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The person has laid 7 dominoes onto the table.

They have put the dominoes next to each other by color.

The dominoes also match by number.

They have a timer next to the dominoes.

They have a paper underneath the timer and dominoes.

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The person is dressing the doll.

The person has placed three other dolls onto the table.

The dolls are all facing each other.

There is a basket full of dolls next to the person.

The dolls on the table are all wearing different outfits.

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Partner Domino Match

Have children group into pairs. The pairs will get a set of dominoes, a timer, and a piece of paper. The children will set the timer, and see how long they can build the set of dominoes by matching the numbers on either end. Once the timer is up, the children will count each domino and write the number on the paper. Then, children will be encouraged again but with the goal of trying to make an even longer domino chain! Once the second round is finished, have the children compare the numbers. Which chain was bigger? Children are allowed to play infinitely.

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Science Activity - Dressing for the Weather

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Science Activity - Dressing for the Weather

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Dressing for the Weather

The child will be given a basket of wooden dolls and a variety of different season outfits, and a season wheel. Have the child spin the wheel and see what season it lands on. Then, talk about the season with the child. What activities do you do, and how would you dress? Encourage the child to engage in dramatic play with the dolls and dress them as if they are going to the activity they mentioned. Spin the wheel and do this activity as many times as the child wishes.

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CD-SC2.4d

Uses appropriate vocabulary to discuss climate and changes in the weather.

CD-SC4.4a

Explores and describes position and movement of objects and toys.

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CD-MA1.4b

Recognizes numerals and uses counting as part of play and as a means for determining quantity.

CD-MA1.4c

Matches numerals to sets of objects with the same number, 0–10.

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For this activity, I would use a photograph portfolio (Beaver et. al., 2024) to document each of the scenarios the child creates with the dolls. As they spun the wheel and dressed the dolls with new seasonal clothes, I would take pictures and jot quick notes about the pictures taken. Notes will serve to add depth and explanation to the photographs. I would share the photograph portfolios with parents in order for children and parents to reflect on any strengths or struggle areas with seasons (Making Learning Visible Project, 2003).

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The assessment tool I would use to document this activity is anecdotal records (Beaver et. al., 2024). As the children are playing with the activity, I would jot down notes about how they interact with the material, how they interact with each other, and the vocabulary they would use. I would use objective language to describe the interactions. I would then anecdotal notes with parents in order for children and parents to reflect on any strength or struggle areas with numbers and number recognition (Making Learning Visible Project, 2003).

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Georgia Department of Early Care and Learning. (n.d.). Georgia early learning and development standards (GELDS). https://www.gelds.decal.ga.gov

Beaver, N. H., Wyatt, S. S., Jackman, H. L., & Lee-Perriard, M. E. (2024). Early education curriculum: A child’s connection to the world (7th ed.). Cengage Learning.

Making Learning Visible Project. (2003). Documentation Features in Practice. Harvard Graduate School of Education.