Doing circle time, using my voice is also using my language and teaching the children about colours, shapes, letters and numbers. We also say good morning to everyone in the classroom which is being social. On Monday's, we ask what they did over the weekend. When they talk about it I see the happiness on their faces what they remembered. Sometimes I circle time we read books to them and they pay attention to the book, a child is making noises and another child will ask that child to be quiet and want to listen to the book.

While doing a puzzle while children, I let each child take turns putting a piece on the puzzle. The only time I help them is where I show them where the piece goes. Some children figure out where the piece goes on their own. Also another child helps a different child figure out where the piece goes. When we are done with the puzzle, we talk about what is on the puzzle and talk about it. When they are done with the puzzle, we take apart and put the puzzle away and do another activity.

Thanks, Shania

Examples for each category:

• Physical - Playing musical chairs. The children walk around a circle of chairs while the music is playing. Once the music stops, they race to find a chair to sit on and it teaches them to use their body to try be quick to avoid getting out of the game.

• Social - Building towers together with friends using blocks. They help each other to try build the tower, handing over each other blocks. Working together as a team to complete the task.

• Emotional - When one child is crying or whining because they need help zipping up their zipper, they come to the teachers for help. The teacher will help them and explain to them that it is okay to ask for help, that it’s okay if they feel frustrated because they are learning. They can take it step by step to accomplish the thing they’re trying to do.

• Cognitive - When one child is trying to do puzzles, they try to see how the pieces fit together. They look at the pictures on the puzzle and the shape to try make it into what the box shows of the picture of what it’s supposed to be.

• Language - When the child is telling us they need help with their craft, like how to use the scissors properly or how to glue the craft properly. They are using their voice to let us know they are in need of assistance.

Putting apples on their heads

Movements for their head, arms and body.

This is a good cognitive movements for toddlers and children and making them think about keeping the apples on their heads and keep adding more and they can make them think that they can do it having more apples on their heads. They can be happy or sad or make them feel they can do this.

Putting a Puzzle Together

Examples of the 5 domains

Cognitive - The children are figuring out how to put the puzzle pieces together to create the picture shown on the box

Physical - They’re using fine motor skills to pick up the puzzle pieces and fitting them together properly

Social - 2 or more children are talking to each other to figure out where the pieces go

Emotional - the children could be trying to not get mad or annoyed at each other if they can’t get the right pieces in the right place or happy/excited when they do get it right

Emotional - when a child(ren) is wanting to learn how to zip up their zipper but has a hard time to do it so they whine or cry about wanting to learn. - Learning how to share toys or puzzles when asked to, they start crying not wanting to share toys or puzzles.

Social - Communicating with others to build some towers with blocks, teaching others how to build some towers. Using your words for teachers to understand you.

Physical - when a child(ren) is learning how to exercise like, jogging, doing pushups, running laps.

When child(ren) wants to play a game with other children like tag or red over, or playing hide and seek.

Use your body to play some little sports like basketball or baseball.

Social-During circle time, children listens, sings along, gets up when we call their name says good morning to the rest of the class

Emotional -when children’s cry, we comfort them, try to calm them down and then they go and do the same arts or crafts they were doing, or read a book again

Physical - teaching them how to build a house with blocks or asking them how to build what they wanna build

Cognitive - I remember recent events, children’s remembering when they see us out in public and telling us ‘’I remember when I seen you at the store’’

Language- I ask questions..when kids are asking questions and we answer they say more sentences to it..

Each of us take turns to do arts and crafts with the children at daycare.

Cognitive Domain;

We show the children of an example of what we did with our art/crafts which gets their brain to memorize the details and the colours that we used. They’ll yell out the shapes, colours, and the size of the object and materials that we used. They will try copy the example that we created with the supplies and use the same materials and supplies while they are doing the craft.

Physical Domain;

They are using the term of Fine Motor Skills.

They are using their hands to recreate on what they are given such us;

• Finger/Painting

• Colouring

• Cutting

• Gluing

• Pulling apart some materials.

Emotional Domain;

Their emotions are sometime different from each other, most will get excited to paint and some will feel down doing painting.

Sometime some children will feel frustrated on their art and craft and they will whine or cry if it didn’t go as they wanted it to.

Most children are always happy with their craft and will excitedly to show us teachers and their parents.

Social Domain;

This is a great opportunity to get along with everyone, children showing their craft with each and everyone. Everyone is at the table doing their own craft and talking to eachother.

Language Domain;

We speak to the children as we teach and show our example of our work, we also ask and communicate with the staff and the children.

We ask the children if they’re done or stuck on what they’re confused about.

Examples of 5 domains

COGNITIVE: The child/ren’s ability to think, they can play with blocks to stack. Figuring out how to put together the puzzle pieces.

Physical: Movements the child/ren make, during circle time we did a stretch in and out for the kids for them to do/learn.

Emotional: The child/ren’s ability to feel and express, sometimes they feel emotions when their parents bring them and go back out, we try to make them feel better.

Language: The child/rens learn to talk, by babbling and us teaching them to talk, saying their first words,etc.

Social: When its playtime the children play together, I see them asking to try, or taking turns with the toy they’re playing with.

• Emotional: Improving their ability to control their emotions and behaviours, such as waiting to be comforted. Using words such as “Mad” or “sad”.

• Social: 0-12m learning through early interaction with caregivers, like responding to smiles and gestures, and engaging in games like peek-a-boo.

  3-5 sharing toys and taking turns in games, they start to understand and respond to others.

  Participating in simple games and understanding the need to follow group rules.

• Cognitive: Figuring out how to work toys with bottoms and levers. Learning to read and sound out letters. Understanding words, concepts, and using simple sentences.

• Physical: Throwing a ball and running after it, is an example of physical development. Waiting to hit a softball with a bat and then running is an example of physical development.

• Language: Singing a song durning circle time. My four year old daughter gives directions and step by step rule in somethings she does in our home. She also tells us what is difficult for her and how it affects her.

Physical

They can jump and hop on one foot with good balance.

Cognitive

They have the ability to process their thoughts, pay attention and express their creativity.

Emotional

They feel sorry for someone when they are sad, they anre aware of who they are.

Social

They are learning to share, take turns and accept differences in others.

Langage

They can speak and understand what is said, they look towards a voice and ask questions.