

Include accessories such as tents, large blankets, and hats

Puppetry

Types of Puppets

Hand, “me”, and mascot puppets

Hand Puppets

These are the easiest puppets because they don’t have strings or rods

Hand puppets can be held in front of the face or above the head

Mascot Puppets

A mascot puppet is usually large and remains in the classroom

They should model appropriate behavior and manners

“Me” Puppets

Children can be taught how to make puppets with their own hands

Urge children to make a variety of puppets including people and animals

Making Puppets

After cutting the fabric, the mouth, eyes, ears, nose, and other parts should be sewn on

Seems on a hand puppet should be on the outside of the puppet

Puppet Stage

Stages are not always needed

Puppet stages should be lightweight portable and easy to fold down and store

Working Puppets

When using puppets they should always model proper communication

Be sure the puppets uses proper grammar

Puppets can help children create small finger, wrist, and hand movements

Puppet Voices

Puppets should have different voices than a human

One should have a lower pitched voice and the other a high pitched voice

If one puppet starts out with a low voice then they should end the story with a low voice

Voices should match the size of a puppet so a spider should have a high pitched voice and a tiger should have a low pitched voice

If the puppet is a child it should talk faster and if it is old then it should talk slower

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Storytelling is an important task for child care teachers. It is a fun time for everyone doing it.

stories should reflect the child’s developmental level

The importance of storytelling

1. Regular storytelling promotes children’s cognitive, social, and emotional development. It helps young children

2. Understand the world they live in

3. Understand other people

4. Develop a positive attitude toward books

5. Develop listening skills

Stories also provide models of acceptable behavior and positive relationships.

When children learn how people express their feelings they become more understanding

others needs

Books help children learn alphabet letters, numerals, and language.

Books as a Source of Stories

1. Picture books- single words of simple sentences and simple plots These books are usually the first boks shared with young kids

2. Storybooks- often categorized as family life stories, animal stories, and fairy tales.

3. Family life stories- contain the theme of social understanding.

4. Animal stories- In these story's, most of the time the animals have human features, like talking, walking on two feet

5. Fairy tail- have a theme of achievement

Selecting Children’s Books

Reviews will help you find titles, authors, and publishers of the book

Durability: children should be allowed to hold and carry books as they choose

Reading stories to children

Props are many items that relate to the story and would attract children’s attention

Draw or tell  or Chalk talk is one storytelling method. Drawings are made on chalkboard, poster board.

Flipcharts- are stories drawn on large poster board cards.

Flannel board- Or Felt board, storytelling uses characters and props cut out of felt and places on a felt background.

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Important Information

Storytelling has invited kids to a magical, make-belief world of adventure.

Strong education tool

Storytelling- an important task for child care teachers

Involves reciting a story or reading from a book

Storytelling is normally a routine

Storytelling can help kids learn to love reading and boo as they grow and develop

Can help with there language development

Why Is It Important

Regular storytelling promote cognitive, social, and emotional development

Understand the world in which we live

Understand other people

Develop a positive attitude towards books

Develop listening skills

Build correct concepts of objects and form new ideas

Increase their vocabulary

Associate written and spoken words

Understand that prints carry meaning

Develop an appreciation of printed words

Learn the difference between everyday language and written language

Understand the letters can be capital or small

Develop a desire to read

Learn that you read from left to right across the page

Stories that draw on the children's backgrounds help them understand themselves better

They learn words that describe feelings the have

Stories provide models of acceptable behavior and positive relationships

They learn how to express their feelings through characters

They become more understanding of other people needs

Helps children learn more reading skills

Helps kids learn the alphabet, numerals, and language

It's a good form of relaxation for the child and teacher

Books As A Source Of Stories

Can be divided into two main  groups picture books and storybooks

Picture books -have single words, or simple sentences  and simple plots

Usually first kind of book shared with young children

Some are wordless allows children to tell the story

Storybooks- are often categorized as family life stories and fairy tales

Contain pictures but they have more words and more complex plot lines

Help kids understand how a character acts and feels

Built around achievement, love or a theme

Family Life Stories- contain the theme of social understanding

Usually characters have problems

Problem resolved with love n care

Purpose is too help children develop social understanding by sharing the problems, troubles, and feelings of others

Animal Stories - some animals have human qualities

Usually the animal hero has some unusal success or ability

Fairy Tales- have a theme of achievement

Character or hero preforms tasks throughout whole story

Confront giants, witches, or other obstacles

Kindness and goodness win over all evil

Predictable

Selecting Children's Books

Storytelling in an art that requires study and practice

The key is to choose book that have dramatic elements

Book that mirror a kids emotional experiences will engage their hearts and minds

He teacher should value the book also

Reviews- lists and description of books

May help you find titles, authors, and publishers of the book

Can be ordered from the American Library Association Children’s Service

Fictional content- made up stories, probably didn't actually happen

Stories should reflect the child's developmental level, backgrounds, and experiences.

content , illustrations, vocabulary, durability, and length of book should all be considered

Most preschoolers cannot separate fact from fiction

Fantasy book should not be read till age 5

Book with talking or moving trees or flowers should be avoided when it comes to younger children, it could confuse them

Illustrations- pictures in children’s books. Drawn or printed

Pictures should be easy to recognize

Good pictures help children have an idea if whats going to happen next in the story

Respond best to brighter illustration as in darker ones could confuse them

Should be large and colorful and plentiful

Represent the written word

Avoid unneeded detail

Be realistically an attractively colored

Vocabulary

Should only include a limited number f word to keep the book simple

Use words that they can easily understand

Only a few words should be continuously used in the story

Repetition of some words will increase the enjoyment of the book

Durability

Children should be able to hold and carry books as well as turn pages

Covers should be sturdy

Page surface should be dull to prevent glare

Binding should lay flat

Length

Toddlers and infants may stay with a book for 2 to 3 minutes

2 year old will remain interested for 5 to 8 minutes

Three year old from 6 to 10 minutes

Four year olds from 8 to 12 minutes

Five year old from 10 to 15 minutes

Redlected on number of pages in the book

Avoiding Stories that Reinforce Stereotypes

Selecting anti-bias stores that are free from stereotypes is essential

Stereotypes- present ideas about people based on sex, culture, nationality, religion, or/and age

Reading Stories To Children

Good oral reading takes time and effort

3 steps are taken before reading to young children

1. Choose stories that everyone will enjoy

2. Become familiar with the story

3. Decide how you will present the story

Preparing to read

Oral reading skill are important when reading

Build these skills by practicing reading inf rom of a mirror, recording yourself reading

Using these you could correct problems as you go

Ask yourself

Did I convey enthusiasm about the story?

Did I keep the tempo lively?

Did i suggest different voices for different characters

Decide if u want to read or tell the story

Reading is good so that children can look  at the pictures

Telling a story u are able to exaggerate action are things the character does

A comfortable setting is required

Children must be free from distractions 7as well as feel safe and secure

They should sit in a circle on carpet squares

Could prevent child from moving around cause they are in their square

Group should be small

Introducing The Story

Set the mood by asking personal question

A personal comment

Props- re any items that relate to the story and would attract children’s attention

Reading the story

Read stories with pleasure so kids are not irritated

Read in a normal voice.

Speaking too softly or with too high pitched voice could make the kids lose interest

Occasionally point of illustrations; only when necessary when kids slack off

Handling interruptions

A child wiggling could distract another child but let the child wiggle

If they ask question just say “ please save your questions till the end”

Maintaining Interest

If children don't appear to like the story then talk faster

Might use more emphasis and just skip over detail

Ending stories

Ask them how they liked the book so they know your finished telling the story

Be prepared to tell the story again

Note were the children lost interest so you can try to make it more interesting next time you tell the story

Draw and tell- or chalk talk, is one storytelling method drawing are made on a chalkboard, poster board or a newsprint pad as the story is told

Flip-charts- are stories drawn on large poster board cards

Flannel board- or felt board storytelling uses characters and props cut out of felt and place on the felt background.

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The importance of art experiences
art promotes physical , social emotional and cognitive growth in children.
physical growth- comes from movements such as panting , coloring, drawing, scribbling and playing with clay.
these movements improve fine motor skills.
social growth- learn how to share
emotional growth- express emotions through art and becoming creative.
cognitive growth- promoted by exploring, experimenting and problem solving with materials and tools.
Techniques for guiding art experiences
open-ended art materials are good art programs that allow children to express their ideas
These different experiences involve all five senses
1. sight
2.smell
3.taste
4.touch
5.hearing
helping children during art is important part of this session.
children will accept your help if done correctly but not if done poorly
Don't force a child to complete a task as this can cause tension
- foster independence by telling children at the start of each session what tools are available for them to use.
-encourage them to use the supplies
Scribble Stage
- occurs between the ages of 18 months to 3 years of age
- motor control and hand-eye coordination are not fully developed
- children can make dots, lines and zigzags
- they hold the drawing tool with their fists
- often move their whole body when drawing
- to help children along this stage make the aware of their movements, tell them how they press their pencils or how fast they make their movements when drawing.
Basic Forms Stage
This stage is the second art stage that is the development of children is basic forms
Age 3-4
In this stage children learn and recognize basic forms such as:

circle

rectangle

squares

Have more control over their movements and better eye-hand coordination

can control size of shapes

Pictorial Drawing stage

This stage occurs between  4-5 years of age

children are able to draw pictures that are recognizable.

begin to draw shapes that represent people

usually these shapes are large

Art supplies and Tools
basic art supplies teachers purchase are
scissors
paintbrushes
cookie cutters
easels
paper punches

Temper paint
teachers prefer liquid over powder since it does not need to be mixed
Brushes
brushes should range from size 1/2 to 1 inch wide

youngest children should use the wider brushes then with coordination improvement they can start using smaller brushes

Easels
used for painting surfaces
Crayons, chalk and felt-tip markers

are harder to use then paint

when using these tools the require more muscle movements that aren't fully developed in children

crayons are made in regular and kindergarten sizes

chalk is available  in variety of sizes, choose vibrant colors

felt tip markers come in washable or waterproof ink, most common one is buying  washable felt-tip markers for child care centers

paper and painting surfaces
types of paper and and painting surfaces for art project

newsprint

manila paper

construction paper

wallpaper

cardboard

old news paper

coloring books

studies show that coloring books have a negative effect on children's creativity

avoid using coloring books for children under 6 years old

Glue
Best glue is all purpose adhesive is white liquid glue

Cleanup Tools

keep this supplies within children's reach

use sponges, small buckets and mops

encourage children to cleanup after themselves

Space and Storage
well planned space is needed to encourage children to use art space
Books shelves should be used as store staple supplies
supplies include

paper

scissors

paste

glue

collage materials

crayons

markers

chalk tape and paint

Painting activities
children's paintings change from simple dots and strokes to crude figures
Different types of painting activities

easel - provide a small amount of paint, & large sheets of newspaper to encourage them to use up the space

finger - sensory experience, promotes expression and release of feelings,& requires more supervision

string -cut several pieces of yarn or string, next get paint/paper then show the children how to dip the yarn into paint and then run it across the paper.

texture - mixing powdered tempera with liquid starch. For the best results use sand, sawdust, or coffee grounds to make it thick

salt - need construction paper/cardboard, paste/glue, cotton swabs, salt mixed with colored tempera. Next spread glue on paper, spread the salt on paper lastly shake off excess paint and let dry.

mono - starts with regular finger painting, then use an 8X12 piece of paper and have it placed over finger painting then pull them apart.

spice - scented painting, First give children a piece of paper and spread glue on it next add the spices on top.

chalk painting - dip chalk into water and draw on construction paper

These different types of activities can help children learn to recognize color and shape
Molding
Play dough, plasticene and clay are open-ended materials that can be molded and form

they stimulate imagination

you will observe them

poking

rolling

stretching

pounding

squeezing

coiling

flattening

tearing

attaching pieces

develop large/small motor coordination skills
cutting

Most children just snip and in a straight line

children don't have enough small small muscles strength to cut through these materials

avoid using heavy paper to cut with

children want to cut in curves once they start cutting

requires good eye coordination skills

collages

Collages are selection of materials mounted on a surface

making collages gives them choices

consider the children's age when choosing materials

Block building

Blocks are important learning tool for young children

most popular material in child care centers

when playing with blocks children are in constant motion, reaching, stretching and changing body positions.

improve their eye-hand coordination

strengthening their muscles

Stages of block building
stage 1-  1-2 years of age, children carry blocks around but do not engage in construction
stage 2- 2-3 years of age, start to stack blocks vertically or horizontally
stage 3 -  Bridging occurs, this is a process when placing two blocks vertically a space apart.
stage 4- children begin to construct build houses and naming begins at this stage
stage 5-  3-4 years of age , children begin to build buildings that are now higher wider and more elaborate
stage 6-  Begin naming the structures and including dramatic play
stage 7- At 5 years of age children are engaged in representational play, decide what they want to build. Structures become more symbolic
types of blocks and accessories

blocks come in different forms of variety such as

cardboard

plastic

rubber

foam

children from 3-6 prefer unit blocks made from wood

use blocks for counting, patterning, arithmetic and building geometric shapes

Displaying children's work

shows respect for children and improves their development when displaying their artwork

children should have a choice if they want to save their work

print the child's name for identification

the child needs to have a choice whether or not they want to take their artwork home

bulletin boards are great to display work, they are also important ways of conveying information to families

Sensory experiences; Sand and water play

developmentally appropriate for children of all ages, cultures and ability levels

relaxing and relives tension

fosters a child's imagination creativity and experimentation

encourage social interaction as children play side by side with others

Sand play

An outdoor sandbox should be 8-12 inch ledge so children can display their molded sand & so they can sit down

outdoor sandboxes should be in a quiet area

moist sand is preferable since it can'g get into eyes, shoes or hair easily

Anther positive about the sandbox being far away is when child get up and leave the sand will most likely fall off

water play
can take place inside using

water table

plastic bins

laundry tubs

wading pools

children should wear plastic aprons to make sure their clothes don't get wet
cover the floor with a plastic mat

Water play can improve physical skills, also learn mathematical concepts, social skills and problem solving skills

woodworking

woodworking can be a valuable experience

promotes hand-eye coordination, fine and gross motor development and creative expression

provides an emotional release

woodworking also encourages children to experiment and develop problem- solving skills

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Reciting numbers is a key step in learning math concepts

Early math experiences for children should focus on exploration, discovery and understanding

Almost every activity in the classroom promotes math exploration

Goals of Early Math Experiences

Math experiences should stress…

Observing and describing concrete objects

Recognizing colors, patterns, and attributes

Classifying sets of objects

Comparing objects and using terms that describe quantity

Copying patterns

Recognizing shape concepts

Recognizing and writing numerals

Using logical words

Using one-to-one correspondence

Estimating quantity and measurement

Developing problem-solving skills

Assessing Math Ability

Determine the children’s skill levels before planning math activities

Children need to be assessed individually

2 common forms

Observation

Specific task assessment

Assessment by Observation

Involves informal viewing of a child during self-selected activities

Look for specific behaviors like..

Identifying colors and shapes

Sorting and classifying objects

Counting objects

Setting a table correctly

Pouring liquids and carefully watching the amount poured

Constructing patterns

Writing numerals

Specific Task Assessment

Involves giving children set activities to determine skill and/or needs

The information provides information for use in planning math activities

Math Equipment

Encourage children by providing an active, stimulating environment to foster mathematical thinking

Collections of items for counting, observing, creating, sorting, etc should be included

Children can construct math concepts from these experiences

Mathematical Activities

A quality curriculum provides a rich environment

Provides developmentally appropriate activities to help children explore key concepts

Math activities should promote the development of many skills

Children should learn to count and recognize numbers and understand the concepts of space, size, volume and time

Color Concepts

Color is considered a math concept since it helps children learn to discriminate among objects

Identifying colors helps language development

Children learn to identify colors before shapes

Color concepts can be taught formally or informally

Color recognition can also be taught at transition times

Sorting objects by color can also be used to teach color concepts

Charts are another way to teach color concepts

Color hunts in the classroom is a fun way to teach color concepts

Shape Concepts

Children are often confused by shape

They will become aware of the boundaries around them at first

Roundness is typically the 1st shape children recognize

Skills needed to identify and draw shapes don’t develop at the same time

Most children cannot copy shapes other than circles until they’re about 4

Parquetry blocks- geometric pieces that vary in order and shape

Shape concepts are harder to teach than color concepts

Classification

The process of mentally sorting and grouping objects or ideas by common atributes

One of the first skills displayed by young children

Classification allows people to cope with large numbers of objects

Matching-a form of classification

Sorting-also involves classification

Sequencing-process of ordering real-life objects from shortest to tallest or tallest to shortest

Children begin to learn classification skills in their first few weeks of life

Recognizing-the simplest form of classification

Children begin to watch and describe features of objects after they learn classification skills

Sets

Before children learn to add and subtract in elementary school, they need to understand sets

A key objective of early math activities is to have children learn to organize activities

Empty set-a set with no numbers

Counting

Basic math skill

Key problem-solving skill

One-to-one correspondence-the understanding that one group has the same number as another

Finger counting helps children develop mathematical understanding

Carnality-concept that means the last number of the counting sequence tells how many objects exist in a set

Rational counting-involves attaching a number to a series of grouped objects

After children have had many counting experiences, test their understanding

Identifying Numerals

Numerals-the symbols that represent numbers

Children gain these recognition skills as they are continually exposed to numerals

Children see numerals at home, school and the community

A number line is a good way to teach numbers
Space Concepts

Spatial relationships-refers to the position of people and objects in space relative to each other

Children need frequent review to maintain any skill

Size Concepts

Children develop size concepts only through experience

Volume Concepts

An early childhood program should offer many opportunities to explore volume

Sand tables and water tables

When children use concepts, they think about their world in quantity

Time Concepts

Time is a difficult concept for children to understand

Young children only have a vague concepts

You can use routines to teach time concepts to young children

Children should also learn about the passing of time

There are many activities for teaching time

Temperature Concepts

Cooking and outdoor activities help introduce temperature concepts

Using Math Books

Children’s literature is important for teaching out of math books

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Much of what children learn is form Science

What Is Science?

Science- the study of natural processes and their products, for children to learn about the world they must explore and ask questions.

The teacher's role is to provide a rich, inviting, and supportive environment with hands on activities.

Gives the children a chance to be aware and involved with their surroundings

The younger children should be on observing and exploring because they are seeing the world fresh and new

Why Study Science?

They are building skills for picking out similarity and differences and growing their vocabulary, and language

Fine-motor and hand-eye coordination improves as the children measure, sample, and handle objects

Planning Science Activities

Most science experiences are unplanned form looking at flowers to the wind rising suddenly, however most experience need to be planned with a theme, this helps the children learn and to be organized

Children should be given the time to play and examine

Science activities should offer children the chance to

Observe and explore

Note differences and likenesses

Make predictions and solve problems

Build theories to explain what they see

Demonstrating

Buttoning, zipping, pulling on boots, tying shoes, and putting fingers in gloves are all actions that can be demonstrated.

At child's eye level is most effective

Verbal guidance is all a child needs

Letting the child finish the process will give them a sense of accomplishment

Eating

Nutritional services provided by centers vary

Centers providing lunch, other may only have breakfast

Snack may be the only food given at center

Make mealtimes appropriate for age, abilities, and interests of children

Children's appetites are influenced by illness, stage of development, physical activity, and a body individual nutrient need

Infants and Toddlers

Infants and Toddlers have different food likes and dislikes

Once children become mobile, their interest in food may decrease they are more interested in moving

Provide finger foods to infants and toddlers whenever possible

Helps develop fine-motor skills

Two-Year-Old

Two-year-old children become increasingly skilled at handling cups and spoons

Encourage children to fill up their own cup but provide support

Three-Year-Old

By this age children have distinct food preferences

They may refuse to eat certain foods

Old enough to feed themselves

Keep portions small if child wants more they may ask

Four- and Five-Year-Old

At this age they like to help

Wish to help them begin conversations

Limits

Taste all foods before asking for seconds of food or milk

Remain at the table until everyone has finished

Wipe up your own spills

Eating Problems

Common during the preschool years

Food refusal, drawling, pica, and vomiting are all eating problems that become serious

Lack of exercise or energy, excess energy and illness can all cause a lack of interest in food

Do not provide extra snacks to children who refuse to eat breakfast and lunch

Pica- is a craving for nonfood items

Include paper, soap, rags, and even toys

Dawdling- While one child eats only one or two bits, the other children may have finished an entire meal

Many time dawdling is an  attempt to gain attention

Napping

Most states require that preschool children nap at least one hour

Most children care centers have a sat nap time

Nap Time Rituals

Children often enjoy hearing a story at this time, pick stories that will soothe the children

Plan ahead to prevent children from making too many demands at nap time

Not all children will fall asleep at nap time

Toileting

The toileting needs of infants are met through the use of diapers

Infants cannot control elimination, bowel and bladder release

All children differ in their toilet learning needs and schedule

Toilet Learning Timetable

Children cannot be taught to perform toilet functions until their central nervous systems are ready

Never force children to develop self-regulation

Certain factors may affect a child's toilet learning timetable from illness to a new baby in the family

Guidance

As a teacher, keep a matter-of-fact attitude in toilet teaching

During  toilet learning, the childrens clothing should be easy to manage

Children often provide clues when they have to use the toilet

Cleanup

Cleanup is an important routine in early childhood classroom

Guidance

Try to maintain a positive attitude towards cleanup

Begin by setting firm ground rules and then follow through

You will find some children need encouragement or reminders

Help me put the blocks away

Show me where the puzzles are stored

Young children enjoy pleasing others

They will work hard to win your approval

Transitions

Transitions- are changes from one activity to another or moves from one place to another

Children may go from self-selected activities to using the bathroom to snack time to outdoors play in just a few hours

You may use concrete objects, visual signals, novelty, or auditory signals

Concrete Objects

Using concrete objects as a form of transitions involves children moving items from one place to another

“Lean, please put your picture ub the cubby.” This will direct Leon from an art activity to a new activity

Visual Signals

Using visual signal is another transaction method

Informing children of a change through signal they can see

For instance, when you shoud the children a picture of lunchtime, the children move to the lunch table

Novelty

Novelty transitions  involves the use of unusual, new actions or devices to move the children from one activity to another

Using locomotion in limited only by imagination. Children can march, skip, or walk backwards

For instance, do not asl a group of two- or three-year-olds to skip

Auditory Signals

Auditory signals- inform the children of a change through the use of sound

A bell, timer, autoharp, tambourine, or pino can all inform children of a transition

Auditory signals also need to be developed for individuals

- for instance you may guilty tell a child that he or she needs to clean up or go to the snack table

Auditory signals are quite useful for providing warnings

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Young children are interested in everything and constantly ask questions to learn more. Many questions arise naturally in class. Questions related to culture, families, careers, holidays, current events, history, or geography are considered social studies questions.

Importance of Social Studies

Children need to understand and appreciate how other people live

Lifestyles, Languages, Viewpoint

By including social studies in the curriculum students will…

Develop self-respect and a healthy self-concept

Develop respect for others

Develop self-control and independence

Learn to share ideas and materials

Develop healthy ways of relating to and working with others

Gain the attitudes, knowledge, and skills needed for living in a democracy

Develop respect for other people’s feelings, ideas, and property

Learn about the roles people have in life

Learn to appreciate the past and its relationship to the present

Learn the need for and purpose of riles

Social studies help children better understand this world

The Teacher’s Role in Social Studies

The key to a good social studies program is the knowledge and the skills the brings into the classroom

Through training teachers will understand the need for…

Community resources, chance learnings, themes, group participation, observation, and evaluation to enrich the social studies program

To provide quality learning experiences, you need to make daily observations

Provide data related to children's interest, abilities, developmental levels, attitudes, and knowledge

From this data, determine what children what children need to know and what behaviors need to be changed

Determine the Children’s Needs, Interests, Abilities, and Experiences

To determine children's interests you can…

Observes them during play, noting the type of play and their use of materials and equipment

Interact with them in a casual way, asking them what the enjoy

Ask the children's parents to share their children’s interests with you

Observe the children’s choice of books

Skills of the group of children should influence the social studies program

Teachers must match materials and equipment with each child’s ability level by…

Observing the children’s social skills as they play with other children

Reviewing the children’s physical growth and health records

Structuring a variety to tasks for each child to complete noting their success

There is no shortcut for gathering data to determine the children’s skill levels

Information is essential for planning a DAP social studies curriculum

Develop the Curriculum

Once the children’s needs, interests, abilities, and experiences have been determined, you are ready to plan the curriculum

Encourage children to take part in the planning

Young children can plan the following aspects of their activities

Whom to play with

Materials needed for a project

Places to visit

People to omvier to the classroom

How to celebrate birthdays and holidays

Themes

One theme can be used to integrate the learning opportunities of many different concepts

Use Community Resources

Community may have resources for a variety of learning opportunities

Incidental Learnings

Incidental learnings are experiences that happen during the course of a normal day

The following are examples of incidental learning experiences

Classroom and playground repairs

Classroom rules

Roles of center workers such as the janitor, bus driver, or office worker

Handling an argument

Happenings in the local community

Evaluation

Key part of planning the social studies curriculum

Helps to see if goals have been met, what new goals are needed, and whether any current goals need modification

You may ask children the following questions

What did you like best?

Why did you like it?

What did you learn?

What do you want to learn more about?

What would you like to do again?

Building Social Studies Concepts

Perceptions are ideas formed about a relationship or object as a result of what a child learns through the senses

Personality, experiences, language skills, health, emotions, and social relationships all affect the formation of accurate concepts

Good physical and mental health help children form proper sensory concepts

Multicultural, intergenerational, democracy, ecology, change geography, community living, current events, and holiday concepts are formed through social studies

Multicultural Concepts

Culture is learned patterns of social behavior

Children are typically aware of skin color around three years old

Culture influences feelings, thoughts, and behavior

When planning multicultural curriculum keep this in mind…

Respect for oneself as a worthwhile and competent human being

Acceptance and respect for others’ similarities and differences

An appreciation of the child’s own cultural and ethnic background

The skill to interact positively with all people

An understanding that there are many ways to do things

Parent Involvement

Parents and other family members can be the best resources

Selecting and Preparing Materials

Select materials that reflect that ethnic heritage of all children such as

Cooking utensils

Flags

Weavings

Traditional Games

Children’s Books

Musical Recordings

Pictures

Videos

All groups must be included and respected in teaching materials

To prevent omission

Activities to Encourage a Multicultural Perspective

Children are more likely to focus on differences than similarities

Focus on similarities

Intergenerational Concepts

Negative stereotyping is a problem for older adults

Children may have attitudes and stereotypes that the formed early in life

They can be changed with contact

Selecting and Preparing Materials

Gerontology is the study of older adults

Use materials that have positive depictions

Activities for Developing Intergenerational Concepts

Arrange field trips to visit older neighborhoods or assisted living facility

Older Adults in the Classroom

They may help with projects and help other groups of children

Following these guidelines for volunteers in the room…

Ensure that each older adult has a definite role to play in the classroom

View each older person as an individual, using his or her special talents, interests, and training

Maintain close communications between the administration, teachers, and the older volunteer

Design and provide training and sharing opportunities for the older person

Democracy Concepts

By five children can pick out the flag and may know the Pledge of Allegiance

These are some sample activities that could help build governmental concepts

When your class gets a new pet, let the children vote on the name

During cooking, let the children vote on what type of food to make

When a new toy arrives, let the children outline rules for its use

Encourage the children to suggest field trips they would like to take

Let children plan the type of sandwiches they will have on a picnic

Let the children vote on plans for classroom celebrations

Morning Meetings

They can promote a caring community at toddler, preschool, kindergarten, and school-age levels

May be scheduled or unscheduled

Purpose is to address concerns in the learning community

Ecology Concepts

Ecology is the study of life

Focuses on land, water, air, grass, birds, trees, and insects

Some sample activities that focus on ecology are…

Take children on a trip around the block. As you walk, point out plants, trees, flowers, shrubs, and birds

Keep plants and animals in the classroom or the play yard

Provide magazines that children may use to cut out the pictures they feel are beautiful. Let each child explain the beauty of the picture.

Give each child a paper bag and take a “trash hike” around the play yard. Encourage children to pick up trash and place it in their bags

Change Concepts

Children need to learn that change can affect their lives

Change is constant

Try the following…

Show videos of babies

Record children's height and weight at the beginning of the year, at midyear, and at the end of the year. Discuss with children how they have changed

Collect a variety of baby clothes and toys. Place these items on a table where the children can explore them

Geography Concepts

Children  are geographers as soon as they are mobile

They must learn that the earth provides food, shelter, and raw materials

Community Living Concepts

During preschool children become aware of the world outside their home and family

Answering these questions with the children will help develop community living concepts

What buildings and businesses will they find?

Who are the people they will meet?

What can these people do?

How can they help you?

Plan visits to places in the community that provide services for people

Police station, library, radio, fire station

You can invite people in different careers into your classroom

Current Events

Show-and-tell helps kids understand current events

Children may share events such as…

Personal achievements

Family events

Special celebrations

Holiday Concepts

Holidays teach children about their culture and other cultures

Ask parents if they want to be involved

Provide age appropriate activities

Don’t introduce the holiday too early or you may confuse the children

Family diversity comes in with holidays like Mother’s Day and Father’s Day

Some programs celebrate Family’s Day

Involve children in the planning for holiday events

Classroom Celebrations

You can celebrate little things like tying shoes and riding a bicycle

Others can be birthdays and the arrival of a new member in the program

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What are the stages of play?

Solitary Play (Independent Play)- When a child plays by themselves

Parallel Play- Children play side by side, but not with each other

Associative Play- Children interact with one another while engaging in a similar activity

Cooperative Play- When two or more children play with each other

Personification- Giving human traits to non living objects
What are the benefits of these play types?

Socio-Dramatic Play-

Children grow cognitively, physically, socially, and emotionally when participating in socio-dramatic play.

During this type of play children make decisions which teached them problem-solving skills

Language concept is also developed when children engage in play through learning new names for equipment and gaining new ideas from children

Social and emotional play are developed through socio-dramatic play.

What are the types of puppets?

Hand puppets

Mascot puppets

“Me” puppets

How to write a story with puppets.

Conflict- Two or more forces that oppose each other

Most puppet stories are written by teachers. They are often told to fit the child's needs and interest.

The first step to writing a puppet story is to select a theme, after selecting on it will help to decide the order of events. Some themes are manners, safety, friendship, vacation, holidays, and experiences.

The plot is the most challenging part, due to the fact that the children have to be able to follow and understand it.

To end the story resolve the conflict. When making the conflict simply think of opposites. Like ugly-beautiful, weak-strong, poor-rich, kind-mean, and more.

How to tell a puppet story.

The room should be set up to tell and go along with the story.

Don't use human voices

Should have a high pitched and low pitched voice. Don't change the voices.

The voice should match the size and age.

What is the Teachers Role in this?

Guiding Play:

The first role for a teacher while guiding play is to provide material and space for the kids to play. It also involves coaching, modeling, and reinforcing

What is Coaching?

Coaching is providing the kids with ideas for difficult situations.

What is Modeling?

Showing the children appropriate behavior to use during socio-dramatic play.

What type of movements can be made by a puppet?

There are three basic types of movements that can be shown with hand puppets

Fingers- Adds small movements in the arms and hands

Wrists- Can bend the puppet to make it look like its bowing

Arms- Can be used for from one place to another

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What is Science?
-

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Terms to know
Incidental learnings
- learning experiences that happen during the course of an average day
Omission
-  implication that some groups have less value than other groups in our society cause by not mentioning or including a group on teaching
Morning meetings
- class meetings that promote a caring community at toddler, preschool,
Ecology
-
Perceptions
-
Culture
-

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Young children are interested in everything and they ask many questions. The field of social studies included many subjects that help the children learn about themselves and others.

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https://docs.google.com/presentation/d/12Dacu0g9KZ9lNNUek93ZHzcPyyeVYnqXsPjB3VbhnQg/edit#slide=id.g506001d6ca_0_22

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Guiding Play

Dramatic play- is a form of play in which a single child imitates another person or acts out a situation

Socio-dramatic play- involves several children imitating others and acting out situations together

Socio-dramatic play is the most complex play seen in early childhood settings

Children project there feeling and emotions he or she is feeling into the puppet

Stages of Play

1st stage of play is solitary play, 2nd is parallel play, 3rd engage in associative and cooperative play as children get older solitary decreases and social types increase

Solitary play or independent play is play is experienced by infants who play by themselves and the play is exploratory in nature

Children until 9 months play in single object but after 9 months they examine multiple objects

Parallel play starts at 2 years old

Parallel play children play beside each other but not with each other

Associative play is the first type of social play where children interact with one another while engaging in a similar activity

Cooperative play is play between 2 or more children

Children who are aggressive and uncooperative may have problems with cooperative play

To be successful in cooperative play, they need to give affection, be friendly, and consider other children’s wishes, they also need to understand the viewpoint of others

Children may talk to dolls or puppets, acting as if the toys can hear what they say this is known as personification

Stages of Material Use in Play-

1st stage of material use is called manipulative stage children handle props. Unscrewing and screwing the top on and off a baby bottle

2nd stage functional stage children will use props as intended while playing with other children. Using the baby bottle to actually feed the baby.

3rd stage imaginative stage children in this stage do not need props. Instead of feeding the baby with a bottle they will use a pencil, a stick, or a finger.

Socio-Dramatic Play

Playing as being a wife, husband, mom, dad, doctor, or police officer.

This is called role-play allows children to try out a variety of roles

Children engaging in role-playing often give specific instructions for roles

Benefits of Socio-Dramatic Play

Children grow cognitively, physically, socially, emotionally

During this type of play children make decisions and choices

Learn problem solving skills

Physical development is promoted through the play actions of children: sweeping floors, dressing dolls, and pretending to paint furniture

Social and emotional development are promoted through socio-dramatic play

Learn how to balance their play to satisfy and please others

Play Themes

At the age of four children now play with more aggressive behaviors. They like to imitate ghosts, monsters, or TV action heroes.

Five year olds reflects games with rules, as well as fears and hostile feelings. They can tell the difference between reality and fantasy.

Themes for Dramatic Play

Artist, baker, barber, doctor, dentist, hair stylist, office worker, pilot, photographer, police officer, teacher

Airport, camping, costume shop, pet shop, spa, zoo, store.

The Teacher’s Role

Provides material and space, when theme-related props are provided children spend more time in socio-dramatic play

Role also includes coaching, modeling, and reinforcing.

Coaching- requires that you provide children with ideas for difficult situations

Modeling- showing the children that appropriate behavior to use during their socio-dramatic play

Scheduling-

Avoid scheduling too many activities

Blocks, woodworking, puppets, and art activities all encourage dramatic play

Equipment and Setup for Socio-Dramatic Play

Small areas tend to promote quiet, solitary play.

Large open areas promote more socio-dramatic play

Prop Boxes

Prop Box- contains materials and equipment that encourage children to explore various roles.

Prop box themes might include an office worker, painter, hair stylist, post office, baker, florist, librarian, chef, fast-food worker, bride/groom, doctor.

Costume Corner

Rotate costumes to complement current studies

Clothing should be of many cultures

Housekeeping Area

Every early childhood classroom should have a housekeeping area.

Child-sized furniture and equipment. Kitchen utensils, furniture, and other household items that complement current themes should be included

Outdoor Play Area

Includes a jungle gym, sandbox, housekeeping items, toy car & truck, sawhorse, planks. Accessories such as tents, large blanket, and hats are also useful. Children can build forts, houses, and ships with these materials.

Puppetry

Puppetry- involves the use of puppets in play. A puppet is a figure designed in likeness to an animal or human.

Come in different shapes and sizes

Can express emotions if they have moveable mouths, legs and arms

A self-conscious child can act out feelings such as anger and love

Children can learn to communicate feelings and thoughts using puppets

Children may say things to a puppet that they wouldn’t say to a person, this can help the teacher understand what makes the child angry, sad, or happy.

Puppets can be used to motivate children. Encourage them to share their thoughts, and to spark ideas.

Types of Puppets

Hand, mascot, and “me” puppets

Hand Puppets

Include no string or rods to be worked.

A hand puppet is worked by placing the second and third finger in the puppet’s head. Thumb should be placed in one of the puppet’s arms and the fourth and fifth finger in the other arm.

Mascot Puppets

Stays in the classroom all year

Help introduce new activities and class members.

Model proper classroom manner

“Me” Puppets

Making a puppet using their own hands

Line the inside opening between your index finger and thumb with a red marker. This line will be the puppet’s lips. Using another colored marker, add the puppet’s eyes. Use a piece of construction paper or fleece fabric for the hair. With double-stick tape, attach the hair to the top of your knuckle.

Writing Puppet Stories

To begin writing a puppet story, select a theme.

Next develop the plot

End the story by resolving the conflict.

When developing the conflict use opposites such as ugly-beautiful, poor-rich, weak-strong, kind-mean

Working Puppets

The puppet should use proper communication skills

Telling a Puppet Story

Props will help with the story (Circus theme can have balloons around speaker)

Get the children interested in the beginning

Puppets Voice

Use a special voice for puppets character, it should also match the puppet (A tiger is going to have a booming voice where as an older lady will have a quieter voice.

Children should be able to hear puppets voice when there are two being used

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Teachers use all different styles of music for all the different cultures young children play a part in.
Music does what?
-builds a sense of community
-provides an opportunity to learn and use launguage concepts and vocabulary
-provides an opportunity to practice counting skills
-provides a present background for playing, eating, & sleeping
- calms angry feelings and releases tension & energy
can be used to express feelings through moment and dance
-can be used to manage behavior
-makes learning fun
-teaches listening skills
-helps build an understanding of musical concepts, including loud/soft, high/low, fast/slow, up/down
-helps build an appreciation of different cultural backgrounds
-helps build community
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Benefits of Music experiences
Music can build creativity when children are urged to experiment, explore and express themselves. Music helps children build an awareness of the feelings of others. Language skills build as children take part in music activities. Music actives help children grow cognitively. music appears to strengthen pathways in the brain. As children play instruments they grow physically. As children learn about their culture and learn new skills they learn to like themselves. With their instruments children enjoy making sounds. Four and five year old children might even create their own songs.
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A Music Center
Place it in an open section of the classroom to allow room for freedom of movement.
Display instruments on a table or open shelf. Children should feel free to use them.
-drums
-kazoos
-melody bells
-cacklers
-maracas
-rhythm sticks
- guitars
-tambourines
-cymbals
-recorders
When shopping for instruments shop for quality(provide the best sound)
Instruments from various cultures help promote multicultural awareness. Music center should also include pictures of dancers, instruments, and singers.
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The Teacher's Role
Teachers role- to encourage musical expression.
Children need a surrounding that they feel free to explore, sing, and move to the music. The time the children will spend in musical activities will depend on their age, interest, ability and experiences. Teachers will sing along with children but it is not uncommon for novice teachers to be shy about singing before a group of children. Young children aren't critics they enjoy hearing their teacher sing along with them. Enthusiasm is a key factor in conducting a positive experience. If you enjoy yourselves then you will see the children smiling and enjoying themselves too. When singing use a light and present voice. Children find it easier to match the tone of a voice rather than a piano or instrument. With children through age three, use instruments as little as possible.
Contents of a music center:
Auto harp, CD player, Variety of CD's, Personal media player, Pictures of dancers instruments and singers, Rhythm instruments, Sound producing objects(clocks, containers filled with pebbles), song book, scarves, crepe paper streamers, Piano, Guitar.
Avoid forcing children to participate. Singing is a learning behavior. Generally preschool children will sing in a group by the age of five most children will be comfortable singing alone. Children respond better to musical directions rather than spoken directions.
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Encouraging Discovery
Promote children's interest in instruments and their sounds.
Questions to ask:
-how can you make a different sound?
-Can you make a faster sound?
- How was this sound different?
- Can you make a slower sound?
-Can you make a louder sound?
-Can you make a softer sound?
To encourage children comment on their sound effects.Encourage children by prompting.
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Encouraging Nonparticipants
If a child is shy and doesn't want to participate try and stand next to the child during movement activities. With a smile on your face slowly take their hands and swing to the rhythm. Then continue to encourage participation by nodding and smiling at them, showing your approval and enthusiasm.
------------------------------------------------------Selecting Songs
The best songs for young children:
-tell a story
-have repetitive easy to learn phrases
-have a developmentally appropriate vocabulary
-have a strongly defines and attractive mood or rhythm
-have a range of no more than one octave (most children are comfortable with the range from C to A or D to B)
-encourage active involvement
-relate to children's level of development
Most children enjoy songs about familiar objects, families, lullabies, holiday songs and  songs with actions.
-------------------------------------------------------Creating Songs
Best way to create a song is to use a known melody with new words. Changing words to Millard tunes is a good way yo teach launguage skills.
-------------------------------------------------------Teaching songs
Know the songs well. Try to sing clearly, using expression, proper pitch, and rhythm.
Three methods for teaching songs:
1. the phrase method
2.the whole song method
3.phrase/whole combination method.
The phrase method of teaching is used with longer songs and younger children. First prepare the children by telling them what to listen for. After the introduction, sing the entire song. Then stop and talk about the song. Next sing short sections and have the children repeat these sections after you. Keep singing, increasing the the length of the sections until the children know the song. After the children appear comfortable, drop out. this will prevent them from depending on you to lead songs.
The whole songs methods is used to teach songs that are short and simple with a repetitive theme. Tell children tot listen to you. After they have listened to you sing the song once, ask them to sing with you. Repeat the song a few times to be sure the children know the words. The phrase/whole combination method is done by teaching key phrases. Sing a key phrase and have the children repeat it. Continue until you have introduced a few key phrases in the song. Then sing the whole song and have children join in when they can. Repeat the song until children have learned all of the words. Stress key phrases with rhythmic movement or visual props to make them more meaningful.
-------------------------------------------------------Accompanying Singing
Some teachers do not use instruments even if they are skilled.
-Piano- has a clear sound and can be used to play melodies as well as to accompany singing. Advanced playing skills are not needed for successful music experiences. Children seldom notice missed chords or bad noted. Instead, they notice enthusiasm and delight.
-Auto harp-simple cording instrument that can be used to accompany singing. The auto harp is more useful than a piano. It is not as costly , and it is portable. Learning how to play one is quite simple. Begin by positioning the instrument so you can read the identification bars. Use your left had to press the chord bars. Strum the strings with your right hand. For each beat, strum, one cord.
-Guitar- string instrument. favorite of many early childhood teachers.
------------------------------------------------------Rhythm Instruments
Children who have little interest in singing may respond better to musical instruments. Rhythm instruments can be used to:
- build listening skills
- accompany the beat of a sound or recording
-classify sounds
-discriminate between sounds
-project music or mood
-experiment with sounds
-organize sounds to communicate feelings and ideas
- develop classifications skills by learning the difference between quiet and loud, hard and soft, and other sounds.
Handmade instruments serve a purpose by exposing children to many sounds.
------------------------------------------------------Introducing Rhythm Instruments
Before giving children instruments to play set some rules. The following guidelines are suggested for using rhythm instruments in a group:
-Quietly hand out the instruments
-if you have a variety of instruments, introducing only one at a time.
-Explain to the children that the instruments must be handled with respect and care.
-After the children have instruments in their hands, allow them a few minute to experiment.
-rotate instruments after children have time to experiment
-After the activity, have the children return their instruments to the box.
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Building Rhythm Instruments
-Sandpaper blocks- used by children of all ages
-Sandpaper sticks
-Bongo Drums-favorite of many preschool children.
-Tom Tom Drums
-Rattlers
-Shakers
-Rhythm Bells
-Coconut Cymbals
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Buying Rhythm Instruments
Buy instruments that are sturdy.
Not all teachers enjoy or have time to make instruments.
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Scheduling Music
Music should be scheduled during the day. Fits best after a story, at the start of the day, after a snack, and during free time of play. Music should be scheduled as a group activity for four and five year old. Music should occur at the same time everyday since children thrive on consistent schedules.
-------------------------------------------------------Using Group Music
Group activities are useful in building group feelings and pride. Group setting is a good way to introduce new instruments and songs. Schedule seven to ten minutes for two- and three year old. !5 minutes for four- and five year old.
------------------------------------------------------Suggestions for Group Music
_always be prepared
-Use the same signal for calling the children together for group music time
-Have the children sit in a circle or semicircle.
-Require all adults in the classroom to take part.
- Switch between active and quite music activities
-Reward children for positive behavior you expect.
-Use familiar songs that include finger play everyday
-------------------------------------------------------Using Individual Music
Group music activities tend to stress conformity Make rhythm instruments, and a CD or personal media player available throughout the day. Station an adult in the music center, adults presents will encourage in musical experiences.
------------------------------------------------------Music Activities
Listening, singing, playing, rhythm instruments, and moving to the rhythm are all music activities.
-----------------------------------------------------Listening
All music activities involve listening. Good listening skills help children build proper speech habits.
------------------------------------------------------Finger plays
Finger play for a two year old should be short and contain simple words. The movements reinforce words, body movements, the children learn how to express emotions.
-----------------------------------------------------Singing
Children's best instruments are their voices. Singing is a learning behavior. Most children can sing by the age of two. They often sing as they dress, eat, and play. children who Stutter may often sing fluently. Speech skills can improve through singing.
------------------------------------------------------Mouthing
Children's mouth can be used to make coughing, gurgling, sipping, kissing, and hissing sounds. As children compare sounds they will learn sounds too.
-------------------------------------------------------Chants
-Chant- group of words spoken with a lively beat.
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Movement Experiences
Movements provide opportunities for children to pretend and make comparisons. Movement activities should provide children with the chance to
- explore the many ways their bodies can move
- practice combining movement with rhythm
- discover that many ideas can be expressed through movement
- learn how movement is related to space
Some children will take naturally to movement, while others may feel more shy about it. To help these children, help with short, simple movement activities.
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Children's Responses
Studies show that two and three year old children's responses to movement vary. At the age of 2 children actively respond to rhythm, but at their own tempo. At the age of 3 children have gained greater motor coordination. 3 year old children will most likely use many responses, such as; circle their arms, run, and jump during the same recording.Between the ages of 4 and 6, muscular coordination keeps improving. While watching children at this stage, you will notice that they skip, run, climb, and dance to music. The movements are now done to the beat of the music.
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Teacher Preparation
In the classroom , children learn best when they can see and hear. Rather than just explaining, you may have to act out certain movements. Reinforcing the words with actions also adds interest.
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Teaching Movements
In most movement activities children should be encouraged to explore and express their own way of moving. For successful movement activities, you will need to follow certain guidelines:
- Choose a time when the children are calm and well rested
- Define space limits. There need to be enough open, clear space. If space is limited, move chairs and furniture to the side
- Tell children they need to stop when the music stops
- For variety in movement experiences, provide props such as paper streamers, balls, and scarves
- Use movement activities involving CDs or personal media players, rhythm instruments, and verbal instructions
- Allow children to get to know activities by repeating many of the experiences
- Stop before signs of fatigue appear
Involve the children in movement activities, by asking them to suggest movements, and to bring in their favorite CDs
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Body Percussion Activities
-Body percussion - movements involve using the body to make rhythm. Can be used to learn to do more than one movement at a time.
-Auditory discrimination - the ability to detect different sounds by listening.
As a teacher, you should teach children how to snap, stomp, clap, and thigh slap. When the children have learned how to do these things, you can have them combine 2 actions. Depending on the skills of the children, you may gradually introduce all four levels of body percussion during one experience.
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Movement Activities
Children learn to explore and express their imaginations through movement activities. One of the first activities, is to use a drum. The key to this is to encourage the children to use their bodies to express themselves.
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Time Awareness
Use a drum to provide a beat that tells the children to run very fast. After this tell them to run slowly, and then tell them to jump on the floor quickly, and then jump again slowly.
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Space Awareness
Have children stand in front of you, making sure to leave enough room for the children to move their legs and arms freely. Direct them with these instructions:
- Lift your leg in front/behind you
- Lift your leg sideways
- Lift you leg and step forwards/backwards/sideways
- Reach up/down and touch the ceiling/floor
- Stretch to tough the walls
- Move your arm in front/behind you
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Weight Awareness
Children can learn differences between light and heavy using their own body force. Tell the children to focus on the weight of their bodies as they make the movements, with the following instructions:
- Push down hard on the floor with your hands
- Push down on the floor softly with your hands
- Lift your arms slowly into the air
- Lift your arms quickly into the air
- Walk on your tiptoes
- Stomp on the floor with your feet
- Kick your leg as slowly as you can
- Kick your leg as hard as you can
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Organizing Movement into Dance
Combining time, space, and weight movements, children can learn to form movements into dance. To teach this concept, have the children do the following:
- Walk around quickly in a circle on the floor
- Walk around slowly in a circle on the floor
- Tiptoe slowly around the circle
- Tiptoe quickly around the circle
- Jump hard around the circle
- Move your arms in a circle above your head
- Move your arms in circles everywhere else
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Word Games
Word games can help children move in ways that express feelings. To play word games, tell the children to move in the way that the word might feel.
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Moving Shapes
4 & 5 year old children enjoy the moving shapes game. To play this game, give the following instructions:
- Try to move like something big and heavy
- Try to move like something small and heavy
- Try to move like something big and light
- Try to move like something small and light
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Pantomiming
Involves telling a story with body movements rather than words. Best to do with the ages 4-6. To do this, use the following statements:
- Feel the box
- Hold the box
- Unwrap the present
- Take it out of the box
- Put it back into the box
- Re-wrap the present
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Pretending
Pretending is an activity that is best used with older children. To do this, tell the children they are pretending to do certain things. i.e. driving, cooking, crying, boxing, etc. Another activity to do with pretending, is telling the children to act like there is a box in front of them, and they are to climb into the box, out of the box, under the box, and beside the box.

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What does music do?
Music does many things, not just for children but even for adults.
-provides a pleasant background fro playing, eating, and sleeping
- calms angry feelings and releases tension and energy
- can be used to express feeling through movement and dance
- can be used to manage behavior
- makes learning fun
- teaches listening skills
- helps build an understanding of musical concepts, including loud/soft, high/low, fast/slow, up/down
- helps build an appreciation of different cultural backgrounds
- helps build community
What are the Benefits of music?
Music experiences are not just for the sound, but they can build creativity. When doing music, it explores the child's creativity and doesn't limit them. Music can also be used as a way to express ones feelings or thoughts. With not only helping build the own child's feelings and awareness, it can help them learn to be aware of their own. As children begin to sing, they develop more skills, sounds, and learn more words.
A Music Center
Create a music environment that is fun and welcoming, so the kids have the feeling of happiness and know it is a place they can go. Place it in an open section of the classroom so it can allow freedom of movement. If you have block building, and other ares near by, it will influence creativity. If you display them in the open on a table or a shelf, they will feel free and open to use them. When you go to buy an instrument, look for quality so they produce the best sounds. When looking to get instruments for your classroom, parents are a good resource to ask. Most parents will offer to lend you their instruments, or better yet donate them.
The Teachers Role
The main role for the teacher is to encourage musical expression. Children need to feel comfortable and safe in their surroundings to be creative and freely express themselves. Some teachers will sing along with the children, it takes time for the teachers to get used to singing in front of a group. A main thing is to not force a child into signing if they do not want to sing. A major goal is to make sure they are comfortable and having a good time with music. Around the age of 5, children begin to feel more comfortable about singing by themselves and without an adult.
Encouraging Discovery
A goal with music is to get more and more children up and involved with instruments. If you want the kids to be engaged, you also need to be engaged. During group play activities, you may ask on of these questions:
- How can you make a different sound?
- How was this sound different?
- Can you make a faster sound?
- Can you make a slower sound?
- Can you make a louder sound?
- Can you make a softer sound?
Encouraging Nonparticipants
Something to always remember is to never force a child to do something, but encourage them. In groups of children there are always a few that are going to be a little hesitant or want to sit out. Do not get frustrated or angry at these kids, but be patient and accept that they are adapting to their environment and trying to become comfortable. If you show that you are enjoying it and that you are engaged, this may influence the child to step out of their comfort zone and engage in the activity.
Selecting Songs
When you are choosing songs for young children, make sure they are appropriate for that age and respect that they may be simple.
The best songs for young children are:
-Tell a story
-Have repetitive easy-to-learn phrases
-Have a developmentally appropriate vocabulary
-Have a strongly defined and attractive mood or rhythm
-have a developmentally appropriate vocabulary
-have a strongly defines and attractive mood or rhythm
-have a range of no more than one octave (most children are comfortable with the range from C to A or D to B)
-encourage active involvement
-relate to children's level of development
To involve the children you should select songs that are success-orientated. Choose songs that interest you and show enthusiasm for the song so it gets the children excited and then they may show interest in the songs they like.
Creating Songs
When creating songs make sure they have a rhythm that can go to other songs. This will help kids language skills and rhythm.
Teaching Songs
The attitude a teacher has about music, influences the children and their attitude about it also.
-Phrase Method: used with longer songs and younger children
-Whole song method: used to teach songs that are short and simple with a repetitive theme
-Phrase/Whole combination method: done by teaching key phrases
Accompanying Singing
Many teachers like to play piano or guitar with the children, others think it takes away from the singing. It is your choice with what you do.
-Piano: Has a clear sound and used for melodies as well as to accompany singing
-Autoharp: Simple chording instrument that can be used to accompany singing. It is more useful than a piano for several reasons. It is not as costly, and it is portable.
-Guitar: More difficult to learn, but is portable. A favorite of many
Rhythm Instruments
These can be used by children participating in music. By playing these, they express their feelings.
They can be used to:
-Build listening skills
-accompany the beat of a sound
-Classify sounds
-Discriminate between sounds
-Project music or mood
-Experiment with sounds
-Organize sound to communicate feelings and ideas
-Develop classification skills by learning the difference between quiet and loud, hard and soft, etc
Introducing Rhythm Instruments
Before giving children instruments to play set some rules. The following guidelines are suggested for using rhythm instruments in a group:
-Quietly hand out the instruments
-if you have a variety of instruments, introducing only one at a time.
-Explain to the children that the instruments must be handled with respect and care.
-After the children have instruments in their hands, allow them a few minute to experiment.
-rotate instruments after children have time to experiment
-After the activity, have the children return their instruments to the box.
Building Rhythm Instruments
-Sandpaper blocks
-Sandpaper Sticks
-Bongo Drums
-Tom-Tom Drums
-Rattlers
-Shakers
-Rhythm Sticks
-Rhythm Bells
-Coconut Cymbals
Buying Rhythm Instruments
Not all teachers have time to make their own instruments, so if you are buying them make sure they are sturdy and will last your children a long time.
Scheduling Music
Music should be scheduled throughout the day. It fits well after a story or with a story. Music should also be scheduled as a group activity for four and five year old children.
-Using group music: This helps build feelings and pride. This is a good way to introduce new songs and new instruments. Group time should be fairly brief.
Suggestions for group music:
- Always be prepared
- Use the same signal for calling the children together for group music time
- Have the children sit in a circle or semi circle
- Require all adults in the classroom to take part
- Switch between active and quiet music activities
- Reward children for positive behavior
- Use familiar songs that include finger plays every day.
Using Individual Music
Sometimes group activities tend to stress other children out. It can help children describe their feelings and emotions.
Music Activities
Listening, singing, playing rhythm instruments, and moving to rhythm are all music activities.
-Listening: The ability to listen is important for learning.  Listening to music can help enrich the students imagination.
-FIngerplays: These also help develop children skills. You should pick based upon the level and age.
Singing
Singing is a learned behavior. By singing more often, voice control is learned.
-Mouthing: Children's mouths can be used to make many sounds, and as they learn this and use this they can start to make rhythms.
-Chant: A chant is a group of words spoken with a lively beat. Chanting is very beneficial, it helps them enjoy language.
Movement Experiences
Movement activities should provide children with the chance to
- explore the many ways their bodies can move
- practice combining movement with rhythm
- discover that many ideas can be expressed through movement
- learn how movement is related to space

# data[].attributes.body
Reciting numbers is a key step in learning math concepts

Children construct math concepts by relating new experiences and information to what they already know

Meaningful learning requires the ability to see patterns

Classroom equipment, materials, and activities must provide opportunities for the children to understand patterns through play

Early math experiences for children should focus on exploration, discovery, and understanding

Almost every activity area in the classroom promotes math exploration

Goals of Early Math Experiences

Well-planned settings provide developmentally appropriate play experiences that also help promote math skills

The math experiences should stress the following:

Observing and describing concrete objects

Recognizing colors, patterns, and attributes

Classifying sets of objects

Comparing objects and using terms that describe quantity, such as more than and lighter than

Copying patterns

Recognizing shape concepts

Recognizing and writing numerals

Using logical words such as all, none, and some

Using one-to-one correspondence

Estimating quantity and measurement

Developing problem-solving skills

Assessing Math Ability

Before planning math activities for children, first determine the children’s skill levels

There are two common forms of assessment:

Observation

Specific task assessment

Assessment by Observation

Observation involves informal viewing of a child during self-selected activities

Specific behaviors to watch for include:

Identifying colors and shapes

Sorting and classifying objects

Counting objects

Setting a table correctly

Pouring liquids and carefully watching the amount poured

Constructing patterns

Writing numerals

Through observation you will be able to determine a child’s needs

Specific Task Assessment

Specific task assessment- Involves giving children set activities to determine skill and/or needs

Examples:

Present a child with crayons and say “Tell me the colors” After the child has replied say “Now count these for me”

Show a child one group of four pennies and one group of seven pennies. Then ask the child “What group has more pennies?”

Present a child with circle, diamond, square, and rectangle shapes. Say “Find the square.” Then have the child identify each of the remaining shapes

Show a child four different-sized balls. Ask “Which is the smallest ball?” and “Which is the largest ball?”

Lay 10 blocks in front of the child. Ask “How many blocks do I have here?”

Math Experiment

Encourage the children by providing an active, stimulating, environment to foster mathematical thinking

Provide the children with a variety of three-dimensional objects that promote physical and mental activity

Collections of items for counting, observing, creating, sorting, discussing, construction, and comparing should all be included

Mathematical Activities

Should promote the development of many skills

Children should learn identify, classify, and understand the concept of a set

Should also learn to count and recognize numbers, and understand the concepts of space, size, volume, and time

Color Concepts

Color is considered a math concept since it helps children learn to discriminate among objects

Using color, children can classify, pattern, and sequence

Identifying colors also seems to help language development

It requires the skill to recall a name and associate it with a visual image

According to studies, children learn to identify colors before shapes

By age two many children can match a color to a sample

However, some three, four, five year old children may not be able to match colors

This problem may be caused by color blindness

Color blindness can be discovered through careful observation of children as they try to learn colors

Children who are color-blind see shades of green and re as grayish brown

Color concepts can be taught formally or informally

You can teach children to name colors using different-colored blocks

Color recognition can also be taught at transition times

Sorting objects by color can also be used to teach color concepts

Charts are another way to teach color concepts

Charts also teach children the usefulness of graphing

Colored shapes can also be graphed on charts

A freely box or bag is useful for teaching color concepts

Color hunts in the classroom

Discussion helps children learn to recognize colors

Shape Concepts

Children are often confused by shape

The skills needed to identify and draw shapes do not develop at the same time

Children can most often name shapes before they can draw them

Most children cannot copy shapes other than circles until they are about four years of age

To learn basic shape concepts, use a variety of activities that stress touching, holding, and matching of shapes

Shape is defined by what “goes around the outside” or the outline of an object

Some teachers prefer to use parquetry blocks to teach shape concepts

These blocks are geometric pieces that vary in color and shape

Do not teach shape and color concepts at the same time

Wait until color concepts are well understood otherwise some children may confuse color names with shape names

Shape concepts are harder to teach than color concepts

Since color descriptions are used more often in everyday conversation, they may be easier for children to understand

Classification

Classification- Is the process of mentally sorting and grouping objects or ideas by a common attribute

Attribute examples include:

Size

Color

Shape

Pattern

Function

This is one of the first skills displayed by young children

Matching

It involves putting like objects together

Sorting

Is the process of physically separating objects based on unique features

Sequencing

Is the process ordering real-life objects from shortest to tallest or tallest to shortest

Children begin to learn classification skills in their first few weeks of life

By two months old, children should begin to classify experiences as pleasant or unpleasant

Infants gather information to make classifications by using their scenes through repeated experiences

This gives them the ability to relate past and present experiences

This process is known as recognizing

Some useful classification tasks for young children include:

Provide children with a set of red and black buttons. Have them sort them into piles by color

Give children toys with and without wheels. Have them sort them into two piles based on whether or not they have wheels

As children build classification skills, increase the number of common features in the activity

Sets

Set- Is a group of objects that are alike in some way and, therefore, belong together

Common features of a set may be color, shape, size, material, pattern, texture, name, or use

A key objective to early math activities is to have children learn to organize objects

Objects belonging to a set are it’s members

Empty set- Is a set with no members

In order to understand the concept of a set, children first need to learn about the sets that have like members

Best taught in smalls groups

Counting

The foundation for understanding counting is called one-to-one correspondence

One-to-one Correspondence- Is the understanding that one group has the same number as another

It is the most basic part of the concept of numbers

Studies show that finger counting helps children develop mathematical understanding

Children may start developing oral counting skills as early as two years of age

3 year olds count objects by pointing at them

4-5 year olds count objects by touching them

They may sometimes forget which items they have counted

Gradually they will learn the concept of cardinality

Cardinality- The concept that the last number of the counting sequence tells how many objects exist in a set

The ability to count occurs in two stages: Rote and Rational counting

Rote Counting

Is learned before rational

Is recitation of numbers in order

This skill involves memory not understanding

Rational Counting

Involves attaching a number to a series of grouped objects

Many children you teach will be able to recite numbers in their correct order, however they will not understand the meaning the numbers represent

Children should always be exposed to rational counting using concrete objects

The simplest way to do this is through physical guidance

Identifying Numerals

Numerals- Are the symbols that represent numbers

Each numeral represents a quantity

Numerals serve as shorthand for this quantity

Children gain these recognition skills as they are continually exposed to numerals

Children see numerals at home, school, in the community, in the grocery store, on signs, on tv programs and commercials, on calculators, clocks, and watches

Space Concepts

Spatial Relationships- Refers to the position of people and objects in space relative to each other

Describing the positions of objects in space is an important part of early math experiences

Space concepts that should be introduce are:

Before, after

High, low

Up, down

Here, there

Far, near

Above, below

In front of, in back of, between, beside

Inside, outside

Top, center, bottom

First, middle, last

You should be aware that prepositions are abstract---they represent a location in space

To best learn the meanings of prepositions, children should be shown concrete examples

Space concepts can be taught during cleanup time, art time, block building, and other activities

Size Concepts

Children develop size concepts only through experience

Introduce and stress the words:

Big, little

Large, small

Long/tall, short

Wide, thin

Big, bigger, biggest

Small, smaller, smallest

Inches, feet, pounds

Smaller than, bigger than

Thick, thin

High, low

Large, larger

Longer, taller, shorter

Volume Concepts

Early childhood programs should offer many opportunities to explore volume

Sand tables and water tables are useful for this task

During the children’s play with these materials, introduce volume concepts such as:

Empty

Full

Little

Much

A lot

Some

When children use these concepts, they think about their world in terms of quantity

Time Concepts

Time is a difficult concept for children to understand, partly because time can stand for so many situations

Examples of time concepts are:

Past

Present

Future

Soon

Hours

Days

Tomorrow

Yesterday

Today

Studies suggested that young children have only a vague concept of time

In fact, the average 5 year old child knows only the difference between afternoon and morning, night and day

Children usually cannot read the time on a watch or clock until about age seven

You can use routines to teach time concepts to young children

You can offer time experiences to children by using such words like:

Day, night

Before, after

Minute, second

Now, later

Morning, afternoon, evening

Yesterday, today, tomorrow

Early, late

Spring, summer, autumn, winter

New, old

Temperature Concepts

Cooking and outdoor activities help introduce temperature concepts

To teach these concepts, include such words as:

Thermometer

Hot

Cold

Warm

Cool

Using Math Books

Children’s literature has gradually become an important strategy for teaching math concepts to young children

Books enhance children’s natural interest and curiosity about math

Books also help children see numbers in many contexts

They are a meaningful tool for exploring, thinking, and exchanging math concepts

# data[].attributes.body
What does music do?
Music is a powerful form of communication through which every culture speaks. It is an important form of communication, especially between adults and children. Teachers teach young children music because music
- builds a sense of community
- provides an opportunity to learn and use language concepts and vocabulary
- provides an opportunity to practice counting skills
- provides a pleasant background fro playing, eating, and sleeping
- calms angry feelings and releases tension and energy
- can be used to express feeling through movement and dance
- can be used to manage behavior
- makes learning fun
- teaches listening skills
- helps build an understanding of musical concepts, including loud/soft, high/low, fast/slow, up/down
- helps build an appreciation of different cultural backgrounds
- helps build community

Benefits of music experiences
Music can enhance the expression of feelings and thoughts. Music also help children become more aware of others feelings. With music activities language skills increase, and help the children grow cognitively. Music has also appeared to strengthen pathways in the brain. Children also grow physically, using movement in rhythmic activities and play instruments. Children love listening to music, and listening to stories about music. As well, they enjoy singing and moving to the music, and making noise with the instruments.

A music center
Having a music section in the classroom - preferably in an open space - will encourage creative play, so the kids are able to sit and listen to music as well as play small instruments. Having a music center in the classroom should include pictures of dancers, instruments, and singers. Pictures should be of many cultures.

The teachers role
As a teacher, the role is to encourage musical expression. Depending on the time a child spends in musical activities, depends on their age, interest, ability and experiences. This will also affect how how much the child will engage in the activities. While engaging in musical activities, as a teacher singing to/with the kids and showing positive emotions, that way the kids will be more likely to enjoy it too. Don't force a child into singing; singing in a group or individually takes courage, especially for younger children. At the age of 5 is when children will begin to feel more comfortable singing alone. Using music throughout the day will help children listen better. Children respond better to musical instructions, that why some teacher use music to make announcements, and provide clean up instruction etc.
Encouraging Discovery
Another role as a teacher is to get children more engaged in instruments, to do this you must also be engaged in the instruments. During group play activities, you may ask on of these questions:
- How can you make a different sound?
- How was this sound different?
- Can you make a faster sound?
- Can you make a slower sound?
- Can you make a louder sound?
- Can you make a softer sound?
Encouraging Nonparticipants
In every group of children there are always a few that prefer to sit out and observe. These children often need more time to take part in music activities. With these children keep patient; you can even try, during movement activities, to take their hands and slowly swing to the rhythm. Showing enthusiasm while doing this, may also help get the child more engaged in doing the activity.
Selecting Songs
The best songs for young children
- tell a story
- have repetitive easy to learn phrases
- have a developmentally appropriate vocabulary
- have a strongly defined and attractive mood or rhythm
- have a range of no more than one octave (most children are comfortable with C to A or D to B)
- encourage active involvement
- relate to children's level of development
TO arouse children's interest you must convey enthusiasm for a song. Most children enjoy many types of songs. Usually the songs include familiar objects, families, lullabies, holiday songs, and songs with actions.
Creating Songs
The best ways to create new songs is to use a known melody with new words. Using known melodies and changing the words can help with language skills.
Teaching Songs
If you, as a teacher, are thrilled by and enjoy music the children will likely also enjoy music. There are 3 methods for teaching songs:
Phrase Method - used with longer songs and younger children. When using this method you must first prepare the children by telling them what they are to listen for. Then sing the entire song. After that stop and talk about the songs. Then sing short sections of the song, having the children repeat after you, and gradually increase how much you sing each time. The children will then become more comfortable and depend less on you to lead the songs.
Whole Song method - used to teach songs that are short and simple with a repetitive theme. Tell children to listen to you, then have them sing with you, and repeat it a few times to be sure that the children know the song.
Phrase/Whole Combination Method -  done by teaching key phrases. Sing a key phrase and have the children repeat it.Continue until you have introduced a few key phrases in the song. Repeat the song until the children have learned all of the words. Stress key phrases with rhythmic movement or visual props to make them more meaningful.
Accompanying Singing
While accompanying singing some teacher like to use actual instruments, but some prefer not to and like to use auto harp or guitar.
A piano has a clear sound and can be used to play melodies as well as to accompany singing.
Auto harp is a simple chording instrument that can be used to accompany singing.

Rhythm Instruments
By playing rhythm instruments, children can express their feelings. Children who have expressed little interest in singing may respond to musical instruments. Rhythm instruments can be used to
- build listening skills
- accompany the beat of a sound or recording
- classify sound
- discriminate between sounds
- project music or mood
- experiment with sounds
- organize sound to communicate feelings and ideas
- develop classification skills by learning the difference between quiet and loud, hard and soft, and other sounds
Introducing Rhythm Instruments
The following guidelines are suggested for using rhythm instruments in a group
- quietly hand out the instruments, that way the children don get too excited and become disruptive
- if you have a variety of instruments, introduce only one at a time.
- explain to the children that the instruments must be handled with respect and care.
- after the children have their instruments, allow them a few minutes to experiment.
- to let all of the children try all instruments, allow them to experiment and then pass them around.
Building Rhythm Instruments
Some teachers like to make their own rhythm instruments. A few of these instruments are
- sandpaper blocks
- sandpaper sticks
- bongo drums
- tom tom drums
- rattlers
- shakers
- rhythm sticks
- rhythm bells
- coconut cymbals
Buying Rhythm Instruments
Not all teachers enjoy making nor have time to make their own instruments. When buying instruments make sure they are sturdy. Also buy instruments in a number of sizes. That way the children can hear a good mix of tones.

Scheduling Music
Music should be scheduled throughout the day; typically after a story, at the start of the day, after a snack, and during free playtime. Music can be used to remind children of rules they may have forgotten. In addition, music should be scheduled as a group activity for four and five year old. This should occur at the same time everyday due to children thriving on consistent schedules.
Using Group Music
Group music activities are useful in building group feelings and pride. Also while in a group setting, this is a good time to introduce new music and instruments. Group time should be brief; 7-10 minutes for 2 & 3 year old's, while going up to 15 minutes for 4 & 5 year old's.
Suggestions for Group Music
To stay organized for a successful music experience the following may help
- Always be prepared
- Use the same signal for calling the children together for group music time
- Have the children sit in a circle or semi circle
- Require all adults in the classroom to take part
- Switch between active and quiet music activities
- Reward children for positive behavior
- Use familiar songs that include finger plays every day.
Using Individual Music
During group music children are not as free during these times to express their creativity. Due to this, individual music activities are also an important part of the music experience. During self selected play, encourage children to interact with the music.

Music Activities
Listening, singing, playing rhythm instruments, and moving to rhythm are all music activities.
Listening - all music activities involve listening. Having good listening skills help children build proper speech habits. an extended attention span, and reading readiness skills. Listening to music can help enrich the imaginations of young children. It can also help them relax and release pent-up feelings. As a teacher it is your job to help get kids the listening skills that they need.
Finger Plays - Using finger plays can help with listening skills as well. The words of a finger play reinforce movements.
Singing - Children's best musical instruments are their voices. Voice control is learned as children participate in singing experiences. Most children are able to sing by the age of 2. In a group of 2 year old's, there may be children able to sing in tune and make up tunes. There also may be some that are no able to master these skills until they are three or four. Usually, children who often stutter can sing clearly. Speech skills can be improved with singing.
Mouthing - Children's mouths can be used to make many noises. As children start to compare these sounds they soon realize that some are slow and quiet, and others are loud and fast. To get children to make sounds, bring pictures, for example different sizes of dogs.
Chant - a chant is a group of words spoken with a lively beat. It is a song that has word patterns, rhymes, and nonsense syllables in one to three tones repeated in a sequence. Chants are an important form of early childhood song. While doing chants, children learn to share the joy of language, and they learn how to cooperate. Chants are also really beneficial to the kids how are learning English as a second language. Shy children can develop self confidence and self expression by chanting.

Movement Experiences
Movements provide opportunities for children to pretend and make comparisons. Movement activities should provide children with the chance to
- explore the many ways their bodies can move
- practice combining movement with rhythm
- discover that many ideas can be expressed through movement
- learn how movement is related to space
Some children will take naturally to movement, while others may feel more shy about it. To help these children, help with short, simple movement activities.
Children's Responses
Studies show that two and three year old children's responses to movement vary. At the age of 2 children actively respond to rhythm, but at their own tempo. At the age of 3 children have gained greater motor coordination. 3 year old children will most likely use many responses, such as; circle their arms, run, and jump during the same recording.Between the ages of 4 and 6, muscular coordination keeps improving. While watching children at this stage, you will notice that they skip, run, climb, and dance to music. The movements are now done to the beat of the music.
Teacher Preparation
In the classroom , children learn best when they can see and hear. Rather than just explaining, you may have to act out certain movements. Reinforcing the words with actions also adds interest.
Teaching Movements
In most movement activities children should be encouraged to explore and express their own way of moving. For successful movement activities, you will need to follow certain guidelines:
- Choose a time when the children are calm and well rested
- Define space limits. There need to be enough open, clear space. If space is limited, move chairs and furniture to the side
- Tell children they need to stop when the music stops
- For variety in movement experiences, provide props such as paper streamers, balls, and scarves
- Use movement activities involving CDs or personal media players, rhythm instruments, and verbal instructions
- Allow children to get to know activities by repeating many of the experiences
- Stop before signs of fatigue appear
Involve the children in movement activities, by asking them to suggest movements, and to bring in their favorite CDs
Body Percussion Activities
Body percussion - movements involve using the body to make rhythm. Can be used to learn to do more than one movement at a time.
Auditory discrimination - the ability to detect different sounds by listening.
As a teacher, you should teach children how to snap, stomp, clap, and thigh slap. When the children have learned how to do these things, you can have them combine 2 actions. Depending on the skills of the children, you may gradually introduce all four levels of body percussion during one experience.

Movement Activities
Children learn to explore and express their imaginations through movement activities. One of the first activities, is to use a drum. The key to this is to encourage the children to use their bodies to express themselves.
Time Awareness
Use a drum to provide a beat that tells the children to run very fast. After this tell them to run slowly, and then tell them to jump on the floor quickly, and then jump again slowly.
Space Awareness
Have children stand in front of you, making sure to leave enough room for the children to move their legs and arms freely. Direct them with these instructions:
- Lift your leg in front/behind you
- Lift your leg sideways
- Lift you leg and step forwards/backwards/sideways
- Reach up/down and touch the ceiling/floor
- Stretch to tough the walls
- Move your arm in front/behind you
Weight Awareness
Children can learn differences between light and heavy using their own body force. Tell the children to focus on the weight of their bodies as they make the movements, with the following instructions:
- Push down hard on the floor with your hands
- Push down on the floor softly with your hands
- Lift your arms slowly into the air
- Lift your arms quickly into the air
- Walk on your tiptoes
- Stomp on the floor with your feet
- Kick your leg as slowly as you can
- Kick your leg as hard as you can
Organizing Movement into Dance
Combining time, space, and weight movements, children can learn to form movements into dance. To teach this concept, have the children do the following:
- Walk around quickly in a circle on the floor
- Walk around slowly in a circle on the floor
- Tiptoe slowly around the circle
- Tiptoe quickly around the circle
- Jump hard around the circle
- Move your arms in a circle above your head
- Move your arms in circles everywhere else
Word Games
Word games can help children move in ways that express feelings. To play word games, tell the children to move in the way that the word might feel.
Moving Shapes
4 & 5 year old children enjoy the moving shapes game. To play this game, give the following instructions:
- Try to move like something big and heavy
- Try to move like something small and heavy
- Try to move like something big and light
- Try to move like something small and light
Pantomiming
Involves telling a story with body movements rather than words. Best to do with the ages 4-6. To do this, use the following statements:
- Feel the box
- Hold the box
- Unwrap the present
- Take it out of the box
- Put it back into the box
- Re-wrap the present
Pretending
Pretending is an activity that is best used with older children. To do this, tell the children they are pretending to do certain things. i.e. driving, cooking, crying, boxing, etc. Another activity to do with pretending, is telling the children to act like there is a box in front of them, and they are to climb into the box, out of the box, under the box, and beside the box.

# data[].attributes.body
Young children are interested in everything and they ask many questions. The field of social studies included many subjects that help the children learn about themselves and others.

Importance of Social Studies

Children need to understand how to appreciate how other people live

Social studies helps children acquire skills for living

Children will develop self-respect, develop respect for others, develop self control and independence, learn how to share ideas and materials, and learn the need for and purpose of rules

Social studies makes the children better able to understand their world

The Teacher’s Role in Social Studies

Key to good social studies program is your skill as a teacher and your knowledge

To provide quality learning experiences, you have to make daily observations

Routine checks should always provide data related to the children's interests, abilities, developmental levels, attitudes, and knowledge

Determine the Children’s Needs, Interests, Abilities, and Experiences

Every group of children brings a wide variety of interests to the classroom

Some children may be interested in airplanes, trains, or geography

To determine their interests you can observe them during play, interact with them in a casual way, ask the children’s parents to share their children’s interests with you, and observe the children’s choice of books

Skills of every group of children should influence the social studies program

You need to make sure to match materials and equipment with each child’s ability level

Determine ability levels by observing the children’s social skills as they play with other children, reviewing the children's physical growth and health records, and structuring a variety of tasks for each child to complete

Develop the Curriculum

After the children’s needs, interests, abilities, and experiences are determined you are ready to plan the curriculum

Encourage the children to take part in the planning

During the planning process, allow the children to make important choices

Young children are able to plan the following aspects of their activities; whom to play with, materials needed for a project, places to visit, people to invite to the classroom, how to celebrate birthdays and holidays

Themes

Many teachers use themes when planning social study lessons

Social studies is not introduced at a particular time

Use Community Resources

Look at community resources as a variety of learning opportunities

Record names of stores, museums, art galleries, community services, community workers, and housing groups that may be of interest

Incidental Learnings

Structure the classroom to promote incidental learnings

Incidental learnings are learning experiences that happen during the course of a normal day

Watch for everyday happenings that can teach children something

Every classroom has unique incidental learning experiences

Classroom and playground repairs

Classroom rules

Roles of center workers such as the janitor, bus driver, or office worker

Handling an argument

Happenings in the local community

Evaluation

Evaluation is a key part of planning the social studies curriculum

The evaluation process will help you see if goals have been met, what new goals are needed, and whether any current goals are need modification

Building Social Studies Concepts

Young children want to find out about their world; they touch, taste, smell, see, and hear in an attempt to learn

They form perceptions which are ideas formed about a relationship or object as a result of what a child learns through senses

Concepts help children to organize, group, and order experiences

Personality, experiences, language skills, health, emotions, and social relationships all affect the formation of accurate concepts

Experiences are affected by feelings and emotions

Children well-formed language skills form useful concepts

A number or concepts are formed through social studies activities such as multicultural, intergenerational, democracy, ecology, change, geography, community living, current events, and holiday concepts

Multicultural Concepts

Culture is learned by patterns of social behavior

Children are typically aware of their own racial identity around 4 years of age

Culture provides children with a lifestyle that often defines what foods are eaten and when

Culture influences feelings, thoughts, and behavior

When forming a multicultural curriculum keep the following goals in mind

Respect for oneself as a worthwhile and competent human being

Acceptance and respect for others similarities and differences

An appreciation of the child's own cultural and ethnic background

Parent Involvement

Parents can play a key role in meeting multicultural goals for children

Parents and family members can provide you as a teacher with information on their cultures parenting beliefs and practices

Parents can also share their heritage by taking part in classroom activities

Select materials that reflect the ethnic heritage and background of children

The following items are useful for reaching this goal; flags, weavings, traditional games, ethnically diverse children’s books, musical recordings, pictures, and videos

Be sure to watch for stereotyping when selecting materials for classroom use

Omission is another bias found in some teaching materials

Omission implies that some groups have less value than other groups in society

Intergenerational Concepts

Young children's concepts of older adults are not always positive

For many children today their only contact with older adults is with their grandparents

Negative stereotyping is one of the greatest problems faced by older adults

Include intergenerational concepts in the program to encourage children to view older adults more positively

Books and other materials should depict older adults positively

The curriculum needs to contain concepts of older adults that will foster positive ideas of them

Older adults can contribute to the classroom

Intergenerational concepts benefits older adults along with children

Democracy Concepts

Children's concepts based on democratic society are based on what they recieve from home, the media, and center

To help children learn governmental concepts, design group activities based on the function of a democracy

Some activities will help children understand the purpose rules and laws such as

When the class gets a new pet, let the children vote on a name

When a new toy arrives, let the children outline rules for it

Morning meetings promote a caring community at toddler, preschool, kindergarten, and school aged children

Class meetings will help create and model a democratic environment

Ecology Concepts

Ecology is the study of the chain of life, it focuses on water, land, air, grass, trees, birds, and insects

Some activities that focus on ecology are…

Take children on a trip around the block. As you walk, point out plants, trees, flowers, shrubs, and birds

Keep plants and animals in the classroom or the play yard

Children need to learn that change affects their lives in many ways

To help children learn this concept, use nature and family

To help children understand how they change include concepts about changes they have experienced

Show a video on babies

Record children's height and weight at the beginning of the year, at midyear, and at the end of the year

Geography Concepts

Young children are geographers as soon as they become mobile

The relationship of humans to the earth is important for children to understand

Some activities to use for younger children are allowing them to dig in a sandbox or garden and play in a sandbox with cars, trucks, pails, and shovels

Design a bulletin board that maps out the neighborhood surrounding the center and the children can study this board and help navigate a field trip through the neighborhood

Community Living Concepts

During preschool years children are becoming more and more aware of the world outside their homes and families

Explore with the children the neighborhood around the center

Plan trips to some of the community places that provide services for people (library, museum, fire station, police station and the post office)

Plan visits to various workplaces to show the children how the people work

Current Events

Preschoolers are usually unaware of events outside their own environment

Show and tell is an activity that helps children understand current events

Some classrooms develop a current events bulletin board titled News

Holiday Concepts

Holiday celebrations teach children about their own culture and other cultures

They provide opportunities for meaning learning about about similarities and differences

Carefully choose and prepare for the holidays that are being celebrated

Let parents become involved in the celebrations

For each celebration provide an age appropriate experiences and activities that are culturally sensitive and non-stereotyped

Two year olds do not grasp the concept of holiday

Three year olds view holidays in terms of their families own experiences

Four year olds begin to understand simple information related to holidays

Five years of age children understand that people celebrate holidays in differents ways

Family diversity needs to be considered when planning mothers day and father's day

Involve the children in the planning for holidays and special events

Classroom Celebrations

Celebrate any milestone a child has mastered

Make a bulletin board titled classroom celebrations for anything a child or class has achieved

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Guiding Manuscript Writing Experiences

When children use symbols or drawings to represent ideas or words they begin there writing life

For preschoolers learning to write is like learning to speak

Manuscript Writing is a simple form of calligraphy.These are printed words seen everyday in children's books, in newspapers, on street signs and on computer screens.  It is a motor skill and perceptual skill

Manuscript writing is not taught formally in the preschool setting, most children aren't ready for this task

Objectives for Writing

Children need to learn

Differences in formations of letters

Write the alphabet

Write numbers

Words are made of groups of letters

Letters in english go left to right and top to bottom

Letters sounds

Spelling words is related to their sounds

Print carries a message

To complete those children need interest, enthusiasm, clear instructions and support

Pre Writing Skills

Manuscript writing is mainly a perceptual and motor skill

Children need enough fine motor coordination to hold a writing tool and make basic strokes

Fine-Motor Activities

These encourage children to use small muscles in their hands and fingers

Provide interesting developmental materials

Hand-Eye coordination Activities

Muscle control that allows the hand to do a task in the way the eye sees it done

This will promote the development of writing skills

Manuscript Writing Systems

There are many systems for teachers to use, the difference in the systems are minor

Included are the directions in which strokes are made

Whatever system you chose to use you should be consistantant

Zaner-Bloser is the most widely used system because of its common use and the ease by which children can learn print using it

Graphic Writing Tools

You should provide a variety of graphic writing tools for young children

Chalk, Cryins, Washable felt-tip markers, colored pencils, lead pencils

Until about the age of 3 children are interested in making scribbles and just using the utensil

When young children start writing they use their fist and use their arm and shoulder muscles

3-4 year olds start to use their wrists to move the writing tools

Children's controlled scribbling begins to emerging into letter-like forms

Gradually children will use the tools to write the letters fo their names

4-5 year old begin to use a mature tripod  grip on the writing tool, they enjoy writing their name and drawing things like stick figures, suns and snowman

6-5 year olds exhibit good control the writing tool and can form both upper and lowercase letters and they like to draw things like flowers and houses

At this age they start to learn the conventions of print

The conventionsifi of print is standardized spelling, word spacing, lower and uppercase letters

Paper

Provide a variety of paper to encourage children to write

Young children enjoy making choices

Use large unlined paper because children lack the hand eye coordination with the lined paper.

Manuscript Sequence

The sequence in how children learn the alphabet

They first learn straight and curved lines

Next they learn curved letters (example: C)

Next is curved letters with intersections (example: B)

Next is diagonal lines (example: K)

Lastly horizontal lines are recognized (example: H)

Most children learn the Zaner-Bloser method which follows more lowercase letters than Upper case because th lower case are used most often

Building Writing Skills

Proper writing skills are based on a few things

Practice

Maturity

Children who have learned the importance of size, proportion, spacing

You must guide them through frustration

Size and proportion

Lowercase letters are always half the size of uppercase letters

The size of there writing depends of their fine-motor and hand eye coordination skills

Writings typically start out big

As the children's coordination skills mature there writing sizes become more proportional

Spacing

Making the spaces of the words is more of a fine-motor control

To help with the spacing some teachers have children draw an “O” in between every words, some children might not be developed enough for this practice

Some teachers also have children use their 2 fingers in between every word

Line Quality

If a line waver, it usually means immature coordination or writing to slowly

Line waivers are a sigh the child lacks enough muscular control to apply constant pressure to the writing tool

Reversals

Young children have difficulty learning which direction the letters face

Pointing out the differences in the direction can help with this problem

Practice

Practicing their writing will only make them better

Being selective to what activities they use to learn their letters will help

Don't over practicing children or they may become tired and bored and not find it fun anymore

When practicing first look at how they hold the tool

Early Experiences in writing

This often determines whether a child likes or dislikes something

Finding activities that will challenge a child but not frustrate them

Starting children with writing their name usually gets them excited

Learning the proper forms should be addressed

Techniques for encouraging writing

When children see their name they can get exciting so having their names in things around a room like bulletin board or place mats at lunchtime

Doing this is called making your environment “print rich friendly”

Labeling thing like a bathroom or a window can help children get familiar with the words

Making sure children know that we write from left to right, top to bottom is important

Skywriting is demonstrating the correct way to do something and then have them follow you

Overall having a print rich environment is very important for children learning

Group Experiences

Writing in groups can make children encourages to write

Calling attention to the upper and lower case letters to children can help them identify the difference, when in groups other children will hear the words and learn

When reading books to children, comment about the text

Point out thing like the different letters

Children needs supportive adults to encourage them to explore and feel good about their writing

Space for Writing

A writing center has appeal for 4-5 year olds

This should be a space separated from the rest of the classroom

This allows privacy and quiet

Provide many writing tools

Provide different sizes of paper and writing tools

Have models of the alphabet close by

There should also be a display materials that encourage writing

Documentation Boards

These are made using bulletin boards, poster boards, and other types of boards

These boards provide examples of the children's work